Reading Competency – where does it stand? Barbara Illowsky (chair), De Anza College Anne Argyriou, Reading, De Anza College Tim Brown, Reading, Riverside City College Dianne McKay, Mission College

Outcomes: At the end of this session, we will: understand various current practices across the state grasp the implications of the survey results determine next steps for reading competency statewide

Agenda: Welcome, Introductions & Background: Title 5, Res Sp06, Survey (15 minutes) Survey results (5 minutes) Implications of survey results (25 min.) Next steps (30 min.) Wrap up (5 minutes)

Introductions Name & College What is your interest in attending this session?

Title 5: EDUCATION DIVISION 6. CALIFORNIA COMMUNITY COLLEGES CHAPTER 6. CURRICULUM AND INSTRUCTION SUBCHAPTER 1. PROGRAMS, COURSES AND CLASSES ARTICLE 6. THE ASSOCIATE DEGREE

§ Minimum Requirements for the Associate Degree “The governing board of a community college district shall confer the associate degree upon a student who has demonstrated competence in reading, in written expression, and in mathematics, …”

Resolution 9.08, Spring 2006 Resolved, That the Academic Senate for California Community Colleges research current practices and the need for reading competency systemwide to develop a position paper on this topic.

Survey Results 61 colleges represented (out of 110) Not all numbers add to 110 as some questions were skipped Question 1: name & college

Q2: Does your college have an EXPLICIT reading proficiency graduation requirement stated on the graduation checklist and fulfilled by reading coursework or a specific reading assessment? yes: 25/57 (43.9%) no: 32/57 (56.1%)

Q3: For “yes” on 2: What is the requirement? (Check all that apply) Successful completion of a specific reading course: 16/24 Successful completion of a specified ESL course: 2/24 Minimum score on a college level reading assessment: 15/24 Other: 13/24

Q4: For “no” on 2: Does your college have an IMPLICIT reading proficiency graduation requirement that is subsumed in an English or ESL course? yes: 23/29 (79.3%) no: 6/29 (20.7%)

Q5: What assessment test does your college use to measure reading achievement? Accuplacer: 20/37 (54.1%) ACT Compass: 11/37 (29.7%) CTEP (College Tests for English Placement – Reading Comprehension): 5/37 (13.5%) Locally developed: 1/37 (2.7%) Other: 3/37 (8.1%)

Q6: Do you offer specific reading courses (meaning not embedded in nor integrated with a writing course)? yes: 34/46 (73.9%) no: 12/46 (26.1%)

Q7: What are the different levels of reading you offer? (Select all that apply) CSU transferrable – meets CSU Critical Thinking requirement: 7/30 (23.3%) CSU transferrable – CSU elective units only: 11/30 (36.7%) Credit non-transfer – associate degree applicable: 18/30 (60.0%) Credit non-transfer – non-associate degree applicable: 26/30 (86.7%) Non-credit: 4/30 (13.3%)

Q8: Do you have a specific reading prerequisite for English 1A (freshman composition)? yes: 9/30 (30.0%) no: 21(70.0%)

Q9: Does your college have a reading program with full-time faculty whose primary assignment is teaching reading courses? yes: 19/39 (48.7%) no: 20 (51.3%)

Q10: Do you have a reading ADVISORY for your transfer courses? Yes, a specific reading course (or reading placement score) for ALL transfer courses: 6/39 (15.4%) Yes, a specific reading course (or reading placement score) for SOME transfer courses: 6/39 (15.4%) Yes, subsumed in a specific English course (or placement score) for ALL transfer courses: 3/39 ( 7.7%) Yes, subsumed in a specific English course (or placement score) for SOME transfer courses: 7/39 (17.9%) No: 17/39 (43.6%)

Q11: Do you have a reading PREREQUISITE for your transfer courses? Yes, a specific reading course (or reading placement score) for ALL transfer courses: 3/39 (7.7%) Yes, a specific reading course (or reading placement score) for SOME transfer courses: 2/39 (5.1%) Yes, subsumed in a specific English course (or placement score) for ALL transfer courses: 3/39 (7.7%) Yes, subsumed in a specific English course (or placement score) for SOME transfer courses: 7/39 (17.9%) No: 24/ 39 (61.5%)

Q12: Is your college tracking reading achievement level as it contributes to transfer course success? Yes, we are tracking reading achievement levels for ALL of these courses: 3/37 (8.1%)3 Yes, we are tracking reading achievement levels for SOME of these courses: 4/37 (10.8%) No, but we have been discussing the need to track reading achievement level: 11/37 (29.7%) No, because we are not currently able to track reading achievement level: 17/37 (45.9%) No, because we do not have the need to track reading achievement level: 2/37 (5.4%)

Q13: Is your college tracking reading achievement level as it contributes to Career Technical Education course success? Yes, we are tracking reading achievement levels for ALL of these courses: 0/35 Yes, we are tracking reading achievement levels for SOME of these courses: 5/35 (14.3%) No, but we have been discussing the need to track reading achievement level: 11/35 (31.4%) No, because we are not currently able to track reading achievement level:13/35 (37.1%) No, because we do not have the need to track reading achievement level: 7/35 (20.0%)

Q14: What is your college doing to account for reading competency in your graduates? We have a plan in place that accounts for reading competency for graduation: 12/38 (31.6%) We are discussing the need for reading competency through our local Academic Senate and/or in our Curriculum Committee: 7/38 (18.4%) We have not been discussing this need but may in the future:18/38 (47.4%) We do not have the need to address reading competency for graduation at our college: 2/38 (5.3%)

Implications Discussion What are the implications of the survey results for the state? What are the implications of the survey results for your college? Break into group Report out

Next steps: Now what? In other words, are there any steps that ASCCC should take? Any resolutions?

Wrap Up