1. Becoming AB 705 Compliant Tammi Marshall, Cuyamaca College
Kathy Kubo, College of the Canyons
California Acceleration Project
Accelerationproject.org

2. Becoming AB 705 Compliant What AB 705 says about placement
CCCCO Guidelines
MMAP research supporting AB 705-compliant placement rules
Transfer-level corequisite models to support student success

3. What AB 705 says
AB 705 is about how we place students into math and English courses
Colleges must use one or more of the following measures in placement:
HS coursework
HS grades OR
HS GPA
Low performance on one measure may be offset by high performance on another
The student can bypass remediation based on any one measure

4. What AB 705 says
To deny a student access to transfer-level math (i.e. to place a student into remediation), colleges must meet two bars: #1: Demonstrate that the student is “highly unlikely” to succeed in transfer-level, as determined by placement research that includes their HS grades AND #2: Demonstrate that placing a student into a remedial course will give them the best chance of completing transfer-level math within one year Bottom line: your placement policy can’t leave students worse off than if they enrolled directly in transfer-level

5. AB 705 caveats
Allows for self-report, guided placement or self-placement
Allows support at transfer-level
Algebra remediation allowed IF it will increase a student’s probability of passing the transfer-level course
Exceptions:
Students who don’t intend to transfer
Students whose programs have specific math requirements

6. AB 705-compliant placement rules
MMAP researchers are part of the CCCCO’s AB 705 Implementation Team They are working to develop a new set of AB 705-compliant placement rules to replace MMAP They presented the following analysis; this research is on-going

7. Placement into Transfer-level Statistics
Will placement research be able to identify a group of students who are better off placed into a pre-transfer course than directly placed into statistics?

8. Bar #1: Who is “highly unlikely” to succeed in Statistics?
Statewide Research from Multiple Measures Assessment Project
High School Criteria
Average
Success Rate
in Statistics
GPA ≥ 3.0
(62% of students in statewide sample)
80%
2.3 ≤ GPA < & C or higher in PreCalculus
(4% of students in statewide sample)
70%
2.3 ≤ GPA < & C or higher in Algebra II
(12% of students in statewide sample)
58%
2.3 ≤ GPA < & did NOT pass Algebra II with
C or higher
(10% of students in statewide sample)
49%
GPA < 2.3
40%
Adapted from Educational Results Partnership & The RP Group presentation

9. Bar #2: For the lowest GPA group, what placement maximizes the probability of completing Statistics within a year?
Adapted from Educational Results Partnership & The RP Group presentation

10. What about Business and STEM?
To produce more accurate estimates of throughput for students in B-STEM, they attempted to identify and remove students:
with terminal AA as an educational goal
taking Statistics and/or Liberal Arts Math

11. Bar #1: Who is “highly unlikely” to succeed in Precalculus?
Statewide Research from Multiple Measures Assessment Project
High School Criteria
Average Success Rate in Precalculus
GPA ≥ 3.4
(23% of students in statewide sample)
78%
3.1 ≤ GPA < 3.4
(21% of students in statewide sample)
67%
2.6 ≤ GPA < 3.1
(36% of students in statewide sample)
56%
GPA < 2.6 & Precalculus
(5% of students in statewide sample)
49%
GPA < 2.6 & NO Precalculus
(16% of students in statewide sample)
38%
Adapted from Educational Results Partnership & The RP Group presentation

12. Bar #2: For the lowest group, what placement maximizes the probability of completing Precalculus within a year?
Adapted from Educational Results Partnership & The RP Group presentation

13. What about Business and STEM?
Research is ongoing, but the current analysis suggests that all students who have completed Algebra 2 in high school should have direct placement into Precalculus.

14. Are you kidding? But the predicted pass rates are so low!
This still represents a students best shot
Student support innovation
Corequisite remediation works

15. Gateway Momentum in Math at Cuyamaca
Adapted from Educational Results Partnership & The RP Group presentation

16. Gateway Momentum in Math at Cuyamaca
Adapted from Educational Results Partnership & The RP Group presentation

17. Percent of Students who Complete an Associated Gateway Course
Adapted from Educational Results Partnership & The RP Group presentation

18. Successful Completion in One Year vs Corequisite Results by Testing Level - Tennessee
Adapted from Educational Results Partnership & The RP Group presentation

19. AB 705 Implementation Timeline
Colleges must be AB705 compliant by Fall 2019
Therefore
New courses may need to be developed & approved
Updated placement policies need to be in effect by early spring 2019
More implementation guidelines coming this spring

20. Assessment & Placement – CCCCO

21. Thank you! Kathy Kubo College of the Canyons Kathy.Kubo@canyons.edu
Tammi Marshall Cuyamaca College