1. Developmental Education Redesign in the Pathways Framework
UHCC Student Success Council Meeting
Nikki Edgecombe, Senior Research Associate
Community College Research Center, Teachers College

2. Community College Research Center
A leading independent authority on two-year colleges based at Teachers College, Columbia University. Founded in 1996, CCRC conducts research on the issues affecting community colleges and works with colleges and states to improve student success and institutional performance.
Areas of research include:
High school to college transitions
Developmental education and adult basic education
Student services and financial aid
Online learning and instructional technology
College completion and transfer
College to career and workforce education

3. Knowledge Development
Our approach
Knowledge Development
Evaluation
Implementation
Guiding Decision-makers
Gates Foundation RFP
Refining Gates Foundation IPAS strategy
Knowledge-dissemination
Strategic assistance
Readiness for Adoption self-assessment
Site reports and strategic advisement for case study sites
Enhance Gates-funded technical assistance
Workshops and webinars with AtD and other partners
Knowledge Development
IPAS as change management and transformative change
Case studies of end-user adoption and institutional reform

4. Rationale

6. Early reforms showed positive but small effects …
Accelerated Learning Program (Cho et al., 2013)
“Compared with their non-ALP peers, ALP students were also 5.5 percentage points more likely to persist to the next year following ENGL052, and, on average, they completed 1.2 more college-level credits after ENGL052” (p. 11).

7. … that tend to fade over time.
Learning Communities (Visher, et al., 2012)
“Up to two semesters after the program ended, short- term impacts on credits earned in the subject targeted by the learning community were discerned in most of the demonstration colleges, but these faded after a semester or two. None of the learning community programs had an effect on reenrollment (or persistence) in college” (p. 77).

8. Predominant orientation toward reform leads to the adoption of minimally disruptive, small-scale approaches, which are oftentimes enacted in ways that undermine their potential benefits.

10. To significantly impact long-term outcomes, reforms must affect more than the beginning of students’ college careers and must sustain the intensity and duration of supports.

12. Vision

13. Developmental education as an on-ramp to programs of study
College
Bridge
Students gain college know-how, academic preparedness, and motivation to begin a program of study
Progress Monitoring, Feedback, and Support
Completion +
Career Advancement
Further Education
Career / College Assessment and Planning
Students choose field of study, develop completion plan with support needs identified
Foundation and Advanced Skills Mastery
Students build foundational and advanced skills following a completion plan
Students complete gateway courses and other program-of-study requirements while receiving target academic and nonacademic supports

14. On-ramp necessary but not sufficient
GUIDED PATHWAYS
Clear roadmaps to student goals
Churning
Intake redesigned as an on-ramp
Early transfer
Completion
Students’ progress closely tracked
Excess credits
Time to degree
Learning outcomes/assessments aligned across programs
Skill building

15. Practice

16. Conventional wisdom: It is a problem with today’s students
Students are simply, vastly unprepared for college
Kids these days ….

17. Placement According to Exam
Dominant systems of assessment and placement subject to severe misplacement
Placement According to Exam
Developmental
College Level
Student Ability 
Over-placed
(English – 5%)
(Math – 6%)
Under-placed
(English – 29%)
(Math – 18%)
Additional information on this analysis is available at the following link:

19. Long Beach CC transfer level English success rate by method of qualification
That 73% Accuplacer + MM bar looks awfully good relative to that 75% the Hawaii CC system goal of having 75% of students placed one level below complete gatekeeper math and English in one term and the 70% of students placed two levels below complete the same.

20. Early outcomes at LBCC suggested viability of multiple measures
Math
English

21. Effects of placing at the lowest levels – even in reformed contexts – are profound

23. Models

24. Math Pathways Theory of Action
Content of developmental mathematics courses is structured in an accelerated fashion and aligned to the mathematics requirements of varying degree programs to ensure students take the type and amount of mathematics they need
Target population
Typically students who are eligible to enroll (by placement or course completion) in beginning algebra
Large-Scale/ Institutionalized Examples
Carnegie Statway/Quantway; Dana Center Mathematics Pathways (formerly New Mathways Project)
Evidence of Effectiveness
SW/QW: Descriptive statistics analyses of the fall 2011, 2012 and 2013 cohorts found 49% of students enrolled in Statway successfully completed the year-long course compared to 15% of the students enrolled in the baseline comparison group; 56% of students enrolled in Quantway successfully completed the two-course sequence compared to 29% of students enrolled in the baseline comparison group (Sowers & Yamada, 2015)

25. Corequisite Theory of Action
Simultaneously enroll in college course and supplementary remediation (e.g., companion course) to eliminate exit point and accelerate completion of gatekeeper course
Target population
Originally, students placed in upper-level developmental English; however, expanded to students with more significant math and English remedial needs
Large-Scale/ Institutionalized Examples
Community College of Baltimore County Accelerated Learning Program (ALP); TN, WV, GA, IN, VA
Evidence of Effectiveness
CCBC: Regression analysis of pooled cohorts tracked for up to 4 years found ALP students were 28.5 percentage pts more likely to complete gatekeeper English and 5.5 percentage pts more likely to persist to the next year following co-req English enrollment (Cho, Kopko, Jenkins & Jaggars, 2012)
TN: Descriptive analyses of fall 2014 and spring 2015 pilots found 63.3% of students passed co-req Intro Statistics compared with 12.3% of students in old model and 66.9% of students passed co-req Freshman Comp compared to 30.9% of students in the old model (TBR, 2015)

26. Contextualization Theory of Action
Create explicit connections between the teaching of basic skills reading, writing, or math and instruction in a discipline area in order to enhance the relevance of the content, deepen learning, and streamline developmental education coursework.
Target population
All students
Large-Scale/ Institutionalized Examples
Integrated Basic Education Skills Training (I-BEST)
Evidence of Effectiveness
A PSM analysis found I-BEST students earned 8 college credits and 8 CTE credits more than the matched group and were 36 percentage points more likely than the matched group to attain an award. The analysis showed no statistically significant difference in year-to-year persistence and on employment outcomes (Zeidenberg, Cho & Jenkins, 2011)

27. UHCC’s charge

28. Clarifying curricular pathways
70% students two or more levels below college ready will successfully complete their college level math and English courses within one year
75% students one level below college ready will successfully complete their college level math and English courses within one semester
Multiple
Measures
Clarifying curricular pathways
Math
Pathways
Helping students get on a path
Corequisite
Remediation
Keeping students on a path
Contextualized
Learning
Ensuring learning

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Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY Telephone: