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Dr. Van Wilson Thomas MacKay National Conference on Acceleration in Developmental Education

VIRGINIA'S COMMUNITY COLLEGES DEVELOPMENTAL EDUCATION MATH REDESIGN What we know, what we're learning and where we're headed. Dr. Van Wilson Thomas MacKay National Conference on Acceleration in Developmental Education June 19, 2014. PRESENTATION OUTLINE. Introduction

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Dr. Van Wilson Thomas MacKay National Conference on Acceleration in Developmental Education

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  1. VIRGINIA'S COMMUNITY COLLEGES DEVELOPMENTAL EDUCATION MATH REDESIGNWhat we know, what we're learning and where we're headed... Dr. Van Wilson Thomas MacKay National Conference on Acceleration in Developmental Education June 19, 2014

  2. PRESENTATION OUTLINE • Introduction • Update on Student Outcomes • Developmental Math Dashboards In Quinn • Integrating Student Support • Next Steps

  3. Update on student outcomes

  4. DEVELOPMENTAL EDUCATION ANNUAL REPORT (2011) WHERE WE STARTED...

  5. IDENTIFYING A GAP IN KNOWLEDGE… • 57% of Fall 2007 FTIC Cohort placed into developmental mathematics • 34% placed into developmental reading and writing

  6. OF STUDENTS PLACING INTO DEVELOPMENTAL COURSES… Percent Passing Developmental Course on First Attempt

  7. WHAT HAPPENS TO THESE STUDENTS?

  8. VCCS REDESIGN CHRONICLED

  9. THREE DETF GOALS

  10. MEASURES OF SUCCESS

  11. Overarching Developmental Education Goals and Measures of Success

  12. STUDENT SUCCESS SNAPSHOT #24: DEVELOPMENTAL MATH TESTING & PLACEMENT For goal #1: Placement results

  13. VPT-MATH PLACEMENT CALCULUS TEST PLACEMENT T2 PLACEMENT T1 Placed D6: Exponents, Factoring, and Polynomials D1: Fractions Placed D7: Rational Expressions and Equations D2: Decimals D8: Rational Exponents and Radicals D3: Pre-Algebra D9: Functions, Quadratic Equations D4: Basic Algebra Placed D5: Graphs and Systems Placed

  14. STUDENT SUCCESS SNAPSHOT #26: STUDENT PERFORMANCE IN REDESIGNED DEVELOPMENTAL MATH COURSES For goal #2: success in developmental

  15. COHORT: SUCCESS IN DEVELOPMENTAL COURSES • Over 68% of students who placed into developmental math attempted at least one of the units they needed in the first four terms.

  16. COHORT: READINESS FOR COLLEGE-LEVEL MATH COURSES • 56% of students in the total study cohort either successfully completed their required developmental math units or were college-ready by the end of spring 2013.

  17. OVERALL: PROGRESS TOWARD COLLEGE-LEVEL MATH COURSES • Students enrolling in developmental math who made progress increased from 50% in fall 2011 to 65% in fall 2012.

  18. OVERALL: ATTEMPTED COMPARED TO COMPLETED • The average number of developmental math credit hours attempted reduced from 4.2 in fall 2011 to 2.8 in fall 2012. • The average number of developmental math credit hours completed within a semester stayed the same.

  19. COMMUNITY COLLEGE RESEARCH CENTER For goal #3: success in College-Level

  20. PERCENTAGE OF STUDENTS WHO PLACED INTO AND SUCCESSFULLY COMPLETED COLLEGE MATH

  21. VCCS FUTURE RESEARCH • Goal #3: Success in College WorkAnticipated publication: February 2015 • Goal #4: Outcome Success (Graduation or Transfer)Anticipated publication: October 2015

  22. CCRC RESEARCH

  23. Thomas MacKay, Decision Support System Director Quinn Developmental Education Reporting Structures

  24. What is Quinn?

  25. Quinn Data for Developmental Education

  26. Since May 2013 Existing Student Executive Dashboard

  27. Quinn Student Dashboard

  28. Student Dashboard – Course Activity

  29. Coming Soon! New Developmental Data Reporting Structure

  30. Data Structure

  31. Placements Tracking

  32. Defining Developmental Status:What is Success?

  33. Definitions for Success… • Multiple Definitions for Success • Completion of needed prerequisite developmental courses • Completion of ALL placed developmental courses • Transition to college Math or English • Successful completion of college Math or English • Graduation or transfer

  34. Multiple Course Paths • Multiple Course Paths • MTE • MTT • Multiple college level Maths • Transitional course differs based on academic program

  35. Multiple Exit Points • Multiple Exit Points • Not all placed courses are required to enter the necessary Math courses for an academic program • Has a student completed developmental education if they finished the units they need? • What if they come back later to take another program that requires the remaining developmental courses?

  36. Multiple Recording Methods • Multiple Recording Methods • MTE classes match the placement units, so credits earned can identify satisfaction • MTT classes aren’t distinct to the units being completed, so other methods are used: • Test Score Entry • Student Group Entry • Some colleges record Student Groups for MTE class completion as well

  37. Other Issues Too! • In addition to Multiple Everything… • Some students are allowed to transition to college level courses without completing developmental courses • Many students who are placed, never enroll • Many students who are placed and enroll never take developmental courses • Students can take developmental courses at any community college

  38. Status Tracking *Separatestatuses for Math and English

  39. Math Status Changes Upcoming! Success!

  40. Redesign Impact on Data Structure

  41. Status Tracking Now once all placements are satisfied the status is marked as complete ALSO!

  42. Coming Soon! New Developmental Dashboard

  43. Developmental Education Dashboard - Gender 2

  44. Developmental Education Dashboard - Age

  45. Developmental Education Dashboard – High School 2

  46. Developmental Education Dashboard – Placement Analysis

  47. To Be Determined… Next Steps

  48. Quinn Next Steps • New data structure in production this month • Release of new developmental education dashboard • Redesign of completion status to track math satisfaction by unit • New measures to track terms to complete developmental education • New Measures to track terms to complete college Math/English

  49. Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services Integrating Student Support

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