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Co-Requisite Models for Developmental Education Peter Adams
The Community College of Baltimore County
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Outline of the Presentation
What is the problem? What is a co-requisite model? What is ALP? What kinds of results has ALP produced? What about costs? A L P The Accelerated Learning Project
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Data showing disappointing results developmental education
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Data from Recent Studies
The Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years. graduated in 4 years 25% did not graduate 75% placed in dev ed
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Data from Recent Studies
The Community College Research Center at Columbia (CCRC) has found that “that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only percent of students in the study successfully completed a course in college-level English.” did not pass ENG101 in 4 years 55% passed 45% placed in dev ed
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Students who took ENG 052 for the first time in 1988/1989
863 100% S in 052 490 57% never passed 052 373 43% took 101 355 41% took no more writing courses 135 16% A, B, or C in 101 287 33% D, F, or W 68 8% We have come to see that a longitudinal study in which you follow students through the entire sequence of courses provides a much more useful insight into the success of a program. When we did this, we found that of our original 863 students, after 4 years, only 57% had passed ENG Even more startling, of those 490 who passed 052, 135 never even attempted ENG 101; they simply leaked out of the system. After looking at a lot of diagrams like this one, we have come to talk of the program as a pipeline, and we have come to say that students like the 43% who never passed 052 and the 16% who passed 052 but didn’t even attempt 101 after 4 years, we have come to describe this phenomenon as “leakage from the pipeline.” Much of the design of ALP has been an attempt to shorten the pipeline so there is less opportunity for “leakage.” A L P The Accelerated Learning Project
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developmental education Data showing disappointing results
Financial crisis developmental education
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Why Do Students Drop Out?
student becomes discouraged changes at work financial problems student loses confidence laid off Why Do Students Drop Out? student wasn’t prepared for college-level work problems with children affective issues life happens legal problems car trouble student becomes depressed abusive situation at home stress becomes unbearable eviction medical problems student feels isolated
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life issues what is the solution? affective issues non- cognitive issues
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Outline of the Presentation
What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? A L P The Accelerated Learning Project
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What is a Co-Requisite Model?
first semester second semester Dev Course Dev Course Dev Course Dev Course Credit Course traditional model After discussing this slide, Peter turns it back to Sarah. co-requisite model
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What is a Co-Requisite Model?
first semester second semester Dev Course Credit Course traditional model Credit Course After discussing this slide, Peter turns it back to Sarah. co-requisite model Dev Course
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Co-Requisite Models as tutoring as one credit workshop
in a computer lab in a “stretch” format as supplemental instruction as a three-credit course
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Outline of the Presentation
What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? A L P The Accelerated Learning Project
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A L P The Accelerated Learning Project
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Hunt Valley Owings Mills Randallstown Essex Catonsville Dundalk A L P
The Accelerated Learning Project
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CCBC Students Community College Baltimore County credit students
33,817 average age 29 female/male 58/42% students of color 50% full/part-time 34/66 % A The Accelerated Learning Project
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all students math English reading Placement into Dev ED 100% 81% 77%
75% 68% 58% 50% 25% all students math English reading
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CCBC’s Developmental Education Courses:
MATH 081 082 083 RDG 051 052 ENGL 051 052 ENGL 101 ENGL 102 10% 90%
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ALP ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah. A L P
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What do we do in the ALP 052 class?
The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include: Conducting class as a writing workshop, an extension/supplement to the 101 class Answering questions left over from the 101 class Providing opportunities for more writing practice, short papers to reinforce concepts from the 101 class or prepare for upcoming assignments in the 101 class Discussing/brainstorming ideas for the next essay in 101 Reviewing drafts of essays the students are working on for 101 Working on reducing the frequency and severity of error in the students’ writing Addressing non-cognitive issues (life issues, affective issues) After discussing this slide, Peter turns it back to Sarah.
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ALP ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah. A L P
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ALP ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah. A L P
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ALP ENG 101 ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah. A L P
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ALP ENG 101 ENG 101 ENG 052 After discussing this slide, Peter turns it back to Sarah. A L P
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Outline of the Presentation
What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? A L P The Accelerated Learning Project
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traditional developmental students:
took ENG 101 2661 48% took no more writing courses 943 17% traditional developmental students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% did not pass 1941 35% ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass 107 18% took ENG 101 592 100% took no more writing courses 0%
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traditional developmental students:
took ENG 101 2661 48% took no more writing courses 943 17% traditional developmental students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% did not pass 1941 35% passed ENG 101 1829 33% didn’t pass 832 15% ALP students: fall 2007 – fall 2010 took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% didn’t pass 107 18% took ENG 101 592 100% took no more writing courses 0% passed ENG 101 438 74% didn’t pass 154 26%
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(data from CCBC Institutional Research)
ALP Success Rates, (data from CCBC Institutional Research) 75% 74% pass ENGL 101 31% 052 fall 10 ALP 73% pass ENGL 101 31% 052 fall 09 ALP 052 fall 07 24% pass ENGL 101 69% ALP 69% pass ENGL 101 29% 052 fall 08 ALP 50% 25%
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traditional developmental students:
passed ENG 052 3604 65% did not pass 1941 35% took Fa07-Fa10 5545 100% ENG 101 2661 48% took no more writing courses 943 17% 485 82% didn’t pass 107 18% 592 0% 1829 33% 832 15% 438 74% 154 26% traditional developmental students: fall 2007 – fall 2010 took ENG 102 721 13% haven’t taken 1109 20% passed ENG 102 554 10% F, I, or W in ENG102 167 3% ALP students: fall 2007 – fall 2010 took ENG 102 296 50% haven’t taken 142 24% passed ENG 102 195 33% haven’t passed ENG102 101 17%
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Longitudinal Studies: Credits Earned after One Year
58% n=295 56% n=2757 50% traditional dev writing ALP 40% cohort from fall 07, 08, 09, and 10 33% n=1647 30% 24% n=120 20% 17% n=88 10% 11% n=526 A L P The Accelerated Learning Project no credits 1-14 credits 15 or more credits
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Longitudinal Studies: Credits Earned after Two Years
traditional dev writing (N = 3579) ALP (N = 238) cohorts from fall 07, 08, and 09 40% 40% n=1423 35% n=84 30% 28% n=1016 24% n=58 24% n=56 20% 20% n=726 17% n=40 12% n=414 10% no credits 1-14 credits 15-29 credits 30 or more credits
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Critical Features of ALP
Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. The same instructor teaches the ALP course and the credit course. At least half the students in the credit English course are students who placed into credit-level writing. The ALP cohort is no more than 12 students. ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students. The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills.
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1280 students 160 sections 640 students 80 sections 320 students 40 sections 80 students 160 students 20 sections
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Outline of the Presentation
What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? A L P The Accelerated Learning Project
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1000 students Costs Under Traditional Model A L P
The Accelerated Learning Project
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20 students per section Costs Under Traditional Model A L P
The Accelerated Learning Project
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Costs Under Traditional Model
50 sections of Dev Eng X 3 faculty credit hours/section = 150 faculty credit hours A L P The Accelerated Learning Project
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Costs Under Traditional Model
54% of traditional developmental students take 101 .54 X 1000 = 540 students 540 students ÷ 20 students/section = 27 sections 27 sections X 3 faculty credit hours/section = 81 faculty credit hours A L P The Accelerated Learning Project
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Costs Under Traditional Model
total for developmental course = 150 faculty credit hours total for 101= 81 faculty credit hours total = 231 faculty credit hours A L P The Accelerated Learning Project
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The Accelerated Learning Project
Costs Under ALP 1000 students A L P The Accelerated Learning Project
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The Accelerated Learning Project
Costs Under ALP 10 students per section A L P The Accelerated Learning Project
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Costs Under ALP 100 sections of ALP Dev Eng
X 3 faculty credit hours/section = 300 faculty credit hours A L P The Accelerated Learning Project
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Costs Under ALP 100% of ALP developmental students take ENG 101
1.00 X 1000 = 1000 students 1000 students ÷ 20 students/section = 50 sections 50 sections X 3 faculty credit hours/section = 150 faculty credit hours A L P The Accelerated Learning Project
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Comparison of Costs for 500 Students
Traditional ALP DEV: 50 sect X 3 cr/sect = fch DEV: 100 sect X 3 cr/sect = fch 101: 18.5 sect X 3 cr/sect = fch 101: 50 sect X 3 cr/sect = fch TOTAL: fch TOTAL: fch A L P The Accelerated Learning Project
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The Accelerated Learning Project
An Analogy cost/year to operate widgets per year cost per widget traditional factory $231,000 33,000 $7.00 ALP factory $450,000 74,000 $6.08 A L P The Accelerated Learning Project
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The Accelerated Learning Project
An Analogy students per year cost per student cost per year students per year traditional factory 330 (33%) of 1000 students pass FYC .700 fch per passing student 231 fch ALP factory 740 (74%) of 1000 students pass FYC .608 fch per passing student 450 fch A L P The Accelerated Learning Project
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The Accelerated Learning Project
An Analogy students per year cost per student cost per year students per semester traditional factory 330 (33%) of 1000 students pass FYC .700 fch per passing student 231 fch ALP factory 740 (74%) of 1000 students pass FYC .608 fch per passing student 450 fch A L P The Accelerated Learning Project
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Compared to traditional developmental writing approaches, ALP
Summing It All Up Compared to traditional developmental writing approaches, ALP doubles the success rate, cuts the attrition rate in half, does it in half the time, at slightly less cost per successful student. After discussing this slide, Peter turns it back to Sarah.
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Peter Adams padams2@ccbcmd.edu
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