1. Nevada’s Gateway Course Success Initiative
Crystal Abba, Vice Chancellor for Academic and Student Affairs
Theo Meek, Research Scholar

2. Today’s Presentation Part 1: Gateway Course Success Policy Development
Implementation/Action Plans
Setting Enrollment Benchmarks
Evaluating Year 1 Outcomes
Part 2: Corequisite Mandate
Traditional Remediation Policy Paper

3. Part 1: The Gateway Policy

4. Policy Development: How it All Started
Driven by Data
Completion of gateway mathematics courses and student success
Are students on track to meet gateway requirements
Impact of remediation on completing the gateway mathematics within one year of enrollment
2014 NSHE Gateway Mathematics Summit
Faculty Task Force developed policy recommendation
Clear objective based on data – increase the number of students that complete the gateway mathematics course within the first year of enrollment
Charles A. Dana Center/Complete College America
Support and guidance
Action plan review
Sounding board

5. The Driving Factor: Data
% Completed Gateway Math in first 2 years
150%
Graduation Rate
4-year Institutions
UNLV
59.5%
48.8%
UNR
79.2%
52.0%
NSC
37.0%
25.0%
2-year Institutions
CSN
16.9%
23.2%
GBC
17.5%
26.8%
TMCC
18.8%
31.8%
WNC
35.1%
30.9%
% not Completed Gateway Math in first 2 years
150%
Graduation rate
40.5%
22.6%
20.8%
12.7%
63.0%
3.9%
83.1%
82.5%
1.8%
81.2%
1.5%
64.9%
0.3%
Timely completion of gateway mathematics courses
correlates with students persistence and degree completion

6. Too many students do not enroll in any math course in their first year
Magnitude of the Problem
Percent of first-time, degree-seeking students that did not enroll in math in the first year of enrollment
4-year Institutions
UNLV
18.9%
UNR
4.6%
NSC
32.6%
2-year Institutions
CSN
67.7%
GBC
38.7%
TMCC
31.2%
WNC
30.1%
Too many students do not enroll in any math course in their first year

7. The Policy (Adopted June 2015)
Degree-seeking students that place below college level, but are at least high school ready, must be placed on a pathway for gateway course completion (English and mathematics) within the first year of enrollment
Exception for students in a STEM program– three-semester sequence permissible
All degree-seeking students must be continuously enrolled in the appropriate mathematics and English courses until the institutional core curriculum mathematics and English requirements are completed

8. Setting Enrollment Benchmarks
Estimate Cohort Size (denominator)
Estimate the Number of Students Enrolled (numerator)
Percent and Number of First-Time, Degree-Seeking Students Enrolled in Math in First Year (Fall, Spring and Summer)
Historical
Benchmarks
Cohort*
# Students
% Students
Estimated Cohort*
# Course Sections
UNLV
2,688
2,180
81.1%
3,121
2,659
85.2%
3,484
3,073
88.2%
UNR
2,425
2,314
95.4%
2,596
2,478
95.5%
3,029
2,708
89.4%
NSC
132 89
67.4%
215
164
76.3%
262
190
72.5%
CSN
4,354
1,407
32.3%
4,964
1,539
31.0%
4,954
1,713
34.6%
GBC
230
141
61.3%
199
135
67.8%
191
124
64.9%
TMCC
1,231
847
68.8%
1,202
769
64.0%
1,125
715
63.6%
WNC
598
418
69.9%
615
423
665
484
72.8%**
Historical Data Considerations
Understanding the Cohort (first-time, degree-seeking students)

9. Benchmarks – 4 Year Institutions
Setting Enrollment Benchmarks
Benchmarks – 4 Year Institutions
Historical
Benchmark

10. Benchmarks – 2 Year Institutions
Setting Enrollment Benchmarks
Benchmarks – 2 Year Institutions
Historical
Benchmark

11. Institutional Approaches
Believed in the data and changed culture
Claimed to believe in the data but did not change culture
Complacent participants

12. Student Success versus Data Outcomes
Game Playing – Increasing the Numerator
Non-traditional gateway courses
Embedded curriculum
Certificates with no math requirement (ex., CNA)
Dual enrolled students excluded (with the exception of Jump Start)
Losing Control:
Student Success versus Data Outcomes

13. Setting Enrollment Benchmarks
Benchmark vs. Actual for Year One
UNLV
Cohort: 3,200
103 students OVER benchmark
CSN
Cohort: 4,225
92 students OVER benchmark
TMCC
Cohort: 1,259
63 students SHORT of benchmark

14. College Level Completions By First Term Enrollment Levels
Credit Load Matters!

15. Part 2: Corequisite Mandate

16. The Policy Paper National look at trends of remediation
System-wide review of traditional remediation challenges
Too many students start in remediation
Too few successfully complete their remediation sequences
Too few complete gateway courses
Too few graduate
Successful corequisite scaling in Tennessee
Corequisite models within NSHE

17. A Nationwide Concern Brought Home
Nationally…
Placement rates are high
68% of community college students
40% of public, four-year students
Too many ethnic minorities are enrolled
56% of Black students enroll in remediation
45% of Hispanic students enroll into remediation
Degree completion rates are low
Less than 10% of students who place into remediation will graduate
Within NSHE…
Placement rates are comparable
67% of community college students
27% of state & university students
Too many ethnic minorities are enrolled
56% of Black students enroll in remediation
45% of Hispanic students enroll into remediation
Degree completion rates are lower
8% of students who place into remediation will graduate
Source: National Center for Education Statistics (2016)
Source: NSHE Student Data Warehouse, Fall 2015 and 2016 Gateway Cohort

18. Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort
Mass Placement into Remediation
Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

19. First Math Enrollment
Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

20. Remediation Hinders Degree Completion
2014 Cohort
2015 Cohort
Enrolled
Degree Completion # %
CSN
Less than MATH 95
356 45
12.6%
340 43
MATH 95-98
646 92
14.2%
528 95
18.0%
College-Level
775
156
20.1%
944
170
No Math First Year
2,415 32
1.3%
1,928 51
2.6%
GBC 80 14
17.5% 90 13
14.4% 48
29.2% 50 15
30.0% 41 25
61.0% 42
59.5% 55
0.0% 56 2
3.6%
TMCC
245
10.2%
262 37
14.1%
381 93
24.4%
380 66
17.4%
193 73
37.8% 99
398 5
477 7
1.5%
WNC 3
21.4% 21 8
38.1%
303
16.5%
308 57
18.5%
236 82
34.7%
330
131
39.7%
140 1
0.7%
106
2.8%
Source: NSHE Student Data Warehouse, Fall Gateway Cohorts

21. Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort
Overrepresentation of Minority Populations
National Data
NSHE Data
Source: Complete College America, “Corequisite Remediation: Spanning the Completion Divide”
Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

22. Underprepared or Under Placed?
Source: Tennessee Board of Regents, Denley 2016

23. NSHE Math Pathways are Long and Complex
Institutions requiring high stakes placement exams have no guarantee of progression.

24. Accelerated Learning Program Structured Assistance
The Case for Corequisite Remediation
Accelerated Learning Program
Gateway Course
Paired Remedial Course
Structured Assistance
Required 0 Credit Lab
101+ Model
One Additional Credit
Corequisite Remediation at UNR
MATH 126E: Pre-Calculus Expanded (5 credits)
MATH 96D (2 credits) +
MATH 126E (3 credits)
MATH 120E: College Mathematics Expanded (4 credits)
MATH 96A (1 credits) +
MATH 120E (3 credits)

25. Conclusion Traditional remediation is not working
Too many start in remediation and are unsuccessful in completing their gateway course
Psychological challenges and long pathways to gateway course completion
Closing the achievement gap starts with reinventing remediation
Corequisite remediation results in much higher student success outcomes
Placing students in a college-level course where academic support is provided just-in-time as students need it better facilitates long term student success
Success at UNR and NSC as well as nationwide support corequisite remediation
Regardless of academic preparation, success levels are higher for students in corequisite remediation
Even students at the lowest level of academic preparedness perform better in corequisite models

26. The Proposed Policy: Gateway 2.0
Mandate corequisite remediation
Effectively eliminating traditional remedial pathways
Eliminate mandatory placement tests when used during course progression
Upper limit of corequisite remediation: 6 credits TOTAL
Maintain continuous enrollment
Reporting requirement to Board of Regents

27. Questions? Crystal Abba Theo Meek Vice Chancellor
Nevada System of Higher Education
Theo Meek
Research Scholar
Nevada System of Higher Education