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ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA Integrating and Accelerating English and Reading for Students Testing Two Levels Below Transfer Level.

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Presentation on theme: "ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA Integrating and Accelerating English and Reading for Students Testing Two Levels Below Transfer Level."— Presentation transcript:

1 ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA Integrating and Accelerating English and Reading for Students Testing Two Levels Below Transfer Level

2 What Was Our Target Population? Fall Placement Level and Cut Scores Number of Students % of Total Students in Traditional 060 Transfer level: 95 or Above7.83% 1 level below: % 2 levels below: % 3 levels below: 40 or lower586.88% No Accuplacer Score/ACT Placement % TOTAL842 Placement levels determined by taking the average of students sentence skills and reading comprehension scores (SS+SS/2). All students placed two levels below transfer level in English or reading. Most students tested 2 levels below in both reading and English.

3 What Were the Implicit Assumptions about These Students? These were students that needed a little ‘remediation’ through a lot of classes and a long series of coursework.

4 Traditional Sequence Four Distinct 15 week Courses Totaling 12 Credits Semester 1 Semester 2 Semester 3 ENG Credits ENG Credits REA Credits REA Credits ENG 121 Freshman English Students could complete series in 2-4 semesters.

5 Traditional Approach to Developmental Education In the…..

6 We Redefined Our Assumptions About Students and Instruction We Recognized: The majority of these students needed a developmental sequence with less time, more rigor, and more thoughtful and precise instruction. These learners needed to understand the basic principles of analysis through integrated reading and writing instruction. To develop the beliefs and habits of successful college students, these students needed to experience a transformative curriculum. Specifically, they needed a curriculum that would assist them in changing their approaches to knowledge and learning. These students needed coaching, advising, and tutoring support outside of the classroom.

7 Integrated English and Reading Traditional Integrated Semester 1 ENG Credits REA Credits ENG/REA Credits +

8 Two Pathways to Completion Non-PACE Option PACE Option ENG 060/REA 60 3 Credits REA 90 3 Credits ENG 90 3 Credits ENG 121 Freshman English ENG 060/REA 60 3 Credits REA 90 3 Credits ENG 90 3 Credits ENG 121 Freshman English Semester 1 Semester 2 Semester 3

9 The PACE Program ENG 060/REA 60 3 Credits REA 90 3 Credits ENG 90 3 Credits ENG 121 Freshman English Personalized, Accelerated, Core, English Students begin with integrated ENG/REA course in the first 7.5 weeks of the semester and are able to complete the next level of their Developmental Courses in the next 7.5 weeks within the same semester. Students also received personalized attention from full time faculty, as they were coached and advised both during and after they completed their courses.

10 Our Results: Same Students Placement Level and Cut Scores Number of Students% of Total Students in Integrated 060 Transfer level: 95 or Above 4.55% 1 level below: % 2 levels below: % 3 levels below: 40 or lower % No Accuplacer Score/ACT Placement % TOTAL719 Fall 2009, Fall 2010, Fall 2011 Placement levels determined by taking the average of SS + RC. All students placed two levels below transfer level in English or reading. Most students tested below in both reading and English.

11 How Did Students Perform in the Integrated Course Compared to the Traditional and Distinct Reading and English Courses? N= 842 N=719

12 How Did Students Perform in College English? 68.53% N= 143 N= 138

13 How Did Students Perform in College English Compared to the Average English Student?

14 How Many Students Persisted Through College English Within 2 years (7 semesters)? *Students had 4 semesters to complete 121

15 How did PACE and Non-PACE Students Perform in Integrated REA/ENG 60? N=138 PACE students, 581 non-PACE students

16 How did PACE and Non-PACE Students Perform in College English? N= 74 PACE students, 92 non-PACE students

17 How Many Students from the Integrated Course Completed College English? N= 74 PACE students, 92 non-PACE students

18 Conclusions Create Pathways and Courses that Support Students in their ‘Academic Adventures’ Students testing 2 levels below college can successfully complete their coursework in fewer credits AND continue to be successful in college English. Limit Student Choices An integrated and accelerated pathway is a viable option for students testing 2 levels below college. The way to increase persistence and retention is to reduce time in developmental education, even for students with lower Accuplacer scores.


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