The Accelerated Learning Program The Community College of Baltimore County

Agenda for the Day ALP The Accelerated Learning Program What is the problem? What is ALP? What results has ALP produced? What about the cost? What is the context?

100% 75% 50% 25% 0% Success rates for students who took ENGL 052 in How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% 0% S in ENGL % U or W ENGL % Success rates for students who passed ENGL 052 in and then took ENGL 101 by sp 92 ABC in ENGL % DFW in ENGL % ALP The Accelerated Learning Program

took / % Students who took ENG 052 for the first time in 1988/1989 took % took no more writing courses % S in % never passed % A, B, or C in % D, F, or W in % ALP The Accelerated Learning Program

ALP Why Do Students Drop Out?

can’t write a thesis no concrete examples sentence fragments confusing words subject-verb agreement mla format none of the above

eviction car trouble changes at work financial problems abusive situation at home medical problems problems with children laid off legal problems life happens student becomes discouraged student becomes depressed student feels isolated student loses confidence stress becomes too great student fears she isn’t “college material” affective issues

life issues affective issues non- cognitive issues

100% The Pipeline Effect ALP The Accelerated Learning Program 70% pass 70% take 70% pass 70% take 70% pass = 8% three levels down one level down two levels down 70% take gate- way course 70% pass

100% The Pipeline Effect ALP The Accelerated Learning Program 100% pass 70% take 70% pass 70% take 70% pass = 12% three levels down one level down two levels down 70% take gate- way course 70% pass

100% The Pipeline Effect ALP The Accelerated Learning Program 80% pass 80% take 80% pass 80% take 80% pass = 21% three levels down one level down two levels down 80% take gate- way course 80% pass

100% The Pipeline Effect ALP The Accelerated Learning Program 90% pass 90% take 90% pass 90% take 90% pass = 48% three levels down one level down two levels down 90% take gate- way course 90% pass

Agenda for the Day Overview of ALP ALP The Accelerated Learning Program What Is the Problem? What is ALP? What Results has ALP produced? What about Costs? What is the Context?

accelerating dev ed supplementing dev ed contextualizing dev ed reducing need for dev ed K-20 allignment dual enrollment early assesment and intervention summer bridge learning communities I-BEST student success courses supplemental instruction tutoring modularization compressed courses co-requisite courses Approaches to Redesign

accelerating dev ed supplementing dev ed contextualizing dev ed reducing need for dev ed Approaches to Redesign K-20 allignment dual enrollment early assesment and intervention summer bridge learning communities I-BEST student success courses supplemental instruction tutoring modularization compressed courses co-requisite courses

A CCBC Students average age 29 female/male58/42% students of color50% full/part-time34/66 % Community College Baltimore County credit students 33,817 ALP The Accelerated Learning Program

5 0% Placement into Dev ED 7 5% 2 5% 10 0% 81 % Englishall studentsmathreading 77 % 65 % 58 %

RDG 051 RDG 052 MATH 081 MATH 082 MATH 083 ENGL 051 ENGL 052 ENGL 101 ENGL 102 CCBC’s Developmental Education Courses:

ENG 101ENG 052 ALP ALP The Accelerated Learning Program encourages cohort effect changes attitude toward developmental course allows individual attention allows time for non-cog issues allows coordination of the two courses reduces stigma improves attachment provides stronger role models

Conducting class as a writing workshop, an extension/supplement to the 101 class Answering questions left over from the 101 class Providing opportunities for more writing practice, short papers to reinforce concepts from the 101 class or prepare for upcoming assignments in the 101 class Discussing/brainstorming ideas for the next essay in 101 Reviewing drafts of essays the students are working on for 101 Working on reducing the frequency and severity of error in the students’ writing Addressing non-cognitive issues (life issues, affective issues) What do we do in the ALP 052 class? The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include: ALP The Accelerated Learning Program

What Is the Problem? What is ALP? What Results has ALP produced? What about Costs? What is the Context? Agenda for the Day Overview of ALP ALP The Accelerated Learning Program

passed ENG % did not pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses % passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passed ENG % did not pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses % traditional developmental students: fall 2007 – fall 2010 passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% ALP students: fall 2007 – fall 2010 passed ENG % didn’t pass ENG % passed ENG % didn’t pass ENG % data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passed ENG % haven’t passed ENG % passed ENG % F, I, or W in ENG % took ENG % haven’t taken ENG % took ENG % haven’t taken ENG % passed ENG % did not pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses % passed ENG % didn’t pass ENG % took ENG 052 Fa07-Fa % took ENG % took no more writing courses 0 0% passed ENG % didn’t pass ENG % passed ENG % didn’t pass ENG % traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Developmental Writing 65% CCBC’s Developmental Writing Courses: Credit English 35% 13% ALP 87%

5 0% Pass Rates in 101 for Low Scoring and High Scoring Students 7 5% 2 5% 10 0% traditional dev writing 37%37% fall %46% ALP 24% 37% 74% 70%70% 70%70% Accuplacer Scores:

students 20 sections 640 students 80 sections students 40 sections 80 students students 160 sections

Students take their developmental writing course concurrently with the credit- level writing course, rather than as a pre-requisite. At least half the students in the credit English course are students who placed into credit-level writing. The ALP cohort is no more than 12 students. ALP instructors recognize the importance of paying attention to the non- cognitive issues affecting their students. The same instructor teaches the ALP course and the credit course. The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills. Critical Features of ALP ALP The Accelerated Learning Program

Agenda for the Day Overview of ALP ALP The Accelerated Learning Program What is the problem? What is ALP? What results has ALP produced? What about the cost? What is the context?

1000 students Costs Under Traditional Model

20 students per section Costs Under Traditional Model

50 sections of Dev Eng X 3 faculty credit hours/section = 150 faculty credit hours Costs Under Traditional Model ALP The Accelerated Learning Program

54% of traditional developmental students take students ÷ 20 students/section = 27 sections.54 X 1000 = 540 students 27 sections X 3 faculty credit hours/section = 81 faculty credit hours Costs Under Traditional Model ALP The Accelerated Learning Program

total for developmental course = total for 101= 81 faculty credit hours 150 faculty credit hours total =231 faculty credit hours Costs Under Traditional Model ALP The Accelerated Learning Program

1000 students Costs Under ALP

10 students per section Costs Under ALP

100 sections of ALP Dev Eng X 3 faculty credit hours/section = 300 faculty credit hours Costs Under ALP ALP The Accelerated Learning Program

100% of ALP developmental students take ENG students ÷ 20 students/section = 50 sections 1.00 X 1000 = 1000 students 50 sections X 3 faculty credit hours/section = 150 faculty credit hours Costs Under ALP ALP The Accelerated Learning Program

Comparison of Costs for 500 Students TraditionalALP DEV: 50 sect X 3 cr/sect = 150 fch 101: 18.5 sect X 3 cr/sect = 81 fch TOTAL: 231 fch DEV: 100 sect X 3 cr/sect = 300 fch 101: 50 sect X 3 cr/sect = 150 fch TOTAL: 450 fch ALP The Accelerated Learning Program

traditional factory widgets per year cost per widget cost/year to operate $231,000 $450,000 33,000 74,000 $7.00 $6.08 ALP factory An Analogy ALP The Accelerated Learning Program

traditional factory 231 fch 450 fch students per yearcost per studentcost per year students per year cost per studentcost per year 330 (33%) of 1000 students pass FYC 740 (74%) of 1000 students pass FYC.700 fch per passing student.608 fch per passing student ALP factory An Analogy ALP The Accelerated Learning Program

traditional factory 231 fch 450 fch students per yearcost per studentcost per year students per semester cost per studentcost per year 330 (33%) of 1000 students pass FYC 740 (74%) of 1000 students pass FYC.700 fch per passing student.608 fch per passing student ALP factory An Analogy ALP The Accelerated Learning Program

Summing It All Up doubles the success rate, cuts the attrition rate in half, does it in half the time, at slightly less cost per successful student. Compared to traditional developmental writing approaches, ALP ALP The Accelerated Learning Program

What is the problem? What is ALP? What results has ALP produced? What about the cost? What is the context? Agenda for the Day Overview of ALP ALP The Accelerated Learning Program

Issues as We Look to the Future the tipping point universities bow out faculty development the bottom half ALP The Accelerated Learning Program

Cumulative Survey of Faculty Preparation July 2013 Community College of Baltimore County (MD) Six West Virginia Universities (WV) Community College of Allegheny County (PA) Century Community College (MN) LaGuardia Community College (NY) Patrick Henry Community College (VA) Atlantic Cape Community College (NJ) Harford Community College (MD) (N = 69)

no formal courses one or two courses three or more courses Which of the following best describes your graduate preparation to teach writing? N = a degree in rhet-comp 5

Which of the following best describes your graduate preparation to teach developmental (basic, remedial) writing? N = no formal courses one courses two or three courses more than three courses

The Accelerated Learning Program The Community College of Baltimore County