1. Opening Access, Increasing Success, and Confronting Inequity: The Case for Establishing Co-Reqs and Multiple Measures Placement in Transfer-level Math and English
Tammi Marshall, Cuyamaca College, Math
Josh Scott, Solano College, English
ASCCC Curriculum Institute
July 14, 2017

2. The call for co-requisite models and placement reform
Endorsed by
The Community College Research Center
The American Association of Community Colleges
Jobs for the Future
The Education Commission of the States
The National Association of Developmental Education
The University of Texas’ Charles A. Dana Center
The Basic Skills Student Outcomes Transformation Grant
The National Center for Inquiry
The California Acceleration Project
As part of it’s Graduation Initiative 2025, CSU is implementing multiple measures placement and co-requisite remediation
Finally, both the CCCCO and ACCJC argue for disaggregation of equity data as a tool for course assessment and outcome review/revision
2 min
Letting go of ELM and moving towards multiple measures
The point about IGETC ... the IGETC Standards version 1.8 were approved by ICAS (Intersegmental Council of Academic Senates) in June Below is the relevant excerpt (10.2 Subject Area 2A: Mathematical Concepts and Quantitative Reasoning). Someone in the audience (Ginny May?) may speak to this.
The Mathematical Concepts and Quantitative Reasoning requirement shall be fulfilled by completion of a one-term course in mathematics or statistics above the level of intermediate algebra, with a stated course prerequisite of intermediate algebra. Courses outside the discipline of math using the application of statistics may be used to fulfill this requirement, as long as the course has intermediate algebra as a prerequisite and knowledge of intermediate algebra is necessary to be successful. Until 2019, math courses with prerequisites of intermediate algebra OR courses that satisfy the UCTCA Guidelines for Statistics and are approved by CSU per the Statistics Pathway memo of October 2015 are acceptable to fulfill the quantitative reasoning requirement.

3. Cuyamaca college: Where we were vs where we are now
15 min

4. Basic Skills Math Transformation Cuyamaca
Traditional Curriculum - Placement
Three levels below transfer-level Math
24% of students in fall 2015 had immediate access to transfer-level math
Disproportionate Impact
White students 3 times as likely to have access to transfer-level math as Blacks (27% vs. 9%)
White students 1.3 times as likely to have access to transfer-level math as Hispanics (27% vs. 21%)

5. Basic Skills Math Transformation Cuyamaca
Traditional Curriculum - Success
Completion of Transfer-Level Math within 2 years (fall 2013 cohort)
Students placed 1 level below: 36%
Students placed 2 levels below: 19%
Students placed 3 levels below: 4%
Disproportionate Impact
(success within 2 years of a transfer-level math course if placed one or more levels below transfer – fall 2013 cohort)
White students 2.7 times as likely to succeed in transfer-level math within 2 years as Blacks (16% vs. 6%)

6. Basic Skills Math Transformation Cuyamaca
Accelerated Curriculum - Placement
Intermediate Algebra (one level below transfer) is lowest placement possible
84% of students have immediate access to transfer-level math (vs 24%)
regular and co-requisite models combined
Disproportionate Impact
White, Black, and Hispanic students have comparable access to transfer-level math (84% vs 73% vs 85%)
Black students access to transfer-level math is eight times greater
Hispanic students access to transfer-level math is four times greater

7. Basic Skills Math Transformation Cuyamaca
Accelerated Curriculum – Success
Completion of Transfer-Level Math (Overall)
One semester completion tripled (84 in fall 2014 to 257 in fall 2016)
Course success rates held steady (transfer-level math: 64% vs transfer-level math with co-requisite: 69%)
One year throughput rates for first-time math students placed below transfer-level went from 10% to 67%
Completion of Transfer-Level Math Based on Placement (revised vs traditional)
Students placed 1 level below: 66% in one year (vs 36% in two years)
Students placed 2 levels below: 70% in one year (vs 19% in two years)
Students placed 3 levels below: 56% in one year (vs 4% in two years)

8. Basic Skills Math Transformation Cuyamaca
Accelerated Curriculum – Success
Equity Impact
(Completion of a transfer-level math course within 1 year of the first enrollment)
Black students success increased 9 times (55% vs 6%)
Hispanic students success increased over 4 times (65% vs 15%)
No disproportionate impact for Hispanics (before or after)
Disproportionate impact for blacks cut in half (2.7 to 1.4)
White student success is 76%

9. Basic Skills Math Transformation Cuyamaca
Accelerated Curriculum – Completion Data
(PreStats to Stats)
Completion within 3 years (Transfer; Degree; Certificate)
Students placed 1 level below: 13% (vs 15%)
Students placed 2 levels below: 29% (vs 11%)
Students placed 3 levels below: 37% (vs 7%)
Disproportionate Impact
Black: 31% (vs 14%)
Hispanic: 32% (vs 10%)
White: 42% (vs 14%)
Black students completion doubled (31% vs 14%)
Hispanic students completion tripled (32% vs 10%)
Often people wonder what will happen and there is a strategy we have been using for over 3 years in which we can look at to help us see that this type of change works

10. Student Survey
An electronic survey was sent to all students enrolled in a course with support and the same course in the traditional mode
Students enrolled in concurrent support courses were significantly more likely to…
feel were more comfortable making mistakes in class
agree the course provided them with more opportunities to receive guidance from other students
believe the instructor did a good job of managing the classroom
feel the in-class activities helped them master the course material and complete homework
Overall response rate of 28%

11. Solano college: Where we were vs where we are now
15 min

12. Basic Skills English Transformation at Solano
Traditional Curriculum
Three levels below college English
18% of students had immediate access to college English
28% of English 1 students were first-semester
Completion of College English within 2 years:
Students placed 1 level below: 43%
Students placed 2 levels below: 27%
Students placed 3 levels below: 7%
Disproportionate Impact on Students of Color:
White students 2 times as likely to have access to college English as African-Americans (29% vs. 14%)

13. Basic Skills English Transformation at Solano
Revised Curriculum
One level below college is lowest placement possible
Over 80% of students have immediate access to college English (regular and co-requisite models combined)
53% of English 1/w/co-req students are first-semester (in Fall ‘16; we expect this will increase in Fall ‘17)
Completion of College English within 1 year:
College English (stand-alone): 71%
Co-Requisite Model: 68%
Students placed in old 1 level below: 31%
Disproportionate Impact on Students of Color:
White and African-American students have comparable access to college English (84% vs 68%).
In the first semester, two instructors also taught a “standard” English 1, and in both cases the English 1 with a co-req had a slightly higher pass rate than our stand-alone English 1 classes, despite the fact that the students in the co-req were assessed at one-level-below transfer.

14. Impact on Equity
In old sequence, African American students placed one level below transfer had a 32% chance of passing English 1 within a year
In Fall 2016, African American students enrolled in English 1/310D had a 67% pass rate.

15. Results of English Placement Reforms
Previously students needed a 102 on Accuplacer to get into transfer-level English (English 1). 18% of incoming students had access.
Fall 2016:
English 1: 90 on Accuplacer OR a 2.7 HS GPA, OR a B in Junior/Senior year English. 
English 1/310D: Accuplacer OR 2.3 GPA or C in Junior/Senior English
35% had access to English 1 and 37% more to co-req on decreased cut score alone;
Based on Multiple Measures Placement, 94% of incoming students who report GPA now qualify for English 1 or 1/310D*
Results: Pass rates in English 1 remained stable (76% vs 72%).
*Based off of the 56.5% of students who applied within CCCApply and that answered the supplemental questions (October 2016-April 2017)

16. The need for multiple measures
3 MIN
Here is a link to a fact sheet on AB 705

17. John Hett’s 2015 Presentation on LBCC Multiple Measures Research
Five cohorts tracking more than 7,000 HS grads who matriculate to LBCC directly
Examined predictive utility of wide range of high school achievement data
For predicting:
How students are assessed and placed
How students perform in those classes
(and alignment between them)
Highly simplified presentation of unstandardized ordinal and logistic regression
Lots more too it and RP has posted a lot of it

18. * p <.05 **, p <.01, *** p<.001, x = p< 1 x 10-10
Alignment in English
(unstandardized ordinal and logistic regression coefficients)
High school, course you took, A-G classes, more. What’s more important than 11th or 12th grade English – Math CST score – almost as strong as overall GPA.
Most important predictor of performance – what course you took – after that – it’s your overall GPA.
* p <.05 **, p <.01, *** p<.001, x = p< 1 x 10-10

19. * p <.05 **, p <.01, *** p<.001, x = p< 1 x 10-10
Alignment in Math
Math much more complicated than this – the last course you took/which CST matters a lot in performance as does the difficulty level of the which course you take.
* p <.05 **, p <.01, *** p<.001, x = p< 1 x 10-10

20. How did we get there? Cuyamaca college
10 min

21. Process timeline
Spring 2015 – Department voted to adopt multiple measures & create co-req classes
Summer 2015 – Wrote course outlines for co-req courses
Fall 2015 – After looking at more statewide data, decided to lower cut scores and use MM placement; co-reqs approved by Curriculum Committee
Spring 2016 – Worked on instructional manuals (lesson planning); information campaign; training with counselors
Fall 2016 – Offered scaled up version of Math Pathways (no more math below Intermediate Algebra)
Fall 2017 – Offering Intermediate Algebra for English Learners linked with an ESL course

22. Math Pathways One- or Two-course Sequences
All students into a Math Pathway by Area of Interest
STEM; Business; General Education; CTE; Education
Broadened access to transfer-level by using MMAP rules to place students into co-requisite
Statistics
College Algebra
PreCalculus
Business Calculus
5 CAP Design Principles
Backwards design from the college-level course
A thinking oriented curriculum
Low stakes collaborative practice
Just-in-time remediation
Attention to the affective domain

23. Math Pathways One- or Two-course Sequences
No math below Intermediate Algebra; some students placed into Intermediate Algebra with co-requisite
Some students go into Pre-Statistics

24. Schedule Changes Fall 2015 Fall 2016 Fall 2017 Two+ Levels Below 18
N/A
Pre-Statistics 3 4
One Level Below 15 19
Transfer Level 29 37 54

25. Information Campaign
Presentations in all classes below Intermediate Algebra regarding changes in spring 2016
Posters placed around campus to encourage students to come and get reevaluated and take their math now
Counselors encouraged to have students re-assess when coming in for appointments

26. Additional Support via BSSOT Grant
Creating Lessons
Professional Development
Conferences
Workshops
Meetings before implementation
Meetings during implementation
Job Shadow Program

27. How did we get there? Solano college
10 min

28. Process timeline
Fall 2014 – Department voted to create co-req for English 1 w/higher cut score
Summer 2015 – After looking at more state-wide data, we decided to lower cut scores/MM placement (detail on next slide)
Fall 2015 – Experimental co-req approved by Curriculum Committee
Spring 2016 – Offered 3 sections of English 1/310D (co-req) as an experimental class
Fall 2016 – Offering 7 sections, including a Puente section and a section devoted to Multilingual (ESL) writers
Spring 2017 – Co-req class is now only option for eligible students

29. Where we are now
All students placed one-level-below enroll in college English with extra support
Nothing below accelerated English class
3 sections in Spring 2016, 7 sections in Fall 2016, 12 sections in Spring 2017
Uses regular English 1 assignments
Just-in-time remediation of foundational skills
Increased scaffolding on reading and writing
Supplemental Instructor during all class hours
18% enroll in accelerated English

30. Placement Reform Information Campaign
For students who already received an education plan, and thus, placement into a math and/or English course, but who may not have begun those courses yet:
Posters have been placed around campus to encourage students to come and get reevaluated
Faculty were asked to read a message to their classes with the same message as the posters.

31. Additional Support via Transformation Grant
Supplemental Instruction
Brochures created
Job description being developed
Graduate students working in English 1 with co-req
Graduate students being recruited for Intermediate Algebra for fall 2017 and Statistics for spring 2018

32. Moving from concept to scale
10 min

33. Moving from Concept to Scale
Understand and accept change
Student capacity
Broaden access by changing placement
Faculty advocate
Someone has to own it, water it, feed it, and make it grow
Counseling
Early & often

34. Moving from Concept to Scale
Broad dissemination of evidence
Recruit allies from appropriate college constituencies
Working on curriculum redesign
How many and who?
How long does this take?
Compensation?
What to include…

35. Moving from Concept to Scale
Schedule changes
Develop strategies for directing students to the correct path (math)
Math Pathways via Area of Interest
Marketing
Information Systems

36. Thank You!
Tammi Marshall Chair, Math Department Cuyamaca College
Joshua Scott Basic Skills Coordinator English Department Solano College