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Achieving the Dream through improving remediation (and other) courses.

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Presentation on theme: "Achieving the Dream through improving remediation (and other) courses."— Presentation transcript:

1 Achieving the Dream through improving remediation (and other) courses

2 State Per Capita Personal Income v. Share of Adult Population with Bachelor's Degree or Higher (2008) DC TX NM FL ND NC AL IN LA MI WI SD WY TN NV AR IA OH ID SC KY MS WV MO ME AZ VA NJ PA MD MT CT MA CO NE AK GA HI KSOR DE IL RIMN WA UT VT NHNY CA OK No state with a low proportion of Bachelor’s degrees has a high per capita income. No state with a high proportion of Bachelor’s degrees has a low per capita income. 2008= 18.8% 2002= 19.7% 20062005 2002 20072008 2

3 U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3) Arkansas ranked 51 st (16.7%) Nation-wide in 2000 for Bachelors & Higher Percent of County Population that hold Bachelors & Higher 2000 Pope 19.0% Washington 24.5% Pulaski 28.1% Clark 19.8% Benton 20.3% Faulkner 25.2% Craighead 20.9%

4 Percent of County Population (Associate Degree Holder) 2000 U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3) Arkansas ranked 50 th (4%) Nation-wide in 2000 for Associate Degree Holders

5 Where Arkansas Bachelors Degree (and higher) Holders live (2000) U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3) Arkansas ranked 51 st (16.7%) Nation-wide in 2000 for Bachelors & Higher 60% of all college AR graduates reside in 9 counties Pulaski 23.%

6 Where Arkansas Associate Degree Holders live (2000) U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3) Arkansas ranked 50 th (4%) Nation-wide in 2000 for Associate Degree Holders 58% of all associates degree recipients reside in 12 counties

7 Strengthening the Arkansas Education Pipeline

8 Percent 96-97 Arkansas 9 th Grader’s Progression into High School and College (percent) 100% 71% 28% Fall 2000 College Freshmen

9 96-97 Arkansas 9 th Grader’s Progression into High School and College (number) Fall 2000 College Freshmen 100% 71% 28%

10 Reading Remediation Rates by County Fall 2007 % Needing Remediation First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

11 English Remediation Rates by County Fall 2007 % Needing Remediation First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

12 % Needing Remediation Math Remediation Rates by County Fall 2007 First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

13 % Needing Remediation Unduplicated Remediation Rates by County Fall 2007 First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

14 43.8% of all school districts have a remediation rate higher than 50% 74.1% of all school districts have a college going rate higher than 50%

15 Remediation Rates Remediation Rates for All First-Time Entering Students, 2008 Fall Term, All Public Institutions 51.3% 4-Year Public Universities 39.1% 2-Year Public Colleges 74.2% Remediation Rates for First-Time Entering Adult Students (age 25 or older), 2008 Fall Term, All Public Institutions 91.0% 4-Year Public Universities 92.4% 2-Year Public Colleges 90.6%

16 Cost of Remediation $53,800,000 Equivalent to the combined budget of seven of Arkansas’s community colleges. 2007-08 - $65.7 million with $24 million (36%) of those expenditures subsidized by state general revenues.

17 2005 Loan Default Rates Source: U.S. Department of Education 6.8% (5 th ) 6.9% 7.1% 7.2% 2.0% 2.6% 6.9% 2.2% (DC) 2.3% (VT)

18 2006 Loan Default Rates Source: U.S. Department of Education 7.6% (4 th ) 8.8% 9.3% 9.7% 7.4% 2.3% 2.4% 2.4% (VT) 2.4%

19 2007 Loan Default Rates Source: U.S. Department of Education 9.0% (4 th ) 9.3% 9.8% 8.8% 2.8% 2.3% 3.1%

20 A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

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22 1.Strengthening the Arkansas Education Pipeline 2.Improving Preparation 3.Decreasing Remediation 4.Accessing Financial Aid 5.Increasing Retention and Graduation 6.Enhancing Funding and Governance 7.Addressing Data Needs 8.Supporting Economic Development 9.Issues for Further Study

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24 Since many students are under prepared for college-level work, remediation (developmental education) is critical for students to succeed and ultimately receive a degree or certificate. Greater efficiency in remediating students in the shortest amount of time should be a priority in Arkansas colleges and universities Recommendation 3: Decreasing Remediation

25 Recommended Action 3.1. Continue using an ACT score below 19 (or the SAT equivalent) as a baseline definition of remediation. Require colleges and universities to assess students who score below the 19 threshold with a second assessment to assure proper placement. Recommend ADHE conduct research into the continued effectiveness of 19, especially in light of ACT research.

26 3.2. Mandate that colleges and universities set clear, measurable exit standards for remedial courses, to be reviewed by ADHE, that correlate with the ACT 19 threshold and send results of how students do in meeting these standards to ADHE in a biennial report that should also include student success rates in subsequent courses. Recommended Action

27 3.3. Encourage colleges and universities to develop innovative alternatives to semester- long remedial courses, such as online modules, self-directed instruction, and summer camps. Higher education institutions may apply for pilot grants and may cooperate with K-12 school districts. Recommended Action

28 3.4. Encourage universities and colleges to identify faculty with demonstrated teaching success with developmental education students, provide professional development/ training for these faculty members; and disseminate best practices for developmental education. Be more prescriptive and individualized in working with developmental students and in providing support services for these students. Recommended Action

29 AN ACT TO REQUIRE CLEAR EXIT STANDARDS FOR ALL REMEDIAL COURSES TAKEN AT STATE- SUPPORTED INSTITUTIONS OF HIGHER EDUCATION; TO IMPROVE THE TEACHING TECHNIQUES OF REMEDIAL COURSES; AND FOR OTHER PURPOSES. Representatives J. Roebuck, D. Hutchinson, M. Burris, Carnine, Clemmer, Cole, Nickels, Saunders, G. Smith, Stewart, Abernathy Senators G. Baker, Madison HB 1990/ Act 971

30 The board, in collaboration with state- supported institutions of higher education, shall develop by institution uniform measurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses to be implemented no later than the fall semester of 2010.

31 com·pa·ra·ble: able to be likened to another; similar. of equivalent quality; worthy of comparison ADHE preference: Nationally normed test that has been correlated to the ACT.

32 By institution: – Local freedom to select the test/assessment that will be used. – How to teach the course Uniform measurable exit standards – Used in all equivalent courses at the institution – Measurable – Quantitative – End of course Assessing the institutional interventions are essential to determining best practices.

33 Other aspects of the Act 971 The board shall work with state-supported institutions of higher education to: – (A) Develop innovative alternatives to traditional instruction and delivery methods for remedial courses; and – (B) Provide professional development opportunities to help remedial education faculty gain knowledge in best practices and trends in the instruction and delivery of remedial education. ADHE efforts so far Met with developmental education faculty organization Dean Association Chief Academic Officers/Presidents AHECB Trustees Several individual faculty Professional development – 3 best practices in assessment between Nov 09 and May 10 -- Student success conference – with special presentations on developmental students -- January 12 –Achieving the Dream on redesigning the curriculum Support for this approach from AATYC, ASU system and UA system

34 The board shall report to the House Committee on Education and the Senate Committee on Education by February 1, 2010 on the progress made in addressing the requirements in subdivision (d)(1) of this section.

35 MATHENGLISHREADINGOTHER ASUJCompass ATUACT HSU Compass SAUMCompass UAF ALEKS -Pilot Compass and Essay Compass UAFSCompass UALRNA*Compass UAMSNA UAM Compass/Asset UAPBCompass UCACompass *Minimum ACT 19 needed for entry into Intermediate Algebra.

36 MATHENGLISHREADINGOTHER ANCAssetCompass ASUBCompass ASUMHCompass ASUNCompass BRTCCompass CCCUACompass EACCCompass MSCCCompass NPCCCompass NACCompass NWACCCompass PTCCompass OTC CompassE-write PilotNelson Denny OZCCompass PCCUACompass PTCCompass RMCCCompass/Asset SACCCompass/Asset SEACCompass SAUTCompass UACCBCompass UACCHCompass UACCMCompass *Minimum ACT 19 needed for entry into Intermediate Algebra.

37 Other Legislation that impacts Remediation Academic Challenge (lottery) scholarship requires that the student complete their remediation needs within the first 30 hours.

38 ADHE looks forward to helping all the institutions with this endeavor. Student success is the key Any questions?

39 Please note the following changes were made to implementation of Act 971 after the January 14 Presentation

40 The memo highlights  a significant change in its implementation.  students should not be barred from enrolling in college- level courses based on their developmental course post-test score for Fall 2010.  all students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 using an examination comparable to the ACT.  Students that do not attain a score comparable to an ACT of 19 will not be required by ADHE to undergo further developmental instruction—that decision will be at the discretion of the institution awarding the developmental course credit.

41 The memo highlights  There may come a time where we, as an academic community, are comfortable with utilizing an exit assessment to determine course progression. It should be based upon research over the next few years relating to modifications of our remedial education courses and subsequent student success.  ADHE will collect data to determine the number of developmental students who meet the ACT 19 threshold upon exiting the developmental courses for the purposes of guiding our future conversations.  Post-testing developmental education and the early taking of developmental coursework for Lottery Scholarship recipients will lead to better prepared students and higher retention and graduation rates.


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