Accelerating Opportunity
2014 Fall Technical Assistance Institute
Atlanta, Georgia October 9, 2014
Michael Lawrence Collins, Jobs for the Future
Postsecondary State Policy Network
13 States
TEN YEARS AGO…
Assessment and Placement
One Shot Deal: Students’
Perceptions of Assessment
and Course Placement in
California’s Community
Colleges
By Andrea Venezia (West Ed)
Finding:
Students perceive assessment
tests to be a high stakes “one
shot deal” that can place them in
remedial courses for a long time
but has little connection to what
students studied in high school
Do High Stakes Exams Predict
College Success?
By Judith Scott-Clayton (CCRC)
Finding:
Using multiple measures could reduce
the remediation rate by 8 to 12
percentage points while maintaining or
increasing success rates in college
level courses
Rationale for Acceleration: Eliminate Points of Attrition
Course Completion/Enrollment for Students Referred
to Lower Level Remedial Math
Key Evidence Influencing Development Education Reform
RESEARCH
FINDINGS
Quantitative Studies:
• Calcagno & Long 2008
• Martorell & McFarlin
2007/2011
• Dadgar, 2012
• Scott-Clayton & Rodriquez,
2012
-Generally little positive effects for
developmental education for
students near “cut score” point
Co-Requisite Model
Community College of Baltimore County Accelerated Learning
Project (ALP)
Students who test into highest level developmental writing enroll in
English 101 with supports
Results:
Students passed the English gateway course within a year at a
rate of 82% in comparison to 69% of non-ALP students who took
the developmental education course.
Program Structure and Early Connection to Programs of Study
The Shapeless River: Does
Lack of Structure Inhibit
Student Success?
By Judith Scott-Clayton
• The observational evidence is
very strong that community
college students are often
overwhelmed by the complexity
of navigating their community
college experience
Get with the Program
By Davis Jenkins (CCRC)
• Over 50% of students who
entered a program of study in
first or second term earned a
certificate, degree, or
transferred to a 4-year
institution without a credential
Source: CCRC Working Paper No. 32 April 2011
Align Academic Requirements to Students’ Programs of Study
Statway
A one-year academic course that allows students to complete
developmental math and statistics at the same time
28 institutions. 8 states: CA, FL, MA, MN, NY, TX, & WA
Results:
Roughly 50 % of developmental math students entering Statway
have earned college math credit in a year or less. Among
developmental math students in these same schools, only 16% of
have earned college math credit in two years.
CUNY Accelerated Study In Associate Programs
Financial Supports
• Tuition Waiver
• MetroCards
• Textbooks
Student Services
• Advising
• Tutoring
• Career Services
Course Enrollment
• ASAP Seminar
• Block-Schedule
Classes
Requirements / Messages
• Enroll Full-time
• Take Dev. Ed. Early
• Graduate in 3 Years
Progress and Next Steps
Progress:
Next Steps:
•
•
•
•
•
•
• Document and codify
successful models, programs,
and policies
• Build infrastructure networked
improvement
• Scale
Readiness
Assessment
Acceleration
Alignment w/ programs of study
Advising & Counseling
Pathways
MICHAEL LAWRENCE COLLINS
ASSOCIATE VICE PRESIDENT, POSTSECONDARY STATE POLICY
mcollins@jff.org
twitter: @mikejff
TEL 617.728.4446 FAX 617.728.4857 info@jff.org
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