How Many Students Make it through College English & Math on Your Campus?

Webinar: Basic Skills Progress Tracker March 7, 2012 Deborah Harrington Katie Hern Myrna Huffman Craig Hayward
A collaboration of 3CSN, The California Acceleration Project, the Chancellor’s Office, the RP Group, and the Community College League of California

BASIC SKILLS PROGRESS TRACKER
¢  Provides

faculty easy, immediate access to cohort data on student progress through course sequences at their college version available now through state chancellor’s DataMart system

¢  Beta

Today’s Demonstration
¢  Yuba —  — 

College, Fall 2008-Spring 2011

English Writing, 4 levels below English Reading, 4 levels below

¢  Cuyamaca
¢ 

College, Fall 2008-Spring 2011

Mathematics, 3 levels below

¢  Basic

Skills Progress Tracker

CALIFORNIA ACCELERATION PROJECT
Supporting California’s 112 Community Colleges To Redesign Developmental English and Math Curricula And Increase Student Completion
An initiative of the California Community Colleges’ Success Network (3CSN), with support from the Walter S. Johnson Foundation, LearningWorks, and “Scaling Innovation,” a project of the Community College Research Center funded by the William and Flora Hewlett Foundation

http://cap.3csn.org/
For more information, contact Katie Hern khern@chabotcollege.edu

California Acceleration Project
Bottom Line Principle Increasing student completion of transferable gatekeeper courses in English and Math requires shortening our pipelines and eliminating the exit points where students are lost.

FLEXIBLE MODELS FOR IMPLEMENTATION
Yuba College
¢  Piloted

different models of acceleration in 2011-12: integrated reading and writing within levels, combined levels levels to 2 their developmental sequence from 4

¢  Shortened

¢  Faculty

working collaboratively to integrate reading and writing for redesigned classes

FLEXIBLE MODELS FOR IMPLEMENTATION
¢  Fullerton

College

Teaching to Help Students “Skip” Directly to College Level The course two levels below college English is being taught to the outcomes of the course one-level below, with a prerequisite waiver mechanism enabling students with sufficient mastery to advance directly to college English.
¢ 

Pasadena City College
Opening up the Course One-Level Below College English Students who placed two levels down in the existing sequence are able to enroll in the course one level below (10 of the 25 seats in pilot sections reserved for this group).

FLEXIBLE MODELS FOR IMPLEMENTATION
¢  Pre-Statistics

courses as alternative to 3-4 course algebra sequence
Los Medanos College Berkeley City College City College San Francisco College of the Canyons Cuyamaca College Diablo Valley College Moreno Valley College Riverside City College

USING THE TOOL:

COMPARING ACCELERATED & NON-ACCELERATED COURSES
Fall 2006 Cohorts Fall 2006 Cohorts

Students completing college English: 33%

Students completing college English: 56%

Data from the Basic Skills Progress Tracker, Data Mart, California Community Colleges Chancellor’s Office. Students are followed for three years from their first enrollment in a basic skills English course (English 101A or 102) and tracked for all subsequent enrollments in English, including repeats.

USING THE TOOL: TRACKING SUCCESS AND PERSISTENCE RATES THROUGH THE PIPELINE
Chabot College, Fall 2006 Cohort Non-Accelerated Sequence (Eng 101A-B-1A) Pass two-levels below Enroll in one-level below Pass one-level below Enroll college-level Pass college-level Overall Cohort Completion Rate (Multiply all percentages together) 66% 93% 75% 91% 78% 33%

USING THE TOOL: TRACKING SUCCESS AND PERSISTENCE RATES THROUGH THE PIPELINE
Chabot College, Fall 2006 Cohort Accelerated Pathway (Eng 102-1A) Pass one-level below Enroll college-level Pass college-level Overall Cohort Completion Rate (Multiply all percentages together) 74% 90% 85% 56%

USING THE TOOL: DISAGGREGATING BY ETHNICITY

HANDS-ON PRACTICE
¢  Go

to the California Acceleration Project website http://cap.3csn.org
—  — 

Click on “Getting Started” Click on “Step Two” for a link to the tool

¢  Start

playing with the tool and send us your questions as they come up

GETTING STARTED
¢  Pay — 

attention for:

Are you classes coded properly? (Is the course number listed for a level actually at that level?) What percentage of your starting cohort from each level goes on to complete transfer-level gatekeeper courses in English and Math?
# students passing gatekeeper course divided by # who started at a given level

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How do the numbers change if you give them more time?

Send us your questions as they arise

GETTING ADVANCED
¢  Look

at the data disaggregated by ethnicity to answer the question:
— 

Are certain groups of students disproportionately placed into your lowest levels? Certain groups disproportionately placed into the higher levels?

Click on “Advanced Data Layout” Check the box for “Ethnicity”

TROUBLE-SHOOTING
¢  Instructions

Mart 2.0 ¢  In the meantime, a guide to using the tool is available on the 3CSN website (http://3CSN.org) ¢  Common issues include finding courses that are not coded at the proper level. ¢  You can use the “Course Details” query on the Data Mart 2.0 to explore the CB21 (“levels below”) coding of your courses and then work with your local instruction office and MIS specialists to fix the coding and re-submit the data to the CO.
¢ 

will soon be available on the Data

http://testsite.cccco.edu/ccccodatamart/Courses/ Course_Details.aspx

JOIN THE MOVEMENT
Connect with the California Acceleration Project to help more of your students make it through transferable courses in English and Math

http://cap.3csn.org

CALIFORNIA ACCELERATION PROJECT
¢ 

More than 90 California community colleges have participated in workshops and presentations to date Faculty from 19 colleges are part of the 2011-12 Community of Practice in Acceleration
Three in-person curriculum and pedagogy workshops Ongoing coaching from Katie Hern & Myra Snell Approximately 100 new accelerated English and prestatistics sections offered at these colleges in 2011-12

¢ 

¢ 

Applications are now available for the 2012-13 Community of Practice, deadline March 30

COMMUNITY OF PRACTICE IN ACCELERATION
Eligibility Criteria Applications available http://cap.3csn.org Deadline: March 30
—  —  —  — 

Offer at least 2 accelerated sections in 2012-13 Reduce the length of developmental sequence Eliminate exit points Use “backwards design” to develop accelerated curricula – engaging students in the same content, skills, and habits of mind required in the college-level course Use “just-in-time remediation” instead of “frontloading” discrete sub-skills In Math, offer a pre-Statistics alternative to the traditional Algebra sequence for students in non-STEM paths

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CONNECT TO THE NETWORK
Join us for other events contextualizing the cohort tracking tool in support of high impact student success initiatives: March 29 & 30th BSI Coordinators Event w/Mark Lieu Holiday Inn, Ontario April 12 & 13th BSI Coordinators Event w/Mark Lieu Woodlake Hotel, Sacramento
April 27th Math Pathways: Designing for Success w/Julie Phelps Pierce College, Woodland Hills June 3-7th BSILI—Leadership for Curricular & Institutional Transformation UCLA Conference Center, Lake Arrowhead

CONNECT TO THE NETWORK
To register for these and other regional and community of practice events, go to: • our website @http://3csn.org/ • our calendar @ http://3csn.org/events/. For more information on pending events, email deborah@3csn.org All Events are Free!