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Assessment of Developmental Education Programs in Community Colleges: Establishing a System Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional.

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Presentation on theme: "Assessment of Developmental Education Programs in Community Colleges: Establishing a System Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional."— Presentation transcript:

1 Assessment of Developmental Education Programs in Community Colleges: Establishing a System
Dr. Nathaniel Pugh, Jr. Vice President, Planning and Institutional Effectiveness Dr. Christopher Shults Director, Planning and Institutional Effectiveness

2 Table of Contents The Status of Developmental Education
Developmental Education in SUNY and at SCCC Developmental Education and the SCCC Institutional Effectiveness Model Progress in Establishing Developmental Assessment Q&A

3 Developmental Education Nationally
Developmental Education is not new (UW in 1879) Massive expansion by the turn of the century Massification of higher education as a result of the GI Bill Granted access to higher education to groups historically left out Levin 2001 – Legal and social mandate Stigma increased based on two issues Economic conditions Student success concerns (nearly 50% nationally – higher in community colleges) State studies (TX, OH, FL) show lower success rates Differential policies on remedial course-taking Percentage taking developmental courses has nearly doubled since 2000

4 Developmental Education in SUNY
Developmental education in SUNY limited to community colleges 2006 system-wide study 37.5% of first-time freshmen were enrolled in developmental coursework in 2004 More than ½ of the colleges saw increases Percentages have increased dramatically and reflect national averages

5 Developmental Education at Suffolk
Nearly 27,000 students From 2,246 to 3,448 entering first-time freshman taking at least one developmental course from fall An increase from 58 to 64 percent between fall 2005 and fall 2010 In fall 2008, 4,000 seats to developmental studies In academic year , 500 sections and more than 7,000 seats “We still do not know very much about the actual success of remedial programs because colleges do not evaluate them very well. They frequently collect inappropriate or poor-quality data and use inappropriate criteria for measuring effectiveness…[the fact is] they do not know how to assess it” (Roueche & Roueche, 1999, p. 27 as cited in Romano, 2006).

6 Inside the Numbers at SCCC
Institutional effectiveness has been operationalized at Suffolk County Community College as “the ability of an institution to achieve its stated mission and goals. Given that SCCC, like nearly all colleges mentions student success, to one degree or another, it was decided that we must examine what impact developmental studies is having on our institutional effectiveness efforts.

7 Inside the Numbers Continued
New Students Testing into Developmental Courses by Subject Fall Writing Math Reading N Percent Full-Time Fall 2006 4152 21.1% 44.0% 29.2% Fall 2007 4340 26.1% 46.0% 32.6% Fall 2008 5058 28.0% 46.8% 36.9% Fall 2009 5074 31.2% 56.5% 39.7% Fall 2010 5487 31.0% 53.1% 37.9% Part-Time 1128 15.8% 34.2% 18.4% 1054 18.5% 36.8% 21.6% 806 30.6% 54.0% 1675 19.3% 35.0% 20.4% 2799 10.6% 21.4% 12.3% Total 5280 19.9% 41.9% 26.9% 5394 24.6% 44.2% 30.5% 5864 28.3% 47.8% 36.5% 6749 51.2% 34.9% 8286 24.1% 42.4% 29.3%

8 Inside the Numbers Continued
Fall 2005 Cohort of Entering Freshmen, Fall 2008 Developmental % of DWFs in Courses Required N (3,862) Graduation Transfer* Persistence Attrition Gateway Courses 1,616 26.4% 38.4% 18.6% 35.8% 35.2% 1 581 20.3% 31.0% 42.5% 40.4% 2 700 13.9% 30.3% 18.4% 47.3% 45.7% 3 395 11.7% 22.6% 23.3% 51.4% Fall 2006 Cohort of Entering Freshmen, Fall 2009 Developmental % of DWFs in Courses Required N (4,074) Graduation Transfer* Persistence Attrition Gateway Courses 1,668 23.0% 39.4% 17.6% 37.0% 35.2% 1 634 19.6% 30.0% 20.2% 42.0% 40.4% 2 714 12.3% 27.7% 21.0% 48.0% 43.0% 3 432 9.7% 17.8% 24.1% 55.3% 48.7% * Transfer rates include graduates ** DWFI Findings are significant at .05

9 Inside the Numbers Continued
Fall 2007 Cohort of Entering Freshmen, Fall 2010 Developmental % of DWFs in Courses Required N (4,274) Graduation Transfer* Persistence Attrition Gateway Courses 1,640 22.2% 38.4% 18.7% 36.5% 33.6% 1 636 28.9% 19.0% 44.3% 39.9% 2 771 12.9% 24.8% 20.6% 49.4% 41.9% 3 500 12.2% 20.2% 22.8% 52.2% 43.7%

10 Inside the Numbers Continued
Persistence of New Associate Degree Students – 2nd through 4th Semester Semester of Enrollment First Second Third Fourth N Percent Fall 2006 No Developmental 2095 79.3% 64.7% 57.6% Developmental 2524 78.2% 61.7% 55.1% Total 4619 78.7% 63.1% 56.2% Fall 2007 2024 81.5% 65.2% 58.7% 2798 80.2% 63.7% 55.7% 4822 80.7% 64.3% 57.0% Fall 2008 2315 82.5% 69.7% 63.6% 3477 79.0% 65.3% 56.7% 5792 80.4% 67.1% 59.5% Fall 2009 1901 82.9% 69.3% 64.0% 3907 77.3% 60.0% 53.8% 5808 79.1% 57.2% Pearson Chi-Square Tests Semester Second Third Fourth Fall 2006 Chi-square 0.922 4.535 3.006 df 1 Sig. 0.337 0.033* 0.083 Fall 2007 1.391 1.253 4.389 0.238 0.263 0.036* Fall 2008 10.979 12.207 27.33 0.001* .000* Fall 2009 24.079 47.855 54.253

11 Inside the Numbers Continued
Transfer Rates for Students Taking at Least one Developmental Course Year Total # of transfers Transfers who took at least one developmental course Percent of transfers who took at least one developmental course 2006 4019 1301 32.4% 2007 4204 1359 32.3% 2008 4327 1559 36.0% 2009 4466 1672 37.4% 2010 3275 1172 35.8% Total 20291 7063 34.8% Given that around 60% of students take at least one developmental course, those taking developmental courses are less likely to transfer

12 Inside the Numbers Continued
Persistence Rates in STEM Programs by Developmental Course Taking: Fall Semester of Enrollment First Second Third Fourth N Percent Fall 2006 No Developmental 199 83.9% 64.3% 55.8% Developmental 76 84.2% 71.1% 65.8% Fall 2007 168 85.7% 68.5% 103 79.6% 62.1% 60.2% Fall 2008 186 88.2% 73.7% 63.4% 114 75.4% 69.3% 58.8% Fall 2009 161 85.1% 73.3% 68.3% 116 79.3% 60.3% The persistence rates are higher for both categories with the only significant differences emerging in Fall 2009

13 Interpreting the Numbers
Students taking any developmental courses are less successful Students taking between 1 and 3 developmental courses are equally successful The proportion of students taking developmental courses are increasing even as the population grows Students taking developmental courses are having a greater impact on overall measures of student success (higher proportion and greater numbers) We have the data, now what?

14 Deploying a Comprehensive IE System at SCCC
Ahead of the 2007 reaffirmation, Suffolk Community College began fully implementing a Comprehensive Assessment Plan for Institutional Effectiveness. This plan has resulted in information that has formalized and expanded assessment efforts and laid the foundation for an extensive and integrated planning system that will further enhance assessment activities and allow for expansion of the initial assessments in developmental education. Regardless of whether developmental education is a program or sequence of courses, assessment of learning outcomes will be conducted and the information will be used as part of the decision-making process.

15 Planning Efforts and MSCHE Standards
Strategic Planning The preeminent planning process Responsible for aligning college operations with external conditions Drives mission development/revision and creation of institutional goals (IGs) (Standard 1) Operational Planning Connected to strategic planning through the IGs Includes assessment of student learning and the environment for student learning (Standard 7,12, and 14 directly and 8,9,11, and 13 indirectly) The planning effort rooted in daily activities Budget Planning Connected to operational planning through resource allocation (Standards 2 and 3) Connects back to strategic planning through the IGs (Standards 2 and 3)

16 Institutional Effectiveness
SCCC Institutional Effectiveness Model – Gears and Cogs AES Planning Academic Planning Plan Operations Planning Use Results State Budget Implement SWOT Plan Plan Evaluate Strategic Planning Budgeting Budget County Budget Use Results Use Results Implement Implement Env. Scan Strategy Evaluate Evaluate Assessment Budget Requests Stake-holder input Institutional Effectiveness Institutional Activities Major Planning Systems Assessment Efforts Institutional Effectiveness System Continuous Improvement Gear Movement

17 Assessment is at the Core
Assessment and strategic planning Assessment and operational planning Assessment and budgeting Assessment of the IE system Assessment within an integrated system allows the college to move from data collection and information processing to informed and integrated planning that guides the evaluation of institutional effectiveness. The key is that information is evaluated for relevance and is filtered through systematic processes that link the institutional goals with resource allocation.

18 Developmental Education Assessment and Operational Planning
The SCCC Developmental Studies Advisory Committee Current course-based assessment in developmental math Connecting assessment in courses to the planning process (SLOs) Integration of developmental studies as part of academic planning Building up SLO assessment and program review in developmental studies

19 Framework for Operational Planning in Developmental Education

20 What’s Next at SCCC? Consensus that developmental studies needs more intensive assessment Consensus that current planning efforts need to continue evolving based on assessment of the IE system Intense discussions about the status of developmental studies – program or a sequence of courses? Assessment will be comprehensive whether as a program or sequence of courses Expansion of assessment activities in developmental English and reading Assessment of the impact of interventions (i.e. Title III, program changes) Increased focus on student success (CPT scores, placement, outcomes) Connecting developmental studies assessment into operational planning

21 Questions?


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