Student Data: Greater Success with Higher Placement,
Shorter Remedial Sequences, and Student
Development Support
Craig Rutan, ASCCC Facilitator; Janet Fulks, Bakersfield College; Eileen Pierce, Bakersfield College
Bakersfield College has redesigned and restructured basic skills placement and
coursework, creating a shorter and more successful pathway for students that is combined
with wrap-around support services. College research revealed a “whittling syndrome”
with the remedial sequences, a syndrome that not only affected unsuccessful students
but also successful students. To address these issues, Bakersfield College implemented
multiple measures based upon the Common Assessment Multiple Measures work-group
suggestions and the ASCCC 2014 paper Multiple Measures in Assessment: The
Requirements and Challenges of Multiple Measures in the California Community Colleges
recommendations. Combining higher placement with compressed and accelerated
coursework has shortened the path to gateway math and English classes, and as a result
Bakersfield has seen increased success and closing of achievement gaps in gateway
courses.
Student Data: Greater Success with Higher Placement,
Shorter Remedial Sequence's, and Student
Development Support
ASCCC INSTRUCTIONAL DESIGN INSTITUTE 2016
Goals
1. Improve access
2. Increase student
engagement
3. Improve student
progression
4. Decrease student
time to completion
Student Success at BC
BSI new proposal
The Community College Basic Skills Student Outcomes and Transformation
Program
More, faster, better
Redesign – Curriculum Career Pathways – Assessment and Placement
procedures
Include minimum of 2 evidence based practices
(Placement practices, placement to gateway courses, align remedial
content with voc ed, contextualize remedial instruction, proactive student
services, 2-3 course sequences to college level English or Math, other)
Bonus points for collaboration with K-12 and articulation
Connection with High Schools
1. Assessment Testing at High schools (increased
placement 9% in math and 3% in English college level)
2. Matriculation and Registration at high schools (42)
3. Retrieval of transcripts
4. Discussion of ERWC, AP and IB courses and placement
5. Development of better HS curriculum and college
alignment
BC Philosophy behind MMs and Assessment
Tests aren’t always the best measures
Tests alone are TERRIBLE measures
The goal is to predict success
More information provides better placement
We need to simplify the algorithm – junior year grades
Not perfect, iterative – don’t wait
Thousands of reasons to START NOW
7
Match scores
with variables
23%
28%
32%
43%
49%
55%
65%
70%
75%
Students Results
2.0 HS GPA
3.0 HS GPA
4.0 HS GPA
30 Compass Score
Very Low
60 Compass Score
90 Compass Score
Very high
Multiple Measures: Why We Do It
Compass Score
(30 extremely low to 90 extremely high)
High School GPA
30
60
90
2.00
23%
28%
32%
3.00
43%
49%
55%
4.00
65%
70%
75%
Westrick & Allen, 2014: Conditional Success Rates (Table 6) http://bit.ly/ACTandGPA
Multiple Measures: Improved Accuracy
Course
Compass Test
Compass
HSGPA
HSGPA + Compass
English 1
Writing Skills
.31
.57
.62
Arithmetic
Pre-Algebra
.57
.34
.66
Algebra
Pre-Algebra
.36
.65
.80
Intermediate Algebra
Algebra
.47
.66
.84
College Algebra
Algebra
.41
.76
.88
College Algebra
College Algebra
.51
.76
.94
Westrick & Allen, 2014: ACT COMPASS Validation Median Logistic R (Table 4) http://bit.ly/ACTandGPA
Multiple Measures Success: English
Fall 2014 English MIH Cohort
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Not Bumped
Bumped
BC overall
MIH Overall
ACDV B65
ENGL B60
ENGL B53
ENGL B50
ENGL B1A
82%
75%
74%
58%
68%
53%
50%
57%
50%
47%
50%
60%
67%
58%
63%
81%
65%
54%
48%
64%
Not Bumped
Bumped
BC overall
MIH Overall
Multiple Measures Success: Math
Fall 2014 in Remedial Math MIH Cohort
120%
100%
80%
60%
40%
20%
0%
Not bumped
Bumped
BC overall
MIH overall
ACDV B77
ACDV B72
Math B50
Math B60
Math B70
41%
100%
60%
41%
67%
36%
73%
100%
58%
61%
59%
48%
31%
40%
48%
44%
44%
80%
61%
35%
Not bumped
Bumped
BC overall
MIH overall
Lessons learned from High School
partners and Multiple Measures
1. Good communication with
High Schools – find a champion
2. Listen
3. Be honest but acknowledge
your own data
4. Focus on the students – like
us they have other targets
required
5. High Schools want their
students and community to be
educated
•50 Mentors
•5-10 Students/each
•Faculty, Staff, and
Administrators
•Required Training:
20 Hours
•Issues with
communication
•Issues with follow-thru
•Moving to Peer
Mentors
•Moving to Pathways
MIH Mentors
MIH Mentoring: Successes
•Greater connection with students
•Awareness of programs & activities (SI,
tutoring Financial Aid)
•Sense of BC Community
•Reassurance (Being on the right track;
Questions are addressed)
•Insight to students’ “college knowledge”
•Professional Development & fundamentals for
Mentors
•Recognition of SEP & other “college essentials”
2009
2014
2015
Rad Tech
Undeclared
Biology
Nursing
Library
Physical Science
Counseling (classes)
Math
Philosophy
ESL
Foreign Language
ACDV
Allied Health
Communication
Behavioral Science
Agriculture
Health & PE
Performing Arts
Business
Social Science
Engineering & IT
Art
FACE
Work Experience
Fire Tech
Admin of Justice
Appr
STUDENT ED PLAN COMPLETION BY DISCIPLINE 2009, 2014 AND 2015
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Student Success at BC
Progression and Completion
1. Late Adopters - Accelerated and compressed
curriculum in English, Math and Reading
2. Early Adopters - Multiple Measures (Developed using
CAI MM workgroup suggestions, STEPs (LBCC), ASCCC
Multiple Measures paper). These have morphed every
year …..
3. Coordinated - Used the transcript review to place
students into accelerated after bumping up
4. Early adopters - Pathways
Course Acceleration & Compression
Scaling up at BC
Scaling up Accelerated Course Offerings
Scaling Up of Compressed Courses
35
7
30
30
6
26
25
5
19
20
4
15
3
9
10
2
5
1
5
5
3
2
0
0
0
Eng B50/B1A
201430
EMLS
201470
Math 50/60
201530
Math 60/70
201570
ACDVB55
Acc Reading
ACDVB61
ENGLB53
2013-14
2014-15
ACDVB72
DevMath
0
MATH B65
Success rates
Term
Overall (pct.)
Fall 2011
Fall 2012
Fall 2013
Fall 2014
65.5
67.1
67.0
66.5
Compressed
Courses (pct.)
60.1
64.0
65.5
66.4
Spring 2012
Spring 2013
Spring 2014
Spring 2015
64.7
66.8
68.2
68.3
60.2
61.6
65.5
64.8
Accelerated
Courses (pct.)
54.8
59.2
60.0
57.8
Course Acceleration & Compression
Transfer-level Math Completion in 2 years
50%
44%
41%
39%
40%
35%
30%
23%
20%
18%
14%
10%
10%
0%
African American
Asian American
Comparison
Hispanic
Acceleration
White
Saving Students Money and Time
In 2015, BC saved
students
2111 semesters
through multiple
measures and
improved testing
Student Success at BC
Supplemental Instruction (SI)
The Essential Elements
Targets Specific Courses, Not Students
Offers Peer-Facilitated Study Sessions
Combines Content & Study Skills
Peer Leader Attends Every Class
Peer Leader Receives Ongoing Training
Role of the SI Leader (Peer Leader)
Attends students’ class every lecture/lab meeting
• participates in class & identifies student needs
• acts as a model student
Facilitates voluntary study sessions for students outside of class time 2-3 hours/week
on a regular schedule
Promotes upcoming study sessions in class at start of each lecture
Establishes rapport and builds relationships with students
Shows students how to learn course content
Meets with instructor weekly (30 min.) to discuss how study sessions are progressing
and exchange ideas on ways to assist students
The Power of the SI Group to Promote Learning
*Study SI Data alone for 5 minutes—take notes or employ whatever
strategy you would normally use to understand and retain the info. Then,
write down 3 observations you made based on your study of the data.
*Now get in groups of 3 and discuss these questions regarding the same
set of data:
1. What trends or patterns do you see in the data?
2. Are there any aspects of it that surprise you? Explain.
3. What overall story is the data telling regarding the effectiveness of SI?
Which method of study was most effective in engaging you in your
analysis of the information?
Supplemental Instruction
Term
Spring 2014
Summer 2014
Fall 2014
Spring 2015
Summer 2015
Fall 2015
Spring 2016
SI Leaders
12
5
17
26
9
60
115
Fall 2015
SI
A
Attendance
0 22%
1-2 times 18
Sections
20
9
29
43
15
102
154
SI Success Fall 2015 Attendance: 0
Successful 72%
Unsuccessful 28%
F
Total #
Students
Avg
GPA
B
C
D
25%
25%
11%
16% 847
2.28
34
24
9
14
179
2.33
3-5 times 24
35
24
9
8
101
2.55
6+ times 35
29
26
7
2
215
2.87
Attendance: 1-2 Times Attendance: 3-5 times Attendance: 6+
77
83
23
17
91
9
Parting Thought on SI
What would it take to implement an SI
Program at your school?
Goal 2: Improve Student Progression
Success in English Gateway Course
Success in Math Gateway Course
Gap is being mitigated
as success increases
77%
Hispanic gap is
being closed
68.80%
76.90%
73.30%
69%
African American gap
is being closed
67.70%
59.90%
64%
55.20%
57.40%
56.70%
43.50%
ALL
AFRICAN AMERICAN
2009-10 to 2012-13
HISPANIC
2011-12 to 2013-14
ALL
AFRICAN AMERICAN
2009-10 to 2012-13
HISPANIC
2011-12 to 2013-14
Moving Forward: Partnerships
Dr. Janet Fulks, BC Dean of Student Success & Pre-collegiate Studies, Dr. Ben Sherley KHSD Director of Ed
Services, Vickie Spanos, KHSD Director of Instruction, Dr. Jacqueline Mimms, CSUB AVP of Enrollment
Management, Kristy Fraley, KHSD Resource Counselor, Lesley Bonds, BC MIH Program Manager