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GATEWAY COURSE SUCCESS Transforming Remediation Bruce Vandal

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Presentation on theme: "GATEWAY COURSE SUCCESS Transforming Remediation Bruce Vandal"— Presentation transcript:

1 GATEWAY COURSE SUCCESS Transforming Remediation Bruce Vandal

2 Too many students start college in remediation. 2

3 Too many entering freshmen need remediation % of those entering a 2-year college enrolled in remediation 19.9% of those entering a 4-year college enrolled in remediation Source: Fall 2006 cohorts

4 Too few remedial students ever graduate. 4

5 Most remedial students never graduate. 5 Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts

6 6 Student attrition is at the heart of the matter.

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11 Few Ever Get to Gateway 70% of students placed into remediation fail to enroll in a gateway course in two academic years 11

12 Guiding Objective Students complete gateway courses and enter programs of study in one academic year 12

13 Policy Objectives for Gateway Course Success 13 1.Design STEM and non-STEM math options. 2.The default placement for most students will be gateway courses. 3.Provide additional academic support as corequisite, not prerequisite. 4.Establish a placement range instead of a single cut score.

14 14 Mathematics must be aligned with programs of study.

15 “College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.” University System of Georgia Mathematics Task Force:

16 College Algebra’s Only Purpose : Preparation for Calculus College Algebra Calculus 16

17 STEMSTEM

18 18 Providing Academic Support as a Corequisite

19 One Semester Redesigned Gateway Extra Time 45 minutes after class Additional class periods Mandatory Tutoring Paired proctored labs Sequenced 5 weeks prep plus 10 weeks gateway content 19 Gateway

20 One Semester Corequisite Results 20 InstitutionSubject Traditional Model Corequisite Model CC of Baltimore County Accelerated Learning Model English 33%74% Austin Peay State University Structured Assistance English 49%70% Quantitative Reasoning 11%78% Statistics 8%65%

21 One Year Corequisite 21 Gateway Semester 1 Semester 2 Gateway Content Academic Support College Success Skills STEM Quantitative Reasoning Statistics

22 One Year Corequisite Results 22 Carnegie Statway Success in gateway math within one academic year

23 Aligned and Parallel Support in Technical Certificate Programs Technical Program Math and Language Skills 23 Tennessee Colleges of Applied Technology Work Keys/Keytrain Required, Proctored Lab Competency-based, Self-paced

24 TCAT Results 79% Graduation Rate All Complete Academic Support 24

25 Placement into gateway courses and programs of study 25

26 Multiple Measures Can Help Determine Appropriate Support in Gateway Courses 26 High school Performance (GPA/Senior Year Courses) High School Transcripts Placement/Entrance Exams “Grit”

27 Using Non-Cognitive Variables, Like Grit 27 Grit, like cognitive ability, falls within a normal distribution. The higher education system was built for students with high grit and high academic ability. We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.

28 Current Model Enrolls Most Students into Remediation 28 Percent of Students Student Placement Data 30%70% Gateway Remediation

29 New Model Enrolls Most in College 29 Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

30 A Broad Placement Range 30 Percent of Students Student Placement Data Less than 2.0 HS GPA or ACT Below 14 or Equivalent 2.0 – 2.5 High School GPA or ACT or Equivalent 2.5 High School GPA or ACT 19 or Equivalent

31 Goal of Assessment Reform : More Students in Gateway Courses DON’T: Try to build the perfect test Create a new rigid system for sorting students DO: Dismantle unnecessary barriers by placing the vast majority in gateway courses Accept that the majority of students need some support – cognitive and non-cognitive Provide that support in the college-level gateway course – as a co-requisite 31

32 Policy Objectives for Gateway Course Success 32 1.Design STEM and non-STEM math options. 2.The default placement for most students will be gateway courses. 3.Provide additional academic support as corequisite, not prerequisite. 4.Establish a placement range instead of a single cut score.

33 GATEWAY COURSE SUCCESS Transforming Remediation Bruce Vandal


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