1. Bucks County Community College’s Efforts to Improve the Success of Developmental Students Lisa Angelo, Assistant Academic Dean, MaST Susan Darrah, Assistant Academic Dean, Language & Literature Denise May, Reading Coordinator, Language & Literature

2. Problem Based on data from Achieving the Dream Less than 1/3 of the students referred to developmental coursework complete the recommended course sequence in 3 years. Of those students who complete the sequence 10 – 12% fail to enroll in the first college level course required for degree completion or transfer

3. Appointed by the President of Bucks to report on current status of Developmental Education at BCCC

4. Members The Provost Vice President, Student Affairs Dean, Academic and Curricular Services Assistant Academic Dean, Language and Literature Assistant Academic Dean, Mathematics, Science and Technology Executive Director, Research and Assessment

5. Review of Current Research To increase developmental students’ rate of persistence and program completion Get students enrolled in a program of study as soon as possible Get students through developmental coursework as quickly as possible

6. Entry into and Completion of Program of Study Essential for students to enter a program of study as soon as possible Students who enter a program of study in first year- much more likely to complete a credential or transfer to a four-year program then students who did not enter a program until the second year Redesign process should strengthen pathway to program entry and completion Get With the Program: Accelerating Community College Students' Entry into and Completion of Programs of Study (CCRC Working Paper No. 32) http://ccrc.tc.columbia.edu/Publication.asp?UID=885 http://ccrc.tc.columbia.edu/Publication.asp?UID=885

7. Shorten the Developmental Sequence Structural Deficiency in Traditional Sequence Multitude of exit points available to and taken by students Lose students at each point of the sequence “Multiplication Principal” Myra Snell (Los Medanos College) and Katie Hern (Chabot College) “Leaky Pipeline” Donna McKusick and Peter Adams from the Community College of Baltimore County

8. Focus on Acceleration Develop approaches to shorten the developmental coursework sequence Prevent leakage Gets students into program of study faster

9. Definition of Acceleration “Reorganization of instruction and curricula in ways that facilitate the completion of educational requirements in an expedited manner.” Accelerating the Academic Achievement of Students Referred to Developmental Education (CCRC Working Paper No. 30, Assessment of Evidence Series http://ccrc.tc.columbia.edu/Publication.asp?UID=867 http://ccrc.tc.columbia.edu/Publication.asp?UID=867

10. Models for Accelerating Students’ Progress through Developmental Education Avoidance Models High School Programs Summer Bridge Programs Compressed Courses shorter time frame Modularized Courses Individualized and self-paced Mainstreaming into College – Level Courses College level course with supplemental supports Unlocking the Gate :What We Know About Improving Developmental Education http://www.mdrc.org/publications/601/overview.html

11. Acceleration in Reading Three main approaches to expedite movement through developmental coursework Modularized Instruction Mainstreaming into College –Level Courses Avoidance of Developmental Reading

12. Reading Placement Based on Accuplacer Score Score Reading Course Level 1 READ090:Intro to College Reading (< = 57) 11 – 13% Level 2 READ110: College Reading + Study Strategies (58-75) 25 – 27% Level 3 No Reading Course Required (> = 76) 60 – 64%

13. Level 1-READ 090 Introduction to College Reading Required course - must be taken the semester immediately following the test Level 1 Reading score - limits enrollment in college level courses Retake Accuplacer at end of course and need to test into Level 2. Students enrolled in READ090 must next register for READ110 Students enrolled in READ090 must next register for READ110 unless they receive a level 3 on the Accuplacer.

14. Modular Approach Fast-Track Reading 1 credit Computer-based Originally used Accuplacer Diagnostic MyFoundationsLab for Reading Diagnostic Assessment Personalized learning plan Interactive learning activities Self-paced

15. Results from Summer Pilot 60 unduplicated students were enrolled in READ 089 during Summer 1 and 2, 2011. 16 (26.7%) were new to the college. 21 (35.0%) were in READ 090 in Spring 11 23 (38.3%) were in AESL in Spring 11 or Summer 1 2011 53 (88.3%) successfully completed the course. 35 (66.0%) improved their reading level. 27 (50.9%) improved one level. 8 (15.1%) improved two levels.

16. Fast Track Reading Read 089 Summer 2011 Levels Improved Type EnrolledCompletedOneTwoTotal New16146410 READ090211811213 AESL 103232110212 Total605327835

17. Mainstreaming into College-level Courses Evaluation of composite of scores as criteria for placement Reading>=52, Writing=4 + Math>=5 Enrolled in Paired READ110 and content course Reading >= 52, Writing=4 or Math= 5 Reading =5 Enrolled in Paired READ110 and content course Additional support of Fast-Track Reading

18. Results of Composite Score Placement Group# READ 089 READ 110 average Tested directly into READ 110601No2.85 Reading>=52, Writing=4 + Math>=527No2.87 Reading >= 52, Writing=4 or Math= 523Yes2.67 Reading =59Yes2.67

19. Avoidance Models Early Testing in High Schools Collaboration with High Schools to offer programs during senior year or summer Problems “Buy –in” from high school administrators Implementation of programs After school Incorporated into school day Dual enrollment

20. Future Directions in Reading Continue conversation with high schools Track and adjust composite placement scores READ 085 –Academic Support Seminar One credit course attached to content course Early test-out Curriculum redesign

21. Acceleration in Math Math Placement Scores 1 MATH090 Prealgebra ~14% 3MATH095 Basic Algebra ~23% 5 MATH103 Intermediate Algebra ~37% MATH101/102/110 Math Concepts/Math for Tech

22. Math Acceleration Efforts MATH085 Math Lab A one credit support lab for Learning Community MATH089 Fast Track Mathematics A one-credit course designed for students who place below their expected level on the placement exam Goal is to place into a higher math course Aleks program, assessments after 80% pie completion Originally designed for Developmental Math students See Janine Termine’s presentation Wednesday at 8AM

23. Math 089 Fast Track Results All unduplicated participants with new scores (Summer 09 through Spring 2011) Change from original to new score N = 137 New Score New Score (Percent by original score) Original13578911 Original13578911Changed 163062 113.6%68.2%13.6%4.5% 86.4% 3 201342 3 51.3%33.3%10.3%5.1% 48.7% 5 16 31 5 44.4% 8.3%2.8% 55.6% 7 43 7 57.1%42.9% 8 532 8 50.0%30.0%20.0%50.0% 9 1 9 100% Students who took fast track with intent to advance placement N = 115 Change from original to new score N = 115 New Score New Score (Percent by original score) Original13578911 Original13578911Changed 12 292961 15.3%76.3%15.8%2.6% 94.7% 3 161332 3 47.1%38.2%8.8%5.9% 52.9% 5 121331 5 41.4%44.8%10.3%3.4% 58.6% 7 23 7 40.0%60.0% 8 332 8 37.5% 25.0%62.5% 9 1 9 100%

24. Curriculum and Structure Redesign MATH090 Redesign-technology, common assignments, quizzes, final. Prepared sample tests, in-class practice, examples and guided lecture notes available for instructors. Planned MATH095 Redesign MATH093 Pre/Basic Algebra 5 credit accelerated course, lab-based, one-on-one time with instructor in lab after lecture. Only three did not pass, two due to illness and one dropped due to workload. MATH100 Basic/Intermediate Algebra Additional Modular Semesters

25. COMP Acceleration Placement Scores WRITING SCOREREQUIRED COURSENEXT COURSE(S) ESL 2AESL081, AESL083, AESL085 (Lower- Intermediate Level American English as a Second Language courses) AESL101, AESL103, and AESL085 ESL 3AESL101, AESL103, AESL105 (Intermediate level) COMP090: Basic Writing 2COMP090: Basic WritingCOMP107: Introduction to Rhetorical Skills - if “C” or better in COMP090 4COMP107: Introduction to Rhetorical Skills COMP110: Composition I – if “C” or better in COMP107 Please note: students with score of 2 or 4 may not be placed in either COMP110 or OADM110 6COMP110: Composition I or OADM110: Business Communications (see major requirements) COMP111: Composition II or COMP114: Technical Writing (see major requirements) – if “C” or better in COMP110

26. Placement Stats Placement in writing courses is based on a timed, written essay scored by trained faculty in the Department of Language & Literature. COMP11020% (college-level course) COMP10771% (87.7% recent HS grads) COMP0907% AESL2%

27. The Acceleration Pilot Several pilots were proposed, the Department decided to concentrate on this one: A subset of Fall 2011 students who scored 4 in writing, 3 in reading, and 5 or higher in math were randomly assigned to one of three groups: COMP107 (the required pre-requisite course) COMP110 with a one-credit supplemental COMP085 course COMP110 without the supplement

28. The Results Success in assigned Composition Course CourseNumberGradeSuccessful COMP107672.9090.0% COMP110 w COMP085352.6082.9% COMP110333.0390.9%

29. What’s Next? After reviewing the results, the Department decided to take the following steps: Track the students through the next COMP course Repeat and expand the pilot in Fall 2012 and track those students as well Based on those results…..

30. Questions?????? angelol@bucks.edu darrahs@bucks.edu mayd@bucks.edu