1. Leadership Congress, NADE / February 25, 2015 1 COMMUNITY COLLEGE RESEARCH CENTER FEBRUARY 25, 2015 Thomas Bailey Community College Research Center Teachers College, Columbia University NADE Leadership Congress Columbia, SC The Future of Developmental Education: Strengthening the Connection of Dev Ed to College Level Programs of Study

2. Leadership Congress, NADE / February 25, 2015 2 COMMUNITY COLLEGE RESEARCH CENTER A leading independent authority on two-year colleges based at Teachers College, Columbia University. Founded in 1996, CCRC conducts research on the issues affecting community colleges and works with colleges and states to improve student success and institutional performance. Community College Research Center Areas of research include: High school to college transitions Developmental education and adult basic education Student services and financial aid Online learning and instructional technology College completion and transfer College to career and workforce education

3. Leadership Congress, NADE / February 25, 2015 3 COMMUNITY COLLEGE RESEARCH CENTER Center for the Analysis of Postsecondary Readiness (CAPR) –National Study of Developmental Education Policies and Practices –Evaluation of Alternative Placement Systems and Student Outcomes –Evaluation of Developmental Math Pathways and Student Outcomes Analysis of Statewide Developmental Education Reform –Major topics: assessment and placement, instructional technology, measures of student learning, and student progression (early outcomes). All exist under a broader implementation analysis. Reshaping the College Transition: Study of Early Assessment and Curricular Interventions Implementation and User Adoption of Integrated Planning and Advising Services (IPAS) City Colleges of Chicago Pathways Analytics Project Current Dev Ed Projects

4. Leadership Congress, NADE / February 25, 2015 4 COMMUNITY COLLEGE RESEARCH CENTER DE Basics The high school/community college connection is weak We cannot effectively separate students into developmental and college ready categories Many students are underplaced The assessment and placement system needs reform Most DE students do not complete a relevant college level course DE tends to divert students rather than solidifying them in a college level program DE does a poor job of improving student outcomes

5. Leadership Congress, NADE / February 25, 2015 5 COMMUNITY COLLEGE RESEARCH CENTER Early assessment Multiple measures Assessment— Learning facilitation Productive persistence College success skills Instruction— DE Reform Basics

6. Leadership Congress, NADE / February 25, 2015 6 COMMUNITY COLLEGE RESEARCH CENTER CUNY Start Denver Chabot Intensity, Compression, Acceleration, PedagogyCurricular Alignment--NMPCo-requisite—CCBC, ALPComprehensive Reform--ASAPOn-ramp to college level programs DE Reform—Connection to College Level

7. Leadership Congress, NADE / February 25, 2015 7 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER DE Assessment in Theory

8. Leadership Congress, NADE / February 25, 2015 8 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER Theoretical Effect of DE Instruction

9. Leadership Congress, NADE / February 25, 2015 9 COMMUNITY COLLEGE RESEARCH CENTER No Obvious Cutoff From Scott-Clayton, J. (2012). Do high-stakes placement exams predict college success? CCRC: New York.

10. Leadership Congress, NADE / February 25, 2015 10 COMMUNITY COLLEGE RESEARCH CENTER Can We Effectively Divide Students into Dev Ed and College Ready Categories? No consensus on cutoff scores No consensus on definition of “college ready”Differs by grade standards No obvious cutoff point (continuous not discontinuous relationship Required skills differ by student goals

11. Leadership Congress, NADE / February 25, 2015 11 COMMUNITY COLLEGE RESEARCH CENTER Rethinking Dev Ed as On-Ramp Goal: prepare students to choose and enter a college-level program of study –Upfront career/college exploration, planning –Undecided students required to choose “meta-major” or “exploratory major” –Instruction in academic fundamentals and “soft skills” integrated into gatekeeper courses –Collaborative professional development to ensure program coherence, quality teaching

12. Leadership Congress, NADE / February 25, 2015 12 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER Assessment Reform

13. Leadership Congress, NADE / February 25, 2015 13 COMMUNITY COLLEGE RESEARCH CENTER Virginia redesign: Nearly four times as many students placed into college math STEM college math placements increased more than liberal arts college math placements. Note: Pre-redesign cohort (N=19,059) is FTIC students entering fall 2010; post-redesign cohort (N=20,457) is FITC students entering fall 2012.

14. Leadership Congress, NADE / February 25, 2015 14 COMMUNITY COLLEGE RESEARCH CENTER College math enrollments increased four fold STEM college math enrollments increased more than liberal arts college math enrollments; less so than placements, however.

15. Leadership Congress, NADE / February 25, 2015 15 COMMUNITY COLLEGE RESEARCH CENTER College math pass rates were lower among students who enrolled Among the students who placed into college math and who enrolled in a college math course within one year, there were lower average pass rates (defined as earning a C or better) after introduction of the VPT.

16. Leadership Congress, NADE / February 25, 2015 16 COMMUNITY COLLEGE RESEARCH CENTER Significantly more students successfully completed college math A larger percentage of college-math-placed students successfully completed entry-level college math after introduction of the VPT.

17. Leadership Congress, NADE / February 25, 2015 17 COMMUNITY COLLEGE RESEARCH CENTER Long Beach CC: Percentage of students assessed into transfer-level Math and English

18. Leadership Congress, NADE / February 25, 2015 18 COMMUNITY COLLEGE RESEARCH CENTER Success rates in transfer-level Math and English courses in Fall 2012 Neither difference approaches significance, p>.30

19. Leadership Congress, NADE / February 25, 2015 19 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER Intensity, Compression, and Acceleration

20. Leadership Congress, NADE / February 25, 2015 20 COMMUNITY COLLEGE RESEARCH CENTER Instructional design uses student-centered active learning strategies focused on conceptual understanding Twelve hours of instruction per week in each subject Integrated student supports Intensive semester-long apprenticeship for new instructors Low Scoring Students: CUNY Start

21. Leadership Congress, NADE / February 25, 2015 21 COMMUNITY COLLEGE RESEARCH CENTER Reading Gains City University of New York, 2013

22. Leadership Congress, NADE / February 25, 2015 22 COMMUNITY COLLEGE RESEARCH CENTER Writing Gains City University of New York, 2013

23. Leadership Congress, NADE / February 25, 2015 23 COMMUNITY COLLEGE RESEARCH CENTER Math Gains City University of New York, 2013

24. Leadership Congress, NADE / February 25, 2015 24 COMMUNITY COLLEGE RESEARCH CENTER Two levels of developmental math and a student success course completed concurrently in a single semester Dedicated case manager Courses meet in long instructional blocks Professional development for FastStart instructors considered essential to program success Acceleration: FastStart

25. Leadership Congress, NADE / February 25, 2015 25 COMMUNITY COLLEGE RESEARCH CENTER Differences in Enrollment and Completion of College-Level Math Community College Research Center, 2013

26. Leadership Congress, NADE / February 25, 2015 26 COMMUNITY COLLEGE RESEARCH CENTER Single semester developmental English/reading course designed for students placed at any level Curricular alignment with college-English requirements Scaffolded instruction and detailed feedback to help students meet learning objectives Chabot College English

27. Leadership Congress, NADE / February 25, 2015 27 COMMUNITY COLLEGE RESEARCH CENTER Differences in Enrollment and Completion of College-Level English Community College Research Center, 2014

28. Leadership Congress, NADE / February 25, 2015 28 COMMUNITY COLLEGE RESEARCH CENTER Enrollment and Completion of College-Level English One-Year Outcomes High-scoringMixed-scoringLow-scoring Completed English 1A (with ≥ C) 0.22(0.03)*** 0.17(0.03)*** Transferable credits earned (≥ C) 3.48(0.64)***2.82(0.61)***1.74(0.53)* College-level credits earned (≥ C) 3,30(0.68)***2.92(0.66)***1.61(0.57)*** GPA in college-level courses 0.17(0.08)**-0.04(0.09)0.05(0.08) Still enrolled in (or graduated from) any college 0.03(0.03)0.06(0.03)*-0.09(0.03)*** Regression Estimates for English Acceleration by Placement Exam Scores * Statistically significant at p <.10; ** p <.05; *** p <.01. Community College Research Center, 2014

29. Leadership Congress, NADE / February 25, 2015 29 COMMUNITY COLLEGE RESEARCH CENTER Basic skills students enroll directly into college-level coursework Remedial instruction integrated into career-technical course using co-teaching model Structured pathways to credential and career Cohort design Relevance: I-BEST

30. Leadership Congress, NADE / February 25, 2015 30 COMMUNITY COLLEGE RESEARCH CENTER Earning College Credit Community College Research Center, 2010

31. Leadership Congress, NADE / February 25, 2015 31 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER Co-requisites and Curricular Alignment:

32. Leadership Congress, NADE / February 25, 2015 32 COMMUNITY COLLEGE RESEARCH CENTER CCBC ALP (1 year follow-up )

33. Leadership Congress, NADE / February 25, 2015 33 COMMUNITY COLLEGE RESEARCH CENTER Comparing FastStart with Case Management Only Community College Research Center, 2013

34. Leadership Congress, NADE / February 25, 2015 34 COMMUNITY COLLEGE RESEARCH CENTER Developmental instruction integrated in college-level coursework Developmental instruction contextualized in meaningful subject matter Discrete skills addressed “just-in-time” in the context of authentic learning tasks Instruction: Relevance

35. Leadership Congress, NADE / February 25, 2015 35 COMMUNITY COLLEGE RESEARCH CENTER Instruction: Rigor Align content with college-level course expectations Provide consistent opportunities for students to construct knowledge Make struggle an explicit part of the learning process Students read full-length non- fiction texts and write full-length essays from the beginning In-class assignments ask students to draw on previous lessons to develop theories and problem solve with limited guidance from faculty Faculty reduce front-loading of content (i.e., lecture) and allow misunderstandings to linger and to be identified and resolved by students Cormier & Barragan, Community College Research Center, 2013

36. Leadership Congress, NADE / February 25, 2015 36 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER An On-Ramp to College Level Programs

37. Leadership Congress, NADE / February 25, 2015 37 COMMUNITY COLLEGE RESEARCH CENTER Ideal CC Student Pathways Crosta, Community College Research Center, 2013

38. Leadership Congress, NADE / February 25, 2015 38 COMMUNITY COLLEGE RESEARCH CENTER Actual CC Student Pathways Crosta, Community College Research Center, 2013

39. Leadership Congress, NADE / February 25, 2015 39 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER 39 STATISTICS PATHWAY is designed for students seeking a college-level statistics course as part of their general education requirement for majors in fields including: Nursing Social Work Criminal Justice STATISTICS PATHWAY is designed for students seeking a college-level statistics course as part of their general education requirement for majors in fields including: Nursing Social Work Criminal Justice QUANTITATIVE REASONING PATHWAY is designed for students pursuing a field of study in which general education math is a requirement. These fields include majors in: Communications Graphic Design Paralegal QUANTITATIVE REASONING PATHWAY is designed for students pursuing a field of study in which general education math is a requirement. These fields include majors in: Communications Graphic Design Paralegal STEM-PREP PATHWAY is designed for students seeking a STEM or mathematics- intensive major in fields including: Petroleum Engineering Computer Science Chemistry STEM-PREP PATHWAY is designed for students seeking a STEM or mathematics- intensive major in fields including: Petroleum Engineering Computer Science Chemistry

40. Leadership Congress, NADE / February 25, 2015 40 COMMUNITY COLLEGE RESEARCH CENTER Financial incentives: tuition waiver, free textbooks, monthly transit cards Consolidated full-time schedule Cohort design Regular structured advisement for courses and careers Extra academic assistance: mandatory tutoring for students deemed at-risk Comprehensive Reform: ASAP

41. Leadership Congress, NADE / February 25, 2015 41 COMMUNITY COLLEGE RESEARCH CENTER Credits Earned Over Two Years MDRC, 2013

42. Leadership Congress, NADE / February 25, 2015 42 COMMUNITY COLLEGE RESEARCH CENTER Associate Degree Completion +15.1%

43. Leadership Congress, NADE / February 25, 2015 43 COMMUNITY COLLEGE RESEARCH CENTER College Intake Process as an On-Ramp to a Program of Study

44. Leadership Congress, NADE / February 25, 2015 44 COMMUNITY COLLEGE RESEARCH CENTER Prepare students to choose and enter a college-level program of study Upfront career/college exploration, planning Undecided students required to choose “meta- major” or “exploratory major” Instruction in academic fundamentals and “soft skills” integrated into gatekeeper courses Collaborative professional development

45. Leadership Congress, NADE / February 25, 2015 45 COMMUNITY COLLEGE RESEARCH CENTER Pathway Models Compared Self-Service (Status Quo)Guided Pathways Clear roadmaps to student end goals Too many choices Program paths unclear Default, whole-program schedules Teaching of foundation skills integrated into program gateway courses Students’ progress not monitored, little feedback Progress tracking, regular feedback & support High school, ABE/ESL, non-credit poorly aligned with college Bridges to college programs from High school, ABE/ESL, non-credit Dev ed narrowly focused on Math & English 101, no “soft skills” prep “Opt-in” career and college planning Required plans, exploratory majors

46. Leadership Congress, NADE / February 25, 2015 46 COMMUNITY COLLEGE RESEARCH CENTER

47. Leadership Congress, NADE / February 25, 2015 47 COMMUNITY COLLEGE RESEARCH CENTER Focus on the Ultimate Goals Market program paths Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I- BEST) Help students choose program pathway and track entry Build prescribed “on-ramps” customized to largest program streams Align academic program outcomes with requirements for success in further education and (for CTE programs) in the labor market Clearly define and prescribe program paths Monitor students’ progress and provide feedback and supports JIT Incentivize progress CONNECTION From interest to application ENTRY From entry to passing program gatekeeper courses PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and labor market advancement START HERE STEP 2 STEP 3 STEP 4

48. Leadership Congress, NADE / February 25, 2015 48 COMMUNITY COLLEGE RESEARCH CENTER By: Thomas Bailey, Shanna Smith Jaggars & Davis Jenkins Synthesizing findings from CCRC's intensive study of community colleges over the past eight years, Bailey, Jaggars, and Jenkins argue that improving developmental education, instruction, student supports, and the overall student experience is necessary but not sufficient; targeted reforms must be implemented as part of a broader institutional restructuring. The authors delineate a set of research-based design principles and strategies to help colleges achieve this challenging goal, and lay out a path for community colleges working to achieve greater success for their students, and for our nation as a whole. Redesigning America's Community Colleges: A Clearer Path to Student Success

49. Leadership Congress, NADE / February 25, 2015 49 COMMUNITY COLLEGE RESEARCH CENTER Leadership Congress, NADE / February 25, 2015 COMMUNITY COLLEGE RESEARCH CENTER For more information Please visit us on the web at http://ccrc.tc.columbia.edu where you can download presentations, reports, and briefs, and sign-up for news announcements. We’re also on Facebook and Twitter. Community College Research Center Institute on Education and the Economy, Teachers College, Columbia University 525 West 120th Street, Box 174, New York, NY 10027 E-mail: ccrc@columbia.edu Telephone: 212.678.3091

50. Leadership Congress, NADE / February 25, 2015 50 COMMUNITY COLLEGE RESEARCH CENTER 0.2.4.6.8 1 -50-2502550 CPT Score Relative to Math Cutoff Outcome E[Y|Z=z] Outcomes for remedial students Outcomes for non- remedial students Local treatment effect 0 0.1 0.2 0.3 0.4 0.5 -50-2502550 CPT Score Relative to Cutoff Outcome E[Y|Z=z] Outcomes for non- remedial students Local treatment effect Outcomes for remedial students

51. Leadership Congress, NADE / February 25, 2015 51 COMMUNITY COLLEGE RESEARCH CENTER Figure 3: Educational Outcome by Math CPT Score and Estimated Discontinuity

52. Leadership Congress, NADE / February 25, 2015 52 COMMUNITY COLLEGE RESEARCH CENTER Figure 4: Educational Outcome by Reading CPT Score and Estimated Discontinuity