Data the Gateway to the Game Changer Spanning the Divide

Transcription

1 Data the Gateway to the Game Changer Spanning the Divide Katie Zaback Senior Vice President Complete College America Tan Tran Sr. Research Associate of Research and Policy Analysis Board of Regents of the University System of Georgia COMPLETE COLLEGE AMERICA Remediation Too many students start college in remediation. 61% in 2-year institution 28% in 4-year, nonresearch institution African Americans, Hispanics and Pell Students are Over Represented 2-year Students Received Pell Grant Black, non-hispanic Hispanic White, non-hispanic 53% 63% 69% year Non-Flagship Students Received Pell Grant Black, non-hispanic Hispanic White, non-hispanic 23% 37% 35% 44%

2 Access to College or Remediation For too many students, a remedial class is their first and their last college experience. The System Does Not Work, Particularly for African Americans 25% 23% Gateway Course Completion in 2 years 2-year college remedial students 19% 15% 1 11% 5% White, non-hispanic Hispanic Black, non-hispanic Received Pell Grant Remediation Student attrition is at the heart of the matter 6

3 Few Graduate or Transfer Of 2-year students enrolled in remediation: 11% graduate in 3 years 18% transfer to 4-year institution (with or without a degree) in 4 years SUCCESS AT SCALE Colorado Indiana Georgia Tennessee West Virginia (2 Year Only) GOING TO SCALE Cohort 1 California Central Value Consortia Hawaii Illinois Ohio Oklahoma New Mexico West Virginia (4yr) Cohort 2 Idaho, New Hampshire, Massachusetts, Missouri, Montana, Rhode Island

4 SUCCESS AT SCALE Academic Support as a Corequisite Math Pathways Aligned to Programs of Study Purpose, Not Placement Corequesite Support The Corequisite Strategy More time on task and help for students when they need it (just in time)

5 One Semester Redesigned Gateway Extra Time 45 minutes after class Additional class periods Gateway Mandatory Tutoring Paired, proctored labs Sequenced 5-week prep + 10 weeks of gateway content 13 Math Pathways What is the right math course? Students Who Take College Algebra 1 Virtually no students who pass college algebra ever start Calculus III, which is a key course for STEM majors. 3 Ever Take Calculus 1 Take Business Calculus Do Not Take Any Form of Calculus Dunbar, S Enrollment flow to and from courses below calculus. In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America. 15

6 Math Is Aligned with Meta-Majors Quantitative Reasoning/ Statistics Purpose, Not Placement 5 of Students Placed In Remediation Could Pass a Gateway Course

7 End Use of Traditional Placement Percent of Students Remediation Gateway 7 3 Student Placement Data With Corequisite, Most in College-Level Percent of Students Bridge Program Gateway Course with Corequisite Support 1 3 Student Placement Data Gateway #CoreqWorks

8 COMPLETE COLLEGE AMERICA ANNUAL CONVENING of the Alliance Denver, Colorado October 12-13, 2015 Traditional Remediation Results Colorado 31% Georgia 16% Indiana Tennessee 12% 37% 29% 31% English Math West Virginia 14% 37% One Semester Scaled Results Colorado 22% Traditional Remediation National Avg for Gateway Course Success 64% Georgia 63% 71% Indiana 55% 64% English Math Tennessee 64% 61% West Virginia 68% 62%

9 % 2.7% 3.8% Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation 33.4% 6.8% 42.6% 11.5% 51.1% 19.7% 61.1% 65.9% 25.6% 43.6% 13.1% 12.3% 51.7% No ACT Total Pre-requisite Model AY Full Implementation - Fall Completion of Gateway English by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation 51.7% 54.8% 62.5% 64.6% 65.1% 67.8% 58.4% 60.8% % 27.8% 33.2% 36.9% 37.8% 25.1% 30.9% No ACT Total Pre-requisite Model AY Full Implementation -Fall Underserved Minority: Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation Students of Color 55.9% 61.6% % % 32.7% 42.6% 18.6% 13.2% 5.1% 8.3% 6.4% 6.7% 1.7% No ACT Total Pre-requisite Model AY Full Implementation- Fall 2015

10 8 Low Income: Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation - Low Income % 60.4% 50.5% 48.4% 41.6% 40.6% % 25.6% 19.7% 11.5% 13.1% 12.3% 2.7% 3.8% 6.8% No ACT Total Pre-requisite Model AY Full Implementation - Fall Adult: Completion of Gateway Math by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation - Adult 72.5% % 39.2% 48.9% 59.1% 44.6% 52.3% 4.5% 10.4% 16.4% 23.6% 20.7% 6.5% No ACT Total Pre-requisite Model AY Full Implementation - Fall 2015 One Year later % Retention % 69% 45% % 21 College Credit Hours Earned Completed Math Remediation - Non Corequisite Completed Math Course - CoRequisite

11 Role of Data Data is key for building the case Variation in implementation but common in principles It may take time for the system to catch up but get started with a plan Data is key for informing implementation Disaggregation is essential You can help everyone else realize the connections across interventions