Developmental Students in Non-Developmental Classes

(1)

Developmental Students in

Non-Developmental Classes

A Multi-Disciplinary Review

A Presentation for the Spring 2009 Professional Development Day Ms. Shana Mason, Ms. Krista Kozel & ,

(2)

Mission Shift

• DACC is much like many community colleges throughout the nation

• Since its beginning in 1973g g

– Open enrollment

– Booming enrollmentBooming enrollment

– Many under-prepared students

(3)

Mission Shift

Percent of Fall New Students Enrolled in Either Developmental Math or Developmental English at DACC

Mission Shift

Fi t hift i

80% 100%

Mean=87%

• First shift was in 1988 and the i i f 20% 40% 60% provision of remedial courses t d d

9 of 10 new students enrolled in Developmental Education

FA96 FA97 FA98 FA99 FA00 FA01 FA02 FA03 FA04 FA05 FA06 FA07 FA08 Series1 92% 91% 93% 92% 89% 90% 90% 90% 88% 86% 83% 83% 73%

0% 20%

to under-prepared students

(4)

Mission Shift

• Second shift was in 1999 & start of General Education courses (non-DE academic)

– 1996 – 2 of 3 students were in Technical Studies – 2007 – 1 of 2 are in General Education

1996 2007 Academic Developmental Academic Developmental 651 Associate Degrees Highest percentage (1 in 3) in Developmental Technical Developmental Technical 651 Associate Degrees awarded in 2007-2008 ( ) General Studies

(5)

A Measure of Success?

• Recruiting, retention and intervention have all

t ib t d t h l th

contributed to phenomenal growth

More first-term Larger class

size

More first term Freshmen in reading and writing-intensive l Larger number of classes g under-prepared students in writing and reading intensive reading-intensive classes

(6)

Challenges of Success

• Most General Education classes are filled by Developmental Education students

Developmental Education students • Half require

remedial 100%

Percent of Fall New Students Enrolled in Developmental English at DACC remedial English and Reading 60% 80% Mean=49% Reading • Impacts non-DE courses 40% 60% DE courses performance

0% 20%

(7)

Challenges of Success

• Developmental Math students more studied

d t d

and supported

– ATD/Lumina – PRIMOS

• Developmental English/Reading students g g

receive less focus

• Developmental English/Reading students inDevelopmental English/Reading students in non-developmental classes receive even

less institutional focus less institutional focus

(8)

Challenges of Success

• Lower success rates of under-prepared p p

students significant in most Gen Ed courses • Focus on Communication, Government,Focus on Communication, Government,

History, Sociology & Psychology disciplines

– Largest General Education disciplines (outside ofLargest General Education disciplines (outside of Math and English)

– COMM, PSY & SOC part of all DACC AssociateCOMM, PSY & SOC part of all DACC Associate Degree plans and several Certificate Programs

(9)

Sections Offered 2000-01 16 Sections 2008-09 68 Sections 2000-01 5 Sections 2008-09 19 Sections 2000-01 3 Sections 2008-09 41 Sections 2000-01 16 Sections 2008-09 39 Sections 2000-01 16 Sections 2008-09 35 Sections

(10)

Enrollment in Communications 1000 1100 1200 Enrollment in Communications 700 800 900 500 600 700 Seatcount 200 300 400 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 COMM253 50 51 77 137 143 216 344 322 0 100 COMM265 304 523 708 748 891 1,030 1,047 1,074

(11)

Enrollment in Government 1000 1100 1200 Enrollment in Government 700 800 900 t 500 600 700 Seatcoun t 200 300 400 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 GOVT110 34 38 27 67 60 77 85 90 0 100 GOVT100 51 90 95 143 150 208 249 295

(12)

Enrollment in History 1000 1100 1200 Enrollment in History 700 800 900 unt 400 500 600 Seatco 0 100 200 300 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 HIST101 44 39 54 124 191 271 193 147 HIST102 21 48 34 131 147 116 183 122 HIST201 57 107 74 76 196 228 314 251 0 HIST202 94 74 172 199 160 142 105 186

(13)

Enrollment in Psychology and Sociology

1000 1100 1200

Enrollment in Psychology and Sociology

700 800 900 t 500 600 700 Seat coun t 200 300 400 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 2007-2008 PSY201 363 440 567 682 772 708 803 817 0 100 SOC101 341 424 535 638 723 780 702 508

(14)

90% 100%

Pass-rates for Communication

60% 70% 80% 90% 30% 40% 50% 60% 0% 10% 20% 30% Passed ENGL111 Didn't Pass ENGL111 Passed CCDE110 Didn't Pass CCDE110 Passed CCDE105 Didn't Pass CCDE105 Didn't Take English First Didn't Pass 163 98 105 64 52 31 235 Passed 846 79 302 21 80 9 485 0%

(15)

90% 100%

Pass-rates for Government

(16)

90% 100%

Pass-rates for History

60% 70% 80% 90% 40% 50% 60% 10% 20% 30% Passed ENGL111 Didn't Pass ENGL111 Passed CCDE110 Didn't Pass CCDE110 Passed CCDE105 Didn't Pass CCDE105 Didn't Take English First Didn't Pass 117 77 86 73 68 61 96 Passed 393 75 124 61 88 60 156 0%

(17)

90% 100%

Pass-rates for Psychology

(18)

90% 100%

Pass-rates for Sociology 101

(19)

Up to the Challenge?

• How can instructors improve the success of

DE t d t i DE ?

DE students in non-DE courses?

– Professional development opportunities

• Convocations, Fall and Spring PD training • NADE “Best Practices” seminars

NMHEAR

Is it enough?

• NMHEAR • BLC

• Specialized conferencesSpecialized conferences

• Coordination with FT faculty

(20)

GS & the Writing Component

• Commitment to incorporate best practices to

b tt f d d

better ensure success of under-prepared students in our courses

• Use of paired classes – “learning communities”

SP 2009 1st _{A&H course}

FA 2009 7 x paired

courses • HIST 102 & CCDE 110

• GOVT 100 & CCDE 110

• SOC 101 & ENGL 111 (2 sections) paired with CCDE 110 courses covering 6 disciplines ( )

• COMM 253 & ENGL 111 • COMM 265 & ENGL 111

(21)

GS & the Reading Component

• Content area reading is a concerng

Average ACT reading scores COMPASS – Fall 2008 - 7 of 10 placed into National – 21.4 New Mexico – 21.0 DACC – 16.98 75% scored 19 or lower - 7 of 10 placed into developmental reading - No student from that cohort enrolled in any developmental 75% scored 19 or lower

reading course

Semester Seat count Sections

Fall 2006 200 11

Fall 2007 196 9

Fall 2008 163 8

Fall 2009 8 Sections

(22)

ATD Proposal

• Improve success of Developmental Education (DE) students in non-developmental “gateway” courses through the development and

implementation of content area literacy initiatives

(23)

Proposal

• Train select faculty members in reading lit

literacy

• Two-track approach

– Literacy Reading Apprenticeship Program

• Communication · Sociologygy

• Psychology · Program Coordinator

Kellogg National Center for Developmental – Kellogg National Center for Developmental

Education

(24)

Proposal

• Using “train the trainer” concept to conduct workshops on content area literacy

workshops on content area literacy

– Local area high school faculty

DACC FT and PT faculty members – DACC FT and PT faculty members

(25)

Proposal

• Develop Supplemental Instruction courses for p pp

content area courses

– Trainees to develop and instruct 1 credit hour p COLL 101 discipline-specific literacy courses – Advising to recruit candidates for SI courses

– Four sections (2 x COMM, 1 x SOC & 1 x PSY) – Intervention Coordinator to oversee

(26)

Up to the Challenge?

• Given

– That enrollment will remain high

– That the Developmental Education population 2008 Lumina Foundation Report…2008 Lumina Foundation Report…

“ t d i tit ti

will remain high

– That the college will continue its shift to a 2+2,

G l Ed ti ll

“…postsecondary institutions... failed to provide them with additional supports beyond their

(27)

(28)

Developmental Students in

Non-Developmental Classes

A Multi-Disciplinary Review

A Presentation for the Spring 2009 Professional Development Day Ms. Shana Mason, Ms. Krista Kozel & ,

(29)

Success Rates

First Time DACC Students Fall 2008

First-Time DACC Students – Fall 2008

Course Total Students Passed Percentage

COMM 253G 52 29 55 77% COMM 253G 52 29 55.77% COMM 265G 68 50 73.53% PSY 201G 92 68 73.91% PSY 201G 92 68 73.91% SOC 101G 94 47 50.00%

(30)

Success Rates

All Sections Fall 2008

All Sections – Fall 2008

Course Total Students Passed Percentage

COMM 253G 172 122 70 93% COMM 253G 172 122 70.93% COMM 265G 456 345 75.66% PSY 201G 388 294 75.77% PSY 201G 388 294 75.77% SOC 101G 412 258 62.62%

(31)

Students Served

100%

Percent of Fall New Students Enrolled in Developmental Math at DACC

Math Placement

80% 100% Mean=78%

Math Placement

40% 60% 20%

FA96 FA97 FA98 FA99 FA00 FA01 FA02 FA03 FA04 FA05 FA06 FA07 FA08

Series1 88% 84% 86% 85% 81% 83% 82% 82% 79% 77% 70% 71% 60%

(32)

Students Served

100%

Percent of Fall New Students Enrolled in Developmental English at DACC

Math Placement

80%

Math Placement

40% 60% Mean=49% 20% 40%

0%

(33)

Percent of Fall New Students Enrolled in Either Developmental Math

Students Served

100%

Percent of Fall New Students Enrolled in Either Developmental Math or Developmental English at DACC

Mean=87%

Math Placement

60% 80%

Math Placement

40% 60% 20%

(34)

(35)

Mean COMPASS and ACT for

First-Mean COMPASS and ACT for First

Time DACC Students

Fall 2007

COMPASS ACT

Pre-Algebra Algebra Writing Reading ACT English ACT Math ACT Reading ACT Science ACT Composite

38.9 30.6 46.9 72.5 15.3 16.5 17.0 17.1 16.5

Fall 2006

COMPASS ACT

COMPASS ACT

Pre-Algebra Algebra Writing Reading ACT English ACT Math ACT Reading ACT Science ACT Composite

(36)

90% 100%

Pass-rates for COMM265

60% 70% 80% 90% 30% 40% 50%

Passed Didn't Pass Passed Didn't Pass Passed Didn't Pass Didn't Take 0% 10% 20% Passed ENGL111 Didn t Pass ENGL111 Passed CCDE110 Didn t Pass CCDE110 Passed CCDE105 Didn t Pass CCDE105 Didn t Take English First Didn't Pass 27 31 34 26 13 14 63 Passed 708 46 209 10 47 5 350

(37)

90% 100%

Pass-rates for GOVT110

60% 70% 80% 90% 30% 40% 50% 60% 0% 10% 20% 30% Passed ENGL111 Didn't Pass ENGL111 Passed CCDE110 Didn't Pass CCDE110 Passed CCDE105 Didn't Pass CCDE105 Didn't Take English First Didn't Pass 17 6 9 2 5 1 11 Passed 54 3 14 2 2 1 22

(38)

90% 100%

Pass-rates for HIST102

60% 70% 80% 90% 30% 40% 50% 60% 0% 10% 20% 30% Passed ENGL111 Didn't Pass ENGL111 Passed CCDE110 Didn't Pass CCDE110 Passed CCDE105 Didn't Pass CCDE105 Didn't Take English First Didn't Pass 36 9 9 7 3 2 18 Passed 130 6 26 0 7 1 36

(39)

Up to the Challenge?

• Where do we go from here?

(40)

Up to the Challenge?

• Should success of DE students in non-DE

courses be a shared institutional/state focus?

– Encourage programs and actions to better

Collect better data

ensure success in non-DE courses

– Partition DE students from non-DE courses

Do more to support remedial students • Should DE students in non-DE courses

receive the same focus as other programs p g

(41)

Up to the Challenge?

• Should success be regulated by entry into courses

– Pre- or co-requisites

– Admissions, advisory or enrollment restrictions

Bottlenecks? - Impact on credit-bearing coursework. - Slow student d ti graduation

(42)

90% 100%

Pass-rates for History