To achieve this aim, UDC-CC committed staff and resources to implement the following priorities: (Priority Update Document Feb.
|
|
- Jean Griffin
- 7 years ago
- Views:
Transcription
1 Retention Initiatives at UDC-CC In an effort to ensure that students complete their degree programs, UDC-CC has engaged in a number of initiatives and employed various strategies to help students persist to graduation. In 2010 the College joined the Achieving the Dream (ATD). Achieving the Dream is a national movement to help more community college students, particularly low-income students and students of color, stay in school and earn a college certificate or degree. This movement aims to help 3.5 million community college students achieve their dreams as the most comprehensive non-governmental reform movement for student success in higher education history ( In 2012, the College joined Complete College America (CCA). Established in 2009, Complete College America is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations ( Participation in ATD and CCA has helped the College focus on those programs that will help our students be retained and persist to graduation. Below is a summary of some of these activities and what we learned. Achieving the Dream: The aim of the ATD initiative is to engage faculty, staff, administrators, community members, our P-12 school partners and students, to work in concert to improve the rates at which students: Successfully complete remedial or developmental instruction and advance to credit-bearing courses Enroll in and successfully complete the initial college-level or gatekeeper courses in subjects such as math and English Complete the courses they take with a grade of C or better Persist from one term to the next Earn a certificate or associate degree To achieve this aim, UDC-CC committed staff and resources to implement the following priorities: (Priority Update Document Feb. 2013)) Priority #1: Improving College Readiness among High School Students. This priority has enhanced the development of the College Access and Readiness for Everyone (CARE) programming. The UDC Community College CARE Dual Enrollment Program is a special undergraduate program that provides pre-college students with the opportunity to earn college credits early, at no cost to students. Our students prepare for college by experiencing it firsthand, and participate in additional support services provided to assist with their transition to college. CARE Dual Enrollment Program Features: 1. Location of classes: College campus 2. Type of instructor: College faculty 3. Course offerings: Academic 4. Mix of students: College and high school students 5. Type of credit: College credit only and dual credit option (college and high school credit, via signed partnership agreements with LEAs) 6. Timing of courses: During and after school, Monday through Saturday Number of students: Over 900 students served (Spring 2012 Fall 2015), earning over 1,300 college credits
2 The UDC-CC s CARE Program partners with 15 secondary school LEAs across DC, both public and public charter school districts. Through this program, over 900 students have been served from across DC. Enrollment from has grown by 500%. CARE Dual Enrollment Program has maintained a 70% or above passing rate since CARE provides the following student services to assist students transition to the college environment: Mandatory CARE orientations College advisors Office hours and tutoring Tuition, fees, textbooks and fare cards Special advising and registration periods, including pre-advising and co-advising with school partners CARE lab workshops on socio-emotional skills Interventions like tutoring and supplemental instruction to improve English, Math, and or organizational skills Faculty ambassadors Early alerts ACCUPLACER testing at multiple sites Other UDC student services CARE Program Enrollment and Success Semester # DCPS and DCPCSB school partners % Passing (with A, B, or C) # Students enrolled Spring % Summer % Fall % Spring % Summer % Fall % Spring % Summer % Fall % Spring % Summer Fall
3 3 Courses CARE Program students take college-level courses in the following pathways: STEM, Social and Behavioral Sciences, Humanities, and Business. The most popular courses are: First Year Seminar, English Composition I, College Math I, Psychology, Logic, and Biology. Students motivation to enroll in particular courses includes but is not limited to: an area of interest for a future college major, area of career interest, for dual credit, to explore a new area, and/or to earn transferrable credit. Website: Priority #2: Improving English College-Readiness for Incoming UDC-CC Students. The goal of this priority was to scale alternative blended learning methods of avoiding placement of students in developmental non-credit courses by supporting them in blended learning environments at four colleges led by the Community College of the District of Columbia (CCDC) and Portland State University s online SCORM compliant portal Learner Web. The strategy for implementing this project included the evaluation of different blended strategies focused initially on developmental writing. The primary intervention identified students who fell below the college Accuplacer Tests reading and sentence skills cut scores and would have traditionally enrolled in non-credit developmental courses. Research from the Achieving the Dream Initiative had found that this approach only succeeded in graduating students in eight years 28 percent of the time. Customized writing modules developed by the team at Portland State University, that created the Learner Web, were used to support students as part of a Directed Self Placement (DSP Plus) process. Students once assessed through DSP Plus, who scored below the cut score, were then given a choice of selecting a developmental writing course or going into a credit bearing writing class with online and in person blended learning writing support customized to the student s assessed weaknesses. It was hoped that the online blended interventions would be most effective in supporting student s goals of improved completion, persistence, content mastery, and mastery of deeper learning outcomes. Fall Semester 2011 Students recruited for fall semester 2011 rollout in August students tested 19 enrolled DSP students were in six different English Fundamentals classes; instructors did not know which students were DSP. About 6 students used tutoring regularly. 72 percent of students passed with a C or better Spring Semester 2012 Recruiting started much earlier, in early October through November Numbers were not coming in so decision was made to enroll students who had completed the developmental writing course. 172 students enrolled o About 60 of these students had passed the developmental writing course and were placed in the English Fundamentals course
4 4 o About 63 percent passed the course Fall Semester students in ten different English Fundamentals classes About 64 percent passed the course At the end of the grant period, the American Institutes for Research (AIR), who was hired as the external evaluator of the grant concluded as follows: The original conception for the Learner Web/DSP project was indeed an ambitious one. It was ambitious in terms of what would be developed and implemented, the speed at which it would be developed, and the project s overall reach. The initial proposal stated: Once this proposal to address writing barriers is scaled to 5,000 post secondary students and 800 secondary students in the first year, the next step will be to incorporate math and reading modules already in development to allow for the implementation of the DSP Plus process for all developmental areas. By doing this the consortium believes this approach will positively change developmental education and ultimately lead to higher graduation rates, especially among low income and minority students. In its first year, the three community colleges served perhaps 325 students. The directed self placement component lost some of its significance, at least in one of the partner community colleges, and the use of Learner Web, while it picked up somewhat, never really became a critical component of the project. The project essentially reinforced a number of findings and observations from other studies and community college experts: Placement assessments are not particularly relevant for a significant segment of the community college population. Many students whose scores are not extremely low can pass credit-bearing academic courses. This saves the student both time and money. Community college students don t do optional. The Learner Web component initially began as a support feature for students, providing extra material on key writing elements. But the optional component was only used by a small number of students. Community college students aren t particularly engaged. Through focus groups with students on two of the campuses and the failure of any students to show up for a focus group at a third campus, it is clear that students tend to see their coursework, particularly in areas that don t relate to their specific goals, as a requirement and not much more. The project also reinforced a number of things that we know about implementing new projects in higher education environments:
5 5 Individuals who will be responsible for implementing a project need to be involved to some degree in its planning. Top down approaches to higher education innovation are typically unsuccessful, or are at least slowed down by reluctant participants. Change doesn t occur over night. Despite frustrations about the performance of higher education institutions and the impatience, at times, of outside funders, changing how higher education operates can take time. Technology is not a cure all for what ails higher education. It became obvious fairly quickly that students on all three campuses were not necessarily comfortable using technology for learning purposes. Indeed, many of the students did not have access to computers in their homes and were both dependent on using them while at school and unsure of how to actually access information and programs when they did have access. The Learner Web/DSP project moved in directions not anticipated and certainly did not expand as initially suggested. The regression discontinuity evaluation approach proposed in the grant application quickly became an inappropriate method for assessing the Learner Web/DSP initiative. This overview of the rollout of the project and the challenges faced will hopefully help both funders and grantees think more carefully about what is feasible, in what timeframe, and with what participants Priority #2a: Since most of the incoming students scored low in mathematics, it was decided to provide students with a refresher program that will increase the mathematics knowledge and skills by having them self-select to participate in Math Boost-Up. The College began to run these refresher programs in summer 2012 until summer The results of the last Math Boost-Up program were reflective of previous summers. A total of 136 students participated in the mathematics intensive refresher program, Math Boost-Up. The program was offered from June to August A total of 44 students participated in the face-to-face session, and 92 students chose to participate in participate in the online only sessions. In the two week face-to-face sessions with faculty, students were engaged in activities that reflected the knowledge and skills that needed to be refreshed (as determined by the diagnostics in MyFoundationsLab. In the online only sections of Math Boost-Up, students covered the content in the MyFoundationsLab program based on the diagnostics they completed in the program. In arithmetic, face-toface students (M = 17.51) had significantly larger gains (p =.004) than did the online students (M = 8.12). In addition, in algebra, face-to-face students (M = 14.38) tended to have larger gains (p =.07) than did the online students (M = 9.06).
6 6 Of the 113 students who took the posttest in arithmetic, 27 students (23.9%) tested into a higher-level remedial course. Of the 122 students who retested in algebra, 10 students (8.2%) tested into a college-level mathematics course (Attachment results of Math Boost-Up program). The results indicated that although students in the Math Boost-Up program were successful in increasing their mathematics knowledge and skills, however these results were dismal given the investment of time and money. The investment of money, time, and effort yielded little return on investment. In conclusion the Math Boost-Up program would not be repeated. Instead the faculty decided to implement the corequisite model. In the corequisite model, students are placed in a college level course along with a developmental course. The developmental course provides the supplemental instruction needed to complete the tasks in the college level course. Participation was dismal and results did not meet the goal of increasing the number of students who would either test out of remedial mathematics or into a level of remedial mathematics that was closest to the college level course. Priority #3: Increasing Student Success in Developmental Math. In this priority, the College, combined a remedial and college level mathematics course in one semester, Introductory Algebra and General College Math I, that meets four days a week, for liberal arts majors and Introductory Algebra and Intermediate Algebra with Supplemental Instruction, that meets two days a week, for business and STEM majors; and increased tutoring support for students. (See report attached). In order to increase student success in college level mathematics courses, instructors provide supplemental instruction to include Mathstarters and peer-to-peer tutoring in class daily. Through the Mathstarters, instructors are able to foster engagement and academic dialogue between student and instructor as well as student and student. To increase student success in developmental math, students are also taught study skills, note-taking and time management skills. This semester, we are offering seven Introductory Algebra and General College Math I and Introductory Algebra and Intermediate Algebra with Supplemental Instruction courses. Both course are functioning at full capacity (more than 100% enrollment) this semester. We are still collecting data to date to support this intiative. Priority #4: Providing Comprehensive and Intentional Supports for Student Through the First Year Seminar Course. The analysis of data from academic year and indicated that more than 80% of students entering UDC CC require at least one developmental level course. After the first semester the retention rate was approximately 50%. Approximately 40% of the students received a grade of C or better in developmental math Approximately 60% of students received a grade of C of better in developmental English. To improve performance in these courses, a focus on the first year experience at UDC CC will have to be emphasized beginning with the first year seminar course. While the course will be the focus of this intervention, UDC CC will also engage in other activities that will support the student during their first year at UDC CC. Some of the activities just getting started are:
7 7 1. Minority Male Initiative - An evaluation of the OSSE-funded Men of Color Initiative (MOCI) at the University of the District of Columbia Community College (UDC-CC) was conducted to analyze whether learning leadership skills could improve student s academic outcomes, primarily for minority men of Black and Latino descent. Forty students were targeted to begin the program in fall 2013, 25 enrolled initially, and 8 completed the First Year Seminar course in May The primary assessment tools used for evaluating programming effectiveness were: MOCI students ACCUPLACER scores (August 2013 and May 2014), course evaluation surveys, focus groups, logic modeling, and direct student s observation. This report analyzes the student s Accuplacer grades prior to and following the MOCI program as well as the Final Evaluation provided to the students at the end of the semester. Based on the analyzed data of the student s individual Accuplacer scores, 50% of the students tested out of one of their remedial courses after their first year at UDC-CC. Though the MOCI student s aggregate Reading and Arithmetic scores show an 11-point decline (points lost); students display an increase of 11-points in their Sentence and Algebra scores (points gained). According to the student s survey responses, 85% of the students plan to participate in summer and/or fall classes at UDC-CC, which meets the goal of increasing student retention of the MOCI students. In tandem with retention, every MOCI student reported feeling encouraged to practice self-expression and critical thinking throughout the duration of the program. Students also report an increase in the subject of leadership as presented through the Social Change Model and their desire to serve as student leaders for the next upcoming semester. For program effectiveness, these responses meant the desired outcome was accomplished, which sought at least 85% of the students to show a positive experience in the MOCI program. Regarding the experience of the MOCI instructors, though data was not collected on the experiences of the MOCI instructors directly, every student reports having positive relationships with the MOCI Instructors.
8 8 2. Assignment of Advisor and Ongoing Advising All UDC-CC students are assigned Student Success Specialists (SSS) on an alphabetical basis as the advisors are trained on every major at the Community College. These relationships are initiated at Pre-Orientation, sessions open to all students who have applied to the college. At Pre-Orientation, students meet with SSS to cover outstanding issues with the enrollment process and engage in pre-advising. Student then have a single contact point after that for additional questions. At UDC-CC New Student Orientation, which is conducted by the SSS team, students officially meet with advisors for class selection and registration assistance. Then, SSS visit each of the First Year Seminar classes twice a semester: first by the end of the second week of classes to reinforce the availability of the Student Success Center and second the week before registration opens for the next semester to remind students about seeing an SSS before the end of the semester. Continuing students meet with their SSS on an ongoing basis, but holds require at least one meeting per semester before a student can register for the next. Additionally, SSS conduct audits of all students nearing graduation each semester (i.e., those with more than 45 completed credit hours) to prepare continuing student for advising for the next semester and conduct proactive outreach for probationary students during the semester. 3. Implementation of Early Alerts through the GradesFirst system - GradesFirst is the advising system employed by the Student Success Center. In addition to managing the scheduling of student appointments and acting as the database for student advising notes, GradesFirst allows instructors to identify students who are struggling in class and the reason for the status (e.g., poor attendance, missing assignments). Once an instructor identifies a student as at risk in GradesFirst, an electronic alert is sent to the student and the advisor assigned to him or her, who then follows up with the student to see what services may be needed. This system is available throughout the semester to instructors, but the first campaign to identify at-risk students is initiated by the second week of classes and the second campaign is at mid-term. Complete College America The College joined the Complete College America Initiative in By participating in CCA and learning from our work on the Achieving the Dream priorities, we decided to dramatically revamp the way we enrolled students in developmental courses and implemented the corequisite model of remedial education. Faculty in English and Mathematics voted to implement this model. In the fall 2015 semester, the College no longer offers any stand-alone remedial courses. This is a real game changer for the College. (This section will be updated with data at the end of the semester).
C.A.R.E. Program College Access and Readiness for Everyone
C.A.R.E. Program College Access and Readiness for Everyone Creating Pathways for all D.C. Students Overview of C.A.R.E. Dual Enrollment Student Success Experience Recruitment through Enrollment Review
More informationBest Practices in Implementing ACCUPLACER//MyFoundationsLab
Best Practices in Implementing ACCUPLACER//MyFoundationsLab June 2013 2013 The College Board. College Board, ACCUPLACER, SAT and the acorn logo are registered trademarks of the College Board. PSAT/NMSQT
More informationDevelopmental Education Plan Procedures Guide
Developmental Education Plan Procedures Guide Effective Fall 2007 TABLE OF CONTENTS 1.0 INTRODUCTION... 1 1.1 Developmental Education Mission Statement... 1 1.2 Goal Statement... 1 2.0 MANDATORY ASSESSMENT...
More informationTransform Remediation: The Co-Requisite Course Model
Transform Remediation: The Co-Requisite Course Model For far too many students, postsecondary remedial education is a dead end. About 40 percent of all students entering postsecondary education in recent
More informationStudent Success at the University of South Carolina: A comprehensive approach Category: Academic Support
Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support Summary: The University of South Carolina Student Success Center offers a comprehensive array of
More informationTo register for these online modules go to http://kycorestandards.org
The Kentucky Core Academic Standards for Postsecondary Education website is designed to provide educators and administrators with access to information and resources regarding the impact of Senate Bill
More informationAccelerated Developmental Placement Project
Accelerated Developmental Placement Project Also known as the Leopard Success Project, this is a two-week preparation workshop designed to help students accelerate their developmental placement. Participating
More informationIntervention Matters! Best Practices and Strategies. Keith Henry, Sr. Assessment Manager
Intervention Matters! Best Practices and Strategies Keith Henry, Sr. Assessment Manager Agenda Research Basis Reports from CCRC Types of Intervention Measures of Success Results Developing and Planning
More informationJobs for the Future November 2015
INNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN FLORIDA GATEWAY COLLEGE Jobs for the Future November 2015 In 2013, the Florida Legislature passed Senate Bill (SB) 1720, which called for all developmental
More informationKey components of a successful remedial/developmental education program include an effective organizational structure, mandatory assessment and
components of a successful remedial/developmental education program include an effective organizational structure, mandatory assessment and diagnostic testing, required orientation, a variety of instructional
More informationMark J. Quathamer Brevard Community College Quality Enhancement Plan White Paper
Running Head: BCC MATH SUCCESS Preparing for math success: Brevard Community College preparatory math courses Mark J. Quathamer Brevard Community College Quality Enhancement Plan White Paper Running Head:
More informationTITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 21 FRESHMAN ASSESSMENT AND PLACEMENT STANDARDS
TITLE 135 PROCEDURAL RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION SERIES 21 FRESHMAN ASSESSMENT AND PLACEMENT STANDARDS 135-21-1. General. 1.1. Scope. This policy establishes
More informationLakeland Community College Campus Completion Plan
Lakeland Community College Campus Plan Narrative Overview Lakeland Community College opened its doors in 1967 as the first college in Ohio established by a vote of local citizens committed to providing
More informationFlorida College System. Developmental Education Implementation Plan Template
DEV ED PLAN Florida College System Developmental Education Implementation Plan Template Section (s.) 1008.30, Florida Statutes (F.S.), excerpt: (6)(a) Each Florida College System institution board of trustees
More informationBest Practices for Developmental Math Programs
Best Practices for Developmental Math Programs To assist Illinois community colleges improve their developmental math programs, the following best practices have been selected from existing sources and
More informationRunning head: READINESS OF HIGH SCHOOL STUDENTS FOR COLLEGE MATH
College Math Readiness 1 Running head: READINESS OF HIGH SCHOOL STUDENTS FOR COLLEGE MATH Readiness Of High School Students For Introductory College Mathematics Courses John Wellman, Jr. Portland State
More informationTargeted. Results from the ACCUPLACER //MyFoundationsLab Pilots
Targeted Intervention Produces Gains in student achievement Results from the ACCUPLACER //MyFoundationsLab Pilots 2 Results from the ACCUPLACER//MyFoundationsLab Pilots ACCUPLACER //MyFoundationsLab is
More informationComplete College Ohio COTC Completion Plan
Complete College Ohio COTC Completion Plan Focus: Connection Strategy Leadership Others Outcome Measure Timeline What will we do differently? What are the action steps for intervention?? How will we measure
More informationComplete College Georgia Plan 2012-13
Part I: Goals and Data Analysis Complete College Georgia Plan 2012-13 Complete College Georgia furthers the mission 1 of Bainbridge College, particularly our emphasis upon accessible and excellent education.
More informationThe University of Texas at Austin Section 1 H.B. 1172 Timely Graduation Report November 2008
The University of Texas at Austin Section 1 H.B. 1172 Timely Graduation Report November 2008 I. Undergraduate Degree Program Completion Data The Texas Higher Education Coordinating Board, via data provided
More informationINNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE. Jobs for the Future November 2015
INNOVATIONS IN DEVELOPMENTAL EDUCATION REDESIGN ST. JOHNS RIVER STATE COLLEGE Jobs for the Future November 2015 In 2013, the Florida Legislature passed Senate Bill (SB) 1720, which called for all developmental
More informationImplementing Guided Pathways at Miami Dade College: A Case Study
CASE STUDY / MARCH 2015 Implementing Guided Pathways at Miami Dade College: A Case Study Systemic Change at Miami Dade In 2011, working groups from across the eight campuses of Miami Dade College (MDC)
More informationTargeted. Results from the ACCUPLACER //MyFoundationsLab Pilots
Targeted Intervention Produces Gains in student achievement Results from the ACCUPLACER //MyFoundationsLab Pilots Results from the ACCUPLACER//MyFoundationsLab Pilots ACCUPLACER //MyFoundationsLab is
More informationTexas A&M University-Kingsville. Responses to H.B. 1172 Timely Graduation Report Requirements November 2007
Texas A&M University-Kingsville Responses to H.B. 1172 Timely Graduation Report Requirements November 2007 This report has been prepared in compliance with Section 1, H.B. 1172 of the Texas Education Code.
More informationAcademic Pathways at HCC: An Ongoing Journey
Academic Pathways at HCC: An Ongoing Journey Connections Conference May 8-9, 2014 About Hillsborough Community College Established in 1968 Fifth largest in Florida College System in FTE production Five
More informationSUPPORTING STUDENTS OUTSIDE THE CLASSROOM
Executive Summary Student success matters and many community colleges are innovating and leading the way in finding solutions to some of the biggest challenges facing students. This report provides five
More informationLamar State College-Orange Developmental Education Plan
I. Introduction Providing higher education opportunities to populations previously unserved is a distinguishing characteristic of two-year institutions. This commitment is exhibited through an open-door
More informationIncreasing Degree Completion for General Studies Majors through Intrusive Advising
Title: Project Leader: Increasing Degree Completion for General Studies Majors through Intrusive Advising Amy Schmidt, Director of Academic Advising, Dalton State College, aschmidt@daltonstate.edu, 35
More informationREALITY EXPECTATIONS. meet. Colleges in Action: Profiles From the Report. The Underprepared Student and Community Colleges CCCSE. 2016 National Report
Colleges in Action: Profiles From the Report EXPECTATIONS meet The Underprepared Student and Community Colleges 2016 National Report REALITY CCCSE Center for Community College Student Engagement DAVIDSON
More informationProgram Guide. OnlineCollegeintheHighSchool.org
Program Guide OnlineCollegeintheHighSchool.org Table of Contents Table of Contents... 1 About Online College in the High School... 2 Special Features... 2 Success Highlights... 3 OCHS Contacts... 4 OCHS
More informationGame Changers. Edited by diana G. oblinger
Game Changers E d u c ati o n and I n f o r m ati o n Te c h n o l o g ie s Edited by diana G. oblinger Game Changers: Education and Information Technologies 2012 EDUCAUSE This book is released under a
More informationPROPOSAL FOR FULL-TIME CWA COUNSELOR
PROPOSAL FOR FULL-TIME CWA COUNSELOR A. Department/Discipline/Program Criteria 1. Identify current Comprehensive Program Review (in cycle) and current Annual Program Plan documents with position need and
More informationAPPENDIX 16 MATH REDESIGN ABSTRACT. Cleveland State Community College DSPM Redesign Abstract
APPENDIX 16 MATH REDESIGN ABSTRACT DSPM Redesign Abstract is a two year institution in the Tennessee Board of Regents system with an annual enrollment of approximately 2100 FTE and 3100 headcount. Developmental
More informationDr. Bill Comey College of Southern Maryland October 15, 2013
Dr. Bill Comey College of Southern Maryland October 15, 2013 I m from the Government and I m here to help. Ronald Reagan, August 12, 1986 This bill establishes a number of requirements aimed at increasing
More informationReport of Efforts Concerning Timely Graduation
Report of Efforts Concerning Timely Graduation 1. For each undergraduate degree program, the average number of semester credit hours attempted and the average number of fall and spring semesters attended
More informationHow To Help High School Students Prepare For College
The University of Texas at El Paso University Response to HB 1172: Timely Graduation Report November 26, 2008 Pursuant to HB 1172, this document reports The University of Texas at El Paso s UTEP efforts
More informationWhat We Know About Online Course Outcomes
RESEARCH OVERVIEW / APRIL 2013 What We Know About Course Outcomes Higher Education Is Expanding Rapidly Since 2010, online college course enrollment has increased by 29 percent. Currently, 6.7 million
More informationPathways through Algebra
Pathways through Algebra The Pathways though Algebra project was conducted by a group of community college mathematics leaders seeking to evaluate road blocks to student success, and funded by multi-year
More informationSAILS AND ECHO: WORKING WITH HIGH SCHOOLS TO MAKE A DIFFERENCE. John Squires, Head of the Math Department Chattanooga State Community College
SAILS AND ECHO: WORKING WITH HIGH SCHOOLS TO MAKE A DIFFERENCE John Squires, Head of the Math Department Chattanooga State Community College THE CHALLENGE AT CHATTANOOGA STATE STUDENTS SEEKING AN ASSOCIATE
More informationEARLY COLLEGE POLICIES AND PROCESSES
EARLY COLLEGE POLICIES AND PROCESSES REVISED May 12, 2016 Dual Credit Initiative Dual Credit (DC) at City Colleges of Chicago is an instructional arrangement where an academically qualified junior or senior
More informationBARBARA R. ALLEN, Dean
1 THE COLLEGE OF GENERAL STUDIES BARBARA R. ALLEN, Dean THE COLLEGE of GENERAL STUDIES offers a baccalaureate and associate degree in General Studies for students who desire a plan of study not found in
More informationCreating Quality Developmental Education
***Draft*** Creating Quality Developmental Education A Guide to the Top Ten Actions Community College Administrators Can Take to Improve Developmental Education Submitted to House Appropriations Subcommittee
More informationMarsha S. Bordner, Ph.D.
Marsha S. Bordner, Ph.D. Community Colleges 101: Mid Term Exam 1) What year was the first community college founded? a) 1801 b) 1851 c) 1901 d) 1951 2) What year was the first institution of higher learning
More informationThe Redesign of. ColoRado CommuniTy College. developmental. education. An overview of. how Colorado. collaboratively. redesigned its system
An overview of how Colorado The Redesign of collaboratively redesigned its system to be on the leading edge of America s movement to increase the number of developmental education students succeeding in
More informationHispanic and First-Generation Student Retention Strategies
ACADEMIC AFFAIRS FORUM Hispanic and First-Generation Student Retention Strategies Custom Research Brief Research Associate Amanda Michael Research Manager Nalika Vasudevan November 2012 2 of 10 3 of 10
More informationCreating Pathways: Successfully Navigating the Student Success Agenda
Creating Pathways: Successfully Navigating the Student Success Agenda Mt. San Antonio College Dr. George Bradshaw, Dean, Enrollment Management James Ocampo, Director, Assessment and Matriculation Pathway
More informationGetting prepared: A. 2010 report. on recent high school. graduates who took. developmental/remedial. courses
Getting prepared: A 2010 report on recent high school graduates who took developmental/remedial courses Minnesota State Colleges & Universities University of Minnesota State-Level Summary and High School
More informationTexas Education Agency Dual Credit Frequently Asked Questions
Texas Education Agency Dual Credit Frequently Asked Questions General Information About Dual Credit 1. What is dual credit? Dual credit is a process through which a student may earn high school credit
More information74% 68% 47% 54% 33% Staying on Target. ACT Research and Policy. The Importance of Monitoring Student Progress toward College and Career Readiness
Staying on Target ACT Research and Policy The Importance of Monitoring Student Progress toward Research Brief 74% Percentage of ACT-tested 11 high school graduates took a core curriculum in high school
More informationUniversity of North Georgia
University of North Georgia INSTITUTIONAL MISSION AND STUDENT BODY PROFILE The University of North Georgia (UNG), a 4-campus institution of over 15,000 students, was created in January 2013 from the consolidation
More informationAn Introduction to College Credit Plus for Westerville Students & Families
An Introduction to College Credit Plus for Westerville Students & Families March 3, 2015 Overview of College Credit Plus (CCP) CCP is an opportunity for qualified students in grades 7-12 to take college
More informationDear Parents/Guardians:
Dear Parents/Guardians: College Credit Plus provides an exciting and valuable opportunity for eligible students in grades 7-12 to take college courses and to earn both high school and college credit (dual
More informationLOS ANGELES COMMUNITY COLLEGE DISTRICT. Los Angeles City College
LOS ANGELES COMMUNITY COLLEGE DISTRICT Los Angeles City College Name of Institution: Los Angeles City College Submission Date: May 15, 2012 Achieving the Dream Funder (if applicable): Grant Number (if
More informationAlternative Learning. resource OFFERINGS
resource I N F O R M A T I O N Alternative Learning Programs and Services: Downtown Education Center.......... 608/258-2440 South Madison Community Campus*... 608/255-0426 Truax Location.....................
More informationHUBER HEIGHTS CITY SCHOOL DISTRICT
HUBER HEIGHTS CITY SCHOOL DISTRICT College Credit Plus College Credit Plus replaces the Post- Secondary Education Option, also known as PSEO, and redefines alternative dual enrollment programs as advanced
More informationAdvanced Placement and College Credit Plus Options
Advanced Placement and College Credit Plus Options Important information about CC+ changes CC+ Options through our partner schools Stark State Kent State University The University of Akron AP course offerings
More informationStudent Equity Plan. Mt. San Antonio College - Student Equity Plan - December 2014 Page 1
Student Equity Plan Mt. San Antonio College - Student Equity Plan - December 2014 Page 1 EXECUTIVE SUMMARY An executive summary that includes, at a minimum, the student group for whom goals have been set,
More informationBRIEF NUMBER 45 SEPTEMBER 2010
ISSN 1526-2049 C O M M U N I T Y C O L L E G E R E S E A R C H C E N T E R BRIEF NUMBER 45 SEPTEMBER 2010 Student Progression Through Sequences in Community Colleges Thomas Bailey, Dong Wook Jeong, and
More informationRunning Head: Promoting Student Success: Evaluation of a Freshman Orientation Course
Running Head: Promoting Student Success: Evaluation of a Freshman Orientation Course Promoting Student Success: Evaluation of a Freshman Orientation Course Mary A. Millikin, PhD Abstract Many first-time
More information*Please scroll down for the complete list of accomplishments of the new 2011 Leader Colleges!
23 Achieving the Dream Institutions Earn Leader College Distinction These emerging leaders join the ranks of now 52 Achieving the Dream Leader Colleges that are raising persistence and graduation rates,
More informationFlorida s College and Career Readiness Initiatives. Dr. Tamaria Williams. Tallahassee Summer Professional Development Forum August 4, 2015
Florida s College and Career Readiness Initiatives Dr. Tamaria Williams Tallahassee Summer Professional Development Forum August 4, 2015 Presentation Outline Senate Bill 1720 Developmental Education Implementation
More information31816 RECEIVED AND PLACED ON FILE - BOARD OF TRUSTEES COMMUNITY COLLEGE DISTRICT NO. 508 APRIL 4, 2013
31816 RECEIVED AND PLACED ON FILE - BOARD OF TRUSTEES COMMUNITY COLLEGE DISTRICT NO. 508 APRIL 4, 2013 Holistic Placement Enhancing present course placement mechanisms to drastically improve outcomes for
More informationDevelopmental Student Success in Courses from College Algebra to Calculus
Developmental Student Success in Courses from College Algebra to Calculus Edgar Fuller, Jessica Deshler, Betsy Kuhn and Doug Squire Department of Mathematics West Virginia University Morgantown, WV 26506
More informationDean: Erin Vines, Faculty Member: Mary Gumlia 12/14/2009
SOLANO COMMUNITY COLLEGE PROGRAM REVIEW COUNSELING COURSES Dean: Erin Vines, Faculty Member: Mary Gumlia 12/14/2009 Introduction The mission of the Solano College Counseling Division is to provide services,
More informationPredictive modeling for Academic Success: St. Petersburg College s approach to Advising Students for Senate Bill 1720
Predictive modeling for Academic Success: St. Petersburg College s approach to Advising Students for Senate Bill 1720 Tonjua Williams, Ph.D., Senior Vice President, Student Services, St. Petersburg College
More informationMontana Two-Year Comprehensive Mission Expansion Plans
Montana Two-Year Comprehensive Mission Expansion Plans Introduction Seven College Summary Plan Seven Colleges Bitterroot College City College Gallatin College Great s College Helena College Highlands College
More informationAllows students (grades 7 12) to earn transcripted credit for college courses while in high school.
College Credit Plus What is College Credit Plus? Earning dual college credit while in high school Governor Kasich signed H.B. 487, Summer 2014. Implementation begins 2015 16 academic year. Allows students
More informationCollege and Career Readiness in New York State 1
College and Career Readiness in New York State 1 New York's Regents Reform Agenda is grounded in the belief that all students should graduate from high school ready for success in postsecondary education
More informationASSESSMENT AND PLACEMENT POLICIES Los Angeles Pierce College
ASSESSMENT AND PLACEMENT POLICIES Los Angeles Pierce College This report is part of a series of summaries that outlines the assessment and placement policies used across the nine community colleges that
More informationToday s Topics. CECFC's Mission. College-Prep Program. On-Campus College Program. Off-Campus College Opportunities Welcome. Graduation Requirements
Today s Topics CECFC's Mission College-Prep Program On-Campus College Program Off-Campus College Opportunities Welcome Graduation Requirements Enrollment Process Accuplacer Campus Activities and Opportunities
More informationComplete College Ohio Task Force: Working Group Final Recommendations
Complete College Ohio Task Force: Working Group Final Recommendations Ready for College No Time to Waste Help Me Cross the Finish Line Recommendation 1: Require institution-specific Campus Completion Plans.
More informationMt. San Antonio College Joint Board and Superintendent Dinner. March 31, 2015
Mt. San Antonio College Joint Board and Superintendent Dinner March 31, 2015 Topics Common Core and Community Colleges: Defining College Readiness Dual/Concurrent Enrollment Current Trends and Options
More informationOhio Board of Regents (Draft) Appendix A: Definitions
Ohio Board of Regents (Draft) Appendix A: Definitions Approval: The terminology applied to the approval of new degrees, new majors within degrees or substantive changes to existing educational programs
More informationResults of a Summer Enrichment Program for Pre-freshmen Minority Engineering Students
Results of a Summer Enrichment Program for Pre-freshmen Minority Engineering Students Yacob Astatke, Craig Scott, Kemi Ladeji-Osias, Grace Mack Abstract This paper will discuss the results received from
More informationPROGRESS ON THE IMPLEMENTATION OF THE CAREER AND COLLEGE READY GRADUATES PROGRAM
Attachment PROG 6 PROGRESS ON THE IMPLEMENTATION OF THE CAREER AND COLLEGE READY GRADUATES PROGRAM A Report to the: Joint Legislative Education Oversight Committee Submitted By The State Board of Community
More informationCommunity College of Philadelphia Administrative Function and Support Service Audit Learning Lab Executive Summary
Community College of Philadelphia Administrative Function and Support Service Audit Learning Lab Executive Summary Introduction to Function /Service Description and History The Learning Lab was founded
More informationEnd-of-Year Report 2013-2014 Northeast Iowa Charter School
End-of-Year Report 2013-2014 Northeast Iowa Charter School West Central School District P.O. Box 54 305 Pember St. Maynard, IA 50655 Report completed by Stuart Fuhs Superintendent on 10/15/2014 CHARTER
More informationTexas Southern University
Texas Southern University Report to the Texas Southern University Board of Regents and The Texas Higher Education Coordinating Board Efforts Concerning Timely Graduation for FY 2007 November 15, 2008 This
More informationPERFORMANCE FUNDING IMPROVEMENT PLAN 2014-2015 / KEY AREAS OF FOCUS
PERFORMANCE FUNDING IMPROVEMENT PLAN 2014-2015 / KEY AREAS OF FOCUS OVERVIEW The core of the University of West Florida s mission is a commitment to ensuring student success. As outlined in the 2012-2017
More informationASSESSMENT AND PLACEMENT POLICIES Los Angeles City College
ASSESSMENT AND PLACEMENT POLICIES Los Angeles City College This report is part of a series of summaries that outlines the assessment and placement policies used across the nine community colleges that
More informationStrategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System
Strategies for Promoting Gatekeeper Course Success Among Students Needing Remediation: Research Report for the Virginia Community College System Josipa Roksa Davis Jenkins Shanna Smith Jaggars Matthew
More informationPromoting Gatekeeper Course Success Among Community College Students Needing Remediation
Promoting Gatekeeper Course Success Among Community College Students Needing Remediation Findings and Recommendations from a Virginia Study (Summary Report) Davis Jenkins Shanna Smith Jaggars Josipa Roksa
More informationVocational Support Services
Transforming Lives Vocational Support Services Program Handbook 301 Largo Road, Marlboro Hall 2102 Largo, MD 20774 Monday-Friday 8:30 a.m. to 4:30 p.m. Evening hours by Appointment Email: VSS@pgcc.edu
More informationQuality Consistency Flexibility Affordability
Rock Valley College Developmental Mathematics Contact Information Kathleen Almy Rock Valley College, Rockford, IL Associate Professor of Mathematics Email: k.almy@rockvalleycollege.edu Blog: http://almydoesmath.blogspot.com
More informationCypress College Strategic Plan 2014-17
2014-17 Cypress Strategic Direction A: Student Success Corresponding District Strategic Directions: 1, 2, and 3 A.1.1 Assess on a regular basis the essential current and projected instructional and service
More informationDelaware s Getting to Zero Strategy
Delaware s Getting to Zero Strategy Recent data shows us that Delaware has a significant gap to close for our degree attainment by 2025. 2 3 College-Going Diagnostic 2013 Diagnosis: 18% of Delaware s college-ready
More informationBUILDING MIAMI DADE COLLEGE'S STUDENT PATHWAY: A 3-TIERED ADVISING MODEL JOAQUIN G. MARTINEZ ASSOCIATE PROVOST MIAMI DADE COLLEGE, MIAMI, FL
BUILDING MIAMI DADE COLLEGE'S STUDENT PATHWAY: A 3-TIERED ADVISING MODEL O HIO A SSOCIAT ION OF C OMMUNITY C OLLEGES (OACC) 5 TH A NNUAL FALL S YMPOSIUM, S PRINGFIELD, OH, NOVEMBER 14, 2014 JOAQUIN G.
More informationUnderstanding Freshman Engineering Student Retention through a Survey
Understanding Freshman Engineering Student Retention through a Survey Dr. Mary R. Anderson-Rowland Arizona State University Session 3553 Abstract It is easier to retain a student than to recruit one. Yet,
More informationGeorgia s New Tests. Language arts assessments will demonstrate: Math assessments will demonstrate: Types of assessments
Parents Guide to New Tests in Georgia In 2010, Georgia adopted the Common Core State Standards (CCSS) in English language arts and mathematics and incorporated them into the existing Georgia Performance
More informationDINÉ COLLEGE DUAL CREDIT PROGRAM MEMORANDUM OF AGREEMENT
DINÉ COLLEGE DUAL CREDIT PROGRAM MEMORANDUM OF AGREEMENT Between SCOPE DINÉ COLLEGE (POSTSECONDARY INSTITUTION) and (Local Education Agency) This Agreement applies to local education agencies (LEA), such
More informationrecommendation #4: give college and work readiness assessments in high school
recommendation #4: give college and work readiness assessments in high school College entrance examinations often present a barrier to higher education for high school students. Low-income and minority
More informationHigh School Student Orientation 2013-2014
High School Student Orientation 2013-2014 Updated 06/24/2013 Dual Enrollment, or the Postsecondary Options Act, gives high school students the opportunity to enroll in college courses while attending high
More informationQUESTIONS AND ANSWERS MassCore Updated October 16, 2015
GENERAL QUESTIONS 1. What is? is a recommended, rigorous course of study based on standards in Massachusetts s curriculum frameworks that aligns high school coursework with college and career expectations.
More informationHow To Get A College Degree In Michigan
Conditional Payment Q #1 A #1 May the district require a pupil to successfully complete the college course prior to tuition and fees being paid by the district? No. The language in MCL 388.514(4) and MCL
More informationComments at the Public Hearing on the Statewide Plan for Higher Education
Comments at the Public Hearing on the Statewide Plan for Higher Education LIM College 12 East 53 rd Street, New York, N.Y. 10022 (212) 752-1530 0 LIM College is a proprietary master s and bachelor s degree-granting
More informationE-Advising and Early Alerts: Proactive Interventions across Divisions at California State University Long Beach
E-Advising and Early Alerts: Proactive Interventions across Divisions at California State University Long Beach Dr. Nele Hempel-Lamer, Interim Associate Vice President for Undergraduate Studies, California
More informationSouth Plains College Institutional Developmental Education Plan
South Plains College Institutional Developmental Education Plan South Plains College establishes this plan for the implementation of the Texas Success Initiative, to include the assessment and placement
More informationAssessments in Alabama
Parents Guide to NEW Assessments in Alabama In November 2010, Alabama adopted the Common Core State Standards (CCSS) along with selected Alabama standards. The combined standards are known as the College-
More information