West Virginia Proposal Narrative Proposal Narrative Statements
|
|
- Brook Simmons
- 8 years ago
- Views:
Transcription
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.
Transform 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 informationIssue Brief: Developmental Education in Community Colleges Prepared for: The White House Summit on Community College
Issue Brief: Developmental Education in Community Colleges Prepared for: The White House Summit on Community College Thomas Bailey and Sung-Woo Cho, CCRC September 2010 When students arrive to enroll in
More informationProgression. Assessments
Developmental Education in Community Colleges Thomas Bailey and Sung-Woo Cho Community College Research Center When students arrive to enroll in community college, almost all are asked to take a skills
More informationJOINT STANDING COMMITTEE ON EDUCATION
JOINT STANDING COMMITTEE ON EDUCATION House Chamber November 17, 2014 Advanced Careers: A Launching Point for Pathway Partnerships in West Virginia 1 Chancellor James Skidmore 15 to Finish, Promoting On-Time
More informationBuilding Pathways to Postsecondary 2.0 Summits
Building Pathways to Postsecondary 2.0 Summits 2014-2015 Paula Palmer, JoAnn Simser, and Pakou Yang Minnesota Department of Education Minnesota State Colleges and Universities Leading for educational excellence
More informationVirginia s College and Career Readiness Initiative
Virginia s College and Career Readiness Initiative In 1995, Virginia began a broad educational reform program that resulted in revised, rigorous content standards, the Virginia Standards of Learning (SOL),
More informationThe Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education
The Historic Opportunity to Get College Readiness Right: The Race to the Top Fund and Postsecondary Education Passage of the American Recovery and Reinvestment Act (ARRA) and the creation of the Race to
More informationColorado Proposal Narrative Statements
Colorado Proposal Narrative Statements Proposal Narrative Statements All proposals are required to include an implementation plan addressing one or two of the Innovation Challenge focus areas. Applicants
More informationWhat We Know About Accelerated Developmental Education
ACCELERATED DEVELOPMENTAL EDUCATION / MARCH 214 What We Know About Accelerated Developmental Education Why Accelerate Developmental Education? Most community colleges require new students to take placement
More informationLeading Developmental Education Redesign to Increase Student Success and Reduce Costs
Leading Developmental Education Redesign to Increase Student Success and Reduce Costs Treva G. Berryman Tennessee Board of Regents Paula Myrick Short Tennessee Board of Regents The Tennessee Board of Regents
More informationTestimony for the National Commission on Accountability in Higher Education Oklahoma State Regents for Higher Education. Pre-Collegiate Initiatives
Testimony for the National Commission on Accountability in Higher Education Oklahoma State Regents for Higher Education Prepared by: Dr. Dolores Mize, Associate Vice Chancellor and Special Assistant to
More informationReport on. Prepared for the CPE Strategic Agenda Work Group
Report on COLLEGE READINESS Prepared for the CPE Strategic Agenda Work Group Introduction To be competitive in the 21 st century, Kentucky must increase the educational levels of its workforce. According
More informationWhat We Know About Transition Courses
RESEARCH OVERVIEW / JANUARY 2016 About Transition Courses Throughout the country, increasing numbers of states are encouraging high schools to offer senioryear transition curricula in math and English
More informationSeptember 2010. CCRC Working Paper No. 21
A Model for Accelerating Academic Success of Community College Remedial English Students: Is the Accelerated Learning Program (ALP) Effective and Affordable? Davis Jenkins Cecilia Speroni Clive Belfield
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 informationCPE College Readiness Initiatives Unified Strategy: Increase accelerated learning opportunities for all Kentucky students.
CPE College Readiness Initiatives Unified Strategy: Increase accelerated learning opportunities for all Kentucky students. INTRODUCTION 1 P age 1. Objectives and Activities Bluegrass Community and Technical
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 informationParticipation and pass rates for college preparatory transition courses in Kentucky
U.S. Department of Education March 2014 Participation and pass rates for college preparatory transition courses in Kentucky Christine Mokher CNA Key findings This study of Kentucky students who take college
More informationPOLICY ISSUES IN BRIEF
ISSUES AND SOLUTIONS for Career and Technical Education in Virginia 2015 Educators and business representatives from across Virginia, along with 10 organizations representing Career and Technical Education
More information135CSR28 TITLE 135 JOINT LEGISLATIVE RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION AND BOARD OF EDUCATION
TITLE 135 JOINT LEGISLATIVE RULE WEST VIRGINIA COUNCIL FOR COMMUNITY AND TECHNICAL COLLEGE EDUCATION AND BOARD OF EDUCATION SERIES 28 STANDARDS FOR THE ADMINISTRATION OF THE WEST VIRGINIA EARN A DEGREE,
More informationGuided Pathways to Success in STEM Careers. Request for Proposals
Guided Pathways to Success in STEM Careers Request for Proposals June 2013 Table of Contents Table of Contents... 2 Introduction... 3 Principles and Practices of Guided Pathways to Success... 4 Complete
More informationKeeping Tuition Affordable for Ohio Families
Ohio House Finance Subcommittee on Higher Education House Bill 64 - FY16-17 Operating Budget Testimony John Carey, Chancellor, Ohio Board of Regents March 5, 2015 Chairman Duffey, Ranking Member Ramos
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 informationClosing the Gap 2020: A Master Plan for Arkansas Higher Education Executive Summary
1 Closing the Gap 2020: A Master Plan for Arkansas Higher Education Executive Summary Objective This five year planning cycle is a critical component in the long-term objective to reach the 2025 goal of
More informationCOMPLETE COLLEGE TENNESSEE
COMPLETE COLLEGE TENNESSEE Challenges and Opportunities Tennesseans understand: It s time to retool, not retreat. That s why Tennessee colleges and universities are busting at the seams. In the depth of
More informationIdaho Colleges Find Success With Retention Strategies
FOR INFORMATION: Contact Jennie Sue Weltner jsweltner@jkaf.org 208-424-2640 Idaho Colleges Find Success With Retention Strategies Five Idaho colleges increased retention rates for non-traditional students
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 informationChanging a Culture. Toward a 30% Increase in Degree Attainment in Stark County, Ohio
Changing a Culture November 2005 Toward a 30% Increase in Degree Attainment in Stark County, Ohio Stark County is the 7th largest county in Ohio. In 2001 we formed a P-16 Compact and began looking at the
More informationChapter Three: Challenges and Opportunities
Chapter Three: Challenges and Opportunities The preparation of Orange County Community College s Periodic Review Report occurs at a time when the College and New York State are experiencing an economic
More information3. The Bridge Program Nashua Students from Nashua High School take courses at the college for concurrent credit.
New Hampshire New Hampshire Postsecondary Education Commission Kathryn Dodge Executive Director Three Barrell Court, Suite 300 Concord, NH 03301 Email: kdodge@pec.state.nh.us 1) Does the state have an
More informationTHE DEGREE PRODUCTION PROBLEM
Education Policy and College Readiness in Illinois Janet Holt, PhD Executive Director, Illinois Education Research Council October 8, 2014 Focus on Illinois Education Research Symposium Bloomington, IL
More informationTransforming Remedial Education to Improve Postsecondary Attainment 12:00-1:30 PM, Friday, July 12, 2013
Transforming Remedial Education to Improve Postsecondary Attainment 12:00-1:30 PM, Friday, July 12, 2013 With recent estimates suggesting that over 50 percent of all college students require remedial education
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 informationPROMOTING GATEWAY COURSE SUCCESS: SCALING COREQUISITE ACADEMIC SUPPORT
PROMOTING GATEWAY COURSE SUCCESS: SCALING COREQUISITE ACADEMIC SUPPORT Bruce Vandal Vice President, Complete College America Overview With research indicating that upwards of 50 percent of all new entering
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 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 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 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 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 informationA Working Model for Student Success: The Tennessee Technology Centers
A Working Model for Student Success: The Tennessee Technology Centers Draft This report was commissioned by Complete College America as a description of a postsecondary educational institution that is
More informationDUAL CREDIT IN KENTUCKY. A significant body of research indicates that a high school diploma is not sufficient for
DUAL CREDIT IN KENTUCKY A significant body of research indicates that a high school diploma is not sufficient for the skills required in most jobs of the 21 st century. As educators strive to provide students
More informationApprovals: ASAC 6/2/15; ACOP 6/17/15; SBCC 7/16/15; VDOE 7/31/15; Secretary of Education 8/3/15
GOVERNING PRINCIPLES FOR DUAL ENROLLMENT BETWEEN VIRGINIA S PUBLIC SCHOOLS AND THE VIRGINIA COMMUNITY COLLEGE SYSTEM INTRODUCTION The Governing Principles for Dual Enrollment between Virginia Public Schools
More informationPARTNERING FOR EDUCATIONAL SUCCESSIN NYC: NYC DOE & CUNY
PARTNERING FOR EDUCATIONAL SUCCESSIN NYC: NYC DOE & CUNY SUMMER 2014 Acknowledgements This report aims to provide an overview of the way in which two of the largest educational systems in the country are
More informationThe Condition of College & Career Readiness l 2011
The Condition of College & Career Readiness l 2011 ACT is an independent, not-for-profit organization that provides assessment, research, information, and program management services in the broad areas
More informationNGA Center for Best Practices Honor States Grant Program Phase Two Awards
NGA Center for Best Practices Honor States Grant Program Phase Two Awards Increase Course Rigor ($140,000 Grant; $40,000 Match Required) Mississippi, Oklahoma, and Pennsylvania will work with NGA and ACT
More informationRESEARCH BRIEF. Increasing Access to College-Level Math: Early Outcomes Using the Virginia Placement Test
CCRC Number RESEARCH BRIEF 58 December 214 Increasing Access to College-Level Math: Early Outcomes Using the Virginia Placement Test By Olga Rodríguez In fall 29, the Virginia Community College System
More informationC E. 21 st Century Model High Schools That Work. An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools
21 st Century Model High Schools That Work An Enhanced HSTW Design for Implementing the West Virginia Framework for High Performing High Schools C E 21 st Century High Schools That Work (HSTW)is an effort-based
More informationComplete College America Common College Completion Metrics Technical Guide
Complete College America Common College Completion Metrics Technical Guide April, 2014 All major changes from previous years are highlighted and have a * indicator that can be searched for. April 2, 2014:
More informationJUST THE FACTS. Washington
JUST THE FACTS Washington The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards
More informationMeeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION May 25, 2012
Meeting of the OKLAHOMA STATE REGENTS FOR HIGHER EDUCATION May 25, 2012 AGENDA ITEM #18-a: Student Performance Reports. SUBJECT: Oklahoma High School Indicators Project. Reports required by 1989 legislation
More informationSmarter Choices, Faster Completion
Indiana s Completion Innovation Challenge Proposal: Smarter Choices, Faster Completion 1) State s college completion goals. Maximum length: 250 words Describe the state s existing college completion goals.
More informationStudent Success Challenges in Three Areas: Developmental Education, Online Learning, and the Structure of the Student Experience
Student Success Challenges in Three Areas: Developmental Education, Online Learning, and the Structure of the Student Experience Shanna Smith Jaggars Community College Research Center Teachers College/Columbia
More informationRepaving The Road To College-Readiness: Strategies for Increasing the Success of Mississippi s College Students in Developmental Education
Repaving The Road To College-Readiness: Strategies for Increasing the Success of Mississippi s College Students in Developmental Education 2012 All rights reserved. Any portion of this report may be reproduced
More informationRiverside City College and City of Riverside receive $3 million from the Bill & Melinda Gates Foundation; one of only four U.S.
RIVERSIDE CLIP ANNOUNCEMENT - 1 Contact: September 27, 2010 Jim Parsons Strategic Communications & Public Affairs Riverside Community College District 951/222-8857 Lizette Navarette Office of the Mayor
More information2015 Education Progress Report
2015 Education Progress Report Since the launch of Plan 2020, Alabama has made significant progress toward its goal of a 90 percent high school graduation rate. In 2014, the state s public schools reported
More informationMYTHS & REALITIES ABOUT COMMUNITY COLLEGE TEACHER EDUCATION PROGRAMS NATIONAL ASSOCIATION OF COMMUNITY COLLEGE TEACHER EDUCATION PROGRAMS
NATIONAL ASSOCIATION OF COMMUNITY COLLEGE TEACHER EDUCATION PROGRAMS MYTHS & REALITIES ABOUT COMMUNITY COLLEGE TEACHER EDUCATION PROGRAMS www.nacctep.org Myth 1: Community colleges do not play a role in
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 informationAccelerating Students Through DEV
Accelerating Students Through DEV Presented by Jennifer Evans and Barbara Gilbert Sinclair Community College The Problem In community colleges 60% of community college students are referred to developmental
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 informationBaton Rouge Community College. Annual Report. for the Louisiana Granting Resources and Autonomy for Diplomas Act (LA GRAD Act)
Baton Rouge Community College Annual Report for the Louisiana Granting Resources and Autonomy for Diplomas Act (LA GRAD Act) Submitted to the Louisiana Community and Technical College System May 1, 2011
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 informationGeorgia Proposal Narrative Statements
Georgia Proposal Narrative Statements Proposal Narrative Statements All proposals are required to include an implementation plan addressing one or two of the Innovation Challenge focus areas. Applicants
More informationReshaping the College Transition:
Reshaping the College Transition: States That Offer Early College Readiness Assessments and Transition Curricula Elisabeth A. Barnett, Maggie P. Fay, Rachel Hare Bork, and Madeline Joy Weiss May 2013 Despite
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 informationMath Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District
Youth Data Archive Issue Brief October 2012 Math Placement Acceleration Initiative at the City College of San Francisco Developed with San Francisco Unified School District Betsy Williams Background This
More informationI-BEST: Moving Low-Skilled Citizens to Career and College Pathways By Tina Bloomer, Washington State Board for Community and Technical Colleges
I-BEST: Moving Low-Skilled Citizens to Career and College Pathways By Tina Bloomer, Washington State Board for Community and Technical Colleges It seems implausible today, but a shortage of trained workers
More informationCommittee on Educational Planning, Policies, and Programs October 29, 2015. 6. Transfer Student Report 2014... Kate Henz
Committee on Educational Planning, Policies, and Programs October 29, 2015 6. Transfer Student Report 2014... Kate Henz Situation: Presentation of the Transfer Student Report Background: Information is
More informationPROPOSAL TO CHANGE THE ACADEMIC MASTER PLAN
PROPOSAL TO CHANGE THE ACADEMIC MASTER PLAN Proposed Name of Degree: B.A. Degree in Early Childhood Studies Faculty Proposing New Program: Maria K. Denney, Ph.D. & Joan Karp, Ph.D. Review and Approval:
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 informationSCALING AND SUSTAINING
Achieving the Dream Community Colleges Count SCALING AND SUSTAINING STATE PROGRESS IN THE DEVELOPMENTAL EDUCATION INITIATIVE BY LARA K. COUTURIER A POLICY BRIEF BASED ON DEI SELF-ASSESSMENT TOOL DATA OCTOBER
More informationConnecticut College and Career Readiness Toolkit Supplemental Data Central High School
Connecticut College and Career Readiness Toolkit Supplemental Data Central High School Prepared by the Educational Policy Improvement Center on behalf of the Connecticut P-20 Council Preface This packet
More informationAccountability System Reports for Selected Success Measures Very Large Community College Districts Spring 2008
1 Accountability System Reports for Selected Success Measures Very Large Community College Districts Spring 2008 Membership in Group: The group of very large community colleges in Texas includes the following
More informationThe Role of Community Colleges in Teacher Education and Standards-Based Reform
The Role of Community Colleges in Teacher Education and Standards-Based Reform Virginia McMillan Over the past several years, most educators in the nation have become involved, in one way or another, in
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 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 informationKentucky s Plan to Increase College Graduates. WICHE Non-Traditional No More: Policy Solutions for Adult Learners September 15, 2010 Allen Lind
Kentucky s Plan to Increase College Graduates WICHE Non-Traditional No More: Policy Solutions for Adult Learners September 15, 2010 Allen Lind Helping Adults Succeed in Postsecondary Education: A Policy
More informationFlorida Can Use Several Strategies to Encourage Students to Enroll in Areas of Critical Need
February 2005 Report No. 05-09 Florida Can Use Several Strategies to Encourage Students to Enroll in Areas of Critical Need at a glance Florida is projected to face critical shortages of teachers and nurses
More informationJUST THE FACTS. Florida
JUST THE FACTS Florida The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards
More informationA Brief Research Summary on Access to College Level Coursework for High School Students. Provided to the Oregon Education Investment Board August 2014
A Brief Research Summary on Access to College Level Coursework for High School Students Provided to the Oregon Education Investment Board August 2014 Prepared by Hilda Rosselli, OEIB College and Career
More informationJoann A. Boughman, PhD Senior Vice Chancellor for Academic Affairs University System of Maryland
Joann A. Boughman, PhD Senior Vice Chancellor for Academic Affairs University System of Maryland Testimony before the United States House of Representatives Committee on Education and Workforce April 2,
More informationJUST THE FACTS. New Mexico
JUST THE FACTS New Mexico The Institute for a Competitive Workforce (ICW) is a nonprofit, nonpartisan, 501(c)(3) affiliate of the U.S. Chamber of Commerce. ICW promotes the rigorous educational standards
More informationI. Introduction and Purpose
Kentucky Council on Postsecondary Education and Kentucky Department of Education Dual Credit Policy for Kentucky Public and Participating Postsecondary Institutions and Secondary Schools I. Introduction
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 informationSREB State College and Career Readiness Initiative
SREB State College and Career Readiness Initiative Teacher Development to Increase College and Career Readiness Guidelines and Promising Practices for States College and career readiness is an increasingly
More informationRESEARCH BRIEF. Is Corequisite Remediation Cost-Effective? Early Findings From Tennessee
CCRC Number RESEARCH BRIEF 62 April 2016 Is Corequisite Remediation Cost-Effective? Early Findings From Tennessee By Clive Belfield, Davis Jenkins, and Hana Lahr In fall 2015, with leadership from the
More informationWhat We Know About Developmental Education Outcomes
RESEARCH OVERVIEW / JANUARY 2014 What We Know About Developmental Education Outcomes What Is Developmental Education? Many recent high school graduates who enter community college are required to take
More informationThe Condition of College & Career Readiness 2013. American Indian Students
The Condition of College & Career Readiness 13 Indian Students Indian Students The Condition of College & Career Readiness 13 ACT has been measuring college readiness trends for several years. The Condition
More informationissue brief September 2013
issue brief September 2013 DEVELOPING ALTERNATIVE PLACEMENT CRITERIA FOR ENGLISH COURSES AT CITY COLLEGE OF SAN FRANCISCO Sebastian Castrechini Recognizing the need to improve postsecondary access and
More informationWhat We Know About Dual Enrollment
RESEARCH OVERVIEW / FEBRUARY 212 What We Know About Dual Enrollment What Is Dual Enrollment? In dual enrollment (DE), high school students are enrolled in a college course and complete all the assignments
More informationHIGH SCHOOL DIPLOMAS THAT COUNT AND HIGH SCHOOLS THAT DELIVER THEM
HIGH SCHOOL DIPLOMAS THAT COUNT AND HIGH SCHOOLS THAT DELIVER THEM Led by Governor Mike Easley and the State Board of Education with support from the General Assembly and the Education Cabinet, North Carolina
More informationMaryland and The Southern Regional Education Board
Maryland and The Southern Regional Education Board This report details Maryland s participation in SREB programs and services from July 2013 through July 2014. Appropriations from member states support
More informationObjective #5: Plans for consortium members and partners to accelerate a student s progress toward his or her academic or career goals.
Objective #5: Plans for consortium members and partners to accelerate a student s progress toward his or her academic or career goals. Accelerated Student Progress Priorities Adult students face enormous
More informationISSUE PAPER. Twelfth in a series of Issue Papers released at the request of Chairman Charles Miller to inform the work of the Commission
A NATIONAL DIALOGUE: The Secretary of Education s Commission on the Future of Higher Education ISSUE PAPER Twelfth in a series of Issue Papers released at the request of Chairman Charles Miller to inform
More informationACT National Curriculum Survey 2012. Policy Implications on Preparing for Higher Standards. improve yourself
ACT National Curriculum Survey 2012 Policy Implications on Preparing for Higher Standards improve yourself ACT is an independent, not-for-profit organization that provides assessment, research, information,
More informationA publication of Good Faith Fund s Public Policy Program Range among Data Definitions U.S. States
Policy Points Volume 23 September 2004 A publication of Good Faith Fund s Public Policy Program Increasing Access to and Completion of College Among Working Adults in Arkansas: The Career Pathways Pilot
More informationIDAHO STATE BOARD OF EDUCATION CY2015-2019 FY2016-2020 Strategic Plan An Idaho Education: High Potential High Achievement
IDAHO STATE BOARD OF EDUCATION CY2015-2019 FY2016-2020 Strategic Plan An Idaho Education: High Potential High Achievement VISION The State Board of Education envisions an accessible, affordable, seamless
More informationHow To Plan For A Community College
Strategic Plan 2020 REVISION 2013 Strategic Plan 2020 REVISION 2013 Table of Contents Mission, Vision and Core Values 4 Message from the Chancellor 5 Strategic Plan 2020 7 Strategic Goals 8 Strategic
More informationDelaware College Access Network (DE-CAN) Higher Education Subcommittee Recommendations
Delaware College Access Network (DE-CAN) Higher Education Subcommittee Recommendations Increasing the number of Delawareans who Pursue and Complete Postsecondary Education Submitted by Dr. Terry Whittaker
More informationColorado High School Graduation Guidelines
Colorado High School Graduation Guidelines Adopted by the State Board of Education May 2013 Introduction In 2007, the General Assembly adopted H.B. 07-1118 that set forth a process for developing statewide
More informationYAVAPAI COLLEGE: STRATEGIC VISION STUDENT PROGRESS AND OUTCOMES REPORT 2014. www.yc.edu
YAVAPAI COLLEGE: STRATEGIC VISION STUDENT PROGRESS AND OUTCOMES REPORT 2014 www.yc.edu 2014 Yavapai College Yavapai College: 2014 STRATEGIC VISION STUDENT PROGRESS AND OUTCOMES REPORT EXECUTIVE SUMMARY
More information