2. The problem
“The more levels of developmental courses a
student needs to go through, the less likely
that student is to ever complete college
English or math.”
- Thomas Bailey (2009) CCRC Brief.
3. Colorado percent of enrollment in developmental
education
27%
73%
Enrollment
Students enrolled in at
least one DE course
All other students
5. Current course completion
Course 2010-2012: 3 year average
ENG 030 61.6%
ENG 060 63.2%
ENG 090 63.5%
REA 030 64.0%
REA 060 68.1%
REA 090 63.8%
MAT 030 60.8%
MAT 060 66.3%
MAT 090 60.1%
MAT 099 57.9%
Total Average 62.9%
6. Why high attrition rates are a structural problem
For students who place two levels below a college
course there are 5 “exit points”
Do they pass the first course
Do they enroll in the next course?
Do they pass the second course?
Do they enroll in the college-level course?
Do they pass the college-level course?
Students placing three levels down have 7 exit
points.
7. Why high attrition rates are a structural problem
CCCS pipeline example for students beginning in
MAT090
Enroll in remedial math (6933) 100%
Do they complete MAT 090 (3053) 44%
Do they enroll in college math (1746 ) 25%
Do they complete college math (1239) 18%
Do they graduate (558) 8%
Nawrocki, Baker, & Corash (2009). Success of remedial math students in the
Colorado community college system: A longitudinal study.
8. The goal of our recommendations
Move students quickly and effectively through their
first college level course.
9. Our recommendations
Reduce the amount of time, number of credits, and
number of classes
Curriculum redesign
Reverse design
What students need to know for success in college class
Active learning experiences
Ongoing process
11. Multiple pathways
Each course in each developmental sequence should
be redesigned to only cover content necessary for the
college level course.
Multiple developmental sequences/paths/branches
available to students based on their career/major
interest. Leading to college math clusters in:
Non-transfer
Non-STEM
STEM
12. CRC recommendations
Placement Score(s) First Term Leads to
1A)
RC 0-39 and/or SS 0-49
Soft Landing Accuplacer test
1B)
RC 0-39 and/or SS 0-49
CRC 092 + CRC 091 Completion of all REA
and ENG developmental
requirements
RC40-61 and/or SS 50-69 CRC 092 Completion of all REA
and ENG developmental
requirements
2A)
RC62-79 and/or SS 70-94
CRC 093
Studio D
Completion of all REA
and ENG developmental
requirements
2B)
RC62-79 and/or SS 70-94
CRC 094
Studio 121
Completion of all REA
and ENG developmental
requirements
13. Testing and placement
Colorado specific Accuplacer with “strands”
Uniform multiple measures built into Accuplacer
system
Consistent test administration statewide
Validate Accuplacer scores every 3-5 years – are we
using the right cut scores
To accomplish these goals use a system level
institutional administrator (IA) in addition to college
site administrators for local control
14. Timeline
Spring/summer 13 discipline team work to develop
curriculum and to create professional development
training for faculty and staff
Fall of 13 schools that are already working on
redesign will ramp up projects
Spring 14 all colleges should transition to the new
models
Fall of 14 all colleges should be operating with the
new models in place
15. Implications
GT Pathways courses are unchanged
Students transfer at a faster/higher rate
Students referred to community colleges for remediation
will require less time before they enroll in 4 year courses
Pathways advising
Crucial communication links - degree/program
requirements
16. Resources
C o n t a c t s :
C a s e y S a c k s c a s e y . s a c k s @ c c c s . e d u
B i t s y C o h n b i t s y . c o h n @ c c c s . e d u
D e v e l o p m e n t a l E d u c a t i o n T a s k F o r c e
W W W . C C C S . E D U / D E T F
C o m m u n i t y C o l l e g e R e s e a r c h C e n t e r
H T T P : / / C C R C . T C . C O L U M B I A . E D U /
C o m p l e t e C o l l e g e A m e r i c a
H T T P : / / W W W . C O M P L E T E C O L L E G E . O R G /
G e t t i n g P a s t G o
HTTP://GETTINGPASTGO.ORG
17. Creative Commons Attribution
Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The material was
created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT)
Grant awarded to the Colorado Online Energy Training Consortium (COETC).
Notas do Editor
Note that this is largely adapted from the Dana Center model. But that the mainstreaming options for colleges incorporate best practices from English and our current local successes in mainstreaming particularly at CCD in Fast Start.
