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Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County.

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Presentation on theme: "Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County."— Presentation transcript:

1 Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County

2 What is the problem? What is a co-requisite model? What is ALP? What kinds of results has ALP produced? What about costs? ALP The Accelerated Learning Project Outline of the Presentation

3 Data showing disappointing results developmental education

4 The Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years. Data from Recent Studies placed in dev ed graduated in 4 years 25% did not graduate in 4 years 75%

5 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.” Data from Recent Studies placed in dev ed did not pass ENG101 in 4 years 55% passed ENG101 in 4 years 45%

6 ALP The Accelerated Learning Project took / % Students who took ENG 052 for the first time in 1988/1989 took % took no more writing courses % S in % never passed % A, B, or C in % D, F, or W in %

7 Financial crisis Data showing disappointing results developmental education

8 financial problems changes at work legal problems car trouble abusive situation at home medical problems eviction problems with children laid off life happens student becomes discouraged student becomes depressed student feels isolated student loses confidence stress becomes unbearable student wasn’t prepared for college-level work affective issues Why Do Students Drop Out?

9 life issues affective issues non- cognitive issues what is the solution?

10 What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? ALP The Accelerated Learning Project Outline of the Presentation

11 What is a Co-Requisite Model? Dev Course Credit Course first semester second semester traditional model co-requisite model Dev Course Dev Course Dev Course

12 What is a Co-Requisite Model? Dev Course Credit Course Dev Course Credit Course first semester second semester traditional model co-requisite model

13 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

14 What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? ALP The Accelerated Learning Project Outline of the Presentation

15 ALP The Accelerated Learning Project

16 ALP Essex Dundalk Catonsville Hunt ValleyOwings MillsRandallstown

17 A The Accelerated Learning Project CCBC Students average age 29 female/male58/42% students of color50% full/part-time34/66 % Community College Baltimore County credit students 33,817

18 50% Placement into Dev ED 75% 25% 100% 81% Englishall studentsmathreading 77% 68% 58%

19 RDG 051 RDG 052 MATH 081 MATH 082 MATH 083 ENGL 051 ENGL 052 ENGL 101 ENGL 102 CCBC’s Developmental Education Courses: 10%90%

20 ENG 101ENG 052 ALP ALP

21 What do we do in the ALP 052 class? 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) The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include:

22 ENG 101ENG 052 ALP ALP

23 ENG 101ENG 052 ALP ALP

24 ENG 052 ALP ALP ENG 101

25 ENG 052 ALP ALP ENG 101

26 What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? ALP The Accelerated Learning Project Outline of the Presentation

27 passed ENG % did not pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses % passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010

28 passed ENG % did not pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses % traditional developmental students: fall 2007 – fall 2010 passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% ALP students: fall 2007 – fall 2010 passed ENG % didn’t pass ENG % passed ENG % didn’t pass ENG %

29 ALP Success Rates, (data from CCBC Institutional Research) 75% 50% 25% 052 fall 07 24% pass ENGL % pass ENGL 101 ALP fall 07 69% pass ENGL % pass ENGL fall 08 ALP fall 08 73% pass ENGL % pass ENGL fall 09 ALP fall 09 74% pass ENGL % pass ENGL fall 10 ALP fall 10

30 passed ENG % did not pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses % passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% passed ENG % didn’t pass ENG % passed ENG % didn’t pass ENG % took ENG % haven’t taken ENG % took ENG % haven’t taken ENG % passed ENG % F, I, or W in ENG % passed ENG % haven’t passed ENG % traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010

31 40% 10% 30% Longitudinal Studies: Credits Earned after One Year 50% 20% 58% n=295 58% n=295 56% n= credits ALP The Accelerated Learning Project 24% n=120 24% n=120 11% n=526 17% n=88 17% n=88 33% n=164 7 traditional dev writing ALP cohort from fall 07, 08, 09, and 10 no credits 15 or more credits

32 40% 10% 30% Longitudinal Studies: Credits Earned after Two Years 20% traditional dev writing (N = 3579) ALP (N = 238) 30 or more credits cohorts from fall 07, 08, and 09 no credits 1-14 credits credits 17% n=40 17% n=40 28% n= % n=84 35% n=84 40% n= % n=58 24% n=58 20% n=726 24% n=56 24% n=56 12% n=414

33 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. Critical Features of ALP

34 students 20 sections 640 students 80 sections students 40 sections 80 students students 160 sections

35

36 What is the problem? What is a co-requisite model? What is ALP? What results has ALP produced? What about costs? ALP The Accelerated Learning Project Outline of the Presentation

37 ALP The Accelerated Learning Project 1000 students Costs Under Traditional Model

38 ALP The Accelerated Learning Project 20 students per section Costs Under Traditional Model

39 ALP The Accelerated Learning Project 50 sections of Dev Eng X 3 faculty credit hours/section = 150 faculty credit hours Costs Under Traditional Model

40 ALP The Accelerated Learning Project 54% of traditional developmental students take students ÷ 20 students/section = 27 sections.54 X 1000 = 540 students 27 sections X 3 faculty credit hours/section = 81 faculty credit hours Costs Under Traditional Model

41 ALP The Accelerated Learning Project total for developmental course = total for 101= 81 faculty credit hours 150 faculty credit hours total =231 faculty credit hours Costs Under Traditional Model

42 ALP The Accelerated Learning Project 1000 students Costs Under ALP

43 ALP The Accelerated Learning Project 10 students per section Costs Under ALP

44 ALP The Accelerated Learning Project 100 sections of ALP Dev Eng X 3 faculty credit hours/section = 300 faculty credit hours Costs Under ALP

45 ALP The Accelerated Learning Project 100% of ALP developmental students take ENG students ÷ 20 students/section = 50 sections 1.00 X 1000 = 1000 students 50 sections X 3 faculty credit hours/section = 150 faculty credit hours Costs Under ALP

46 ALP The Accelerated Learning Project Comparison of Costs for 500 Students TraditionalALP DEV: 50 sect X 3 cr/sect = 150 fch 101: 18.5 sect X 3 cr/sect = 81 fch TOTAL: 231 fch DEV: 100 sect X 3 cr/sect = 300 fch 101: 50 sect X 3 cr/sect = 150 fch TOTAL: 450 fch

47 ALP The Accelerated Learning Project traditional factory widgets per year cost per widget cost/year to operate $231,000 $450,000 33,000 74,000 $7.00 $6.08 ALP factory An Analogy

48 ALP The Accelerated Learning Project traditional factory 231 fch 450 fch students per yearcost per studentcost per year students per year cost per studentcost per year 330 (33%) of 1000 students pass FYC 740 (74%) of 1000 students pass FYC.700 fch per passing student.608 fch per passing student ALP factory An Analogy

49 ALP The Accelerated Learning Project traditional factory 231 fch 450 fch students per yearcost per studentcost per year students per semester cost per studentcost per year 330 (33%) of 1000 students pass FYC 740 (74%) of 1000 students pass FYC.700 fch per passing student.608 fch per passing student ALP factory An Analogy

50 Summing It All Up doubles the success rate, cuts the attrition rate in half, does it in half the time, at slightly less cost per successful student. Compared to traditional developmental writing approaches, ALP

51 Peter Adams


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