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:
1Assessment 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
2Table of Contents The Status of Developmental Education Developmental Education in SUNY and at SCCCDevelopmental Education and the SCCC Institutional Effectiveness ModelProgress in Establishing Developmental AssessmentQ&A
3Developmental Education Nationally Developmental Education is not new (UW in 1879)Massive expansion by the turn of the centuryMassification of higher education as a result of the GI BillGranted access to higher education to groups historically left outLevin 2001 – Legal and social mandateStigma increased based on two issuesEconomic conditionsStudent success concerns (nearly 50% nationally – higher in community colleges)State studies (TX, OH, FL) show lower success ratesDifferential policies on remedial course-takingPercentage taking developmental courses has nearly doubled since 2000
4Developmental Education in SUNY Developmental education in SUNY limited to community colleges2006 system-wide study37.5% of first-time freshmen were enrolled in developmental coursework in2004More than ½ of the colleges saw increasesPercentages have increased dramatically and reflect national averages
5Developmental Education at Suffolk Nearly 27,000 studentsFrom 2,246 to 3,448 entering first-time freshman taking at least onedevelopmental course from fallAn increase from 58 to 64 percent between fall 2005 and fall 2010In fall 2008, 4,000 seats to developmental studiesIn academic year , 500 sections and more than 7,000 seats“We still do not know very much about the actual success of remedialprograms because colleges do not evaluate them very well. Theyfrequently collect inappropriate or poor-quality data and use inappropriatecriteria for measuring effectiveness…[the fact is] they do not know how toassess it” (Roueche & Roueche, 1999, p. 27 as cited in Romano, 2006).
6Inside 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.
7Inside the Numbers Continued New Students Testing into Developmental Courses by Subject FallWritingMathReadingNPercentFull-TimeFall 2006415221.1%44.0%29.2%Fall 2007434026.1%46.0%32.6%Fall 2008505828.0%46.8%36.9%Fall 2009507431.2%56.5%39.7%Fall 2010548731.0%53.1%37.9%Part-Time112815.8%34.2%18.4%105418.5%36.8%21.6%80630.6%54.0%167519.3%35.0%20.4%279910.6%21.4%12.3%Total528019.9%41.9%26.9%539424.6%44.2%30.5%586428.3%47.8%36.5%674951.2%34.9%828624.1%42.4%29.3%
8Inside the Numbers Continued Fall 2005 Cohort of Entering Freshmen, Fall 2008Developmental% of DWFs inCourses RequiredN (3,862)GraduationTransfer*PersistenceAttritionGateway Courses1,61626.4%38.4%18.6%35.8%35.2%158120.3%31.0%42.5%40.4%270013.9%30.3%18.4%47.3%45.7%339511.7%22.6%23.3%51.4%Fall 2006 Cohort of Entering Freshmen, Fall 2009Developmental% of DWFs inCourses RequiredN (4,074)GraduationTransfer*PersistenceAttritionGateway Courses1,66823.0%39.4%17.6%37.0%35.2%163419.6%30.0%20.2%42.0%40.4%271412.3%27.7%21.0%48.0%43.0%34329.7%17.8%24.1%55.3%48.7%* Transfer rates include graduates** DWFI Findings are significant at .05
9Inside the Numbers Continued Fall 2007 Cohort of Entering Freshmen, Fall 2010Developmental% of DWFs inCourses RequiredN (4,274)GraduationTransfer*PersistenceAttritionGateway Courses1,64022.2%38.4%18.7%36.5%33.6%163628.9%19.0%44.3%39.9%277112.9%24.8%20.6%49.4%41.9%350012.2%20.2%22.8%52.2%43.7%
10Inside the Numbers Continued Persistence of New Associate Degree Students – 2nd through 4th SemesterSemester of EnrollmentFirstSecondThirdFourthNPercentFall 2006No Developmental209579.3%64.7%57.6%Developmental252478.2%61.7%55.1%Total461978.7%63.1%56.2%Fall 2007202481.5%65.2%58.7%279880.2%63.7%55.7%482280.7%64.3%57.0%Fall 2008231582.5%69.7%63.6%347779.0%65.3%56.7%579280.4%67.1%59.5%Fall 2009190182.9%69.3%64.0%390777.3%60.0%53.8%580879.1%57.2%Pearson Chi-Square TestsSemesterSecondThirdFourthFall 2006Chi-square0.9224.5353.006df1Sig.0.3370.033*0.083Fall 20071.3911.2534.3890.2380.2630.036*Fall 200810.97912.20727.330.001*.000*Fall 200924.07947.85554.253
11Inside the Numbers Continued Transfer Rates for Students Taking at Least one Developmental CourseYearTotal # of transfersTransfers who took at least one developmental coursePercent of transfers who took at least one developmental course20064019130132.4%20074204135932.3%20084327155936.0%20094466167237.4%20103275117235.8%Total20291706334.8%Given that around 60% of students take at least one developmental course, those taking developmental courses are less likely to transfer
12Inside the Numbers Continued Persistence Rates in STEM Programs by Developmental Course Taking: FallSemester of EnrollmentFirstSecondThirdFourthNPercentFall 2006No Developmental19983.9%64.3%55.8%Developmental7684.2%71.1%65.8%Fall 200716885.7%68.5%10379.6%62.1%60.2%Fall 200818688.2%73.7%63.4%11475.4%69.3%58.8%Fall 200916185.1%73.3%68.3%11679.3%60.3%The persistence rates are higher for both categories with the only significant differences emerging in Fall 2009
13Interpreting the Numbers Students taking any developmental courses are less successfulStudents taking between 1 and 3 developmental courses are equally successfulThe proportion of students taking developmental courses are increasing evenas the population growsStudents taking developmental courses are having a greater impact on overallmeasures of student success (higher proportion and greater numbers)We have the data, now what?
14Deploying 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.
15Planning Efforts and MSCHE Standards Strategic PlanningThe preeminent planning processResponsible for aligning college operations with external conditionsDrives mission development/revision and creation of institutionalgoals (IGs) (Standard 1)Operational PlanningConnected to strategic planning through the IGsIncludes assessment of student learning and the environment for studentlearning (Standard 7,12, and 14 directly and 8,9,11, and 13 indirectly)The planning effort rooted in daily activitiesBudget PlanningConnected to operational planning through resource allocation(Standards 2 and 3)Connects back to strategic planning through the IGs (Standards 2 and 3)
17Assessment is at the Core Assessment and strategic planningAssessment and operational planningAssessment and budgetingAssessment of the IE systemAssessment 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.
18Developmental Education Assessment and Operational Planning The SCCC Developmental Studies Advisory CommitteeCurrent course-based assessment in developmental mathConnecting assessment in courses to the planning process (SLOs)Integration of developmental studies as part of academic planningBuilding up SLO assessment and program review in developmental studies
19Framework for Operational Planning in Developmental Education
20What’s Next at SCCC?Consensus that developmental studies needs more intensive assessmentConsensus that current planning efforts need to continue evolving basedon assessment of the IE systemIntense discussions about the status of developmental studies – program ora sequence of courses?Assessment will be comprehensive whether as a program or sequence ofcoursesExpansion of assessment activities in developmental English and readingAssessment 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