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Presentation Title runs here l 00/00/00 1 NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement.

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Presentation on theme: "Presentation Title runs here l 00/00/00 1 NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement."— Presentation transcript:

1 Presentation Title runs here l 00/00/00 1 NCTA National Conference 2012 Minneapolis A Suite Solution: Diagnostics, Intervention, & Customized Placement Sharon Jacobsen, Rock Valley College Deborah Anderson, Higher Education Consultant

2 Here’s our plan Discuss college readiness Introduce ACCUPLACER//MyFoundationsLab Review early pilot results Q & A

3 Because competitive, global work environments require more of our students to succeed in college in order to compete. Presentation Title runs here l 00/00/003 Why is college readiness important? Studies have shown that about one in five students who enter high school will earn a college degree. http://advocacy.collegeboard.org/

4 “The Complexity of College and Career Readiness” “Unfortunately, we’ve got a real complex situation, something that’s been building for 200 years in the U.S., because we never designed our educational system to prepare everyone for post-secondary education. We have purposely and consciously disconnected our educational systems at every level,…as the economy has changed, our social needs have changed and the structure of our society has changed, we need an aligned, connected system that creates the opportunity for all students to receive an education that enables them, if they choose to do so, to continue learning beyond high school. That’s the heart of my definition, that’s the heart of the policy issue, and that’s the heart of the problem at the same time.” Dr. David Conley, CEO, Educational Policy Improvement Center (EPIC) College & Career Readiness Symposium, April 24, 2012, Washington, DC

5 Students are “college ready” when they have the knowledge, skills, and behaviors to complete a college course of study successfully, without remediation. “College Readiness” refers to the level of student preparation needed to be ready to succeed – without remediation – in an introductory level course at a two or four year institution, trade school, or technical school. A student who is “ready for college and career” can qualify for and succeed in entry-level, credit-bearing college courses leading to a baccalaureate or certificate, or career pathway-oriented training programs without the need for remedial or developmental coursework. Presentation Title runs here l 00/00/005 Seeking a definition

6 College-Readiness Benchmark Scores SAT BenchmarksACT Benchmarks Critical Reading = 500Reading = 21 Math = 500Math = 22 Writing = 500English Composition = 18 Composite = 1500 Science = 24 Composite = 21 1500 composite score = 65% chance of earning a 2.67 GPA or higher during first year of college w/higher chance of graduating from college. Benchmark scores = minimum scores needed to indicate 50% chance of obtaining a B or higher or 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses. Presentation Title runs here l 00/00/006

7 College-Ready Placement Scores – 2 examples 7

8 Dr. David Conley’s – 4 Keys to College & Career Readiness Presentation Title runs here l 00/00/008 Basic knowledge & skills, writing, algebraic concepts, key foundational content, “big ideas” from core subjects Self-monitoring, study skills, time management, awareness of own level of mastery, selection of learning strategies Problem solving, inquisitiveness, precision & accuracy, interpretation, reasoning, intellectual openness ‘College knowledge’ understanding college admissions, college culture, tuition, financial aid, college- level academic expectations Contextual Skills & Awareness Key Cognitive Strategies Key Content Knowledge Academic Behaviors Educational Policy Improvement Center/EPIC 2012 www.epiconline.org www.epiconline.org

9 Our Community Rockford, IL Population: 150,000 (City of Rockford) 370,000 (Regional total) Race: 68% White 18% Black 10% Hispanic 4% Other Median Income: $38,000 Educational Attainment: 22% H.S. drop out 31 % H.S. graduate/GED 27% Some college 20% Bachelor’s degree or higher 3 of 4 City of Rockford public high schools are identified as ‘drop-out factories’ (Johns Hopkins University, 2007) 9

10 Our Institution Rock Valley College Location: Rockford, IL; 85 miles northwest of Chicago, IL Type: Comprehensive two-year community college Student Profile/Annual Enrollment: 8,600+ enrollment 4,700+ full-time Average age - 25.9 years Female - 59% Male - 41% Ethnic Origin: White - 78% Black – 10% Hispanic – 8% Asian – 3% Native American – 1% 10

11 Readiness Study 1 – Developmental Placements at RVC, 2007-2010 Purpose(s) of study: 1) Identify # and % of students placing into developmental course(s) in English, Reading, Math Identify # and % of students placing at college-level in English, Reading, Math 2) Identify # and % of students required to take 1 subject of remediation Identify # and % of students required to take 2 subjects of remediation Identify # and % of students required to take 3 subjects of remediation Study group: All new students, all methods of placement for credit courses (ACT/SAT, ACCUPLACER &/or college transcripts) Presentation Title runs here l 00/00/0011

12 Presentation Title runs here l 00/00/0012 n % English College-level1430571.9 Developmental559728.1 Total19902 Reading College-level1514672.1 Developmental587327.9 Total21019 Math College-level713342.4 Developmental970857.6 Total16841 Table 1. Number/Percentage of Students Placed by Subject

13 Presentation Title runs here l 00/00/0013 Number of Placements n % 1 Subject663753.2 2 Subjects299724 3 Subjects284922.8 Total12483100 Table 2. Number of Students Requiring Placements in Developmental Subjects (Math, English, Reading)

14 Readiness Study 2 – H.S. Juniors take ACCUPLACER, 2010-2011 Presentation Title runs here l 00/00/0014 College-Ready Your score is at or above the state average for college-level courses. Continuing to take challenging classes in your senior year will prepare you for the rigor of college-level courses. On Target Your score is within reach of the state average for college-level courses. Staying on your current path may yield placement into college- level classes. Plan to make the most of your senior year by taking a full schedule of challenging classes. See Your Counselor Your score is below the state average for college-level courses. Staying on your current path may yield placement into non-credit developmental (remedial) courses. Plan to make the most of your senior year by taking a full schedule of more challenging classes to help prepare you for college-level work.

15 Here’s what we found out Presentation Title runs here l 00/00/0015 College Readiness – Reading Course PlacementFrequencyPercent ValidCollege Ready100 level courses58244.5 On TargetRDG 09927921.3 See Your CounselorRDG 096, 092, 080, no placement44834.2 Total 1309100 College Readiness – English Course PlacementFrequencyPercent ValidCollege ReadyENG 10162647.8 On TargetENG 09915411.8 See Your CounselorENG 099, 097, 08252840.3 Total 130899.9 MissingSystem 10.1 Total 1309100 College Readiness - Algebra Course PlacementFrequencyPercent ValidCollege ReadyMTH 12022016.8 On TargetMTH 093/09423417.9 See Your CounselorMTH 091/092, 088,08685365.1 Total 130799.8 MissingSystem 20.2 Total 1309100

16 5 Myths of Post-Secondary Remedial Education Presentation Title runs here l 00/00/00 16 Myth 1 Remedial Education is K-12’s Problem Myth 2 Remedial Education is a Short-Term Problem Myth 3 Colleges Effectively Determine College Readiness Myth 4 Remedial Education is Bankrupting the System Myth 5 Maybe Some Students are Just Not College Material Wellman, Jane V. and Bruce Vandal. 5 Myths of Remedial Education. Inside Higher Education, July 21,2011.

17 “Remedial education is the 800-pound gorilla that stands squarely in the path of our national objective to increase the number of adults with a college degree. If we dispel these myths, the solutions become clear.” (Wellman & Vandal, 2011) 1) Get H.Ed. to articulate what it means to be college-ready 2) Implement college-ready standards in H.S. 3) Fund remedial education programs in ways that reward student success 4) Customize coursework to meet students’ needs Presentation Title runs here l 00/00/0017

18 Early Pilot Results

19 ACCUPLACER/MyFoundationsLab Pilot Our Pilot Group UPWARD BOUND (TRIO grant program): 80 students 15-19 year olds 4 high schools; 3 school districts At-risk of dropping out of H.S. At-risk of not entering postsecondary ed./21 st century careers First generation Low socio-economic status 60% female; 40% male 1/3 Latino; 1/3 African-American; 1/3 White 95% stay through Grade 12 and graduate Presentation Title runs here l 00/00/0019

20 ACCUPLACER/MyFoundationsLab Pilot Presentation Title runs here l 00/00/0020 Content good for 11 th & 12 th graders Fills in gaps in classroom learning/content For students w/low scores on ACT’s Explore & Plan Glossary; it’s a good, useful tool Assists w/review of past knowledge; refreshes skills Grade book feature(s) Easy to learn w/basic computer knowledge Educators

21 ACCUPLACER/MyFoundationsLab Pilot Presentation Title runs here l 00/00/0021 Content good for 11 th & 12 th gradersFor 9 th & 10 th graders; they have not been exposed to some concepts, particularly in math Fills in gaps in classroom learning/contentFor covering skills low students have never learned For students w/low scores on ACT’s Explore & Plan For students who lack attention to stay on task; add games to keep students motivated Glossary; it’s a good, useful tool Appears to be ‘ teaching for the test ’ Assists w/review of past knowledge; refreshes skills For students who require more support than a computer can give Grade book feature(s) Easy to learn w/basic computer knowledge Educators

22 ACCUPLACER/MyFoundationsLab Pilot MFL Reading helped on the November ACT For learning math skills not introduced in class yet For re-learning stuff I forgot Helped me learn math concepts quicker than ever Online, 24/7, videos, & examples before quizzes For learning at my own pace & not being held back Helped me stay focused & separate the important things from everything else Presentation Title runs here l 00/00/0022 Students

23 ACCUPLACER/MyFoundationsLab Pilot MFL Reading helped on the November ACTThe long reading passages For learning math skills not introduced in class yet Make it MORE interactive (animations, music, games) For re-learning stuff I forgot That it ’ s not freshman-friendly Helped me learn math concepts quicker than ever Needs more variety of questions/passages Online, 24/7, videos, & examples before quizzesMake it more challenging For learning at my own pace & not being held back Make it easier Helped me stay focused & separate the important things from everything else Presentation Title runs here l 00/00/0023 Students

24 ACCUPLACER/MyFoundationsLab Pilot 86%Felt their skills improved using ACCU//MFL 90% Who took the ACT felt that ACCU//MFL would help improve ACT scores 65% Explored the Study Skills section and found it helpful. 82% Felt that ACCU//MFL helped them better understand what they needed to know to be ready for college Presentation Title runs here l 00/00/0024 Post Pilot Survey – Students

25 Cerritos College ACCUPLACER//MyFoundationsLab Pilot Cerritos College, a two-year institution in Norwalk, California, created a special "prep “ course using ACCUPLACER//MyFoundationsLab to help 40 students whose placement test results indicated the need for developmental course work, but who could not register as these courses were full. After using ACCUPLACER//MyFoundationsLab Presentation Title runs here l 00/00/0025 ReadingEnglishMath 54% increased reading scores 28% improved course placement level by one or more courses 62% increased sentence skills scores 40% improved course placement level by one or more courses 46% improved course placement level by one or more courses

26 ACCUPLACER/MyFoundationsLab Pilot Emphasize performance on initial ACCUPLACER diagnostic test(s) Design w/ structure & accountability Clear completion goals Require student contact/use hours Hands-on support from teachers/tutors Incentives are critical Tie to credit/grades/rewards Re-test(s) for placement improvement Early or guaranteed course registration Tuition/program cost credit Training Buy-in & product familiarity is essential Lead staff must be well-trained in student & instructor functions (ex. tools/reports to track student progress) Presentation Title runs here l 00/00/0026 Some keys to success

27 Lessons Learned Even only six weeks of engagement in the ACCU//MFL program makes a difference. Focusing work in the arithmetic modules appears to make the biggest impact in improving math course placement. Students can feel overwhelmed by the amount of content assigned. Instructors/tutors continue to play a key role in supporting students. Instructor engagement translates to student engagement. Student feedback was extremely positive: “The best way to start college!”

28 Other Lessons Learned: Motivation Matters—without a meaningful incentive, students do not engage in the MFL content. The more successful pilots offered students a relevant, impactful reason to engage. Students will opt out of anything “optional.” ACCU//MFL must be somehow integrated in the course or regularly monitored to ensure students stay on task. Time on Task is key—a few hours here or there over a semester is not going to make a difference. Data from 4yr Pilot Institution

29 ACCURATE Assess accurately, easily, and efficiently. ENGAGING Students receive a personalized, interactive learning experience. EASY TO USE Students and administrators will find the program easy to implement and use.

30 Thank You!


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