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Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County

Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County. Outline of t he 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.

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Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County

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  1. Co-Requisite Models for Developmental Education Peter Adams The Community College of Baltimore County

  2. 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

  3. Data showing disappointing results developmental education

  4. Data from Recent Studies The Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years. graduated in 4 years 25% placed in dev ed did not graduate in 4 years 75%

  5. 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.” passed ENG101 in 4 years 45% placed in dev ed did not pass ENG101 in 4 years 55%

  6. took no more writing courses 135 16% never passed 052 373 43% A, B, or C in 101 287 33% took 052 1988/1989 863 100% S in 052 490 57% took 101 355 41% D, F, or W in 101 68 8% Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Project

  7. Data showing disappointing results developmental education Financial crisis

  8. student becomes discouraged • changes at work • financial problems • student loses confidence • laid off Why Do Students Drop Out? • student wasn’t prepared for college-level work • problems with children • affective issues • life happens • legal problems • car trouble • student becomes depressed • abusive situation at home • stress becomes unbearable • eviction • medical problems • student feels isolated

  9. non- • cognitive • issues • life • issues • affective • issues • what is the solution?

  10. 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

  11. Credit Course Dev Course Dev Course Dev Course Dev Course What is a Co-Requisite Model? first semester second semester traditional model co-requisite model

  12. Credit Course Dev Course Dev Course Credit Course What is a Co-Requisite Model? first semester second semester traditional model co-requisite model

  13. 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

  14. 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

  15. A L P The Accelerated Learning Project

  16. Dundalk Catonsville Essex Hunt Valley Owings Mills Randallstown A L P The Accelerated Learning Project

  17. Community College Baltimore County CCBC Students 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

  18. 25% 100% 50% 75% Placement into Dev ED 81% 77% 68% 58% all students math English reading

  19. RDG 052 RDG 051 ENGL 051 ENGL 052 ENGL 101 ENGL 102 MATH 082 MATH 083 MATH 081 CCBC’s Developmental Education Courses: 10% 90%

  20. ALP ENG 101 ENG 052 A L P

  21. 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)

  22. ALP ENG 101 ENG 052 A L P

  23. ALP ENG 101 ENG 052 A L P

  24. ALP ENG 101 ENG 101 ENG 052 A L P

  25. ALP ENG 101 ENG 101 ENG 052 A L P

  26. 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

  27. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% took no more writing courses 943 17% did not pass ENG 052 1941 35% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010

  28. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% passed ENG 101 1829 33% passed ENG 101 438 74% took no more writing courses 943 17% didn’t pass ENG 101 832 15% did not pass ENG 052 1941 35% didn’t pass ENG 101 154 26% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010

  29. 69% pass ENGL 101 69% pass ENGL 101 ALP Success Rates, 2007-10 (data from CCBC Institutional Research) 75% 73% pass ENGL 101 74% pass ENGL 101 50% 31% pass ENGL 101 31% pass ENGL 101 29% pass ENGL 101 25% 24% pass ENGL 101 052 fall 07 ALP fall 07 052 fall 08 ALP fall 08 052 fall 09 ALP fall 09 052 fall 10 ALP fall 10

  30. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took ENG 102 296 50% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 102 554 10% took ENG 102 721 13% passed ENG 102 195 33% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% passed ENG 101 1829 33% passed ENG 101 438 74% took no more writing courses 943 17% didn’t pass ENG 101 832 15% did not pass ENG 052 1941 35% didn’t pass ENG 101 154 26% haven’tpassed ENG102 101 17% haven’t taken ENG 102 142 24% F, I, or W in ENG102 167 3% haven’t taken ENG 102 1109 20% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010

  31. 10% 20% 30% 50% 40% Longitudinal Studies: Credits Earned after One Year 58% n=295 56% n=2757 traditional dev writing ALP cohort from fall 07, 08, 09, and 10 33% n=1647 24% n=120 17% n=88 11% n=526 no credits A L P 15or more credits 1-14 credits The Accelerated Learning Project

  32. 10% 20% 30% 40% Longitudinal Studies: Credits Earned after Two Years traditional dev writing (N = 3579) cohorts from fall 07, 08, and 09 ALP (N = 238) 40% n=1423 35% n=84 28% n=1016 24% n=58 24% n=56 20% n=726 17% n=40 12% n=414 no credits 1-14 credits 15-29 credits 30 or morecredits

  33. 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 non-cognitive 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.

  34. 160students 20 sections 80 sections 320 students 40 sections 80 students 1280 students 160 sections 640 students 2011-12 2007-08 2008-09 2009-10 2010-11

  35. 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

  36. Costs Under Traditional Model 1000 students A L P The Accelerated Learning Project

  37. Costs Under Traditional Model 20 students per section A L P The Accelerated Learning Project

  38. 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

  39. 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

  40. Costs Under Traditional Model total for developmental course = 150 faculty credit hours 81 faculty credit hours total for 101= total = 231 faculty credit hours A L P The Accelerated Learning Project

  41. Costs Under ALP 1000 students A L P The Accelerated Learning Project

  42. Costs Under ALP 10 students per section A L P The Accelerated Learning Project

  43. Costs Under ALP 100 sections of ALP DevEng X 3 faculty credit hours/section = 300 faculty credit hours A L P The Accelerated Learning Project

  44. 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

  45. Comparison of Costs for 500 Students Traditional ALP DEV: 50 sect X 3 cr/sect = 150 fch DEV: 100 sect X 3 cr/sect = 300 fch 101: 18.5 sect X 3 cr/sect = 81 fch 101: 50 sect X 3 cr/sect = 150 fch TOTAL: 231 fch TOTAL: 450 fch A L P The Accelerated Learning Project

  46. traditional factory ALP factory An Analogy cost/year to operate widgets per year cost per widget $231,000 33,000 $7.00 $450,000 74,000 $6.08 A L P The Accelerated Learning Project

  47. cost per year students per year cost per student traditional factory ALP factory students per year cost per year cost per student An Analogy 330 (33%) of 1000 students pass FYC .700 fchper passing student 231 fch 740 (74%) of 1000 students pass FYC .608 fch per passing student 450 fch A L P The Accelerated Learning Project

  48. cost per year students per year cost per student traditional factory ALP factory students per semester cost per year cost per student An Analogy 330 (33%) of 1000 students pass FYC .700 fchper passing student 231 fch 740 (74%) of 1000 students pass FYC .608 fch per passing student 450 fch A L P The Accelerated Learning Project

  49. 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.

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