Christopher Jacobson Frederick Community College Cindy Nicodemus Howard Community College

  Courses in math and English for those students that did not place into college level courses as determined by the ACCUPLACER exam  Courses that review basic concepts in math and English to prepare students for college level courses  Courses that traditionally meet for a longer period of class time than college level courses  Courses that do not count towards a degree, but support and improve student’s academic success and completion. What is Developmental Education?

  Did not take math their senior year (became a requirement in the 2012/2013 school year)  Was at or below grade level in reading and math in high school  Had to take summer school in high school to pass reading or math  Student has an undocumented/documented learning disability  Dropped out of high school prior to the 11 th grade  Student received completed their high school diploma requirements with either a GED or NEDP  Students who come to college course after many years out of school.  Many other reasons Why do students place into Developmental Education?

  If students are not prepared to take certain courses, then they are much less likely to be successful.  Our Challenge:  1- How do you know for sure that a student needs developmental?  Example: Faculty expertise, Accuplacer (quantitative) Study Skills (qualitative), active intervention strategies.  2- What are you going to do to help students be more successful?  3- How do you get students help quickly, effectively, and efficiently?  4- How do you know that a developmental course really helped students? Developmental Mission

  College and Career Readiness (HS Testing, Transitional Courses)  College Completion Agenda  Financial Aid  Only pays for up to 30 credits of developmental  Stricter policies for non completion  Returning Students and Adults: Unique challenges.  Certifications, non-degree programs  SB740  Dual Enrollment  College Readiness Exams (PARCC, Smarter Balance, Accuplacer)  Communication - How will YOU help build educational partnerships in Maryland to support students who need help? Changes in Developmental Education?

  Early Alert Program at HCC (Starfish) targeted for developmental programs that traditionally have lower pass rates  Instructors give reports 3 times during the semester on students’ progress  Follow up with those that are demonstrating they are not doing well  Developmental Repeater tutoring requirements Retention efforts in Developmental Education

  Measuring College Readiness is HARD…. but Testing Centers have an opportunity to help establish new partnerships and reexamine how colleges:  Use standardized instruments  Ensure our instruments are Reliable  Ensure that students scores are Valid  Improve and Create new testing guidelines help all MD students succeed.  USE and SHARE data (Whilst protecting privacy and ensuring that we support FERPA) to improve the academic success for students who will still need help.  Partner with developmental faculty: Empowering college faculty experts and looking to their leadership as we design systems for ensuring accuracy and success.  LONGITUDINAL DATA TRACKING: Think about how we can start linking college readiness and placement to:  Learning Outcomes Assessment  Academic Success  Programmatic goal completion (non-credit or credit)  Support systems and degree success at all MD 4 year institutions New Targets: New Opportunities!

 Example: Linking Accurate Placement to Success

 CHANGING SYSTEMS: Using data/research to help improve student success  Example: FCC TC Linked/Correlated Placement to student success.  Students who score on the Sentence Skills instrument had an EN101 Academic Success Rate of 81%. These students currently would still have to complete a writing sample, and 93% of them are eventually placed college level using the FCC writing sample.  By comparison, students who placed directly into EN101 courses (exemptions or other) had a success rate of 77%.  By additional comparison, students who placed first into developmental, complete FCC remediation, and then take EN101 had a success rate of 77%.   While the FCC Writing Sample is the most successful instrument for predicting academic success and developmental need…. we found a new population who (based on quantitative test data and academic success in future courses) we could more quickly integrate into credit English courses with infused writing and study skills assistance.  EN101S : Effective developmental remediation which occurs simultaneously with to English 101 research, reading, and rigorous general education instruction.

  Over the next year how will Testing Professionals:  Create new partnerships with MHEC, MSDE, local high schools/county educators  Ensure that our placement instruments are working now?  Ensure that we can support and improve new goals for PARCC, Common Core and SB740 transition (Senior Year)  Streamline our systems to maximize resources, minimize time to test, and reduce “testing fatigue.”  Share data with each other to establish best practices for supporting students who need help.  Support and enhance the “Open door?”  Think about it… how will YOU help develop a new Maryland College Readiness SYSTEM.  It’s time to enhance your “links” with local high schools, community colleges, and 4 year institutions to improve readiness and create systems to help students throughout their educational career. Supporting Future Students

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 Questions?