2. 2 BSI Success Rates Do you know how many students with basic skills needs succeed in basic skills classes? Why should we care?

3. 3 1. Approximately what percent of California Community College students place into at least one basic skills course in Reading, Writing, ESL or Mathematics? A. 0% B. 25% C. 35% D. 50% E. Over 70%

4. The following slides are example questions using the layouts in the Quiz Show template. View them in slide show to see the answer animations.

5. 5 2. Which of the following is true of basic skills students in California community colleges? A. They generally assess uniformly low on placement tests in all areas; reading, writing, math, and ESL B. They may assess low on placement tests in one discipline while testing at college-level in other areas (i.e. a college level writer but require additional work in math) C. They are easily identifiable in our classes by sex, age, or ethnicity. D. They usually have the learning and study skills necessary to succeed in college-level work. E. They are found only in the community colleges and are only rarely found at the UC and CSU campuses.

6. The 2006-2007 data indicated that 54% of CSU freshman were below college level in Math 47% were below college level in English

7. 7 3. How many students who start 3 or more levels below college-level actually make it to a college-level course? A. Less than 10% B. 15- 30% C. Approximately 40% D. Over 60% E. 80% or more

8. 8 BSI CCC Statistics ARCC College Level Performance IndicatorState Rate 1. Student Progress & Achievement51.2% 2. Completed 30 or More Units70.4% 3. Fall to Fall Persistence68.3% 4. Vocational Course Completion78.2% 5. Basic Skills Course Completion60.5% 6. ESL Course Improvement44.7%

9. 9 Progression Each year between 500,000 and 700,000 students take a basic skills course. How many move on? 2002-2003 to 2004-2005 2003-2004 to 2005-2006 2004-2005 to 2006-2007 Number of Students 126,307122,880123,682 The number of students completing coursework at least one level above their prior basic skills enrollment within the three-year cohort period.

10. 10 4. Who Are the Community College Students with Basic Skills Needs? 55% female, 45 % male 55% are citizens;18% are not citizens (others unknown) 45% are 21 or younger; 41% are over 26 Students who report working work an average of 35 hours a week

11. 11 Ethnicity % of Total Headcount % of Total Enrollment in Credit Basic Skills & ESL % of Enrollment in Non-credit Basic Skills & ESL African American7.49%11.24%6.23% Asian/ Filipino/Pac Islander 16.40%17.00%19.39% Hispanic/Latino28.79%41.40%43.72% Native American0.86%0.92%0.54% White35.40%22.57%18.69% Total100%

12. 12 5. How Many Are Enrolled in Basic Skills Classes? 70-85% assess into basic skills 27.4% take basic skills classes Where are the rest?

13. 6. What is the total success rate of students in all three public California College Systems?

14. 14 17 California State University 75 California Community College 8 University of California 7 Transfer 100 Latina/o First Time College Students 6 California State University 1 University of California The Latina/o California Community College Pipeline, 2002-03 Source: California Postsecondary Education Commission 2004; see also Omelas and Solorzano 2004. From Martha A. Rivas, Jeanette Perez, Chrystal R. Alvarez, and Daniel G. Solorzano, An Examination of Latino/a Transfer Students in California’s Postsecondary Institutions, CSRC Latino Policy and Issues Brief No. 16 (Los Angeles: UCLA Chicano Studies Research Center Press, 2007). Reproduced with permission.

15. 7. What is the cost of remediation?

17. So does ANYTHING Work??

18. Laura Hope, Interim Dean of Instructional Support

19. Who Are Our Students? “Access Doesn’t Mean Success” 96% of students assessed are under- prepared in either math, reading, or writing 65% are deficient in all 3 categories 31% are first generation college students 21% have been out of school 5 or more years Over 80% declare transfer as their goal

20. Basic Skills Success Rates 1997-19981998-19991999- 2000 Success Rates57.2%56.2%54.9% Success Rates

21. The “foundation” student of today is the transfer /certificate student of tomorrow. The Promise

22. The Role of the Learning Center Provide academic support for students Strengthen skills and competencies Provide a safe environment for learning Promote values of self-advocacy Promote self-awareness about learning

23. Creation of Success Centers  Instructional Program  Faculty Leadership  Serve all students and faculty  Student-centered learning community

24. Learning Center Pedagogy Promotes individualized instruction and learning Promotes collaborative learning Ensures a risk-free environment De-emphasizes grades and judgment Promotes affective development of the learner Promotes a sense of community with the institution Supports and imitates the values of the classroom

25. The Traditional Model for Learning Centers Dominated by tutoring Practice skills Word processing and research

26. Learning Center Curriculum Directed Learning Activity Study Group Workshop Tutoring Lab Resources

27. Unduplicated Number and Percent of Students Who Accessed into Success Centers Annually Number of Students Each Year Who Access the Success Centers (Annual) 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 Accessed Success Center 7,57311,71212,52611,99112,746 Unduplicated Headcount28,31231,53128,74127,59627,857 Percent of Students

28. Annual Number of Student Contacts at Success Centers (Contacts of 15 min. or more) Annual Number of Student Contacts at the Success Centers (15+ minutes only) 2000- 2001 2001- 2002 2002- 2003 2003- 2004 2004- 2005 Number of Contacts73,685147,774177,024164,037182,075 Number of Contacts

29. Relationship between Success Center Access and Success in Transfer Courses: 2004 – 2005

30. Relationship between Success Center Access and Success for Basic Skills Students

31. Percent of Degree & Certificate Earners Who Completed at Least One “Basic Skills” Course Percent

32. Percent of Students Who Completed at Least One “Basic Skills” Course Who Subsequently Transferred to a Four-Year Institution Percent of Transfer Students

33. Honoring the Promise “I love the Success Center and feel without it I would have been totally lost.” _____________________________________________  95% of students surveyed agree or strongly agree that a connection exists between Success Center and classroom activities  41% of students accessed a Success Center at least twice a week  27% of the students who used a Success Center accessed two or more Success Centers

34. Reflections and Questions

35. Lynn Wright Pasadena City College

36. I understand what faculty inquiry is and does. 1.Strongly agree 2.Agree 3.Disagree 4.Strongly disagree 5.Not sure

37. We put basic skills students in exactly the same learning environments in which they have failed to learn for years and expect them to succeed. Mr. Anderson, may I be excused? My brain is full.

38. Next time don’t suck so hard. We put basic skills FACULTY in exactly the same learning environment in which they have failed to learn for years and expect them to succeed.

39. A Major Observation about Faculty Practice Teachers experience tension between the way they should teach and the way they actually teach. Most adjust to the misalignment.

40. Examples of Misalignment Coverage “I know I’m going too fast, but I have to cover ten chapters.” Reading and Writing “My students need to read and write well to succeed in my class, but I’m not an English teacher.” Lectures “Lectures bore me too, but that’s the way it is.” Tests “She demonstrated her knowledge of the material over and over in class but failed the test.” Affective components “My students are so poorly prepared to be college students, but it’s not my job to teach them those things.”

41. Achieving Alignment Intensive, active inquiry among dedicated faculty

42. The most important reason to do faculty inquiry is 1.To transform our attitudes and practices 2.To foster collegiality 3.To gain a deeper understanding of teaching and learning

43. Why Engage in Inquiry? To gain a deeper level of understanding of teaching and learning To transform our attitudes and practices To improve student success

44. What is Faculty Inquiry? It’s a structured, ongoing process that is… faculty-driven problem-based outcomes-driven collegial and collaborative

45. Intermediate Algebra FIG PROBLEM TO EXPLORE WHY DO SO MANY MATH FACULTY FIND INTERMEDIATE ALGEBRA ONEROUS TO TEACH?

46. Intermediate Algebra FIG Participants and Resources 1 full-time math faculty lead 6 full-time math faculty The math dean 1 non-math faculty facilitator PCC’s Teaching and Learning Center (TLC) staff, counselor, and tutors PCC’s Institutional Planning and Research Office Claremont Graduate University external evaluators Carnegie Foundation staff and SPECC participants Participants Resources

47. FIG Outcomes Short-term: Identify challenges to teaching Intermediate Algebra Mid-term: Develop approaches to help overcome key challenges to teaching Intermediate Algebra Long-term: Increase student success

48. Which one is not a feature of the FIG process? 1.Problem-based 2.Always collaborative 3.Outcomes driven 4.Faculty-driven

49. FIG Discoveries Word problems are hard: students avoid them and teachers struggle to teach them Too much material to cover New concepts in last chapters rushed through (run out of time) Hard to find time to show students real-world applicability

50. Intermediate Algebra FIG Carnegie Foundation for the Advancement of Teaching Windows on Learning http://gallery.carnegiefoundation.org/s pecc/specc/specc_homepage.html http://gallery.carnegiefoundation.org/s pecc/specc/specc_homepage.html

51. Possible FIG Questions English How much time should we spend on “non English” issues? How engaging are our online resources? Math If we reduce the number of concepts covered, how will we affect student learning? Are there different assessment forms we can use to address diverse learning styles?

52. Two Reasons Why Inquiry Is Essential to Our Practice… 1. Diverse and ever- changing student population results in diverse and ever- changing challenges. 2. Practice What We Preach! –Are we not critical thinkers, problem solvers, knowledge builders, and lifelong learners?

53. FIG Action Plan Ask a research question/Identify a problem Create a hypothesis Review the secondary research Create outcomes Conduct primary research Review and evaluate Disseminate findings

54. I understand what faculty inquiry is and does. 1.Strongly agree 2.Agree 3.Disagree 4.Strongly disagree 5.Not sure

55. A Question to Consider What are your questions about students and student learning?

56. Dr. Barbara Jaffe Associate Dean, Academic Affairs El Camino College

57. Puente’s MissionSince 1981 Through academic preparation—to increase the number of educationally disadvantaged students who: Enroll in 4-year institutions Earn college degrees Return to the community as mentors and future leaders

58. 1981 Puente Student Demographics Mexican-American and Latino students Did not seek academic counseling Were not enrolled in college level writing courses Were the first in their families to attend college Today?

59. Latino students: highest dropout rate in community colleges (94.1% of Latinos in CA won’t complete their AA Degree) From families with no college experience From low-income areas Have a record of low performance for participation in college-track classes Most test at pre-transfer level English course skill level Puente Student Profile

60. Fluent English speakers Many are second or third generation Mexican/Americans Generally avoid counselors and English classes Inexperienced writers Grade point averages are quite low Unclear career goals Few are likely to transfer to four-year colleges and universities Puente Student Profile

61. Three Areas of Service Teaching Counseling Mentoring Today: 65 community colleges 36 high schools

62. Puente Project Format Cohort of 30-35 students, together for 2 semesters Students begin in developmental English course (1 semester below transfer level) Latino literature used in the first semester writing course—working on creating their writers’ voices Counselor teaches the Human Development course Counselor is often in the English classroom and the writing instructor often attends the HD course

63. The Puente Classrooms Facilitate: Interdependence Personal responsibility A sense of community Connection to academics Culturally responsive teaching

64. Paradigm Shift

65. Why is Puente Successful? Foundation of Trust (Healy 1990) Ways in which we learn: “personal, experiential, emotional, intellectual, ethical, and practical” (Gillespie 2002, 225) Self-reflection in the learning process, reinforcing self-confidence (Cross 1981)

66. Puente’s Success… continued Curriculum integrating academic with social, emotional, spiritual elements to address the total student (Rendon 2002) Change occurs when a community is created around people—where new beliefs can be practiced, expressed, and nurtured (Gladwell 2002)

67. The Familia Model in the Classroom Validation of the student’s inner life Connection between life experiences and classroom work (validation and meaning) Connection between their work and their peers’ work (interdependence)

68. The Writing Component… COMFORT WITH SELF WRITING ABOUT SELF FINDING WRITER’S VOICE COMFORT IN ACADEMICS

69. The Puente Project: What We Have Learned We’ve learned that the students leave the Puente class with a sense of being writers, that they have developed processes they can use. We’ve learned that the students do not have to develop into Grade A academic whizzes by the end of that one Puente year. They simply have to learn how to write the way the rest of us who have been more fortunate in our educational experiences do. We’ve learned that the students can be prepared to handle the bureaucracy of the educational system. We’ve learned the transforming power of the Puente mentors and the active, engaged community they represent. We’ve learned that in a year a great many changes can happen in the right context, in a supportive environment. These changes are almost exponential. Pupils go from writing almost nothing to writing confidently and at length.—Dr. Mary K Healy (1990)

70. Puente Works!

72. Match the effective practices to the outcomes: Faculty Inquiry Tutorial Centers Bridge Programs Puente Integrated Approaches Puente Integrated Approaches Integrated Curriculum Contextualized Basic Skills Math and English Contextualized Basic Skills Math and English Motivation and Confidence Curricular Changes Diagnostic and Specific Disciplinary Aid Holistic and Culturally Appropriate

73. We need an educated California!