1. The Voluntary Framework of Accountability for community colleges, by community colleges

2. Agenda  Overview  Developmental Education Progress Measures as Reported in the VFA  Overarching Challenges & Questions  Survey Results  Summary of Findings  Discussion / Questions  Feedback: VFA@aacc.nche.eduVFA@aacc.nche.edu Developmental Education Progress Measures

3. Determining Developmental Need  By placement/referral  Based on testing or institutional practice, students are referred or placed into developmental education or remedial education course.  By course-taking behavior  Based on student behavior, students enroll in at least one developmental education or remedial education course within the reporting timeframe.  By a combination of placement/referral and course-taking behavior Developmental Education Progress Measures

4. Developmental Subjects: math, English, reading  Distribution of Need (Development Need by Subject)  Students referred to 1, 2, or 3 levels below college-level in subject Of the students with a developmental need, those that:  Attempted Any Developmental Education  Students who attempted a developmental education course in subject  Became College Ready in Dev Subject  Students who completed highest level developmental education course in subject  Completed College-Level Course  Students who completed any college-level course in math or English Developmental Education Progress Measures

5. Any Developmental: math, English, reading or any combination of these subjects  Enrolled in Any Developmental Course  Students who enrolled in at least one developmental education course that they had a need  Became College Ready in All Developmental Subjects  Students who completed all developmental education and are college ready in all subjects in which they had a need Developmental Education Progress Measures

6.  How to identify the developmental education population  Referred/Placed  Took a developmental course  How to disaggregate the developmental education population  Not College Ready  College Ready  Undetermined  What is successful completion of a course (what grade)?  C (any C)?  Universally defined for all colleges reporting the VFA?  Each college defines the grade (with a floor set by the VFA definition)? Developmental Education Progress Measures: Overarching Questions / Challenges

7. User Group Survey Results Developmental Education

8. Respondents Received 87 Responses 160 colleges participating in VFA

9. Would you want to track “college ready”, but took Dev. course

10. Would you consider “college ready”, but took Dev. course to be:

11. Value in separately tracking Referred/placed and Course-taking students:

12. Value in separately tracking Dev Ed completers:

13. Value in Tracking Dev Ed undetermined:

14. Burden in tracking students:

15. Value in tracking students who attempted any dev course:

16. Value in tracking students who did not attempted any dev course :

17. Importance in reporting level of need for dev populations:

18. Very Important Somewhat Important ImportantNot Very Important Not Important At All Only students who referred/placed into Dev Ed mmmmm Only students who attempted a Dev Ed course mmmmm Students who were either referred/placed into developmental courses or attempted a dev course without a referral mmmmm Students who were not referred/placed into developmental courses but attempted a Dev course mmmmm For questions 13 - 15, please indicate the level of importance of each student population for the following stakeholders. 13. State Stakeholders:

19. Importance to Stake Holders

22. AACC Summary of Findings: Interest in tracking students who were identified as college ready but took a developmental course is low to moderate Few would re-classify students identified as “college ready” but who took a developmental course as “not-college ready” Not a priority to add this to the future data collection

23. AACC summary of findings There was no clear preference as to whether to track both referred and course-taking students Burden was identified as highest for separately reporting/tracking both populations Findings suggest the burden may outweigh the benefits but with raw file upload, the change in burden should be minimal

24. AACC summary of findings There was a clear preference to separately track Dev Ed Completers Burden was identified as lowest for separately reporting (tracking) Dev Ed Completers Findings suggest the burden and benefits would be sufficient to make a change

25. AACC summary of findings There was a clear preference not to separately track undetermined Burden was identified moderately high for separately reporting (tracking) undetermined Findings suggest the burden and lack of benefits would be sufficient to NOT make a change

26. AACC summary of findings Perceived value in tracking students who “assessed and not referred” and those “not assessed” was significantly lower than for those “assessed and referred” across measures Adding new disaggregation would be a low priority

27. Reaction Any other reaction to the findings? Questions? As always, we ask for your Feedback: VFA@aacc.nche.eduVFA@aacc.nche.edu