1. Getting Students to Graduate: Developmental Education Thomas Bailey National Center for Postsecondary Research Community College Research Center Teachers College, Columbia University Presented at Higher Education in Michigan: Looking Back and Looking Ahead Ann Arbor, Michigan December 10, 2009

2. CCRC and NCPR Research on Developmental Education Community College Research Center –Assessment, completion, pathways and sequences, outcomes, evaluation of models and initiatives –http://ccrc.tc.columbia.edu/ National Center for Postsecondary Research –US Dept. of Education Funded Center –Partnership of CCRC, MDRC, UVA –Analysis of effectiveness using state data –Experimental evaluations of learning communities and intensive summer bridge programs –http://www.tc.columbia.edu/centers/ncpr/

3. Developmental Education Huge barrier to increased completion Assessment and placement systems need fundamental reform Evidence suggests that current developmental practices do not work well Most students do not complete their developmental sequences

4. Incidence of Remediation 58 percent—at least one course (NELS) 44 percent—1 to 3 courses (NELS) 14 percent—more than 3 courses (NELS) 59 percent—at least one course (ATD)

5. Referrals to Levels of Dev. Ed.

6. 0.2.4.6.8 1 -50-2502550 CPT Score Relative to Math Cutoff Outcome E[Y|Z=z] Outcomes for remedial students Outcomes for non- remedial students Local treatment effect 0 0.1 0.2 0.3 0.4 0.5 -50-2502550 Assessment Score Relative to Cutoff Student Outcome Outcomes for college ready students Local treatment effect Outcomes for remedial students

7. Completion of First College-Level Course and Retention by CPT Score and Subject

8. Transfer to State University System and Degree Completion by CPT Score and Subject

9. What Does This Say About Assessment? No obvious cutoff point—in practice many different assessments and standards Confusion about what it means to be “college ready” Assessments do not provide much diagnostic information

10. Implications for Effectiveness Current system neglects the academic needs of weaker “college level” students Distinction between college level and developmental students is arbitrary and doesn’t serve either group We know little about the effectiveness of services for students far from the cutoff scores We do know that few referred to multiple levels of remediation finish

11. Achieving the Dream Database 250,000 students All first time (in the college) degree seeking students (full or part time) 57 colleges in CT, FL, NC, NM, OH, PA, TX, VA, WA Not representative of all CCs—similar to large, urban institutions with lower funding per student

12. Not enrolled 18% 3 levels below Not Completed 25% Not enrolled 16% 2 levels below Not completed 12% Completed 16% Enroll Pass Referre d to Lev. 3 46824 Not enrolled 7% 1 level below Enroll Pass Not completed 6% Enroll In-Order Course Completion and Enrollment for Math Remediation 82% 57% 41% 29% 22%

13. Not enrolled 31% 3 levels below Not completed 13% Not enrolled 17% 2 levels below Not completed 4% Completed 22% Enroll Pass Referre d to Lev. 3 7987 Not enrolled 10% 1 level below Enroll Pass Not completed 4% Enroll In-Order Course Completion and Enrollment for Reading Remediation 39% 56% 69% 35% 25%

14. Enrollment and Progression Patterns Among Achieving the Dream Students

16. Student Progression by Enrollment and Gatekeeper in Math

17. Student Progression by Enrollment and Gatekeeper in Reading

18. E3, no C3, exit R=3 3 2 1 GK exit without ever enrolling C3, exit C3, E2, no C2, exit C3, C2, exit C3, C2, E1, no C1, exit C3, C2, C1, exit C3, C2, C1 E GK, exit No E3, skip to 2 No E3, skip to 1 No E3, skip to GK E2, no C2, skip to 1 E1, no C1, skip to GK C2, skip to GK E2, no C2, skip to GK E3, no C3, E2 E3, no C3, E GK E3, no C3, E1 C3, skip to 1 C3, skip to GK 1 1 1 1 1 1 1 1 C GK 1 18 6 2 6 2 2 6 6 2 2 2

19. Research Partnerships Connecticut Washington (ABE) Florida CUNY Virginia

20. Enrollment in Developmental Courses However, many students did not take a recommended developmental course Among students recommended to a developmental course...

21. Performance in Gatekeeper Courses Once enrolled, gatekeeper course passing rates also did not vary strongly by developmental recommendation compliance

22. http://www.vccs.edu/Portals/0/ContentAreas/AcademicServices/DevelopmentalEducationTaskForce_200909.pdf

23. Policy Implications Assessment and placement is a mess No consensus on college readiness Profound pipeline problems—many opportunities to leave Data have been effective in influencing legislatures and state agencies

24. For more information: Please visit us on the web at http://ccrc.tc.columbia.edu, http://ccrc.tc.columbia.edu where you can download presentations, reports, CCRC Briefs, and sign up for news announcements. CCRC funders include: Alfred P. Sloan Foundation, Lumina Foundation for Education, The Ford Foundation, National Science Foundation (NSF), Bill & Melinda Gates Foundation and Institute of Education Sciences of the U.S. Department of Education Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.educcrc@columbia.edu Telephone: 212.678.3091