1. Suppose Completion Model Envisioning Developmental Education in the Future with Completion as the Goal Envisioning Developmental Education in the Future with Completion as the Goal

2. For the first time ever, the profiles (completion rates) from the 33 states part time, pursuing certificates, taking remedial courses, transfer, or are older. We now have a much more complete picture of where we stand … and what needs to be done to ensure that all students have a fair shot at success. Alliance of States

3. Suppose Completion Model Completion Sequences of developmental courses Entry-level course Certificates and degrees Completion Sequences of developmental courses Entry-level course Certificates and degrees

4. Suppose Model Logic of our present approach : Logic of our present approach : Underprepared students should become prepared before they take entry- level courses. - Place students in sequences of developmental courses based on their skill levels.

5. Suppose Model Evidence : Evidence : It doesn’t work!

6. Suppose Model Kentucky 2-Year Colleges Kentucky 2-Year Colleges

7. Suppose Model Remediation is Broken,

8. Suppose Model Time is the Enemy Time is the Enemy The longer it takes, the more life gets in the way. The longer it takes, the less likely the student will complete.

9. Suppose Model Time is the Enemy Time is the Enemy 4 out of 10 students complete the entire sequence Two thirds of students who fail to complete the sequence do so even while having passed all of the developmental courses in which they enrolled. 1 out of 5 or fewer referred to a sequence three or more levels below college level actually complete it. Bailey

10. Suppose Model Time is the Enemy Time is the Enemy Kentucky Part-timers Struggle They rarely graduate. Even when they have twice as much time. 1-year certificate within 1.5 years Full-time: 42.0% Part-time: 51.5% 2-year associate within 3 years Full-time: 8.5% Part-time: 2.2% Complete College America

11. The more levels of developmental courses a student must go through, the less likely that student is to ever complete college English or Math. Bailey, Thomas. Why sequences of developmental courses will not work. Why continuing to tweak what we are doing will not work.

12. Went Directly Into and Passed the College-Level Course 72% at Achieving the Dream Colleges Took the Recommended Sequence of Developmental Courses and Passed the College Level Course 27% at Achieving the Dream Colleges Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges (CCRC Working Paper No. 15). By: Thomas Bailey, Dong Wook Jeong & Sung-Woo Cho. December 2008. New York: Community College Research Center, Teachers College, Columbia University. (Revised November 2009). One interpretation is that the developmental education obstacle course creates barriers to student progress that outweigh the benefits of the additional learning that might accrue to those who enroll in remediation. Nationwide Data: 256,672 first-time degree-seeking students from 57 colleges participating in Achieving the Dream

13. Why High Attrition Rates Are A Structural Problem Chabot College pipeline data for students beginning two levels down from college composition and tracked for three years: For students placing two levels below a college course in English/Reading/Math, there are 5 “exit points” where they fall away: – Do they pass the first course? 66% – If they pass, do they enroll in the next course? 93% – If they enroll, do they pass the second course? 75% – If they pass, do they enroll in the college-level course? 91% – If they enroll, do they pass the college-level course? 78% Fall 2006 Cohort. Students tracked from their first developmental English enrollment and followed for all subsequent English enrollments for 3 years. Pass rates includes students passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart. Katie Hern

14. WHY HIGH ATTRITION RATES ARE A STRUCTURAL PROBLEM Chabot College pipeline data for students beginning two levels down from college composition and tracked for three years: – Do they pass the first course? 66% – If they pass, do they enroll in the next course? 93% – If they enroll, do they pass the second course? 75% – If they pass, do they enroll in the college-level course? 91% – If they enroll, do they pass the college-level course? 78% ( 0.66 )(0.93)(0.75)(0.91)(0.78)= 33% Fall 2006 Cohort. Students tracked from their first developmental English enrollment and followed for all subsequent English enrollments for 3 years. Pass rates includes students passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart. Katie Hern

15. ( 0.66 )(0.93)(0.75)(0.91)(0.78)= 33% ( 0.75 )(0.93)(0.75)(0.91)(0.78)= 37% ( 0.80 )(0.93)(0.75)(0.91)(0.78)= 40% ( 0.90 )(0.93)(0.75)(0.91)(0.78)= 45% Why continuing to tweak what we are doing will not work. Why sequences of developmental courses will not work.

16. Why we are talking about accelerated learning - Co-requisite, modularization, etc. We will never significantly increase completion rates of college English and Math unless we reduce the length of our developmental sequences and eliminate the many exit points where students fall away. Katie Hern

17. Suppose Model Time is the Enemy Time is the Enemy

18. Suppose Model Time is the Enemy Time is the Enemy

19. The “It’s Working illusion.” We can no longer ask “What’s Working?” without asking, “Is it working in the larger context of completion?” If not, it’s not working. Not Working: Every additional “exit point” that reduces the students’ chances of success. Working: If a program can eliminate exit points and increase completion of entry-level courses.

20. Not Working: Every additional “exit point” that reduces the students’ chances of success. Working: If a program can eliminate exit points and increase completion of entry-level courses. It is possible to win the battles and lose the war. Many of our most precious models of instruction are winning battles and losing the war.

21. WHY HIGH ATTRITION RATES ARE A STRUCTURAL PROBLEM Chabot College pipeline data for students beginning two levels down from college composition and tracked for three years: – Do they pass the first course? 66% – If they pass, do they enroll in the next course? 93% – If they enroll, do they pass the second course? 75% – If they pass, do they enroll in the college-level course? 91% – If they enroll, do they pass the college-level course? 78% ( 0.66 )(0.93)(0.75)(0.91)(0.78)= 33% Fall 2006 Cohort. Students tracked from their first developmental English enrollment and followed for all subsequent English enrollments for 3 years. Pass rates includes students passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart. Katie Hern

22. We have created impossible barriers to completion that with good instructors diligent students great courses will not overcome.

23. We didn’t factor in TIME in our programs. Keep in mind: It only takes 1 exit point below an entry-level course to lose a student to TIME. What if we did factor in TIME?

24. Programs Showing Greatest Benefits Mainstream developmental students into college-level courses with additional supports, Provide modularized or compressed courses to allow remedial students to more quickly complete their developmental work, or Offer contextualized remedial education within occupational and vocational programs. Mainstream developmental students into college-level courses with additional supports, Provide modularized or compressed courses to allow remedial students to more quickly complete their developmental work, or Offer contextualized remedial education within occupational and vocational programs. Unlocking the Gate

25. What’s Working? If our prized programs or new innovations do not factor in TIME It’s not working.

26. In my mind, I said, we can’t put students into entry- level courses before they have completed a sequence of developmental courses. That makes no sense. In your mind, you may be saying, we can’t put students in to entry-level course before they finish their sequences of developmental courses. Wait. Let go of that thought for today and entertain possibilities as we look at the Suppose Completion Model.

27. Suppose Model What if? What if?

28. Completion Not Just About Placement Policy Developmental Education promotes the cognitive and affective growth of a ll post secondary learners, at ALL LEVELS of the LEARNING CONTINIUM.” Suppose Model 1. All students are recognized as being developmental

29. Suppose Model Conclusion of several studies: Standard placement tests are not predictive. Thousands of students are being misplaced. 2. Placement is based on more than one assessment

30. Suppose Model Research Suggestions Efforts such as Koyote Diagnostic Tests: Assessments should be diagnostic, and should connect to colleges’ resources and programs. – Robert McCabe In-house tests High School GPA 2. Placement is based on more than one assessment

31. Advising is about creating a plan - defining a pathway, with milestones along the way, that shows students the route from where they are to a different place they want to be. - McClenney Suppose Model 3. Students each have an assigned coach Community College Survey of Student Engagement 3. Students each have an assigned coach Community College Survey of Student Engagement

32. Students have further explained that that plan and those milestones essentially then compete with all of the other issues and obligations in their often-complicated lives, giving them reasons to return to class the next week and the next semester. - McClenney Suppose Model 3. Students each have an assigned coac h Community College Survey of Student Engagement

33. Students wanted more exposure to career possibilities. So they can make decisions. Suppose Model 3. Students each have an assigned coach Student Focus Groups Reveal Barriers to Community College Success 3. Students each have an assigned coach Student Focus Groups Reveal Barriers to Community College Success

34. CAN”T FIND. Advisers, counselors, and faculty members who offer support and guidance that is tailored to students' educational and career goals. Suppose Model 3. Students each have an assigned coach Student Focus Groups Reveal Barriers to Community College Success 3. Students each have an assigned coach Student Focus Groups Reveal Barriers to Community College Success

35. Entering an academic or vocational program is strongly correlated with degree completion. (CCRC) Suppose Model 4. Students commit to program of study as soon as possible

36. Having clear goals, and being in programs with well- defined pathways, Increased persistence, completion, or transfer. Suppose Model 4. Students commit to program of study as soon as possible

37. Guide all students to choose among a limited number of first-year pathways For Example health, business, liberal arts, or STEM — as soon as possible. Suppose Model 4. Students commit to program of study as soon as possible

38. A logical first step is to commit to a program of study. No longer allow students to be considered “unclassified.” Nudge them into first-year pathways — for example, health, business, liberal arts, or STEM. Suppose Model 4. Students commit to program of study as soon as possible

39. Acceleration and Contextualization Strategies – Hold the most promise - Unlocking the Gate Suppose Model 5. Developmental Education courses are co-requisite, modularized, compressed, or contextualized

40. Programs Showing Greatest Benefits Mainstream developmental students into college-level courses with additional supports, Provide modularized or compressed courses to allow remedial students to more quickly complete their developmental work, or Offer contextualized remedial education within occupational and vocational programs. Mainstream developmental students into college-level courses with additional supports, Provide modularized or compressed courses to allow remedial students to more quickly complete their developmental work, or Offer contextualized remedial education within occupational and vocational programs. Unlocking the Gate

41. Promising Acceleration Models Removing the EXIT POINTS Move developmental students into college-level courses as soon as possible WITH SUPPORT Community College of Baltimore Summary Based on four semesters of data and 227 students, compared to traditional developmental writing: ALP doubles the success rate. cuts the attrition in half does it in half the ALP time at slightly less cost per successful student On average 74% of ALP students passed ENGL 101 within a year of taking ENGL 101/ALP, while 38% of non-ALP students passed ENGL 101within a year of taking traditional ENGL 052

42. Modularization Variation on the Emporium Model (Traditional algebra-intensive, pre-calculus-focused) Students spend a certain amount of time in lectures, Then move to another room where they work through math problems in small groups. Then, they move to a third room, where they work through more problems on computers, with instructors on hand to answer questions. Success Rates 42% to 55% to 62% - Oklahoma City CC

43. Second Generation Co-Requisite Model (Traditional algebra-intensive, pre-calculus-focused) Mixing developmental and college-ready students in classes. Designed for students who are are close to college level but need extra help. Pair a college-level course with the highest level of developmental course.

44. Contextualized within Occupational and Vocational Programs – eliminate exit points I-Best and Accelerate Opportunity America Contextualized instructional models progress more quickly through their developmental skill building while engaging directly with their academic or vocational field of interest earned an average of 14 more college credits than non- I-BEST students higher probability of persisting into the second year (17 percent) and earning an occupational certificate (40 percent).

45. Early college mathematics should: – focus on preparing students for their programs of study, – Not Reteaching a Full High School Curriculum. (Clarifying the Co-Requisite Math Model, Dana Center) Suppose Model 6. Students follow math pathways

46. Traditional algebra- intensive, pre- calculus-focused developmental sequence: – wrong goals for students not bound for STEM majors. Suppose Model 6. Students follow math pathways

47. Statway and the Mathway Complete a credit- bearing, transferable mathematics course in one academic year while simultaneously building skills for long-term college success. Suppose Model 6. Students follow math pathways

48. Statway is intended for occupational programs: allied health sciences and public safety or academic programs: liberal arts, business, and social sciences. Suppose Model 6. Students follow math pathways

49. Early college reading should: – focus on preparing students for gateway courses in programs of study, Not Reteaching a Full High School Curriculum. Suppose Model What about reading?

50. For students with few academic deficiencies, place them into redesigned first-year, full- credit courses with co-requisite built-in support. Suppose Model 7. All gateway courses have extra support

51. For students needing more help, lengthen redesigned full-credit courses consider providing built- in, co-requisite support for two semesters instead of one. Suppose Model 7. All gateway courses have extra support

52. For students with the most significant academic needs, provide alternate pathways to high-quality career certificates embed remediation and adult basic skills development into their instruction. Suppose Model 7. All gateway courses have extra support

53. Align Developmental Skills with Major and Careers Suppose Model 8. Curriculum focuses on skills students actually need

54. Answer the fundamental question — is what’s being taught in developmental education what students really need? Suppose Model 8. Curriculum focuses on skills students actually need

55. 7 Math: focus on preparing students for their programs of study Reading: developing competence using gateway course materials for programs of study Writing: writing to learn and communicating aligned with the students’ majors or careers Suppose Model 8. Curriculum focuses on skills students actually need

56. Increase Relevancy Stop teaching isolated skills. Contextualize skills in gateway courses and provide co-requisite support. Suppose Model 8. Curriculum focuses on skills students actually need

57. Developmental Instructors Content Instructors Advisors Leadership All Support Services Suppose Model 9. Faculty are provided the support they need 9. Faculty are provided the support they need

58. Adjunct or Part-time Faculty Often disconnected from departmental decision-making and the piloting of new programmatic strategies. Developmental education instructors — whether they teach full or part time — tend to have limited training in instructing basic skills students. Suppose Model 9. Faculty are provided the support they need 9. Faculty are provided the support they need

59. In a changing world, it is our ability to unlearn that will determine our ability to survive, adapt, and move forward. Breznitz and Hemingway

60. For a More Complete List Of Related Links: www.developmentalcompletion.pbworks.com

61. PRESENT DEVELOPMENTAL EDUCATION NOT WORKING Suppose Model of Developmental Education Unlocking the Gate: What We Know about Improving Developmental Education Unlocking the Gate: What We Know about Improving Developmental Education - Rutschow and Scheider - 2011 Time is the Enemy Remediation The Bridge to Nowhere Testimony at Hearing by Stan Jones Watch the hearingWatch the hearing. Read the testimonyRead the testimony. Learn what your state can doLearn what your state can do.

62. PLACEMENT Study on College Placement Exams Energizes Debate about Their Effectiveness Confessions of a Community College Dean College Degrees, Designed by the Numbers College Degrees, Designed by the Numbers By Marc Parr, from The Chronicle.

63. PERFORMANCE FUNDING Again the video below is very good and makes the completion connection clearly. It is especially helpful in looking at quality assessment and keeping standards. Tying Funding to Community College Outcomes: Models, Tools, and Recommendations for States Eric Fingerhut and Richard Kazis; edited by David Altstadt, April 2012 PROMISNG STATEWIDE DEVELOPMETNAL EDUCATION PLANS Texas Statewide Developmental Education Plan 2010-2011 Biennium BEGIN ACADEMIC OR CAREER PROGRAM EARLY To Improve Completion Rates, Community Colleges Need to Help Students "Get with the Program" To Improve Completion Rates, Community Colleges Need to Help Students "Get with the Program" (Community College Research Center, 2011) Toward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community CollegeToward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community College (CCRC Working Paper No. 28, Assessment of Evidence Series, 2011)

64. LEARNING Critical Thinking and the Acceleration Model ADVISING and CONTACT TO COMPLETION Intrusive Advising of Freshmen Connection and Direction CONTEXTUALIZATION I-Best, Bridge Programs, and Contextualized Curricula Contextualization, by Perin, 2011

65. CO-REQUISITE COURSES Transform Remediation: The Co-Requisite Course Model Co-requisite Model Co-requisite Remediation COMPETENCY SKILLS IN AN AREA OF INQUIRY How People Learn, John Bransford, 2000

66. PATHWAYS College Degrees, Designed by the Numbers By Marc Parr, from The Chronicle. Building Pathways to Success for Low-Skill Students: Lessons for Community College Policy and Practice - The “Tipping Point” Research, D. Prince and D. Jenkins CCRC 2005 Sinclair Community College MAP for Student Success NEED FOR BROAD DEVELOPMENTAL EDUCATION REFORM Series Lays Out Blueprint for Increasing Graduation Rates at 2-Year Colleges - By Jennifer Gonzalez – 2011 ASSESSMENT OF EVIDENCE SERIES - CCRC Developmental Assessment and Placement: Katherine Hughes and Judith Scott-Clayton argue that while there is growing support for mandatory testing and placement and state- wide standardization, empirical evidence suggests that current assessment approaches may not lead to better student outcomes. The authors discuss emerging directions for reform, including more diagnostic and holistic assessments. Working Paper