1. Community College Baltimore County Beyond Anecdotal Evidence Peter Adams

2. Community College Baltimore County Study #1: 1993 Peter Adams

3. Two Ways of Viewing Developmental Education view 1:as a pathway to college success view 2:as a gate, keeping out those not qualified for college-level work

4. ALP The Accelerated Learning Project 1993 Study  students who took ENG 052 at Essex Community College in 1988/89  863 students  followed for four years—until 1992

5. ALP The Accelerated Learning Project 100% 75% 50% 25% 0% Success rates for students who took ENG052 in 88-89 How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% 0% S in ENG052 490 57% U or W ENG052 373 43% Success rates for students who passed ENG052 in 88-89 and then took ENG101 by sp 92 ABC in ENG101 287 81% DFW in ENG101 68 19%

6. ALP The Accelerated Learning Project 100% 75% 50% 25% 0% How We First Measured Success in Our Developmental Courses Success rates for students who passed ENG052 in 88-89 and then took ENG101 by sp 92 ABC in ENG101 100% DFW in ENG101 0 0%

7. ALP The Accelerated Learning Project 100% 75% 50% 25% 0% Success rates for students who took ENG052 in 88-89 How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% 0% U or W ENG052 99 99% Success rates for students who passed ENG052 in 88-89 and then took ENG101 by sp 92 ABC in ENG101 1 100% DFW in ENG101 0 0% S in ENG052 1 1%

8. Community College Baltimore County Study #2: 1993 Peter Adams

9. ALP The Accelerated Learning Project took 052 1988/1989 863 S in 052 490 57% never passed 052 373 43% took 101 355 41% took no more writing courses 135 16% Students who took ENG 052 for the first time in 1988/1989

10. ALP The Accelerated Learning Project took 052 1988/1989 863 S in 052 490 57% never passed 052 373 43% took 101 355 41% took no more writing courses 135 16% Students who took ENG 052 for the first time in 1988/1989

11. ALP The Accelerated Learning Project took 052 1988/1989 863 S in 052 490 57% never passed 052 373 43% A, B, or C in 101 287 33% D, F, or W in 101 68 8% took 101 355 41% took no more writing courses 135 16% Students who took ENG 052 for the first time in 1988/1989

12. ALP The Accelerated Learning Project took 052 1988/1989 863 S in 052 490 57% never passed 052 373 43% A, B, or C in 101 287 33% D, F, or W in 101 68 8% took 101 355 41% took no more writing courses 135 16% Students who took ENG 052 for the first time in 1988/1989

13. ALP The Accelerated Learning Project took 052 1988/1989 863 S in 052 490 57% never passed 052 373 43% A, B, or C in 101 287 33% D, F, or W in 101 68 8% took 101 355 41% took no more writing courses 135 16% Students who took ENG 052 for the first time in 1988/1989 59%

14. ALP The Accelerated Learning Project ENG 101 semester 1 ENG 052 semester 1 ALP

15. Community College Baltimore County Study #3: 2009 Peter Adams

16. S in 052 175 77% U, W, or I in 052 52 23% ALP The Accelerated Learning Project students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 took 052 fa 06 1023 S in 052 604 59% have not passed 052 419 41% took 052 2007-09 227

17. took 052 fa 06 1023 S in 052 175 77% U, W, or I in 052 52 23% ALP The Accelerated Learning Project students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 S in 052 604 59% have not passed 052 419 41% took 101 383 37% took no more writing courses 221 22% took 101 227 100% took no more writing courses 0 0% took 052 20 07-09 227

18. took 052 fa 06 1023 S in 052 175 77% U, W, or I in 052 52 23% students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 S in 052 604 59% have not passed 052 419 41% took 101 383 37% took no more writing courses 221 22% took 101 227 100% took no more writing courses 0 0% took 052 20 07-09 227 A, B, or C in 101 279 27% D, F. I, or W in 101 104 10% A, B, or C in 101 142 63% D, F. I, or W in 101 85 37% 54% 23%

19. students who took traditional developmental writing in fall 06 students who took ALP in fall 07, spring 08, fall 08, spring 09 took 052 fa 06 1023 S in 052 175 77% U, W, or I in 052 52 23% S in 052 604 59% have not passed 052 419 41% took 101 383 37% took no more writing courses 221 22% took 101 227 100% took no more writing courses 0 0% took 052 20 07-09 227 A, B, or C in 101 279 27% D, F. I, or W in 101 104 10% A, B, or C in 101 142 63% D, F. I, or W in 101 85 37%

20. took 052 fa 06 1023 S in 052 604 59% have not passed 052 419 41% took 101 383 37% took no more writing courses 221 22% took no more writing courses 0 0% took 052 07-08 74 A, B, or C in 101 279 27% D, F. I, or W in 101 104 10% A, B, or C in 101 42 63% D, F, I, or W in 101 32 37% took ENG 102 154 15% haven’t taken ENG 102 125 12% took 102 29 39% haven’t taken ENG 102 13 17% passed 102 107 10% F, I, or W in 102 47 5% passed 102 19 26% F, I, or W in 102 10 14% S in 052 55 74% U, W, or I in 052 19 26% took 101 74 100%

21. Community College Baltimore County Study #4: 2010 Peter Adams

22. Student Surveys Student surveys were distributed in all ALP classes and in sections of traditional ENGL 052 at the beginning and at the end of the fall 08 and spring 09 semesters. 247 traditional ENGL 052 students and 115 ALP students responded to the pre- semester survey. 93 traditional ENGL 052 students and 82 ALP students responded to the post- semester survey.

23. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students improved attitude successful behavior persistence bonding improved confidence learning feels useful attachment to college

24. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

25. How do you feel about the fact that you do not get credit for this developmental English course? a. very positive b. somewhat positive c. somewhat negative d. very negative ALP The Accelerated Learning Project ALP encourages a more positive attitude in developmental students. 33% pre- traditional 44% pre- ALP 100% 50%

26. How do you feel about the fact that you do not get credit for this developmental English course? a. very positive b. somewhat positive c. somewhat negative d. very negative ALP The Accelerated Learning Project 29% post- traditional 39% post- ALP 100% 50% ALP encourages a more positive attitude in developmental students.

27. Now that the semester is almost over, how do you feel about having been required to take this course? a. very positive b. somewhat positive c. somewhat negative d. very negative ALP The Accelerated Learning Project 29% post- traditional 39% post- ALP 100% 50% ALP encourages a more positive attitude in developmental students.

28. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

29. Weekly Report on Student Behavioral Problems 1. How many students originally registered for your class: _______. 2. How many students have dropped the course: ________. (Count students as "dropped" when they have officially dropped through Records & Registration or if they have missed so many classes that, if they returned now, they could not possibly pass the course.) 3. How many were absent each day this week. If there are students whom you have listed under question 2 as "dropped," do not count them as absent. a. Monday or Tuesday: _______ b. Wednesday or Thursday: ______ c. Friday: _______ 4.How many students were late by more than 5 minutes: a. Monday or Tuesday: _______ b. Wednesday or Thursday: ______ c. Friday: _______ 5. How many students missed deadlines for submitting required work this week? If there are students who did not come to class this week and did not submit required work, count them in this total. Do not count students whom you listed as "dropped" in question 2 as missing deadlines. 6. How many times this week did you have to interrupt class to talk to a student or several students about their behavior?

30. ALP The Accelerated Learning Project Weekly Report on Student Behavior Fall 08/Spring 09:20 ALP sections160 students Fall 08/Spring 09:18 traditional sections360 students

31. Study of Student Behavior from Fall 2008 and Spring 2009 25% 10% 15% 5% missed class late for class missed assignment deadlines disrupted class traditional ENGL 052 ALP ENGL 052 16 % 19% 5% 7% 9% 2% 3% 20% 2% 60% 16% 22% 33%

32. I took part in class discussions a. often b. fairly often c. occasionally d. seldom ALP The Accelerated Learning Project ALP encourages positive student behaviors, discourages negative ones. 76% post- traditional 84% post- ALP 100% 50%

33. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

34. ALP The Accelerated Learning Project 10% traditional 90% ALP 100% 50%

35. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

36. ALP The Accelerated Learning Project Study of Student Behavior from Fall 2008 and Spring 2009: Percentage of Students Who, Instructors Report, Dropped Out 25% 10% 15% 30% 20% 5% 26% 16% traditional ENGL 052 ALP

37. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

38. How well did you get to know your classmates this semester? a. fairly well b. quite a bit c. a little d. not much at all ALP The Accelerated Learning Project ALP increases bonds among the students 65% post- traditional 84% post- ALP 100% 50%

39. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

40. ALP The Accelerated Learning Project How good a writer are you? a. better than most CCBC students b. above average at CCBC c. fairly average at CCBC d. below average at CCBC 100% 50% ALP increases student confidence. 40% 44% 39% pre- traditional pre- ALP 34% post- traditional post- ALP

41. What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence learning feels useful attachment to college

42. Is what you learned in the ENG 052 class useful in other classes? a. yes, a lot b. yes, some c. not much d. no, not at all ALP The Accelerated Learning Project students perceive what they’re learning as more useful because they apply it in the ENGL 101 section 88% post- traditional 97% post- ALP 100% 50%

43. learning feels useful What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence attachment to college

44. Which of the following best describes how you feel about your current status at CCBC? a. I feel like a real college student b. I feel like a real college student in some ways, but in other ways I don’t c. I feel like I’m being prepared to be a real college student d. I feel like I’m being prevented from becoming a real college student ALP increases student attachment to the college. post- traditional 78% 84% pre- traditional 83% pre- ALP 88% post- ALP 100% 50%

45. learning feels useful What Are the Features of ALP That Produce the Increased Success Rates ALP The Accelerated Learning Project Effects on ALP Students positive attitude successful behavior persistence bonding confidence attachment to college

46. bonding mainstreamed into ENGL 101 exposure to strong writers small class size membership in cohort shortening of pipeline attention to outside problems attention to behavioral issues meaningful context Features of ALP Effects on ALP Students positive attitude successful behavior persistence learning feels useful attachment to college

47. ALP The Accelerated Learning Project Critical Features of ALP mainstreamed into ENGL 101 exposure to strong writers small class size membership in cohort shortening of pipeline attention to outside problems attention to behavioral issues meaningful context

48. Community College Baltimore County Study #5: 2011 Peter Adams

49. ALP The Accelerated Learning Project Our Lives Made Simpler SurveyMonkey

50. Community College Baltimore County Study #6: 2011 Peter Adams

51. Developmental students grew up in poverty went to underfunded, underperforming schools have low confidence don’t know how to be a successful college students come from families that do not have a college education don’t understand college culture work too many hours while going to school don’t read

62. Community College Baltimore County Beyond Anecdotal Evidence Peter Adams

63. Thanks for your attention Community College Baltimore County Peter Adams