1. EDUCATION FOR ECONOMIC OPPORTUNITY Michael Lawrence Collins, Jobs for the Future Andrea Juncos, Jobs for the Future From Pilots to Pathways: Situating Developmental Education Research in the Context of Completion Reform 2015 Connections Conference - Orlando, Florida May 14, 2015

2. ABOUT JOBS FOR THE FUTURE Jobs for the Future works to ensure economic opportunity for all. Our innovative college and career pathway models give everyone struggling to succeed access to needed education and credentials. We partner with education, workforce, and business leaders to help ensure that employers have workers with the right skills. We advocate with policymakers for the state and federal policies needed to sustain this work.

3. POSTSECONDARY STATE POLICY NETWORK 13 States

4. A growing pathways movement… HOW DID WE GET HERE?

5. COMPLETION HAS NOT IMPROVED Why? What have we learned?...

6. PROBLEMS OF SCALE: PILOTS WON’T MEET THE CHALLENGE We have learned the hard way. “’We’re piloting ourselves to death and not really thinking about how we do long-term shifts.” —College administrator, Inside Higher Ed “We have implemented a lot of these strategies, but isolated reforms do not add up to transformative change.” —Engineering faculty member, site visit

7. PROGRAM STRUCTURE AND EARLY CONNECTION TO PROGRAMS OF STUDY The Shapeless River: Does Lack of Structure Inhibit Student Success? By Judith Scott-Clayton The observational evidence is very strong that community college students are often overwhelmed by the complexity of navigating their community college experience Get with the Program By Davis Jenkins (CCRC) Over 50% of students who entered a program of study in first or second term earned a certificate, degree, or transferred to a 4-year institution without a credential Source: CCRC Working Paper No. 32 April 2011

8. ASSESSMENT AND PLACEMENT One Shot Deal: Students’ Perceptions of Assessment and Course Placement in California’s Community Colleges By Andrea Venezia (West Ed) Finding: Students perceive assessment tests to be a high stakes “one shot deal” that can place them in remedial courses for a long time but has little connection to what students studied in high school Do High Stakes Exams Predict College Success? By Judith Scott-Clayton (CCRC) Finding: Using multiple measures could reduce the remediation rate by 8 to 12 percentage points while maintaining or increasing success rates in college level courses

9. ACCELERATION: Eliminate points of attrition Course Completion/Enrollment for Students Referred to Lower Level Remedial Math

10. KEY EVIDENCE INFLUENCING DEVELOPMENTAL EDUCATION REFORM RESEARCHFINDINGS Quantitative Studies: Calcagno & Long 2008 Martorell & McFarlin 2007/2011 Dadgar, 2012 Scott-Clayton & Rodriquez, 2012 -Generally little positive effects for developmental education for students near “cut score” point

11. ACCELERATION Accelerated Learning Program (ALP) at Community College of Baltimore County (CCBC) Mainstreams underprepared students into college level-writing Students who test into upper dev. ed. writing take ENG101 ENG 101: at least half college-ready, 8 to 10 ALP students ALP cohorts take ENG 052 – meet after w/same professor Companion course: writing workshop, focus on college success Goal: maximize likelihood of passing ENG 101

12. ACCELERATION Source: Cho, Kopko, Jenkins, and Jaggers, 2012. Community College Research Center, Working Paper No. 53. Note: All differences are statistically significant.

13. ACCELERATION Outcomes of ALP and Non-ALP Students through Fall 2011 (cont.): Cost: ALP: more cost-effective pathway to completing ENG 101 and ENG 102 than traditional developmental sequence. Benefits of ALP are more than 2x the costs By Fall 2011ALP StudentsNon-ALP Students Courses completed4.333.31 Credits earned12.919.79 Source: Cho, et al., 2012. Community College Research Center, Working Paper No. 53. Note: All differences are statistically significant.

14. ACCELERATION FastStart at the Community College of Denver Combines different levels of dev. ed. courses into paired courses - multiple courses in 1 semester. Ex: Math 30/60, Math 60/90 Also pairs dev. ed. courses with college-level courses Courses taught in extended time blocks Students meet with case manager Students encouraged to take student success course Offers tutoring, financial aid advising, other wrap-around services

15. ACCELERATION Outcome Differences Between FastStart & Non-FastStart Students OutcomeDifference at 1 YearDifference at 3 Years Gatekeeper math completion 15 percentage points*11 percentage points* Gatekeeper math enrollment 20 percentage points*14 percentage points* Gatekeeper math pass rate 13 percentage points4 percentage points College-level credits earned -0.2 credits0.3 credits * = statistically significant Source: Jaggars, et al., 2015. Three Accelerated Developmental Education Programs: Features, Student Outcomes, and Implications. Community College Review, 43: 3-26.

16. ACCELERATION Developmental Math Redesign Implemented at the Virginia Community College System in Spring 2012: Restructured developmental math into 9 modules Each delivered through a 1-credit, 4-week course Students only take modules they need - determined by new placement test and program of study

17. ACCELERATION Placement and Diagnostic STEM and Business Liberal Arts CTE Precollege Units 1-5 Curriculum- specific units Precollege Units 6-9 Curriculum- specific credit courses Source: Virginia Community College System

18. ACCELERATION Student OutcomeInitial Impact Number of students enrolling in dev. ed. math Number of students completing math dev. ed. requirements within 1 year Number of students successfully completing math college-level gatekeeper course Number of students persisting, graduating, or transferring Source: Initial Review of the Impact of the Developmental Education Redesign at Virginia’s Community Colleges, Dec. 2014, VCCS.

19. INTEGRATION STATWAY® is a year-long course that allows students to complete developmental math and college-level statistics. Population Seventy-eight percent of students placed 2+ levels below college math Almost 50 percent placed into developmental reading Twenty-four percent African American; 29 percent Caucasian; and 33 percent Hispanic Results 49% success rate after 1 year vs. 6% of Dev Ed math students earning college-level credit in 1 year. Source: Van Campen, J., Sowers, N., & Srother, S. (2013

20. INTEGRATION QUANTWAY® Population Fifty-six percent of students placed 2+ below college math Thirty-nine percent placed into developmental reading Forty-one percent African American; 42 percent Caucasian; and 11 percent Hispanic Results 59 percent completed Dev Ed sequence in a single semester vs. 21% who complete traditional Dev Ed math in 1 year Source: Van Campen, J., Sowers, N., & Srother, S. (2013)

21. INTEGRATION Integrated Basic Education and Skills Training (IBEST) Integrates basic skills and technical content to accelerate basic skills students’ transition into and through a college-level occupational field of study. Limited choice, highly structured, robust supports Results: Basic-skills occupational students in colleges that adopted I-BEST were about 10% points more likely to earn college-level credits and 7% more likely to earn a certificate within 3 years than peers in colleges without I-BEST. Source: Wachen, Jenkins, Belfield. & Van Noy (2012)

22. INTEGRATION Accelerated Study in Associate Programs (ASAP) at CUNY Comprehensive, long-term program designed to help students earn associate’s degree within three years Started in 2007 at six community colleges in CUNY system Requires students to study full-time and offers a range of supports designed to address multiple barriers to student success Targets low-income students with some developmental need

23. INTEGRATION Financial SupportsStudent Supports Tuition waivers MetroCards Textbooks High-touch advising Tutoring services Career counseling Course EnrollmentRequirements/Messages ASAP seminar – college success Block scheduling Cohort model Study full-time in ASAP major Take dev. ed. courses early Graduate within three years

24. INTEGRATION Summary of Student Outcomes Outcome after Three YearsASAP GroupControl Group Earned degree from any college 40%22% Enrolled in 4-year college25%17% Total credits earned4839 Completed dev. ed. requirements 74%55% Source: Scrivener et al., 2015. Doubling Graduation Rates, Three-Year Effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students, MDRC. Enrollment: ASAP boosted enrollment, esp. during intersessions: In year 1, 54% of ASAP students enrolled in summer session vs. 29% of control group.

25. DEMOGRAPHIC AND ECONOMIC CHALLENGES State AppropriationsEnrollmentsUnderprepared Students

26. 1)Streamline program requirements and create highly structured programs of study. 2)Encourage colleges to redesign developmental education into accelerated on-ramps to programs of study. 3)Support colleges in implementing wrap-around student supports. 4)Ensure that structured pathways lead to valuable credentials and durable competencies. 5)Support colleges’ strategic use of data. 6)Create financial incentives to encourage success-oriented institutional and student behaviors. 7)Invest professional development to create intensive, authentic faculty engagement and create a deeper focus on teaching and learning. A STATE POLICY AGENDA FOR TRANSFORMATIONAL CHANGE

27. MICHAEL LAWRENCE COLLINS mcollins@jff.org mcollins@jff.org ANDREA JUNCOS ajuncos@jff.org TEL 617.728.4446 FAX 617.728.4857 info@jff.org 88 Broad Street, 8 th Floor, Boston, MA 02110 (HQ) 122 C Street, NW, Suite 650, Washington, DC 20001 505 14th Street, Suite 900, Oakland, CA 94612 WWW.JFF.ORG