1. Developmental Education: A Call to Action for 2019
Michigan Student Success Network
Virtual Meeting
February

2. Agenda 9:00 Overview from MCSS Jenny Schanker and Erica Orians
9:30 Co-Req Works:  CUNY Research Demonstrates Success with Co-Requisite Mathematics
Alexandra W. Logue
10:45 Beyond Math and English: Addressing Non- Cognitive Issues in a Co-Requisite Classroom
Peter Adams
12:00 Let Icarus Fly:  Multiple Measures and the Reimagination of Student Capacity on the Road to College-Level Placement for All
John J. Hetts
1:00 Next Steps from MCSS
Jenny Schanker

3. Why this topic?
Studies by CCRC and others show that, for large numbers of remedial students, isolating them from their peers in college-level courses and assigning multiple semesters of remediation greatly reduce their chances of completion.
Thomas Brock, CCRC Director, January 16, 2019

4. Alternative: Mathematics Pathway Courses
A preliminary report found that students in [math pathways courses] were nearly 50 percent more likely to pass a college-level math course after three semesters; a final report later this year will examine longer-term effects.   

5. Alternative: Co-Requisite Delivery
Findings from CCRC studies suggest that corequisite and other forms of accelerated developmental education are associated with increased enrollment in and completion of gatekeeper courses.

6. Alternative: Multiple Placement Measures
After one semester, the use of multiple measures led to fewer students placed into developmental education, and more students enrolling in and completing college-level math and English courses.

7. The State of the Field in Michigan
Initiatives/Participating Colleges 1
In % of students placed into one or more areas of developmental education 2
The State of the Field in Michigan

8. The State of the Field in Michigan: Coreq English (ALP)

9. The State of the Field in Michigan: Co-Req Math

10. The State of the Field in Michigan: Placement

11. Increase the numbers of Michigan students who complete college-level math and English within one year of enrollment*
from ~25% to 50% in Math
from ~50% to 70% in English
From ~20% to 40% in both
Decrease reliance on single measures such as Accuplacer to determine readiness for college- level work/need for additional academic supports.
Currently ~1/3 of colleges still using this model
*based on VFA KPI data
BIG GOALS!

12. 21 of the responding colleges indicated they would be interested in joining an initiative to scale up developmental education reform in Michigan. Most popular design features:
On-site, individualized support
Institute model learning community
Modest pass-through funding
STAY TUNED!!
BIG GOALS!