Corequisite models for developmental education

Report
Co-Requisite Models for Developmental Education
Peter Adams
The Community College of Baltimore County
Outline of the Presentation
What is the problem?
What is a co-requisite model?
What is ALP?
What kinds of results has ALP produced?
What about costs?
A
L
P
The Accelerated Learning Project
developmental
education
Data from Recent Studies
The Gates Foundation reports three quarters of
developmental students do not receive a degree
or certificate within four years.
placed in
dev ed
graduated
in 4 years
25%
did not
graduate
in 4 years
75%
Data from Recent Studies
The Community College Research Center at Columbia
(CCRC) has found that “that few students referred to
developmental education progress through their
developmental education sequence of courses to succeed in
college-level courses: within four years, only . . . 45 percent of
students in the study successfully completed a course in
college-level . . . English.”
placed in
dev ed
passed
ENG101
in 4 years
45%
did not pass
ENG101
in 4 years
55%
Students who took ENG 052 for the first time in 1988/1989
took 052
1988/1989
863
100%
S in 052
490
57%
never
passed 052
373
43%
took 101
355
41%
took no
more writing
courses
135
16%
A, B, or C
in 101
287
33%
D, F, or W
in 101
68
8%
A
L
P
The Accelerated Learning Project
developmental
education
Why Do Students Drop Out?
affective
issues
life happens
eviction
life
issues
nonaffective
what isissues
the solution? cognitive
issues
Outline of the Presentation
What is the problem?
What is a co-requisite model?
What is ALP?
What results has ALP produced?
What about costs?
A
L
P
The Accelerated Learning Project
What is a Co-Requisite Model?
Dev
Course
Dev
Devtraditional
model
Course Course
co-requisite
model
first
semester
second
semester
Dev
Course
Credit
Course
What is a Co-Requisite Model?
traditional
model
co-requisite
model
first
semester
second
semester
Dev
Course
Credit
Course
Credit
Course
Dev
Course
Co-Requisite Models
 as tutoring
 as one credit workshop
 in a computer lab
 in a “stretch” format
 as supplemental instruction
 as a three-credit course
Outline of the Presentation
What is the problem?
What is a co-requisite model?
What is ALP?
What results has ALP produced?
What about costs?
A
L
P
The Accelerated Learning Project
A
L
P
The Accelerated Learning Project
Hunt Valley
Owings Mills
Randallstown
Catonsville
Essex
Dundalk
A
L
P
The Accelerated Learning Project
CCBC Students
Community College Baltimore County
credit students
33,817
average age
29
female/male
58/42%
students of color
50%
full/part-time
34/66 %
A
The Accelerated Learning Project
Placement into Dev ED
100%
81%
77%
75%
68%
58%
50%
25%
all students
math
English
reading
CCBC’s Developmental Education Courses:
MATH
081
MATH
082
MATH
083
RDG
051
RDG
052
ENGL
051
ENGL
052
10%
90%
ENGL
101
ENGL
102
ALP
ENG 101
ENG 052
A
L
P
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:
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)
ALP
ENG 101
ENG 052
A
L
P
ALP
ENG 101
ENG 052
A
L
P
ALP
ENG 101
ENG 101
ENG 052
A
L
P
ALP
ENG 101
ENG 101
ENG 052
A
L
P
Outline of the Presentation
What is the problem?
What is a co-requisite model?
What is ALP?
What results has ALP produced?
What about costs?
A
L
P
The Accelerated Learning Project
traditional
developmental
students:
fall 2007 –
fall 2010
ALP students:
fall 2007 –
fall 2010
took
ENG 052
Fa07-Fa10
5545
100%
took
ENG 052
Fa07-Fa10
592
100%
passed
ENG 052
3604
65%
took
ENG 101
2661
48%
did not pass
ENG 052
1941
35%
took no
more writing
courses
943
17%
passed
ENG 052
485
82%
took
ENG 101
592
100%
didn’t
pass
ENG 052
107
18%
took no
more writing
courses
0
0%
traditional
developmental
students:
fall 2007 –
fall 2010
ALP students:
fall 2007 –
fall 2010
took
ENG 052
Fa07-Fa10
5545
100%
took
ENG 052
Fa07-Fa10
592
100%
passed
ENG 052
3604
65%
took
ENG 101
2661
48%
did not pass
ENG 052
1941
35%
took no
more writing
courses
943
17%
didn’t
pass
ENG 101
832
15%
passed
ENG 052
485
82%
took
ENG 101
592
100%
passed
ENG 101
438
74%
didn’t
pass
ENG 052
107
18%
took no
more writing
courses
0
0%
didn’t
pass
ENG 101
154
26%
passed
ENG 101
1829
33%
ALP Success Rates, 2007-10
(data from CCBC Institutional Research)
75%
69%
pass
ENGL
101
50%
25%
24%
pass
ENGL
101
052
fall 07
29%
pass
ENGL
101
ALP
fall 07
73%
pass
ENGL
101
69%
pass
ENGL
101
052
fall 08
31%
pass
ENGL
101
31%
pass
ENGL
101
ALP
fall 08
052
fall 09
74%
pass
ENGL
101
ALP
fall 09
052
fall 10
ALP
fall 10
traditional
developmental
students:
fall 2007 –
fall 2010
ALP students:
fall 2007 –
fall 2010
took
ENG 052
Fa07-Fa10
5545
100%
took
ENG 052
Fa07-Fa10
592
100%
passed
ENG 052
3604
65%
took
took
passedpassed
ENG 101
ENG 102
ENG 102 ENG 101
2661
721
1829 554
48%
13%
33% 10%
did not pass
ENG 052
1941
35%
took no
didn’tF, I, or W
haven’t
more writing
pass
in
taken
courses
ENG102
ENG 102 ENG 101
943
832
167
1109
17%
15% 3%
20%
passed
ENG 052
485
82%
took
took
passedpassed
ENG 101ENG 102 ENG 101
ENG 102
296
592
438 195
50%
100%
74% 33%
didn’t
pass
ENG 052
107
18%
took no haven’t
didn’t haven’t
more writingtaken
pass passed
coursesENG 102 ENG 101
ENG102
0
154 101
142
0%
26% 17%
24%
Longitudinal Studies: Credits Earned after One Year
58%
56%
n=295
n=275
7
50%
traditional dev writing
ALP
40%
30%
cohort from fall 07, 08, 09, and 10
33%
n=164
7
24%
n=120
20%
17%
n=88
11%
n=526
10%
no
credits
1-14
credits
15 or more
credits
A
L
P
The Accelerated Learning Project
Longitudinal Studies: Credits Earned after Two Years
traditional dev writing (N = 3579)
ALP (N = 238)
cohorts from fall 07, 08, and
09
40%
40%
n=142
3
30%
35%
n=84
28%
n=101
6
20%
10%
20%
n=726
17%
n=40
no
credits
24%
n=58
24%
n=56
12%
n=414
1-14
credits
15-29
credits
30 or
more credits
Critical Features of ALP
Students take their developmental writing course concurrently with the
credit-level writing course, rather than as a pre-requisite.
The same instructor teaches the ALP course and the credit course.
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 noncognitive issues affecting their students.
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.
1280
students
160
sections
640
students
80
sections
320
students
80
students
160
students
20
sections
2007-08
2008-09
40
sections
2009-10
2010-11
2011-12
Outline of the Presentation
What is the problem?
What is a co-requisite model?
What is ALP?
What results has ALP produced?
What about costs?
A
L
P
The Accelerated Learning Project
Costs Under Traditional Model
1000 students
A
L
P
The Accelerated Learning Project
Costs Under Traditional Model
20 students per section
A
L
P
The Accelerated Learning Project
Costs Under Traditional Model
50 sections of Dev Eng
X 3 faculty credit hours/section
= 150 faculty credit hours
A
L
P
The Accelerated Learning Project
Costs Under Traditional Model
54% of traditional developmental
students take 101
.54 X 1000 = 540 students
540 students ÷ 20 students/section
= 27 sections
27 sections X 3 faculty credit hours/section
= 81 faculty credit hours
A
L
P
The Accelerated Learning Project
Costs Under Traditional Model
total for developmental course = 150 faculty credit hours
total for 101=
81 faculty credit hours
total = 231 faculty credit hours
A
L
P
The Accelerated Learning Project
Costs Under ALP
1000 students
A
L
P
The Accelerated Learning Project
Costs Under ALP
10 students per section
A
L
P
The Accelerated Learning Project
Costs Under ALP
100 sections of ALP Dev Eng
X 3 faculty credit hours/section
= 300 faculty credit hours
A
L
P
The Accelerated Learning Project
Costs Under ALP
100% of ALP developmental
students take ENG 101
1.00 X 1000 = 1000 students
1000 students ÷ 20 students/section
= 50 sections
50 sections X 3 faculty credit hours/section
= 150 faculty credit hours
A
L
P
The Accelerated Learning Project
Comparison of Costs for 500 Students
Traditional
ALP
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
A
L
P
The Accelerated Learning Project
An Analogy
cost/year
to operate
widgets
per year
cost per
widget
$231,000
33,000
$7.00
$450,000
74,000
$6.08
traditional factory
ALP factory
A
L
P
The Accelerated Learning Project
An Analogy
cost per year
231 fch
students per year
330 (33%) of
1000 students
pass FYC
cost per student
.700 fch per
passing student
traditional factory
cost per year
450 fch
students per
year
740 (74%)
of 1000 students
pass FYC
cost per student
.608 fch per
passing student
ALP factory
A
L
P
The Accelerated Learning Project
An Analogy
cost per year
231 fch
students per year
330 (33%) of
1000 students
pass FYC
cost per student
.700 fch per
passing student
traditional factory
cost per year
450 fch
students per
semester
740 (74%)
of 1000 students
pass FYC
cost per student
.608 fch per
passing student
ALP factory
A
L
P
The Accelerated Learning Project
Summing It All Up
Compared to traditional developmental writing
approaches, ALP
doubles the success rate,
cuts the attrition rate in half,
does it in half the time,
at slightly less cost per successful student.
Peter Adams
[email protected]

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