West Virginia Proposal Narrative Proposal Narrative Statements

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1 West Virginia Proposal Narrative Proposal Narrative Statements All proposals are required to include an implementation plan addressing one or two of the Innovation Challenge focus areas. Applicants will outline their state s implementation plan, how the proposal was developed and how the work aligns with state labor needs. States will provide explanations of the capacity and authority of their leadership teams and timelines of process benchmarks for implementing work. The narrative portions of the proposal will also explain how the state will leverage its existing work to improve college completion. Applicants must address all of the following points. Visuals are welcome. 1) State s college completion goals. Maximum length: 250 words Describe the state s existing college completion goals. In a recent survey of West Virginia voters, 78 percent of respondents stated that earning a fouryear college degree is very important to a person s overall quality of life and 90 percent agreed that West Virginia s colleges and universities are essential to improving the state s economy. Despite these widely held beliefs, for every th graders, only 17 will earn a two- or fouryear college degree within ten years. Researchers at The Georgetown University Center on Education and the Workforce have found that West Virginia will need to produce an additional 20,000 certificate and degree holders over the next seven years in order to meet projected workforce needs. Without increasing college completion rates, West Virginia will not be able to meet these needs. West Virginia s overarching college completion goal is to address the leaks in its education pipeline and produce at least 20,000 more certificate and degree holders by With this target in mind, system and institution leaders have committed to increasing degree production by 25 percent over the next five years. The state s two- and four-year college systems are working actively to achieve this goal through initiatives targeted at specific student populations. As one of a myriad of policy endeavors undertaken to achieve this goal, efforts are underway to reform developmental education across the state s postsecondary system. To that end, the state is committed to increasing the number of students passing college-level math and English within two years of entry by 10 percent before ) State s work to achieve its college completion goals. Maximum length: 750 words How does the state plan to achieve its state-, state system-, and campus-level goals? How do system and campus-level completion goals align with the statewide goals? What specific steps have already been taken, and what are the anticipated critical next steps? How is data collection embedded into a higher education accountability system?

2 How have the state and its implementation partners demonstrated success in prioritizing and achieving measurable progress in improving college completion? West Virginia s strategy for achieving its college completion goals is to use a multi-pronged, centrally coordinated approach that focuses on student populations that struggle to earn a college degree or credential. Through the work of the Governor s 21 st Century Jobs Cabinet (West Virginia s P-20 council), the West Virginia Higher Education Policy Commission (HEPC), and the West Virginia Council for Community and Technical College Education (CTCS), we have identified several key issues that impede college completion: 1) a general lack of information about college-going, particularly among low-income students; 2) a sizable number of adults who have started but not finished a college degree; and 3) high proportions of students who have to take remedial education upon entering college. West Virginia has developed several programs to target students affected by these barriers to ensure that it will produce at least 20,000 additional degrees by Brief highlights of these efforts are as follows: In October of 2009, the College Foundation of West Virginia (CFWV) launched a one-stop website, cfwv.com, where students of all ages can access information about higher education, financial aid options, and apply to college. Since the launch of the site, over 67,000 accounts have been created and over 28,000 college applications have been submitted. In addition, Commission staff have conducted training sessions in 84 percent of the states counties. The goal of this training is to certify counselors in the use of the many resources available through CFWV, thereby creating another vehicle to assist students as they navigate the educational pipeline. West Virginia has also begun two programs targeted specifically at adult learners in the state. Recognizing that the state has a substantial adult population with some college credits but no degree, the Commission was able to locate and contact over 8,000 adults with more than 60 credit hours, by mail, to encourage them to finish their degrees. Specifically, students were informed about the revamped Regent s Bachelor of Arts degree, which is targeted at working adults. Another initiative aimed to increase college participation and completion by adults is the DegreeNow program. This program seeks to help adults who have earned more than 30 credits, but have not received a degree, to obtain a certificate, associate s degree, or bachelor s degree. It is anticipated that this program will assist 3,000 adults earn associate s degrees and 4,600 adults earn bachelor s degrees by West Virginia trails all states with respect to the proportion of credentialed adults as well as the national average for graduation rates. The state has recently undertaken major initiatives in an effort to ameliorate these outcomes. We are currently working with the National Center for Education Management Systems (NCHEMS) to develop both state and campus student flow models. These models allow us to break out completion successes and barriers by student type in an effort to make more specific recommendations at both the state and institutional levels regarding initiatives that will ultimately result in better completion figures. Increased use and transparency of educational data has also been supported by a $5 million investment from former Governor Manchin to develop a data warehouse that will connect the state s K-12, higher education, and workforce data systems. That project is currently underway and the system will be launched in September 2011.

3 Both the two- and four-year public college systems are held accountable for their education outcomes through a variety of mechanisms, ranging from the institutional compacts with the Commission and Council to a broad array of performance reporting requirements. Through a structured process linked to both systems master plans, reports such as the Higher Education Report Card are produced annually and provide the most recent trend data addressing all facets of the master plans. Data are placed in both a regional and national context allowing the state legislature to examine West Virginia data in a broader context. Furthermore, the Commission and Council have developed performance funding formulas which will incentivize college completion. The state legislature has approved these plans and each model is currently being utilized in state funding discussions for higher education. 3) State s use of metrics. Maximum length: 500 words Describe how the applicant s state-level and, if relevant, campus-level Common Completion Metrics were used to inform this proposal. Describe how the state is currently using and will continue to use the Common Completion Metrics. Policy and research staff at the Commission have been involved with the Common Completion Metrics since the development stages. During Governor Joe Manchin s chairmanship of the National Governors Association he made college completion the focus of his initiative and pushed for the adoption of these metrics by all state governors. Due to this early involvement, such data have already been used to inform a variety of policy and planning discussions in West Virginia. Analysis and discussion of this data with key stakeholders in the West Virginia Community and Technical College System also had a significant impact on the development of this proposal. When the HEPC began to use this data to identify some of the most significant leaks in the state s education pipeline, they found dramatic differences in the completion rates of students that enroll in developmental education and those that do not. Among bachelor s degree seeking students, those that take any remedial education have a six year graduation rate of 31.6 percent compared to a graduation rate of 54.5 percent for those that do not take any developmental education. Among associate s degree seeking students those that take developmental education have a three-year graduation rate of 8.8 percent compared to 23.1 percent rate for those that do not take developmental education (see Appendix A). This completion gap is particularly troubling for the Community and Technical College System, since more than 60 percent of their first-time freshmen enroll in some form of developmental education. Chancellor James Skidmore has taken on the challenge of closing this completion gap by creating a Developmental Education Task Force. The task force is comprised of individuals from each of the ten community colleges in the state, including college presidents, developmental education deans, deans of academic affairs, and developmental education instructors. Chancellor Skidmore has charged the task force with making data-driven decisions

4 to transform developmental education in the state. They will be actively involved in monitoring the impact that redesigning developmental education is having on the achievement of the state s college completion goals. These metrics have also been used to inform the work of the statewide West Virginia College Completion Task Force that was formed to guide, structure, and implement many of the state s college completion efforts. This group has been using this data to help identify the policies and programs that West Virginia will use to increase its college completion rate. This task force will continue to meet through 2011 and will develop their recommendations for the state based on a close analysis of existing data and testimony from in-state and national experts. The results of the Task Force s work will be provided to the Governor, the Legislative Oversight Commission on Education Accountability (LOCEA), the Higher Education Policy Commission, and the Community and Technical College Council. The work of this group will also form the basis for the next five year Master Plan of the Policy Commission, scheduled to be developed during ) Proposed plan for implementing initiatives in one or two of the Innovation Challenge focus areas. Maximum length: 1700 words Describe the structure of the plan and how it addresses one or two of the focus areas. Describe how the state will implement this plan and the implementation timeline. Describe the leadership team that will drive the plan s implementation and how the composition of this team reflects the proposed work. Describe the role that institutions and state system boards will play in implementing the proposed work. West Virginia s plan to dramatically increase college completion rates focuses on transforming developmental education across the state. In the fall of 2009, 41 percent of recent high school graduates, enrolled in regional public institutions in the state, required remediation based on their ACT scores 1. In the two-year sector, 64.2 percent of students enrolled in a developmental education course, 58 percent in math. An analysis of students who enrolled in developmental math their first semester at a public twoyear college shows that of those that pass this course, 17 percent earn a certificate or degree in 6 years. Of those that fail developmental math their first semester, only 2.4 percent earn a certificate or degree in 6 years. Students who take college level math their first semester, but do not pass, have a 7.3 percent chance of earning a certificate or degree in 6 years. For the students that pass college level math their first semester, 42 percent earn a certificate or degree in 6 years (see Appendix A). After evaluating these statistics and reviewing best practices nationwide, the Developmental Education Task Force put in place a series of recommendations to revise both the structure of developmental education and the policies that affect it, such as: 1) standardizing 1 A regional institution is defined as any public higher education institution that is not a research university. In West Virginia, this includes every institution except West Virginia University and Marshall University

5 the expectations for developmental education; 2) modularizing developmental courses so that students can skip modules they demonstrate competency in, thereby finishing course work more quickly; 3) broadening the use of accelerated courses so that students are enrolled in credit bearing courses as quickly as possible; and, 4) making changes to the statewide higher education database so we are able to effectively track the progress of these efforts. This work has already begun under the leadership of the system s Vice Chancellor for Academic Affairs, Dr. Kathy Butler. Structure of the plan In order to increase the college completion rate of its students, West Virginia is taking a multiple level approach to redesigning developmental education across the state. The core aspects of the plan are: a) the development of common expectations for student competency that will be shared across the systems; b) the development of a modular curriculum for developmental education in math, English, and reading for use across the systems (Epper, & Baker, 2009); c) the development of accelerated courses in math, English, and reading for use across the systems (Bailey, 2009); d) rigorous evaluation of the success of these courses; and, e) the dissemination of best practices across all 2- and 4-year public institutions in West Virginia. We believe that this approach will build upon on-going work in the state and fits very clearly with the Innovation Challenge Focus Area of transforming remedial education. West Virginia s plan for transforming developmental education in the state consists of three phases. The first phase is to develop standard learning objectives for developmental math, English and reading courses across the state. These would identify what students need to know before entering college level coursework, set clear expectations for students, and provide a common tool for faculty to use. Over the past year, the West Virginia Department of Education has worked with higher education faculty to develop competency-based transition courses that ensure high school students are ready for college level work when they graduate from high school. Staff will rely heavily on these competencies to ensure alignment with K-12. At the same time, we are aware that a large number of our adult learners need developmental education and will ensure that our competencies meet the needs of both traditional and nontraditional students. This work has already begun and will continue through July In addition to the creation of these competencies, the Developmental Education Task Force recommended that changes be made to the data elements that campuses report to the state system. As a result, all public higher education institutions are now required to report information about student placement scores and the format of developmental education courses. These additions will allow the state systems to rigorously evaluate whether students are placed in the appropriate developmental education course and the success of various course delivery models over time. The second phase of West Virginia s transformation of developmental education will be the development of modular curricula for math, English, and reading. Curricula will be built around the learning competencies established in phase one and will be developed at two different competency levels. Dr. Bruce Vandal and others working with the ECS Getting Past Go initiative identify three categories of developmental education students: those that are just

6 below college-level, those that are two or three levels below college level, and those that are just above adult basic education. West Virginia already has a FIPSE funded program in place, Integrated Pathways for Adult Student Success (IPASS), which integrates developmental education into a contextualized workforce training curriculum for adults that need developmental education. This program is in its second year of implementation and has proven successful so far. However, the state does not presently have a coordinated program to address the needs of students who are closer to college readiness. Subsequently, we plan to develop and implement those courses over the next 18 months. Concurrently, faculty from all of the state s two-year institutions and three of the state s fouryear institutions will develop and implement modular courses in math, English, and reading that are designed for students who are two to three levels below college readiness. While these reforms only include three of the state s ten four-year institutions, their impact will extend to nearly all institutions. Until 2002 most of West Virginia s two- and four-year institutions were administratively linked and often shared facilities. While there are now two separate systems, many four-year institutions still rely on their neighboring two-year institutions to handle the developmental education needs of their students. The aforementioned courses will be developed by faculty and developmental education directors from West Virginia in collaboration with national experts and will be modeled after the success of Jackson State Community College in Tennessee where student success rates increased 45 percent. The modular courses are intended for students who are 2 to 3 levels below the cut off for remediation. The modular courses will be competency based hybrid and online courses (researchers will monitor the success of each format closely). Each module will have a pretest. If a student passes the pretest, the student is deemed competent in that area and can proceed to the next module. When students do not pass the pretest, they receive instruction on the module and then take a post-test to prove their competency in the area. Faculty will be on hand to assist students who are struggling on modules. In this way, student learning is selfpaced, and it is possible for students to accelerate their time to degree by not wasting time being instructed on a competency they already know. This is important for students needing this level of remediation because they may otherwise have to take two or more developmental courses in one subject area, and taking unnecessary coursework has been shown to be associated with stopping out. Faculty from five of the two-year and three of the four-year institutions will also develop and implement accelerated learning courses, modeled after those that have been successful in the Community College of Baltimore County where student pass rates for college level English increased from 38 to 74 percent. These courses are intended for students who are right at the cusp of not needing remediation (ACT score of 18). Students will be placed in both the appropriate college level course in their first semester and the companion accelerated course which meets immediately after the college level course. Both courses will be taught by the same instructor. The goal of this paring is to reduce the time it takes for these students to get their degree thereby moving them closer to completion. The accelerated course will also be based upon the competencies established by members of the Developmental Education Task Force. See Appendix B for implementation timeline.

7 Leadership Team The leadership team for this grant will consist of Chancellors Brian Noland and James Skidmore, the Governor s Policy Director Hallie Mason, President of Southern CTC and First Lady Joanne Tomblin, and Dr. Kathy Butler, Vice Chancellor for Academic Affairs at the Commission. This core group will coordinate these activities with the ongoing efforts of the Developmental Education Task Force and the College Completion Task Force. The membership of the College Completion Task Force includes the President of West Virginia University, the President and First Lady Joanne Tomblin, the chairs of the Senate and House Education Committees, the chairs of the Higher Education Policy Commission and the Community and Technical College System, members of the state s P-20 council, faculty, and university administrators. All of these individuals have been actively involved in improving developmental education and increasing college completion in West Virginia and have the wherewithal to implement any changes to programs or policies that may prove necessary. This leadership team will also ensure that faculty and staff at the institutional level, are kept up to date on the programs progress and will be afforded the opportunity for input. Meanwhile, the chancellors and system board chairs will ensure the Higher Education Policy Commission and Community and Technical College System are kept up to date on progress toward achieving our state, system and institutional goals. 5) Description of how the state s plan advances the goals of the other focus areas and how this plan will integrate with and accelerate the state s larger completion goals. Maximum length: 1200 words Describe how use of these funds will leverage progress in the state. Describe why funding for the selected Innovation Challenge focus area(s) is critical to creating measurable increases in completion in the state. Describe how the proposed work will improve completion given the challenges and barriers the state faces. Describe how the proposed work responds to the needs of the state s labor market. Describe how the proposed work addresses racial and socioeconomic completion gaps in the state. Describe the state s prior success in this area and how this plan builds upon previous and existing work. The award of an Innovation Challenge Grant will have a significant and immediate impact on West Virginia s college completion rates. With upwards of 40 percent of incoming students at participating institutions needing to take developmental education, targeting this group of students would have a tremendous impact. Currently, only 11 percent of community college students, and 22 percent of four-year college students, who enroll in developmental math in their first semester earn a certificate or degree within six years. These numbers are staggering, especially when we compare these students to their counterparts. Twenty eight percent of students in the two-year system, and 53 percent of students in the four-year system, who enroll in a college level math course in their first semester, go on to earn certificates or degrees within six years. West Virginia simply will not be able to graduate the number of students with

8 certificates or degrees that it requires to maintain the state s workforce needs unless and until we tackle developmental education across the state. Use of Funds Much of the funding supplied by the Challenge Grant would be spent on two areas of critical need for students: 1) providing professional development for the faculty who are teaching the developmental education courses; and, 2) purchasing course software and curricula for the new modular and accelerated courses. Through the work with the Developmental Education Task Force, it has become clear that most of the developmental instructors lack the skills they need in order to implement innovative course redesigns like modularization and acceleration. Leadership teams recognize that the only way transforming developmental education will work in West Virginia is if instructors are capable of teaching students in ways that have proven effective. The state s developmental instructors have provided overwhelming support for this proposed work and particularly for increased professional development. This funding will help make the needed professional development a possibility. Challenge Grant funding is also critical for the rapid development and implementation of modular and accelerated developmental education courses in West Virginia s public colleges and universities. Reconstructing the way developmental education is taught state-wide will require significant investment of time on behalf of faculty across the system. Challenge Grant funds will enable West Virginia to expeditiously implement much needed reforms through the acquisition of successful developmental curricular models, putting West Virginia several steps closer to achieving its college completion goals. Further, implementing modularized courses will require the purchase of various technological supports including server space, intended to house the course, and new course software. Academic and political leaders recognize that the state s current developmental education system is not working and are enthusiastic in their support for this plan. Without these funds, the state will not be able to develop modular and accelerated remedial math, English, and reading simultaneously or implement these changes on the same scale. How the Work Improves Completion Given Challenges West Virginia is uniquely situated to benefit from widespread reform to its developmental education system. The reforms proposed here will benefit from the alignment work already being done by the Commission and the Department of Education and from the leadership role the state is playing in developing national assessment standards. To address the high proportion of recent high school graduates entering post-secondary education in need of remediation, the Department and the Commission have developed transition courses designed to improve alignment between K-12 and higher education. These courses are designed for high school juniors who plan to attend college, but score below the legislatively mandated (Series 23) level for placement into credit-bearing courses. These students take a transition course their senior year, and if upon completion of the course they achieve the required score on an HEPC-approved placement exam, they are eligible for placement into a college-level course, in the same subject matter, upon admission to college.

9 The math transition course is fully developed and will be utilized in all West Virginia high schools beginning the fall of The English transition course, in its final stages of development, will be integrated into the high school curriculum in the fall These courses have been designed to align with the Common Core State Standards and have been informed by West Virginia s leadership in the SMARTER Balanced Assessment Consortium. The work that has gone into designing these courses will serve as the foundation for the Developmental Education Task Force in establishing common learning outcomes, ensuring that these courses will create a stable, research-based bridge between K-12 and post-secondary education. Needs of the Labor Market Transforming remedial education is also central to addressing the states achievement gaps. The state-level NAEP report released in November 2010 show that West Virginia s 12 th grade students are among the lowest performing in reading and are the lowest performing in math. With just 29 percent scoring proficient or better in reading and 13 percent in math, many of our students are coming to college without the skills they need to succeed in college or compete with their peers from other states. One of the major complaints that employers in West Virginia have is that students often lack the basic mathematic and linguistic skills they need in the workplace. By improving student success at this level, students will be able to develop their skills more rapidly and move into coursework that is relevant for their careers. It also addresses a pressing need in the state that will have a positive impact on a wide range of employment fields. Racial and Socioeconomic Completion In West Virginia, the college completion gap between students who need developmental education and those who do not is greater than the gap between high and low-income students or the gap between black and white students. However, students of color and low-income students are more likely to be enrolled in developmental courses within the state. By implementing changes to the state s developmental education system that have helped increase college completion rates in other states, we believe West Virginia will be able to dramatically increase the college completion rates and overall academic success of all students. Prior Success While the overall picture of developmental education may look bleak in West Virginia, there are points of light throughout the state. Shepherd University has moved all of their developmental education courses into accelerated courses, where students take both a developmental and a credit bearing course in conjunction with one another. This plan builds on that success and their faculty will be part of a team that advises and trains developmental education instructors at other West Virginia institutions. The Shepherd University plan will serve as a best practice for replication with receipt of CCA funding. Three of the two-year institutions have had success with their IPASS program, which incorporates developmental education into workforce courses. This program is intended for those students seeking a workforce certificate. The proposed work is intended to complement

10 IPASS, by providing innovative pedagogical techniques in developmental education to students who are seeking higher levels of academic achievement. The choice to focus on accelerated and modularized courses stems from a thorough review of the literature around best practices in developmental education, as well as numerous conversations with national experts in the field about what might work best in West Virginia. 6) Benchmarks against which the state will evaluate its progress against this plan. Maximum length: 350 words Provide ambitious and realistic 3-month, 6-month, 12-month, 18-month, 24-month and 36-month benchmarks for the proposed activities. Provide a three-year outline for sustaining work that explains how the proposed actions will continue to improve completion rates beyond the grant period. Describe the implementation team s plan and process for assessing which changes in state- and campus-level metrics are attributable to work implemented through the Innovation Challenge. Date Benchmark 3 month Core competencies for developmental math, reading, and English will be agreed upon state-wide. 6 month The modular and accelerated course formats will have been developed. Modular courses will be implemented at thirteen institutions and accelerated courses will be implemented at eight institutions by January month Data will be analyzed at the system level for these three different course formats to measure successes and failures. Instructors, developmental education deans, and college presidents will be notified of successes and failures. Revisions will be made to the courses to help minimize any unsuccessful results. Implementation of the revised courses will take place in August month Data will be analyzed at the system level for these different course formats to measure successes and failures. Additionally, researchers will track the trajectories of students who previously enrolled in the two new course formats and compare those trajectories to similar students who did not enroll in the newly formatted courses. Recommendations will be made at the system level to institutions about how to continue to improve the new courses. All course formats will be implemented in January month Data will again be analyzed and disseminated at the system level. Reports will be given to various stake-holders. Regional meetings will be held to discuss the implementation successes and difficulties of various institutions. Teams of experts within the state will be formed to help scale-up these efforts state-wide. Courses will be implemented in August month Convening of developmental education leaders and key state policy makers to discuss successes and remaining challenges. State-wide implementation of most successful courses.

11 The metrics used to analyze success will be a combination of the Complete College America and Achieving the Dream metrics. Specifically, we will closely monitor: course placement (are students being correctly placed in various formats), success in remedial education, time to enrollment in subsequent college course, success in college course, degree awarded, and time to degree. 7) State s proposal development process. Maximum length: 250 words What institutions, agencies and individuals does the state intend to collaborate with in the proposed plan? Describe the roles and input of these collaborators in the development of this proposal. This plan involves the collaboration of the Office of the Governor, HEPC, CTCS, WVDE, the Developmental Education Task Force, the College Completion Task Force, 13 college presidents, and representatives from every developmental education program at a public higher education institution in West Virginia. The Governor s Office will work most closely with Chancellors Noland and Skidmore. President and First Lady Joanne Tomblin serves on both the Developmental Education and College Completion task forces and will serve as an additional conduit between the Governor s Office and the two higher education systems. Chancellor James Skidmore and Vice-Chancellor Kathy Butler will both be directly involved in the Developmental Education Task Force and Dr. Butler will be actively involved in the development of the common learning objectives, the design of course curricula, and the course implementation taking place in both systems. The proposed plan was developed through the work of the Developmental Education Task Force, and furthered by collaboration with the Chancellors, Governor Tomblin, the College Completion Task Force, developmental education experts at several two- and four-year campuses, and the K-12 transition course development team. This plan is also supported by the chairs of the West Virginia Senate and House Education Committees and United States Senators Manchin and Rockefeller. There is agreement among all parties involved that reforming developmental education in a way that accelerates student learning, increases student support and ensures transferability will help meet a significant state need and lead to more qualified college graduates in West Virginia.

12 References Bailey, T. (2009). Rethinking developmental education in community college (CCRC Research Brief No. 40). New York, NY: Community College Research Center, Teachers College, Columbia University. Epper, R. M., & Baker, E. D. (2009). Technology solutions for developmental math: An overview of current and emerging practices. Seattle, WA: William and Flora Hewlett Foundation and the Bill and Melinda Gates Foundation. Frost, B. (2010). Smart Math Presentation. Retrieved from: on January 15 th, Jenkins, D., Speroni, C., Belfield, C., Jaggars, S., Edgecombe, N. (2010). A model for accelerating academic success of community college remedial English students: Is the Accelerated Learning Program (ALP) effective and affordable? (CCRC Working Paper No. 21). New York, NY: Columbia University, Teachers College, Community College Research Center.

13 Number of students (First-time entrants) % of Student Population (by sector) Appendix A West Virginia College Completion Pipeline Summary Table Students by category 2nd Semester Retention 2nd Year Retention Graduate in 100% (any institution) Graduate in 150% (any institution) Graduate in 200% (any institution) % Full-time 82.4% 60.1% 5.2% 12.6% 16.7% % Part-time 58.5% 42.6% 0.5% 4.7% 8.3% Associate's Degree Seekers (2004 cohort) % Transfer 74.5% 59.4% 15.4% 23.1% 26.7% % Recent HS grad 82.5% 61.5% 5.7% 13.1% 17.4% % Adult (25+) 72.1% 54.6% 9.3% 16.5% 20.3% % Dev Ed 79.0% 56.8% 2.3% 8.8% 12.9% % Non Dev Ed 75.9% 58.9% 14.9% 23.1% 26.7% % Pell 83.0% 57.6% 5.8% 12.2% 16.1% % No Pell 72.0% 57.9% 8.7% 16.7% 20.5% % Full-time 90.7% 77.9% 22.2% 48.2% 51.9% % Part-time 71.2% 48.9% 1.2% 10.3% 14.5% Bachelor's Degree Seekers (2002 cohort) % Transfer 85.7% 72.3% 43.6% 53.4% 55.5% % Recent HS grad 91.5% 79.6% 23.3% 50.1% 53.8% % Adult (25+) 81.3% 62.9% 29.6% 38.0% 40.4% % Dev Ed 88.1% 69.2% 9.6% 31.6% 36.3% % Non Dev Ed 89.4% 77.8% 32.9% 54.5% 57.4% % Pell 89.7% 73.1% 21.6% 41.0% 45.3% % No Pell 88.8% 77.4% 29.4% 52.3% 55.2%

14 Completion Patterns of Community College Students based on their Initial Math Course Enrollment Passed Took College Level Math in First Semester 100 students Failed Dropped Out Took class again Passed Failed Earned a Certificate or Degree within 6 Years Dropped Out Passed 10 Took Developmental Math in First Semester 100 students Failed 19 Dropped Out Took class again Passed 0 Failed Dropped Out

15 Completion Patterns of Four-Year College Students based on their Initial Math Course Enrollment Passed Took College Level Math in First Semester 100 students Failed Dropped Out Took class again Passed Failed Earned a Certificate or Degree within 6 Years Dropped Out Passed 20 Took Developmental Math in First Semester 100 students Failed 18 Dropped Out Took class again Passed 0 Failed 9 9 Dropped Out

16 Appendix B Date Deliverable Group Responsible April 2011 August 2011 Finalize student competencies and new data reporting elements. Developmental Education Task Force. August 2011 December 2011 January 2012 May 2012 May 2012 July 2012 Fall 2012 August 2012 December 2012 January 2013 July 2013 Development of modular and accelerated courses. Planning meetings with developmental education faculty and experts. Campus workshops. Introduction of modular and accelerated courses Assessment and adjustment of courses WV Developmental Education Conference Implementation of retooled developmental education courses. Continued assessment and adjustment of modular and accelerated courses Institutional development teams and participating developmental education faculty. All ten 2-year institutions and three selected 4-year institutions. All participating institutions. All participating institutions and all interested institutions. All participating institutions. All participating institutions.

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