1. C OMPLETE C OLLEGE A MERICA R EMEDIATION I NSTITUTE S EPTEMBER 21, 2011 K ATIE H ERN & M YRA S NELL T HE C ALIFORNIA A CCELERATION P ROJECT, 3CSN T HE C ASE FOR A CCELERATION : S HORTENING S EQUENCES AND E LIMINATING E XIT P OINTS P LUS TWO OPEN -A CCESS, ONE -S EMESTER M ODELS : > I NTEGRATED R EADING AND W RITING AT C HABOT C OLLEGE > P ATH 2S TATS AT L OS M EDANOS C OLLEGE

2. W HAT ’ S THE P ROBLEM ? The more levels of developmental courses a student must go through, the less likely that student is to ever complete college English or Math. Bailey, Thomas. (February 2009). Rethinking Developmental Education. CCRC Brief. Community College Research Center. Teachers College, Columbia University.

3. N ATIONWIDE D ATA 256,672 FIRST - TIME DEGREE - SEEKING STUDENTS FROM 57 COLLEGES PARTICIPATING IN A CHIEVING THE D REAM Students’ initial placement in developmental sequence % of students who successfully complete college- level gatekeeper course in subject Reading 1 Level Below College42% 2 Levels Below College29% 3 Levels or More Below College24% Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong Wook Jeong & Sung-Woo Cho. December 2008. New York: Community College Research Center, Teachers College, Columbia University. (Revised November 2009).

4. N ATIONWIDE D ATA 256,672 FIRST - TIME DEGREE - SEEKING STUDENTS FROM 57 COLLEGES PARTICIPATING IN A CHIEVING THE D REAM Students’ initial placement in developmental sequence % of students who successfully complete college- level gatekeeper course in subject Math 1 Level Below College27% 2 Levels Below College20% 3 Levels or More Below College10% Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong Wook Jeong & Sung-Woo Cho. December 2008. New York: Community College Research Center, Teachers College, Columbia University. (Revised November 2009).

5. A ND D ATA L OWLIGHTS FROM ACROSS C ALIFORNIA … Black students are more likely to be placed in the lowest level of remedial English than other ethnic groups. Black students are much less likely to be placed in the highest remedial English course than White students (40% of Black students vs. 64% of White students). Both Black and Latino students are much more likely to be placed into the lowest level of remedial Math than White or Asian students. Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.

6. W HY HIGH ATTRITION RATES ARE A STRUCTURAL PROBLEM For students placing two levels below a college course in English/Math, there are 5 “exit points” where they fall away: Do they pass the first course? If they pass, do they enroll in the next course? If they enroll, do they pass the second course? If they pass, do they enroll in the college-level course? If they enroll, do they pass the college-level course? Students placing three levels down have 7 exit points.

7. W HY HIGH ATTRITION RATES ARE A STRUCTURAL PROBLEM Chabot College pipeline data for students beginning two levels down from college composition: Do they pass the first course? 55% If they pass, do they enroll in the next course? 76% If they enroll, do they pass the second course?79% If they pass, do they enroll in the college-level course? 86% If they enroll, do they pass the college-level course?83% (0.55)(0.76)(0.79)(0.86)(0.83)= 23%

8. H OW WOULD INCREASING FIRST - COURSE SUCCESS IMPACT OVERALL COMPLETION RATE ? (0.55)(0.76)(0.79)(0.86)(0.83)= 23% Try it out… What if we got the first course to 65% success? 75% success? 85% success? (Keep the other numbers the same)

9. T HE INEVITABILITY OF ATTRITION IN SEQUENCES Hern, K. & Snell, M. (June/July 2010). Exponential Attrition and the Promise of Acceleration in Developmental English and Math. Perspectives. Berkeley, CA: RP Group.

10. B OTTOM L INE We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away.

11. A Working Definition: Curricular restructuring that reduces sequence length and eliminates exit points. Ideally includes a reconsideration of curricular content: Is what we are teaching what students truly need to succeed in college English or Math? Key Student Outcome to Track: What percentage of students from different starting placements go on to complete college English/Math? A CCELERATED D EVELOPMENTAL E DUCATION

12. O NE W ELL -E STABLISHED M ODEL OF A CCELERATED R EADING & W RITING Chabot College English 102: Reading, Reasoning, and Writing (Accelerated) A one-semester 4-unit developmental English course leading directly to English 1A An alternative to two-semester, 8-unit sequence No minimum placement score, students self-place in either the accelerated or two-semester path Developed with “backwards design” from college English: Students engage in the same kinds of reading, thinking, and writing of college English, with more scaffolding and support College has expanded accelerated offerings in last decade: course now constitutes more than 75% of entry-level sections

13. E VIDENCE A CCELERATION W ORKS : S IGNIFICANT INCREASE IN STUDENTS PERSISTING TO AND SUCCEEDING IN C OLLEGE E NGLISH

14. E VIDENCE A CCELERATION W ORKS : W HEN C HABOT ACCELERATED STUDENTS GET TO C OLLEGE E NGLISH, THEY PASS AT THE SAME RATE AS STUDENTS FROM L ONGER TRACK ( AND TWICE AS MANY ACTUALLY GET THERE )

15. E VIDENCE A CCELERATION W ORKS : I NCREASED STUDENT SUCCESS IN 9 OUT OF 10 COURSES ACROSS CURRICULUM OVER STUDENTS WHO HAVE PASSED NO E NGLISH

16. O PEN -A CCESS, O NE -S EMESTER C LASSES People often have a hard time with the concept of an open-access class one-level below college English: “One semester? No minimum placement score?!” “But don’t some students need a slower path? The ones with very low skills?” Data from Chabot and Las Positas colleges are useful to consider here…

17. A T FIRST GLANCE, IT LOOKS LIKE SOME STUDENTS MIGHT NOT BE WELL - SERVED BY AN ACCELERATED PATH … Data from Spring ‘06-Fall ‘09. Las Positas N = 1,847 accelerated, 1,016 non-accelerated. Chabot N = 2,716 accelerated students, 2,174 non-accelerated.

18. A ND YET … THEY DON ’ T DO BETTER ON THE SLOWER PATH Data from Spring ‘06-Fall ‘09. Las Positas N = 1,847 accelerated, 1,016 non-accelerated. Chabot N = 2,716 accelerated students, 2,174 non-accelerated.

19. T HE SAME IS TRUE FOR STUDENTS WITH EVEN LOWER SCORES … Data from Spring ‘06-Fall ‘09. Las Positas N = 1,847 accelerated, 1,016 non-accelerated. Chabot N = 2,716 accelerated students, 2,174 non-accelerated.

20. If we know we’ll lose more students in the longer sequence, and they don’t even pass the slower-paced courses at higher rates, can we really keep thinking the longer path is the better choice for low-scoring students? B OTTOM L INE :

21. P ATH 2S TATS, L OS M EDANOS C OLLEGE Rationale: o Student Pathways 70-80% of Los Medanos College students who complete the developmental math sequence and take a college-level math course take Statistics. They are not STEM students o Misalignment of Developmental Math with Statistics Very little algebra is needed to be successful in Statistics

22. RATIONALE FOR Path2Stats o Misalignment of Developmental Math with Statistics

23. O NE N EW M ODEL OF A CCELERATED D EVELOPMENTAL M ATH Path2Stats, Los Medanos College A 6-unit developmental Math course with no prerequisite: Intended for non-STEM students Bypasses the standard 4-course sequence leading to Calculus Developed through “backwards design” from college Statistics: Includes only those elements of algebra and arithmetic relevant to Statistics “Just-in-time remediation” of relevant algebra and arithmetic as students engage in statistical analysis Successful students eligible to take college Statistics Offered since 2009

24. (EMERGING) EVIDENCE ACCELERATION WORKS: Proof of Concept Summary of 1st two cohorts (2009, 2010) Success in accelerated pre-Stat course 85% (71 of 84) Persistence to Statistics 93% (66 of 71) Success in Statistics 82% (54 of 66) Overall college course completion rate 64% (54 of 84)

25. (EMERGING) EVIDENCE ACCELERATION WORKS: Proof of Concept Student placement in math sequence Path2Stats: % of students successfully completing Statistics % of students who successfully complete college- level math course Transfer-level 100% (3 of 3) Intermediate Algebra 90% (18 of 20)29% (93 of 320) Elementary Algebra 85% (22 of 26)17% (49 of 292) Pre-algebra or Arithmetic 31% (11 of 35)5% (8 of 155)

26. A BOUT U S California Acceleration Project Supporting California’s 112 Community Colleges To Redesign their English and Math Curricula And Increase Student Completion http://3csn.org/developmental-sequences khern@chabotcollege.edu msnell@losmedanos.edu An initiative of the California Community Colleges’ Success Network (3CSN), with support from the Walter S. Johnson Foundation, LearningWorks, and the “Scaling Innovation” project of the Community College Research Center