ALP Replica,on Research Project: Implica,ons for ALP Ini,a,ves in Michigan

Transcription

1 ALP Replica,on Research Project: Implica,ons for ALP Ini,a,ves in Michigan Susan Gabriel- Co- Director, Accelerated Learning Program (ALP) Community College of Bal;more County Dawn Coleman- Director, Center for Applied Research Central Piedmont Community College Peter Adams- Founder of ALP and Emeritus Professor Community College of Bal;more County 2014 Student Success Summit

2 Session Plan Ø Introduc;ons Ø Overview of the Kresge Grant ALP Inventory Study Ø Study Details and Findings Ø Challenges for the Future: Scaling Up ALP in Michigan Ø Final Thoughts and Q & A

3 ALP at CCBC " reduces s;gma " improves avachment " provides stronger role models " encourages cohort effect " changes autude toward developmental course " allows individual aven;on " allows ;me for non- cog issues " allows coordina;on of the two courses ENG 101 ENG 052 A L P The Accelerated Learning Program

4 Critical Features of ALP " Students take their developmental wri;ng course concurrently with the credit- level wri;ng course, rather than as a pre- requisite. " The same instructor teaches the ALP course and the credit course. " At least half the students in the credit English course are students who placed into credit- level wri;ng. " The ALP cohort is no more than 12 students. " ALP instructors recognize the importance of paying aven;on to the non- cogni;ve issues affec;ng their students. " The pedagogy in the ALP course is based on backward design from the credit course and emphasizes ac;ve learning, improved reasoning skills, engaged reading, and more effec;ve edi;ng skills. A L P The Accelerated Learning Program

5 Why an ALP Study? Why Now? " Strong student success rates for ALP from its start- up in 2007 " Na;onal recogni;on of ALP " Adopted/adapted ALP models at an increasing number of schools na;onwide " Awarding of a grant, Growing the Accelerated Learning Program, from The Kresge Founda;on A L P The Accelerated Learning Program

6 ALP Study Overview " Study objec;ves from the Kresge ALP grant project: " Conduct inventory of ALP programs na;onwide " Document their successes and challenges " Clarify the most potent elements of the ALP model " Determine to what degree fidelity to the ALP model is required to achieve significant improvement in student success outcomes " Study coordinated by Achieving the Dream. " Research conducted by the Center for Applied Research (CFAR). A L P The Accelerated Learning Program

7 ALP Study Goals and Structure " Study goals, based on objec;ves from the ALP grant project,: " Assess the extent to which ALP can be replicated by other ins;tu;ons and s;ll achieve the level of success achieved at CCBC, " Assess student success rates for schools that have made modifica;ons to the CCBC model, and " Determine which characteris;cs of ALP are cri;cal for its success and which characteris;cs allow for more flexibility. " Three- phase structure A L P The Accelerated Learning Program

8 ALP Study Components Phase 1: A broad survey of the implementa;on of ALPs around the country Phase 2: An examina;on of student- level data from a sample of seven colleges to compare the outcomes of ALP students to tradi;onal developmental students Phase 3: A qualita;ve case study of two colleges implementa;on of ALP

9 Replicating the Accelerated Learning Program: Preliminary but Promising Findings Dawn Coleman, Director, CFAR Central Piedmont Community College

10 Phase 1: Charting the Landscape of Accelerated Learning Programs

11 Phase 1: Charting the Landscape of Accelerated Learning Programs Key Point: ALPs are young and have been implemented in a variety of environments

12 Inventory Respondents: 63 Colleges in 26 States

13 ALPs are young but the number is steadily growing First Term Offered Pre

14 Colleges of all sizes have implemented ALPs Enrollment (Credit Students) 37% 27% 24% 13% 1-4,999 5,000-9,999 10,000-19,999 20,000+

15 ALP colleges house dev ed in different departments English 22% 10% 68% Developmental Studies

16 ALPs differ in class size and contact hours ALP class sizes range from 8 to 18 students ALP contact hours range from 1 to 5 hours per week

17 Phase 1: Charting the Landscape of Accelerated Learning Programs Take Away: Chances are a college similar to yours has implemented ALP

18 Phase 2: A Closer Look at Seven Accelerated Learning Programs

19 Phase 2: A Closer Look at Seven Accelerated Learning Programs Key Point: Colleges can successfully replicate and modify the CCBC ALP model

20 We took a closer look at 7 colleges 3 replicated CCBC ALP Model 1 modified with larger class sizes 1 modified with different faculty and no cohort 1 replicated at full scale 1 implemented Triangle Model

21 Limitations Sample sizes were small (18 to 156) Programs are s;ll young (the oldest began in FA10) Limited outcome variables (primarily course outcomes in the developmental course and first college- level course)

22 Let s take a closer look at College A Worked closely with CCBC to replicate ALP model Program began in FA11 (5 terms of data) Smaller than CCBC (5-10,000 students) 156 ALP students in the ALP cohort

23 Traditional Students 67% pass the developmental course 43% take the college-level course 31% pass the college-level course College A Pass 090 Take 101 Pass % 80% 60% 40% 67% 43% 31% 20% 0% Tradi;onal

24 ALP Students College A Pass 090 Take 101 Pass % 80% 60% 40% 67% 43% 31% 20% 0% Tradi;onal

25 ALP Students 84% pass the developmental course College A Pass 090 Take 101 Pass % 80% 60% 40% 67% 84% 43% 31% 20% 0% Tradi;onal ALP

26 ALP Students 84% pass the developmental course 100% take the college-level course College A Pass 090 Take 101 Pass % 80% 60% 40% 67% 84% 43% 100% 31% 20% 0% Tradi;onal ALP

27 ALP Students 84% pass the developmental course 100% take the college-level course 76% pass the college-level course College A Pass 090 Take 101 Pass % 80% 60% 40% 67% 84% 43% 100% 31% 76% 20% 0% Tradi;onal ALP

28 Let s take a closer look at College G Small class sizes in ALP may not be feasible for some colleges College G is using the Triangle Model (larger class sizes) Program began in SP12 (3 terms of data) 120 ALP students

29 Traditional Students College G 77% pass the developmental course 59% take the college-level course 30% pass the college-level course Pass 090 Take 101 Pass % 80% 60% 40% 77% 59% 30% 20% 0% Tradi;onal

30 ALP Students College G 83% pass the developmental course 100% take the college-level course 82% pass the college-level course 100% 80% 60% 40% 20% 0% Pass 090 Take 101 Pass % 77% 83% 82% 59% 30% Tradi;onal ALP

31 Now let s take a closer look at College F Issue of self- selec;on Students Faculty College F implemented ALP at full- scale Program began in FA12 (2 terms of data) 120 ALP students

32 Traditional Students College F 63% pass the developmental course 52% take the college-level course 35% pass the college-level course Pass 090 Take 101 Pass % 80% 60% 40% 63% 52% 35% 20% 0% Tradi;onal

33 ALP Students College F 55% pass the developmental course 100% take the college-level course 51% pass the college-level course 100% 80% 60% 40% 20% 0% Pass 090 Take 101 Pass % 63% 55% 52% 51% 35% Tradi;onal ALP

34 Pass Rates in the Developmental Writing Course Pass Rates in Developmental Course 100% 80% 60% 67% 71% 68% 67% 87% 63% 77% 40% 20% 0% College A replica,on College B replica,on College C replica,on College D larger class size College E different faculty College F full scale College G Triangle model Tradi,onal

35 ALP students at 6 of the 7 colleges had higher pass rates in the developmental writing course than their traditional peers Pass Rates in Developmental Course 100% 80% 60% 67% 84% 89% 81% 71% 68% 72% 67% 87% 89% 63% 55% 83% 77% 40% 20% 0% College A replica,on College B replica,on College C replica,on College D larger class size College E different faculty College F full scale College G Triangle model Tradi,onal ALP

36 Pass Rates in the College-Level Course 100% Pass Rates in College- Level Course 80% 60% 40% 20% 31% 22% 28% 28% 19% 35% 30% 0% College A replica,on College B replica,on College C replica,on College D larger class size College E different faculty College F full scale College G Triangle model Tradi,onal

37 ALP students at all 7 colleges had higher pass rates in the college-level writing course than their traditional peers 100% 80% 76% Pass Rates in College- Level Course 94% 86% 73% 68% 82% 60% 51% 40% 20% 31% 22% 28% 28% 19% 35% 30% 0% College A replica,on College B replica,on College C replica,on College D larger class size College E different faculty College F full scale College G Triangle model Tradi,onal ALP

38 Phase 2: A Closer Look at Seven Accelerated Learning Programs Take Away: Preliminary results are very promising and merit further study

39 Phase 3: A Case Study of the Implementation of ALP Key Points: Advising is cri,cal ALPs address non- cogni,ve issues ALPs combine structure and flexibility ALPs build communi,es ALPs benefit from ins,tu,onal commitment to innova,on

40 Qualitative Study of ALP Implementation Classroom observa;ons Student focus groups Faculty focus groups Semi- structured interviews Student and faculty survey Five themes emerged

41 Advisors as Gatekeepers Challenge: Filling ALP classes Students learn about ALP through their advisors and are oien placed with specific faculty Faculty recognize this and have made efforts to reach out to advisors (brochures to sell the program, developing personal rela;onships) Both colleges struggle with turnover in advising

42 Advisors as Gatekeepers Advising is also cri;cal to the scaling up process: I think that if we do scale up, we really need to almost recruit from advising and have them a:end some kind of training because the students that I have that are doing the best are the ones who really talked it over with an advisor they really feel it s a privilege they ve been offered. That was the way it was presented to them. To me, I think that would be a key to scaling up.

43 Focus on Non-Cognitive Issues Students are supported by a focus on non- cogni;ve issues CCBC focus on life issues, student success skills (transporta;on and ;me management) JC and LCC focus more on affec;ve issues (self- esteem and confidence) Faculty at JC and LCC have embraced the idea that it is important to meet developmental students where they are

44 Structure and Flexibility Course content in the ALP class is driven by the objec;ves and assignments in the college- level course (backwards design) CCBC more emphasis on structure JC and LCC more emphasis on flexibility Instruc;on at JC and LCC appeared to be more overtly student- driven

45 Building a Community ALP is designed to increase bonding and engagement by crea;ng a small cohort of students linked to an instructor Students and faculty at JC and LCC were enthusias;c about the sense of community Among students Between students and instructors

46 Building a Community: Student Perspectives Community among students: Once I got in this class, you got all these people in here that have the same experience as me with English. So it s more upbeat and it s more fun here. Community between students and instructors: You don t want to let her down because you feel like she s your friend more. So you don t want to disappoint her.

47 Building a Community: Faculty Perspectives Community among students: There s a sense of community and respect that helps them deal with anxiety and the sggmagzagon of being in developmental educagon. They rally around each other they support each other they re in the same boat and they re all working together. Community between students and instructors: I think they approach me as coach/friend, not as teacher with degrees.

48 Building a Community Easier to iden;fy & address non- cogni;ve issues: You cannot pinpoint the non- cognigve problems early on [in the tradi;onal course] that you can in the ten person secgon. And you also don t have the community building You can see that Frank has got two jobs and his wife is divorcing him and all these other things. It takes you one week to figure that out [in the ALP course]. It takes you five [in the tradi;onal course] and he s already gone at that point.

49 Organizational Culture Committed to Change JC and LCC faced similar challenges Scheduling Registra;on Filling classes Working with advisors Crea;ng buy- in They differ in the degree to which they have been able to address and resolve challenges

50 Organizational Culture Committed to Change JC Built core team at the beginning (ground- up) Consistency in textbook and paper topics Worked with advising, registra;on, and IR CommiVed to scaling up expanded program to developmental math and reading: I sgll think we ve got a li:le more Gme to establish [that] this is not a program anymore, this is the way it s going to be here We re right on the edge of that right now.

51 Organizational Culture Committed to Change LCC Ini;al frustra;on (top- down) Issues of teaching load and class size (buy- in) Logis;cal issues (temporary course shell) Concerns about scaling up: I think the quesgon of buy- in becomes interesgng because do we have to buy into the concept that everyone should be accelerated? Or do we need to buy into the concept that some people need to be accelerated?...i am not convinced one size fits all.

52 Phase 3: A Case Study of the Implementation of ALP Take Away: ALPs may look rather different but oaen face similar challenges that will need to be resolved for successful scale- up.

53 Final Thoughts This study was designed to be exploratory and it raises more ques,ons that lend themselves to further study. However, the findings are encouraging and suggest that the success of ALP is not confined to CCBC and that colleges may have considerable flexibility in adap,ng the model to meet their needs.

54 Findings, Implications, Challenges and the Future " All colleges in the study experienced success even when the CCBC model was modified. " Findings suggest that adop;ng or adap;ng an ALP- like model of accelera;on will likely benefit students. " Faculty development (for full- ;me and adjunct ALP instructors) should be a high priority, both for exis;ng and newly created ALP programs. " Without ques;on, advisors play a key role in the success and scale- up of ALP. " The most troubling finding is: most colleges start small, and scale- up has been minimal. " Without a plan for scale- up, ALP models will not likely become ins;tu;onalized. " The good news: The Kresge grant project has been extended through 2014, allowing for an addi;onal year to collect data in all three phases of the current project. " Complete text of the study is available on ALP website: hvp://alp- deved.org A L P The Accelerated Learning Program

55 1280 students 160 sec;ons 640 students 320 students 80 sec;ons 80 students students 20 sec;ons sec;ons

56 tradi;onal 052 ALP

57 50% 40% 30% 34% 39% 20% 17% 10% 3% 7% 9%

58 8 ALP in Michigan: Year 1 st Sec;ons Offered fall 2010 spring 2011 fall 2011 spring 2012 fall 2012 spring 2013 fall 2013 spring 2014 fall 2014

59 14 ALP in Michigan: Number of Sec;ons of ALP

60 14 ALP in Michigan: <6,

61 14 ALP in Michigan: 6,000-15,

62 14 ALP in Michigan: >15,

63 14 ALP in Michigan: Number of Sec;ons of ALP

64 14 ALP in Michigan: Started ALP in 2012 or earlier

65 14 ALP in Michigan: Started in 2013 or

66 ALP in Michigan: Problems Encountered enrolling enough students communi- ca;ng with all players registering faculty buy- in

67 Challenges in Scaling Up an Innovation " advisors " faculty " classrooms " late start and summer classes " faculty development " coordina;ng student pathways A L P The Accelerated Learning Program

68 CCBC s Developmental Educa;on Courses: MATH AMP cr MATH 081 3cr MATH 082 3cr MATH 083 3cr ACLT 052 5cr RDG 051 5cr ENGL 051 4cr RDG 052 4cr ENGL 052 3cr ALP 052/101 6cr STDT SUCCESS 1cr A L P The Accelerated Learning Program

69 CCBC s Developmental Educa;on Courses: MATH 083 3cr 11 credits RDG 052 4cr ENGL 052 3cr STDT SUCCESS 1cr A L P The Accelerated Learning Program

70 CCBC s Developmental Educa;on Courses: MATH 083 3cr 14 credits RDG 052 4cr ALP 052/101 6cr STDT SUCCESS 1cr A L P The Accelerated Learning Program

71 CCBC s Developmental Educa;on Courses: MATH AMP cr RDG 052 4cr 17 credits ALP 052/101 6cr STDT SUCCESS 1cr A L P The Accelerated Learning Program

72 Questions? A L P The Accelerated Learning Program

73 ALP Replica,on Research Project: Implica,ons for ALP Ini,a,ves in Michigan Contact Us: Susan Gabriel Dawn Coleman Peter Adams ALP Website: hip://alp- deved.org