1. The Accelerated Learning Program The Community College of Baltimore County

2. Agenda for the Day ALP The Accelerated Learning Program What is the problem? What is ALP? What results has ALP produced? What about the cost? What obstacles might arise?

3. 100% 75% 50% 25% 0% Success rates for students who took ENGL 052 in 88-89 N = 863 How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% 0% S in ENGL 052 490 57% U or W ENGL 052 373 43% Success rates for students who passed ENGL 052 in 88-89 and then took ENGL 101 by sp 92 ABC in ENGL 101 287 81% DFW in ENGL 101 68 19% ALP The Accelerated Learning Program

4. took 052 1988/1989 863 100% Students who took ENG 052 for the first time in 1988/1989 took 101 355 41% took no more writing courses 135 16% S in 052 490 57% never passed 052 373 43% A, B, or C in 101 287 33% D, F, or W in 101 68 8% ALP The Accelerated Learning Program

5. ALP Why Do Students Drop Out?

6. can’t write a thesis no concrete examples sentence fragments confusing words subject-verb agreement mla format when we asked students...They told us “none of the above”

7. eviction car trouble changes at work financial problems abusive situation at home medical problems problems with children laid off legal problems life issues student becomes discouraged student becomes depressed student feels isolated student loses confidence stress becomes too great student fears she isn’t “college material” affective issues

8. life issues affective issues non- cognitive issues

9. 100% The Pipeline Effect ALP The Accelerated Learning Program 70% pass 70% take 70% pass 70% take 70% pass = 8% three levels down one level down two levels down 70% take gate- way course 70% pass

10. 100% The Pipeline Effect ALP The Accelerated Learning Program 100% pass 70% take 70% pass 70% take 70% pass = 12% three levels down one level down two levels down 70% take gate- way course 70% pass

11. 100% The Pipeline Effect ALP The Accelerated Learning Program 80% pass 80% take 80% pass 80% take 80% pass = 21% three levels down one level down two levels down 80% take gate- way course 80% pass

12. 100% The Pipeline Effect ALP The Accelerated Learning Program 90% pass 90% take 90% pass 90% take 90% pass = 48% three levels down one level down two levels down 90% take gate- way course 90% pass

13. Agenda for the Day ALP The Accelerated Learning Program What Is the problem? What is ALP? What results has ALP produced? What about costs? What obstacles might arise?

14. accelerating dev ed supplementing dev ed contextualizing dev ed reducing need for dev ed K-20 allignment dual enrollment early assesment and intervention summer bridge learning communities I-BEST student success courses supplemental instruction tutoring modularization compressed courses aligning dev ed with credit courses co-requisite courses Approaches to Redesign

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

16. 5 0% Placement into Dev ED 7 5% 2 5% 10 0% 81 % Englishall studentsmathreading 77 % 65 % 58 %

17. RDG 051 RDG 052 MATH 081 MATH 082 MATH 083 ENGL 051 ENGL 052 ENGL 101 ENGL 102 CCBC’s Developmental Education Courses:

18. ENG 101ENG 052 ALP ALP The Accelerated Learning Program encourages cohort effect changes attitude toward developmental course allows individual attention allows time for non-cog issues allows coordination of the two courses reduces stigma improves attachment provides stronger role models

19. How does an ALP developmental class differ from a traditional one? Goal of an ALP developmental course: ALP The Accelerated Learning Program. for students to pass the developmental course and be ready for first-year composition. for students to pass first-year composition course. Goal of a traditional developmental course:

20. 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) 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: ALP The Accelerated Learning Program

21. What Is the problem? What is ALP? What results has ALP produced? What about costs? What obstacles might arise? Agenda for the Day ALP The Accelerated Learning Program

22. passed ENG 052 3604 65% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 943 17% passed ENG 052 485 82% didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 592 100% took ENG 101 592 100% took no more writing courses 0 0% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

23. passed ENG 052 3604 65% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 943 17% traditional developmental students: fall 2007 – fall 2010 passed ENG 052 485 82% didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 592 100% took ENG 101 592 100% took no more writing courses 0 0% ALP students: fall 2007 – fall 2010 passed ENG 101 1829 33% didn’t pass ENG 101 832 15% passed ENG 101 438 74% didn’t pass ENG 101 154 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

24. passed ENG 102 195 33% haven’t passed ENG102 101 17% passed ENG 102 554 10% F, I, or W in ENG102 167 3% took ENG 102 296 50% haven’t taken ENG 102 142 24% took ENG 102 721 13% haven’t taken ENG 102 1109 20% passed ENG 052 3604 65% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 943 17% passed ENG 052 485 82% didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 592 100% took ENG 101 592 100% took no more writing courses 0 0% passed ENG 101 1829 33% didn’t pass ENG 101 832 15% passed ENG 101 438 74% didn’t pass ENG 101 154 26% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

25. 2 0% Credits Earned in 1 Year (Fall 2011 Cohort) 30 % 10% 40 % traditional dev writing N = 550 39 % none ALP N = 1042 25 % 1-56-1112-1718-23 33 % 18 % 6%6% 2.9 % 30 % 20 % 14%14% 14%14% 8.4 %

26. Completion Rates (As of January 2013) 20 % 10 % 15% traditional dev writing fall 2007 ALP fall 2008 fall 2009 25% 5%5% 14 % 3%3% 26 % 5% 7%7% 9%9% 9%9%

27. Developmental Writing 65% CCBC’s Developmental Writing Courses: Credit English 35% ENG051 13% ENG052 87%

28. Developmental Writing 65% CCBC’s Developmental Writing Courses: Credit English 35% ENG051 13% ALP 87%

29. 69 % 5 0% Pass Rates in 101 by Accuplacer Score 7 5% 2 5% 10 0% traditional dev writing 23 % 31 % 60-6980-89 ALP 46% 54% 77 % Accuplacer Scores: 25 % 44% 70-79

30. 2009-102007-082008-09 160 students 20 sections 640 students 80 sections 2010-11 320 students 40 sections 80 students 2011-12 1280 students 160 sections

32. Agenda for the Day ALP The Accelerated Learning Program What is the problem? What is ALP? What results has ALP produced? What about the cost? What obstacles might arise?

33. 1000 students Costs Under Traditional Model

34. 20 students per section Costs Under Traditional Model

35. 50 sections of Dev Eng X 3 faculty credit hours/section = 150 faculty credit hours Costs Under Traditional Model ALP The Accelerated Learning Program

36. 54% of traditional developmental students take 101 540 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 ALP The Accelerated Learning Program

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

38. 1000 students Costs Under ALP

39. 10 students per section Costs Under ALP

40. 100 sections of ALP Dev Eng X 3 faculty credit hours/section = 300 faculty credit hours Costs Under ALP ALP The Accelerated Learning Program

41. 100% of ALP developmental students take ENG 101 1000 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 ALP The Accelerated Learning Program

42. 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 ALP The Accelerated Learning Program

43. 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 ALP The Accelerated Learning Program

44. 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 ALP The Accelerated Learning Program

45. 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 ALP The Accelerated Learning Program

46. 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 ALP The Accelerated Learning Program

47. What is the problem? What is ALP? What results has ALP produced? What about the cost? What obstacles might arise? Agenda for the Day ALP The Accelerated Learning Program

48. Faculty resistance don’t believe there is a problem don’t believe students can handle comp resistance to addressing non-cogs data pilot Possible Obstacles ALP The Accelerated Learning Program

49. Attracting students Advisors Logistics classrooms registering the right students exit criteria faculty development Possible Obstacles ALP The Accelerated Learning Program Faculty resistance

50. The Accelerated Learning Program The Community College of Baltimore County