1. UNLEASHING STUDENT CAPACITY: INCREASING COMPLETION AND EQUITY THROUGH CHANGES TO PLACEMENT, CURRICULUM, AND PEDAGOGY COLLEGE OF THE REDWOODS CONVOCATION AUGUST 20, 2015 Katie Hern CAP Director English Instructor Chabot College khern@chabotcollege.edu http://cap.3csn.org

2. In California, more than 75% of incoming community college students are designated “unprepared” in English, math, or both and required to enroll in remedial courses. The Problem

3. Student Success Scorecard

4. How Do Community Colleges Determine Whether a Student Is College-Ready?

5. Placement Testing “Colleges generally place students into remedial classes based primarily on a single score on a standardized test.” Core Principles for Transforming Remedial Education: A Joint Statement The Charles A. Dana Center at the University of Texas, Austin Complete College America The Education Commission of the States Jobs for the Future

6. Are you college ready? Sample Item: Accuplacer “Sentence Skills” Test Writing a best seller had earned the author a sum of money and had freed him from the necessity of selling his pen for the political purposes of others. Rewrite, beginning with The author was not obliged The new sentence will include A) consequently he earned B) because he had earned C) by earning D) as a means of earning

7. Are you college ready?

8. Under-Placement into Remediation Study of a “Large, Urban Community College System” Scott-Clayton, CCRC, 2012 Statistical modeling predicts 61% of assessed incoming students could make a C or better in college English if placed directly. (19% were eligible by placement test cut-offs.) 50% of assessed incoming students could make a C or better in college math if placed directly. (25% were eligible by placement test cut-offs.)

9. Under-placement: An Invisible Problem “When a student is placed into college-level course and fails there (an over-placement error), the fact that there has been a placement mistake is painfully obvious to all.” But “when a student does well in a remedial course, it is unlikely to be perceived as a problem.” Judith Scott-Clayton, 2012 “Do High Stakes Placement Exams Predict Success?”

10. The Curious Incident of Placement Testing at Butte College… In 2011, Butte switched from one placement test to another. While establishing cut scores, they were surprised to find that more than twice as many students were now eligible to enroll directly in college English. Old test/cut scores: 23% of incoming students “college ready” in English New test/cut scores: 48% of incoming students “college ready” in English

11. Completion of College English in One Year College-Wide – first-time freshman cohort Tripled for African American students (8%  23%) Doubled for Hispanic students (13%  27%) Doubled for Asian students (17%  35%) 1.6 times higher for White students (23%  37%) Old policy: Whites’ completion nearly 3 times higher than African Americans’ New policy: There’s still a gap, but whites’ completion now just 1.6 times higher than African Americans’

12. Alternative Placement with Multiple Measures Students qualify by test scores OR high school grades Multiple Measures Assessment Project in California Examined high school and community college transcript data from across the state and found that 72% of students could be placed into college English with an average grade of C+ using the following criteria: Overall high school GPA of B- or higher (2.7) OR C in AP English OR Overall GPA of C+ or higher (2.3) AND 12 th grade English grade B- or higher No data sharing with feeder high schools? Use self-report.

13. Long Beach City College Pioneered a new use of multiple measures for placement into college-level English and math Prior Approach: Relied primarily on standardized test scores 10% of students “college ready” in math 13% of students “college ready” in English New Approach: Included test scores and high school transcript data, with overall high school GPA weighted heavily 30% of students deemed “college ready” in math 59% of students deemed “college ready” in English

14. Long Beach City College

15. Long Beach City College With multiple measures, access to transfer math tripled

16. A Pathways Approach in Math Traditional math remediation: All students must test out of -- or make it through -- the remedial algebra sequence, regardless of its relevance to their intended program of study A pathways approach: Colleges begin by asking which college-level math students will take for their program of study and whether algebra needed to be successful there.

17. Gross Curricular Misalignment between algebra and statistics

18. Virginia Community College System A new placement test and different math competencies set for entry into college math for different academic paths (intermediate algebra only required for STEM programs) Prior to the change, 19% qualified for college math. After the change, 43% qualified Three times as many students completed college math in their first year.

19. Bottom Line Students are not as under-prepared as our standardized tests have led us to believe. Many more students could be successful if allowed to enroll directly in college-level courses. Broadening access to college-level courses is a powerful lever for narrowing equity gaps.

20. Investigate Your Local Placement Policies What % of incoming students qualify for direct access to college-level English and math? How does this vary by race/ethnicity? Is your college in compliance with state guidelines on disproportionate impact? (Access for students of color should be no lower than 80% of white students’ access.) To what extent are multiple measures used in placement, especially overall high school GPA? Do multiple measures apply to only a narrow band of students near the cut score, or an alternative way to access transfer-level courses? Is a student’s educational goal part of math placement? Are algebra tests blocking access to courses that require little to no algebra? (e.g, College Statistics)

21. What should we do with students we think really are under-prepared to be successful In a college-level course?

22. Our Traditional Approach Require students to take 1-4 semesters of remedial courses In up to four different subjects Math English Reading and/or ESL Most courses do not earn degree/transfer credit

23. Unintended Consequence The more levels of remedial courses a student must go through, the less likely that student is to ever complete college English or Math. Bailey, Thomas. (February 2009). Rethinking Developmental Education. CCRC Brief. Community College Research Center. Teachers College, Columbia University.

24. Disappearing Students: English Students’ Starting Placement English-Writing % Completing Transfer-Level English in 3 Years One Level Below48% Two Levels Below34% Three or more Levels Below19% Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012

25. Disappearing Students: Math Students’ Starting Placement Mathematics % Completing Transfer-Level Math in 3 Years One Level Below35% Two Levels Below15% Three or more Levels Below6% Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012

26. Placement as an Equity Issue Black and Latino community college students are much more likely to be placed 3-4 levels below college math: Black students: 61% Latino students: 53% White students: 34% Asian students: 32% All students of color are much more likely to be placed 3-4 levels below college English: Black students: 25% Asian students: 19% Hispanic students:18% White students: 8% Perry, M.; Bahr, P.R.; Rosin, M.; & Woodward, K.M. (2010). Course-taking patterns, policies, and practices in developmental education in the California Community Colleges. Mountain View, CA: EdSource.

27. Use the Basic Skills Cohort Tracker to Examine Your Local Data http://datamart.cccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx

28. The Problem is Built into the Structure Students placed 2 levels below college English/ Math face 6 “exit points” where they fall away: Do they enroll in the first course? If they enroll, do they pass the first course? If they pass, do they enroll in the next course? If they enroll, do they pass the second course? If they pass, do they enroll in the college-level course? If they enroll, do they pass the college-level course? Students placed 3 levels down face 8 exit points.

29. Illustration: Chabot College Students starting 2 levels below College English: Do they enroll in the first course? ??% If they enroll, do they pass the first course? 66% If they pass, do they enroll in the next course? 93% If they enroll, do they pass the second course? 75% If they pass, do they enroll in the college-level course? 91% If they enroll, do they pass the college-level course?78% (0.66)(0.93)(0.75)(0.91)(0.78)= 33% Fall 2006 Cohort. Students tracked from their first developmental English enrollment and followed for all subsequent English enrollments for 3 years. Pass rates includes students passing on first or repeated attempts within timeframe. Basic Skills Cohort Tracker, DataMart.

30. Thought Experiment: What if more students passed the first course? How many would complete the college-level course? (0.66)(0.93)(0.75)(0.91)(0.78 ) = 33% If 75% passed the first course… 37% If 80% passed the first course… 40% If 90% passed the first course… 45% What if 90% passed and persisted at each point? (0.90)(0.90)(0.90)(0.90)(0.90) = 59%

31. BOTTOM LINE Improving our results within the existing multi- level system will never be enough. We must restructure curricula to eliminate the exit points where we lose students -- we must accelerate.

32. The California Acceleration Project Supporting Community Colleges Statewide 61 colleges are working with CAP to offer accelerated English and Statistics pathways that – Reduce students’ time in remediation by at least a semester – Align remediation with college-level requirements, including offering a redesigned pathway for students taking Statistics – Use high-challenge, high-support pedagogy – Make no changes to rigorous, transfer-level course (only remediation is changed)

33. CAP Evaluation by the RP Group Examined the first 16 colleges offering accelerated pathways with CAP, using statistical methods to control for pre-existing differences in student characteristics. Key findings: S tudents’ odds of completing college English were 2.3 times greater in high-impact models of acceleration than students in traditional remediation. Students odds of completing a transferable math course were 4.5 times greater in accelerated statistics pathways than in traditional remediation.

34. Benefit to All Students Significant completion gains among all student subgroups studied, including: all ethnic groups low-income students students who had taken ESL courses students who had not graduated from high school students with low GPAs students with disabilities

35. “The implication is that students from an array of skill ranges can be prepared for success in transfer-level English or statistics,” say Hayward and Willett. “No specific placement level was associated with negative outcomes, indicating that these accelerated pilots adhered to a ‘do no harm’ principle.”

36. Eliminating Achievement Gaps in CAP Math Pathways Completion of Transfer-Level Math within 1.5-2 years (Descriptive data, no statistical controls)

37. Windows into CAP Classrooms Acceleration is not just teaching the same things faster

38. Window into an Accelerated Classroom Video footage from Myra Snell’s accelerated pre-Statistics class, Fall 2009. Enrollment: students with any placement score below college math. Students are working collaboratively on a problem from the CAOS exam, used in Statistics courses at colleges and universities nationally. Video created by Los Medanos student Jose Reynoso.

39. http://vimeo.com/9055488

40. Window into CAP Classrooms: Math Away from … Decontextualized algebra, mimicry of symbolic procedures and template word problems A passenger train leaves the train depot 2 hours after a freight train left the same depot. The freight train is traveling 20 mph slower than the passenger train. Find the rate of each train, if the passenger train overtakes the freight train in three hours.

253. Window into CAP Classrooms: Math Toward … Data analysis and decision-making in the face of uncertainty What factors correlate with low birth weights? Use graphs and conditional percentages to investigate the relationship between one of the factors in the data set and low birth weight. Present your results in 500 words or less, include relevant graphs and calculations. Data set: Birth weights and 6 qualitative factors from a Massachusetts study of 189 pregnant women.

254. Before and After CAP Redesign: Irvine Valley College Assignment in traditional course two levels below college English Assignment in single-semester course for students placed two levels below In her essay “Friends, Good Friends, and Very Good Friends,” Judith Viorst categorizes the various types of friends she has … For this assignment you will write 3 paragraphs. The first paragraph will be a summary of Viorst’s essay. This paragraph will serve as an introduction and should end with a thesis statement in which you mention the two types of friends you plan to discuss in your subsequent paragraphs. The next two paragraphs should each describe one type of friend and provide an example from your experience. You must choose one of Viorst’s categories and create one of your own. In this essay, you will argue whether Angie Bachmann, whose story is described in Chapter 9 “The Neurology of Free Will: Are We Responsible for Our Habits?” should be held accountable for her gambling debts based on what you know about addictions from “Rat Park: the Radical Addiction Experiment” by Lauren Slater and habits from the The Power of Habit by Charles Duhigg.

255. Window into CAP Classrooms: English Away from … Traditional remediation front-loads sub-skills, on the assumption that before students can do a more complex task, they must have mastery of its component parts: In reading: workbook exercises on recognizing main ideas, building vocabulary In writing: grammar exercises before paragraph writing, personal essays before text-based essays

256. Window into CAP Classrooms: English Toward … Accelerated pedagogy gives under-prepared students experience with college-level reading, reasoning, and writing, with more in-class support than in a regular college course. Sub-skills in reading and writing are addressed as needed in the context of the more challenging work.

257. An Especially Powerful Form of Acceleration Co-Requisite Models Students classified as “below transfer level” are allowed to enroll in a transfer-level course with extra concurrent support, saving them at least a semester of stand-alone remediation and reducing their chances of dropping out (e.g., “1A-plus” models: students co-enroll in English 1A and 2 additional units with the same instructor).

258. Co-Requisite Models Instead of stand-alone remedial courses White students’ completion 1.4 times higher than Blacks’ in traditional developmental path – gap shrinks to 1.2 in ALP

259. Co-Requisite Models Instead of stand-alone remedial courses Randomized, controlled experiment with 721 CUNY students who placed into elementary algebra assigned to one of three treatments: Elementary algebra: 38% passed Elementary algebra with SI support: 45% passed College Statistics with SI support: 56% passed One subgroup passed statistics at a rate of 68%. This group included students with placement test scores that would have placed them into pre-algebra at Santa Rosa JC (3 levels below college math).

260. Three High-Leverage Strategies Changing Placement Policies: Colleges broaden access to transfer-level courses, and make access more equitable, by adjusting cut scores, using robust multiple measures, and requiring algebra-based testing and remediation only for access to courses that require substantial algebra. Implementing Co-requisite Models: Students classified as “below transfer level” are allowed to enroll in a transfer-level course with extra concurrent support, saving them at least a semester of stand-alone remediation and reducing their chances of dropping out (e.g., “1A-plus” models: students co-enroll in English 1A and 2 additional units with the same instructor). Redesigning Remedial Courses: Multi-level sequences in English and math are replaced with accelerated courses that are well aligned with the transfer-level requirements in students’ chosen pathway.

261. If I were Queen of College of the Redwoods, I would… 1. Immediately replace current placement policies with multiple measures in English and math and a pathways approach to math remediation. 2. Develop new co-requisite curricular models for college-level English and Statistics. 3. Expand offerings of current pre-Statistics and accelerated developmental English courses & support faculty through local training/mentoring programs. 4. Provide Reading Apprenticeship training to faculty across the disciplines (introductory workshops through 3CSN, online course). 5. Use BSI, SSSP, equity, and new AB770 funds to support these efforts (e.g., reassigned time for faculty leads, hourly pay for part-time faculty).