1. TCSG Learning Support’s Changing Tide
David Kuipers & Benita Moore
February 2018

2. TCSG’s Redesign Learning Support— Changing Tides
Governor gives support to Complete College America/Complete College Georgia and challenged all Georgia postsecondary colleges to increase retention
2011 – LS Redesign begins; Presidents of colleges told to begin making changes in LS. Get more students in credit courses; graduate more students
2011 and TCSG colleges given choices in how to implement but emporium plan was looked at closely and encouraged
Challenges from emporium arose; co-requisite model looked at closely

3. Additional Changing Tides
Grant funds send 14 TCSG administrators and instructors to ALP Conference in Baltimore in 2013
Since 2013 more TCSG colleges have begun to implement co-requisite model
2016 – TCSG Commissioner tells Presidents co-requisite model must be implemented
2017 – Developed Co-Requisite Remedial Guidelines
. . . So here we are.

4. Strategies Used Addressed strategies for reaching adult learners.
Provided support for students – academic support and non-cognitive support
Provided faculty development for instructors
had several conferences for instructors to share what they were doing and what was working
September 2016 – had ALP/AMP Conference in Georgia (had CCBC speakers)
For AY17 Commissioner announced all colleges will begin using ALP/AMP
March 2018 – preparing for ALP/AMP Conference

5. Strategies (continued)
System started TEAMS – (TCSG’s early alert management system – started in 2015)
Made changes in cut scores of Compass/ACCUPLACER - get more students in credit classes
Colleges were given flexibility in implementing co-requisite model (colleges were allowed to select courses to combine; allowed to use current LS courses or add new ones)

6. The DATA
Full disclosure - Because colleges have flexibility in implementing the co-requisite model, data can be hard to analyze and often “apples-to-apples” comparison was not available for comparing.

7. TCSG Data Before ALP/AMP
Math and/or English Cohort
LS Enrollment
Gateway Success (1-year)
Gateway Success (2-years)
Fall 2010
11329
N/A
33.0%
Fall 2011
8263
18.3%
28.7%
Fall 2012
8804
19.9%
30.5%
Fall 2013
8070
18.4%
30.2%
Fall 2014 (*data not final)
6832
20.8%*
N/A*

8. TCSG Data – Using Co-Req (AY16, AY17, AY18* Data)
MATH Co-Req Enrollment Rate
MATH Co-Req Pass Rate
ENGL Co-Req Enrollment Rate
ENGL Co-Req Pass Rate
AY16
5.9%
58.9%
5.4%
64.3%
AY17
20.5%
59.9%
17.6%
63.7%
AY18*
(*Fall Term)
36.2%
55.8%
45.8%
64.5%

9. College Data – Using Co-Req (AY2018 Fall Term)
Math Success Rates
English Success Rates
Large College - Metro Atlanta & Rural
77.8%
70.8%
Medium College - South GA & Rural
80.0%
73.2%
Large College - Middle GA & Rural
58.7%
76.4%
Small College - Middle GA & Rural
54.9%
40.0%

10. Anecdotal Data. . .
Analytical data is necessary but doesn’t always tell the story. Here are what some TCSG students and instructors had to say about the co-requisite model.
Quotes from students –
I have found that it is much easier to go to my lecture class already having done some of the math exercises.
I wouldn't be successful in College Algebra without it.
My experience with co-requisite math was painful. It was like taking two completely different algebra classes at the same time. However, since I managed to get through it and pass, I am thankful that I had the opportunity to accomplish in one semester.

11. Anecdotal data. . .
I took and attempted MATH 0090 three times with no luck before the co-requisite became an option for me. I'm thankful you asked for input for this because it has definitely been a challenge and a hassle. My instructor was amazing and I could not have been happier with the way my semester ended.
I like being able to ask questions and get more individualized help.

12. Anecdotal data. . . More quotes from students –
I took math support 0090B and math 1111 in one semester and while it was a lot of homework I think the support class helped me learning in You had more time on topics and had more hands on help from the teacher in the support class since it was a smaller class. I think taking them together works well, as long as you make time for double homework. I got an A in both.
I'm able to do my homework in the computer lab class. It helps me to manage my time at home better with my 3 children.

13. Anecdotal Data. . . More quotes from students –
Being a student that English was not my first language and completing my high school in another country, made me realize that I need some learning support before starting taking classes in my field. Thanks to this opportunity, taking math learning support helped me recall all of the math that I took 6 years ago. It is definitely a really helpful tool that would help you succeed in your career.

14. Anecdotal Data (continued). . .
Quotes from instructors. . .
The co-requisite model compromises the integrity of College Algebra. With such low cut scores, almost everyone "qualifies" for College Algebra. I have had students in College Algebra who never took Algebra in high school but were able to make the minimum cut score to get into the co-requisite model. The concept is similar to allowing students to taking Chemistry II and tutoring them in Chemistry I at the same time. While the "reports" will indicate the co-requisite model is a "tremendous success," students are not learning College Algebra; they are just getting through College Algebra.

15. Anecdotal Data (continued). . .
More quotes from instructors –
The co-requisite model allows me to reinforce concepts by using extra examples and hands-on activities.
Spending more time with students individually helps me to identify problem areas that the rest of the class may also be experiencing so that I can refine or modify what I am doing in the general class.

16. Anecdotal Data (continued). . .
More quotes from instructors –
The co-requisite model is the best step we can take to serve our Learning Support students. Because these classes are smaller, LS students get the vital human instructional help they need to succeed in English 1101 as well as their program classes. This model allows the students to become individuals with identifiable needs instead of another number in a class of 45 students. This is the future.
I taught READ 0090 with PSYC 1101 for the first time spring semester. I saw this as a confidence builder for my students. Early in the semester one student made the comment that she just wanted to get a C in psychology. After a few weeks of discussing active reading and study skills and applying that information to the psychology text, she came into class one day and proudly announced, 'Forget what I said about that C. I'm going for an A!'"

17. Anecdotal Data (continued). . .
More quotes from instructors.
I have taught the ENGL090/ENGL 1101 courses for several years now, every semester – even when the student had to pass the COMPASS as their final exit exam. The students have done extremely well, they have been dedicated to passing these two classes at the same time, and they have worked diligently.  The ENGL 0090 class worked with the Mylabsplus and with lecture, while the ENGL 1101 class was a regular class – with lectures, groups, tests, essays, and a required MLA six-page research paper and Works Cited page.
The co-requisite model is one I whole-heartedly endorse. Even if the student just passes the co-requisite course and fails the College Algebra they will still be well prepared for the next semester of College Algebra. The overall pass rate, thus far, is 90% for the 88 students who have participated.

18. So What Does This Mean?
TCSG still has a ways to go to get more students enrolled in co-requisite model; this number should continue to increase each semester/year
Because flexibility has been allowed, comparing “apples to apples” is challenging; for example, 2 colleges are using the co-requisite model but their numbers are not included in data used for this presentation because of the way the data are collected
Albany does not have learning support; all students that do not score appropriately on ACCUPLACER work in the Student Success Center while taking college credit courses
North GA has a contract with LS students who are enrolled in a credit course; the student is required to spend a certain amount of time in the Student Success Center

19. So What Does This Mean? (Cont.)
The co-requisite model is working.
Pass rates for those taking co-requisite courses is around 50%; though this isn’t as high as we want, it is better than what was being done (20-30% pass rate in one or two years verses the same semester)
College level math and English students who do NOT require any LS do not pass at a 100% pass rate, and those taking LS co-requisite model success rate isn’t that much less than those who do not need LS
To be successful, students need more support than just additional time or additional work

20. Challenges With Scale Up (Lessons Learned)
Flexibility is good
but can cause challenges when several (or closer to 22) different approaches are taken
but can cause challenges when analyzing data
Don’t try to make things easier by having approved vendors; allow colleges to develop their own process
Provide faculty development and examples of not only what is working but also how it is working

21. Successes with Scale Up
Flexibility is good
Allows colleges to use methods that work with their students and their physical set up
LS pass rates are increasing; more students are getting into credit classes/programs
TCSG has developed LS Co-requisite Remediation Guidelines (DRAFT provided as handout)

22. Contact Information
David Kuipers
South Georgia Technical College
Benita Moore
Technical College System of Georgia

23. THE END
Questions