1. Scaling Corequisite in WV
Neal Holly, Ph.D.
Vice Chancellor for Policy and Planning
West Virginia Higher Education Policy Commission
West Virginia Council for Community and Technical Colleges

2. Impact of Developmental Ed. Reform
Numbers for context
Tell a story about where we’ve been and where we’re going

3. Prior to Corequisite: CTCS 2011-12
Passing gateway math in two years
Passing gateway English in two years
14.3%
37.3%

4. Corequisite at Scale: CTCS 2014-15
Passing gateway math in one semester
Passing gateway English in one semester
62.6%
74.1%

5. Corequisite at Scale: CTCS

6. Students in Developmental: HEPC 2013
25%
Cohort
48%
Undeclared
19.5
Avg. Age
In Math
34.3% Minority
35.5%
Pell
50-50
Gender

7. Developmental and Retention
Developmental student retained to the second year
Developmental math
Developmental English
Both English and math
54.1%
68.3%
62.5%
78.1%
Non developmental student retention rate:

8. Developmental and Academic Outcomes
Academic outcomes at the completion of spring term
Credit Hours Attempted
Semester GPA
Cumulative GPA
Cumulative Hours Earned
Developmental Math
1193
14.95
2.24
2.49
23.03
Developmental English
302
15.13
2.27
2.44
24.38
Both Developmental Math & English
828
14.75
1.82
2.06
19.46
Did Not Enroll in Developmental Education
7791
15.75
2.70
2.86
28.15
Total
10114
15.55
2.56
2.74
26.73

9. A Data Story
Developmental education reform has been an important springboard for additional reforms that are focused on helping students succeed CCA has been a great partner in helping us move corequisite education to scale But… it did not happen overnight

10. Our History Phase One (Mercury) Partnered with CCA Collected the data
For CCA (2012)
State measures
Phase Two (Gemini)
Experimenting with interventions (2012 – 2013)
Scaling corequisite in the two-year system (2016)

11. Our Future Phase Three (Apollo)
Scaling corequisite in the four-year system (2018)
Coreq academy in September
Introducing math pathways and meta majors
Implementing math pathways and meta majors (2019)
Studying outcomes (internal & external)

12. Challenges Along the Way
Initial buy in was slow
In flux for five years
Data collection issues
Shaping policies around placement
End of COMPASS

13. Our Future Phase Four (Ares) The strength of weak ties
Not one intervention is going drastically improve student success
Developing research agenda
Relational impact of Game Changer strategies
Master plan targets
Institutional initiatives
Promote the hell out of what we find!

14. Our Engine is Small Data
Analytics is great, but...
Expensive
Culture of adoption
Not a cure all to systemic issues
We (The Royal We) are not leveraging our small data to the best of our ability
Static
Lost in reports
Not pushing out small findings

15. Reporting Examples

19. Moving Forward Continuing the work to bring corequisite to scale
Moving forward with math pathways and meta majors
Studying the outcomes of the different initiatives
Shifting focus from static reporting to our new data portal
Will provide training to stakeholders on how to use the new tools
Internal agency staff will have access division specific dashboards
Redoubling our efforts to promote findings
Maintain and seek out partnerships to promote student success

20. Thank You!