Presentation on theme: "Innovation and Value in Basic Skills and ESL: Got Noncredit?"— Presentation transcript:
Innovation and Value in Basic Skills and ESL: Got Noncredit?
Host: Wheeler North, Basic Skills/Noncredit Committee Chair Karen Dennis, Santa Ana College Janet Fulks, Noncredit Ad Hoc Task Force Candace Lynch-Thompson, School of Continuing Education
0 Information from a two-year pilot measuring student success in ESL and basic skills with a variety of instructional methods (e.g. self-paced, open entry/open exit, managed enrollment). 0 Examined faculty norming (with primarily adjuncts), assessment using multiple measures, and hours of study. 0 Do some basic skills and ESL courses belong as noncredit rather than credit? 0 Basic skills units are limited to 30 and this credit is not transferable or degree applicable. 0 Over 70% of our students needing basic skills 0 Would students benefit by teaching initial basic skills and ESL courses in noncredit?
Course Alignment Prior to TRANSFER Student Success Conference 20096 DisciplineCreditNoncreditLikely bridge noncredit to credit MathFour levels CB 21 A, B, C, D Six levels CB 21 A, B, C, D, E, F Levels C & D EnglishFour levels CB 21 A, B, C, D Seven levels CB 21 A, B, C, D, E, F, G Level B or C ReadingFour levels CB 21 A, B, C, D Five levels CB 21 A, B, C, D, E Level A or B ESL6 levels ESL Reading CB 21 A, B, C, D, E, F 8 levels ESL Integrated CB 21 A,B,C,D,E, F, G, H Includes vocational and Cultural skills Most noncredit end 2 levels prior to English 1 A at Level B 6 levels ESL Writing CB 21 A, B, C, D, E, F 6 levels ESL Speaking & Listening CB 21 A, B, C, D, E, F
What is Noncredit? Fact: Noncredit serves over 350,000 FTES in our system and represents about half of the basic skills work in the CCCs. Fact: Students are significantly more diverse, represent students with greatest need and least likely to succeed Link to data Link to data Fact: Noncredit offers flexible schedules, increased contact hours, self paced learning ALL AT NO COST to the STUDENT
Traditional Educational Expectations and Accountability Percent Successful Grades for a specified semester Time is the independent variable Success is dependent on the time Percent Successful A B C D F
Adult Ed & Noncredit Education Percent Successful Success is the independent variable and time is dependent on success Time
Why Accountability? Enhanced Noncredit Funding 0 Noncredit gets funded less per FTES than credit ($4,565) 0 SB 361 increased noncredit funding from $2745per FTES to $3232 per FTES 0 Applies to students enrolled in a sequence of courses leading to career development or college preparation (CDCP certificates)
The Puzzle of Noncredit Accountability Current statewide data Only 2.3 – 5.1% of noncredit students transition to credit All noncredit courses without grades report zero success. Wage data is incomplete because of SSN#s CDCP data is incomplete or programs are undefined. This is not the noncredit story?
This is not really the noncredit story. And we have data to prove it! Data Link 2007-08 SCE Award Data from MIS Award hoursProgram TypeCounts Unknown (Top code 99) 9 192 – to fewer than 288 Business and Management 27 288 – to fewer than 480 Family and Consumer Sciences 9 288 – to fewer than 480 Health 20 960 or moreInterdisciplinary Studies 214 Total 279 SCE Actual Data Program TypeCounts Administrative Assistant 62 Management 10 Early Childhood Education 21 Pharmacy Technician 50 High School Diploma 322 Total 465
Credit students start in Noncredit Statewide – 1 of every 4 AA/AS degree-earners started in Noncredit Source: Leslie Smith, 2006. Noncredit: The Education Gateway. City College of San Francisco
CDCP Wage Reporting
Data Collection Strategies 0 SCEs You Count! Campaign 0 Collecting more SSNs 0 DREAM team efforts 0 Program improvement 0 Tracking student progress 0 Benefits of Banner 0 Assessment scores 0 Enrollment trends 0 Certificates earned
Accountability Background & Rationale 0 How progress has been measured 0 The interplay of proof of progress and funding 0 The role of CB21 coding 0 Enhanced funding for noncredit Career Development and College Preparation (CDCP) courses 0 The need for progress indicators in noncredit 0 Review and Evaluate current mandated noncredit metrics – further meetings and discussion to take place in November 0 Pilot project to allow the use of noncredit progress indicators – Fall pilot to begin this semester and another group beginning in Spring
Academic Senate Resolution 13.04 S10 Improve Noncredit Accountability Reporting through Progress Indicators Task force of primarily noncredit faculty and administrators representing all noncredit areas and other representative.
Pilot Project Goals 0 Develop a set of working progress indicators to use in the pilot project 0 Establish clear communication between institution MIS reporting and noncredit programs 0 Collect a pilot set of accountability data based on these indicators 0 Evaluate the ability for noncredit programs to work with these indicators 0 Evaluate the effectiveness of these indicators for use as accountability requirements
Grades and Title 5 55021: not required for noncredit 55023: currently accepted symbols Currently some noncredit classes are graded in order to qualify for federal funding. But the CCCCO only accepts UG for noncredit. Every grade submitted by a faculty member is changed to UG and all student success data reads as zero. Pilot Progress Indicators 0 Pass (P) 0 Satisfactory Progress (SP) 0 No Pass (NP) 0 A – B – C – D - F
Timeline & Guidelines 0 First Cohort - Fall 2010 0 Collection of First Cohort data - February 2011, July 2011, February 2012 0 Participant Evaluation of Usability of the Indicators - Fall 2011, Spring 2012 0 Data can still be submitted 0 Pilot Project Work is risk free 0 Data will not be shared with anyone else. 0 Data will be available to individual institutions about their own college 0 Information will be analyzed as aggregate anonymous data outside of the institutions
Measuring Learning Gains Multiple Measures Scoring by Rob Jenkins for Santa Ana College School of Continuing Education 0 Factors to consider include : 0 tests scores 0 school experience 0 speaking and writing ability.
Example of Mt Sac. Rubric for Instructors Progress Indicator Level CoursesSkills Courses Pcompleted all necessary requirements (written & oral evaluation and SLO or Measurable Assessment), good attendance and participation, scored 70% or higher on the final exam. priority attendance, good participation, ability at level, passed SLO or Measurable Assessment NPpoor attendance and participation, didnt complete necessary requirements, scored below 70% on the final exam. poor attendance and participation, ability below level, didnt pass SLO or Measurable Assessment. SPAdded class too late to make decision of P / NP Added class to late to make decision of P / NP
Noncredit Grading (Progress Indicators) Pilot Final Survey Please provide your demographic information. Answer Options Response Percent Response Count Name: (Mostly Faculty) 99.5%186 College: Over 14 Institutions (some responding for groups of faculty e.g. Mira Costa 1 response 25 faculty) 100.0%187 answered question187
Answer Options Response Percent Response Count I assessed and submitted grades (progress indicators) before this pilot 39.1%66 I assessed in my class but did not need to submit grades (progress indicators) 43.2%73 I did not assess or grade my students 8.9%15 Other (Please specify below) 8.9%15 Other: 19 answered question169 skipped question26 Noncredit Grading (Progress Indicators) Pilot Final Survey Q2. What was your assessment and grading practice in your noncredit classes prior to your participation in this pilot?
Noncredit Grading (Progress Indicators) Pilot Final Survey Q3. How practical was the assignment of P/SP/NP in measuring learning progress for your student population? Answer Options Response Percent Response Count Very practical 45.5%76 Somewhat practical 33.5%56 Neutral 10.2%17 Somewhat impractical 7.2%12 Very impractical 3.6%6 Please explain your choice: 72 answered question167
Noncredit Grading (Progress Indicators) Pilot Final Survey Q8. Would you support an ASCCC resolution to implement progress indicator reporting for noncredit areas with the caveat that some areas (e.g. older adults, parenting) may need more time to adequately explore and implement what indicators work best? Answer Options Response Percent Response Count Yes 72.5%116 No 8.8%14 I would support it if (please add comment) 18.8%30 answered question160
Statewide ARCC Data 2008-2011 ARCC DATAStatewide Rates Indicator2008200920102011 Change since inception Student Progress & Achievement 51.2%51.8%52.3%53.6% 2.4% Completed 30 or more units 70.4%71.2%72.4%72.8% 2.4% Fall to Fall persistence68.3%69.2%68.7%67.6% 0.7% Vocational Ed Course Completion 78.2%77.7%77.6%77.0% 1.2% Basic Skills Course Completion 60.5% 61.5%61.4% 0.9% Basic Skills Course Improvement 50.0%51.2%53.8%58.6% 8.6% ESL Course Improvement 44.7%50.1%50.2%54.6% 9.9%
What have we learned about noncredit? How much time is required for Success? Cost over time for SP Open Entry Open Exit Costs less over the years.
Typical class: 30 students, 17 weeks, 10 hrs per week Total Cost Total Hours%PP_CostP_Hrs%SP SP MEDIAN HRSSP_Hrs%NP NP MEDIAN HRS NP _Hrs 3 terms ESL -410 Beginning ESL 130 $31,39751007.44 $14,1922305.29.36 $11,7431907.412.9 $ 5,149836.4 1 Term ESL -410 Beginning ESL 130 $31,39751005.58 $11,1771815.612.1 $13,4692187.912.3 $ 6,7191091
Santa Ana College School of Continuing Education ESL Program 2011SPN (19 weeks) CB21Title Total Studen ts Median Hours FTES%P%P Hrs P Median Hrs %SP %SP Hrs SP Median Hrs %NP %NP Hrs NP Median Hrs G Beginning ESL 1 1,894 45.0230.817.432.7129.043.645.448.039.021.920.0 F Beginning ESL 2 1,739 59.5247.724.340.8120.032.734.457.543.024.824.0 E Beginning ESL 3 1,303 65.0178.925.948.2138.026.934.980.547.217.021.0 D Intermediate ESL 1 1,040 60.0135.926.848.3131.030.731.457.042.520.322.8 C Intermediate ESL 2 941 72.8160.424.536.9136.524.223.877.051.239.344.0 B Intermediate ESL 3 652 73.590.339.468.9135.022.922.455.037.78.614.0
Santa Ana College School of Continuing Education ESL Program 2011SPN Beginning ESL 3PSPNP Students (%) 25.926.947.2 Hours (%) 48.234.917.0 Due to the at-risk situation of non-credit students, almost one half of them are either not graded or the instructor didnt have enough elements to assess progress. However, those students consume only 17% of the hours.
Santa Ana College School of Continuing Education ESL Program 2011SPN (19 weeks) Vs. Three Terms (2010Fall, 2011 Spring and 2011 Fall) 51 weeks of instruction and skipping summer (5 weeks) Beginning ESL 3PSPNP Students 1 Term (%) 25.926.947.2 Students 3 Terms(%)30.626.642.8 Beginning ESL 3PSPNP Hours 1 Term (%) 48.234.917.0 Hours 3 Terms (%)55.630.813.6 The metrics improve when scope is increased from a single term to multiple terms.
Santa Ana College School of Continuing Education ESL Program 2011SPN (19 weeks) Vs. Three Terms (2010Fall, 2011 Spring and 2011 Fall) 51 weeks of instruction and skipping summer (5 weeks) Typical class: 30 students, 17 weeks, 10 hrs per week 5100 attendance hours = 9.71 FTES 9.71 x $ 3,232 = $ 31,397 Beginning ESL 3PSPNP Students (out of 30)9.187.9812.84 Cost (out of $31,397) $ 17,456 $ 9,670 $ 4,270
Noncredit is successful & efficient 0 We need more time to finalize the info on Parenting, OA and DSPS 0 ESL Pass rate 64-80% (lowest ESL less & middle more successful, highest less successful) 0 HS good Pass rate 0 Parenting high pass 0 Number of hours necessary to Pass & SP 0 ESL 0 CTE 0 Cost for success and non-success 0 Cost over three semesters
Considering Accountability and the Resolutions Healthy accountability should: 0 Address higher level learning outcomes 0 Report on authentic student proficiencies 0 Indicate potential interventions and improvement 0 Target improved practice not just reporting Noncredit has piloted and examined training fro progress indicators and the results of student data. 0 Fully support resolutions 0 Urgency due to the link of funding and reporting
Questions 0 What are the factors in basic skills classes that represent barriers for students at your college? 0 Do you see anything here that would benefit your institution? 0 In addition to innovative and flexible scheduling, what other ideas do you have?
MiraCosta Noncredit ESL Data 2008 - 2009 Term IPersistence %Promotion % Morning Classes80% (10% Perfect Attendance) 43% Evening Classes80% (7% Perfect Attendance) 47% Term II Morning Classes79% (9% Perfect Attendance) 50% Evening Classes79% (7% Perfect Attendance) 56% Term III Morning Classes81% (8% Perfect Attendance) 30% Evening Classes76% (5% Perfect Attendance) 54% Term IV Morning Classes78% (10% Perfect Attendance) 63% Evening Classes74% (8% Perfect Attendance) 46%
Brain Anatomy overlaid with Kolbs Learning Cycle Zull p 18
Active Learning: Engages all of the Brain Epilepsy Foundation of America http ://www.epilepsyfoundation.org/about/science/functions.cfm Note that as we go down the pyramid, we are engaging additional areas of the brain, creating deeper learning.
OVERVIEW and Background 1. Issues with Accountability in Higher Education 2. Mandated reporting– ARCC, CDCP and Basic Skills legislated reports – some does not include noncredit due to lack of success and progress indicators 3. CDCP certificates – current state of noncredit and CDCP 4. BSI and the attempt to capture progress CB 21 a. Noncredit and credit aligned b. Progress only by subsequent enrollment c. inability to count success 5. In noncredit progress all indicators and grades turned in are converted to UG ungraded at the state level See Background document and Noncredit Accountability Documents for more information 43
Persistence Indicators Is this the noncredit story? Link to Mira Costa DataLink to Mira Costa Data