13. 18
74
50
28
46
54
34 36
21
77
61
34
22
63
47
33
20
78
68
48
NEED DEV COURSE ATTEMPTED DEV COURSE COMPLETED DEV COURSE COMPLETED COLLEGE
COURSE
Percent
Developmental English Achievement Main Cohort
WSCC English 2011 Peers English 2011 WSCC English 2012 Peers English 2012 WSCC English 2013
This is a process comparison of our ALP – accelerated model and the traditional developmental English model. You can’t see the detail, but what is important to note is that the ALP is a paired course taken in one semester. The traditional model takes two semesters, and therefore allows students a place to drop out of the system. That’s in effect what is happening. Students are passing developmental writing, and never registering for English Comp. The net result is that the ALP model results in 69% of students completing English composition, while the traditional model results in only 34% completion.
As a result of this compelling data, we are taking the ALP model to scale, beginning next fall. That means all students who quality will be registered for the ALP model, and we will no longer offer the traditional path model.
If we move to the other side of the chart, looking at students who take more than 8 credits, as shaded on the right, the persistence rate increases to over 73%.
This is one of the reasons we are focusing on interventions for part time students.
