Irma Camacho, Director Student Success, El Paso Community College
Session Overview About Us Creating Urgency Grant t Initiatives Organizational Structures Interventions
El Paso, Texas 82% Hispanic Median Household Income: El Paso County = $34,626 State of Texas = $44,922 United States = $48,451 32% Educational Attainment Persons 25 Years & Older 3% 1% 2% % % No Diploma High School Some College - Associate Degree GraduateNo Degree Bachelor's Degree Grad. or Prof. Degree
El Paso Community College Enrollment by Ethnicity - Fall 2010 85.7% 8.1% 2.1% 70% First Generation 0.8% 0.3% 3.0% 75% Low Income
FTIC Placements in Developmental Education Fall 2003 Spring 2004 Math 94% Reading 71% English 46% High School Graduates < 1 yr
Question What is the data telling us? How do we create a sense of institutional urgency for improving student success?
Question What internal organizational structures are being used to improve student success?
EPCC Grants Achieving the Dream Initiative 2004 2009 Lumina Foundation Developmental Education Initiative 2009-2012 Bill and Melinda Gates Foundation Developmental Education Demonstration Project 2010 2012 Texas Higher Education Coordinating Board Adult Basic Education Innovation Grant 2010-2014
Organizing for Success Student Success Core Team Developmental Education Council Start Right Initiative
Student Success Core Team President & VPs ATD DEI DEDP Cabinet Grant Programs Key Resource People Institutional Initiatives Directors Start Right DE Council Mentoring
Developmental Education Council VP Instruction DE Council DE Math DE English Reading Early Interventions ESL
Start Right Initiative Core Team Transitions Entering Students Instructional Strategies Early Interventions
Some Outcomes After college readiness initiatives, we start to see an increase in the percentage of entering students who are college-ready. 2% 32% 35% 5% 45% 62% 2003 2009 Math Reading Writing
Some Outcomes Through interventions to elevate placement, we reduced the time required to complete developmental education course work. Math Placement Levels Reading Placement Levels Writing Placement Levels 48% 56% 56% 72% 29% 24% 25% 17% 19% 33% 25% 19% 18% 25% 47% 52% 28% 4% level 1 level 2 level 3 level 4 level 1 level 2 level 3 level 1 level 2 2003 2009
Some Outcomes We see a reduction in the number of developmental education areas students are placing into 46% 36% 37% 29% 31% 17% 2003 2009 1DEArea 2 DE Areas 3 DE Areas
At El Paso Community College
PREP Program Goal: Decrease the number of first-time-in college students who must enroll in DE courses by assisting them to prepare for the placement test and for successfully starting college
PREP Intervention PREP Program Student Advisor Case Management Approach Academic Background Retrieve Test Results High School/Prior Education Academic Goals Degree Plan/Career Goal Individualized Intervention Plan Referrals to needed services, i.e. Financial Aid, Counseling, Daycare, etc.
II. PREP Intervention Diagnostic Evaluation Computer based Tutorials Tutorials are assigned to target t areas of improvement as identified by the assessments Face to face tutoring also available
PREP Pre/Post Placement Test Results Improvement of at least one DE Course level for students who had taken a pretest Placement Success Rates Math Reading Writing 2007-2008 57% (455) 58% (496) 64% (212) 2008-2009 61% (614) 57% (492) 49% (181) 2009-2010 2010 65% (352) 65% (326) 47% (144) 2011-2012 56% (368) 69% (519/ 69% (289) PREP Program Data Total number of students tested per area ( )
PREP- Students Served YEAR TOTAL NUMBER 2007-2008 2,511 2008-2009 2,937 2009-2010 3,251 2010-2011 2,686
Integrated Reading/Writing Course The highest developmental reading and writing courses have been combined. Other institutions have integrated all developmental reading and writing course offerings. Three semesters at EPCC
Puente Project California based model with 30 years of history and excellent results In Texas fall 2012 Alamo Colleges, El Paso Community College South Texas College THECB funded d
The Puente Project Mission To increase the number of educationally underserved students who Enroll in four-year colleges & universities Earn college degrees Return to the community as leaders and mentors
The Puente Project is Accelerated writing instruction Sustained academic counseling until transfer and graduation Mentoring & community involvement Training and Evaluation
The Puente Model: Three Components Counseling Teaching Mentoring
Puente--Teaching Learning Community fall 2012 Integrated g Reading Writing Class Mexican American/Chicano Literature Student Success Course EDUC 1300 ENGL 1301 spring 2013 Puente P t Club, Transfer Activities, iti Scholar Visits
El Paso Community College Puente Project Fall 2012 Results Number of students who started the Puente Project 96 Completed EDUC 1300 Number of students Percentage 88 91.60% Completed INRW 0311 Number of students Percentage 89 92.70% Planning to transfer to 4-yr institution 76 92%
El Paso Community College Puente Project Fall 2012 Results INRW 0311 GRADE Number of students Percentage A 40 44.94% B 32 35.96% C 10 11.24% D 0 0.00% F 7 7.87% I 0 0.00% W 7 7.87% Successful completion with: A, B, or C 82 92.10%
El Paso Community College Puente Project Fall 2012 Results EDUC 1300 GRADE Number of students t Percentage A 33 37.50% B 37 42.05% C 9 10.23% D 4 4.55% F 5 5.68% I 0 0.00% 00% W 8 9.09% Successful completion with: 79 87.70% A, B, or C
Math Initiatives Math Emporium Statway Complete College America FOCUS The New Mathways Project
EPCC Math Emporium Students Take diagnostic, build on their prior knowledge, self-pace their learning with guidance Meet with instructors and tutors 3 hours per week and work outside of class time Learn student success skills Accelerate time in DE math courses Take a paper and pencil final exam
EPCC Statway National Collaboratory of the Carnegie Foundation for the Advancement of Teaching Takes k students td t to and dthrough hdevelopmental tlmath and statistics in two semesters Model for other pathways 3 year project AAHHE March 2011
The New Mathway Project A partnership between the Charles A. Dana Center at the University of Texas at Austin and the Texas Association of Community Colleges
The New Mathway Project A systemic approach to improving student success and completion through implementation of processes, strategies, and structures built around three accelerated mathematics pathways and a supporting student t success course.
The New Mathway Project Three pathways statistics, quantitative literacy, and STEM Students placed into developmental mathematics to complete a credit-- bearing, transferable mathematics course in one academic year or less, Simultaneously building skills for long-- term success in college and life.
Non transferable courses Transferable courses Quantitative Literacy Course (1 term) QL-Based Intro to College Math (1 term) Co-requisite iit completionoriented college success lti course Statistics (1 term) STEM Course (first of 2 terms) Stem Course (second of 2 terms) Students Enter into Calculus Sequence
Adult Basic Education Innovation Grant Purpose To increase participation and success of ABE students in college certificate and workforce training programs for career path employment in high demand jobs in Texas and/or continued postsecondary education.
Partnerships Adult Education Advisory Committee for Postsecondary Transition Dialog on Transition Issues Alignment of Curriculum Development of Specific Transition Activities Two Workforce Pilots: Certified Nursing Assistant Program Informational Technology Certificate of Completion
College Readiness Initiative Active initiative from 2006-2010 Tested high school 11 th and 12 th grade students with the college placement test High schools provided remediation activities before graduation TAKS scores were used for placement after 2010 and high schools stopped wide spread testing
Lessons Learned Effective change requires commitment from the highest administrative levels. Change also requires buy-in from different constituencies. Allowing opportunity for conversation of issues and the need for reform is enhanced by a review of institutional, state, and national data.
Lessons Learned continued Internal and external partnerships p are the key to success Acceleration does not just mean to quicken completion, it also focuses on effective completion through proven interventions
Thank you