Community College Baltimore County Beyond Anecdotal Evidence Peter Adams

Community College Baltimore County

Beyond Anecdotal Evidence

Peter Adams

Study #1: 1993

Peter Adams

Two Ways of Viewing Developmental Education

view 1: as a pathway to college success

view 2: as a gate, keeping out those not qualified for college-level work

A L PThe Accelerated Learning Project

1993 Study

students who took ENG 052 at Essex Community College in 1988/89 863 students

followed for four years—until 1992

Success rates for studentswho took ENG052 in 88-89

How We First Measured Success in Our Developmental Courses

S in ENG052

49057%

U or WENG052

37343%

Success rates for studentswho passed ENG052 in 88-89and then took ENG101 by sp 92

ABC in ENG101

28781%

DFW inENG1016819%

ABC in ENG101

DFW inENG101

Success rates for studentswho took ENG052 in 88-89

U or WENG052

ABC in ENG101

DFW inENG101

S in ENG052

Study #2: 1993

Peter Adams

took 0521988/1989

S in 05249057%

neverpassed 052

37343%

took 10135541%

took nomore writing

courses13516%

Students who took ENG 052 for the first time in 1988/1989

took 0521988/1989

S in 05249057%

neverpassed 052

37343%

took 10135541%

took nomore writing

courses13516%

took 0521988/1989

S in 05249057%

neverpassed 052

37343%

A, B, or Cin 101

28733%

D, F, or Win 101

took 10135541%

took nomore writing

courses13516%

took 0521988/1989

S in 05249057%

neverpassed 052

37343%

A, B, or Cin 101

28733%

D, F, or Win 101

took 10135541%

took nomore writing

courses13516%

took 0521988/1989

S in 05249057%

neverpassed 052

37343%

A, B, or Cin 101

28733%

D, F, or Win 101

took 10135541%

took nomore writing

courses13516%

ENG 101

semester 1

ENG 052

semester 1

Study #3: 2009

Peter Adams

S in 05217577%

U, W, or I in 052

students who took traditional developmental

writing in fall 06

students who took ALP in

fall 07, spring 08,

fall 08, spring 09

took 052fa 061023

S in 05260459%

have notpassed 052

41941%

took 0522007-09

took 052fa 061023

S in 05217577%

U, W, or I in 052

writing in fall 06

fall 07, spring 08,

fall 08, spring 09

S in 05260459%

have notpassed 052

41941%

took 10138337%

took nomore writing

courses22122%

took 101227

took nomore writing

courses0

took 0522007-09

took 052fa 061023

S in 05217577%

U, W, or I in 052

writing in fall 06

fall 07, spring 08,

fall 08, spring 09

S in 05260459%

have notpassed 052

41941%

took 10138337%

took nomore writing

courses22122%

took 101227

took nomore writing

courses0

took 0522007-09

A, B, or Cin 101

27927%

D, F. I, or Win 101

10410%

A, B, or Cin 101

14263%

D, F. I, or Win 101

writing in fall 06

fall 07, spring 08,

fall 08, spring 09

took 052fa 061023

S in 05217577%

U, W, or I in 052

S in 05260459%

have notpassed 052

41941%

took 10138337%

took nomore writing

courses22122%

took 101227

took nomore writing

courses0

took 0522007-09

A, B, or Cin 101

27927%

D, F. I, or Win 101

10410%

A, B, or Cin 101

14263%

D, F. I, or Win 101

took 052fa 061023

S in 05260459%

have notpassed 052

41941%

took 10138337%

took nomore writing

courses22122%

took nomore writing

courses0

took 05207-08

A, B, or Cin 101

27927%

D, F. I, or Win 101

10410%

A, B, or Cin 101

D, F, I, or Win 101

tookENG 102

15415%

haven’ttaken

ENG 10212512%

took 10229

haven’t taken

ENG 10213

passed10210710%

F, I, or Win 102

passed10219

F, I, or Win 102

S in 05255

U, W, or I in 052

took 10174

Study #4: 2010

Peter Adams

Student Surveys

Student surveys were distributed in all ALP classes and in sections of

traditional ENGL 052 at the beginning and at the end of the fall 08 and spring

09 semesters.

247 traditional ENGL 052 students and 115 ALP students responded to the

pre-semester survey.

93 traditional ENGL 052 students and 82 ALP students responded to the post-

semester survey.

What Are the Features of ALP That Produce the Increased Success Rates

Effects on ALP Students

improved attitude

successful behavior

persistence

bonding

improved confidence

learning feels useful

attachment to college

How do you feel about the fact that you do not get credit for this developmental English course?

a. very positiveb. somewhat positivec. somewhat negatived. very negative

ALP encourages a more positive attitude in developmental students.

pre-traditional

pre-ALP

How do you feel about the fact that you do not get credit for this developmental English course?

post-traditional

post-ALP

Now that the semester is almost over, how do you feel about having been required to take this course?

post-traditional

post-ALP

Weekly Report on Student Behavioral Problems

1. How many students originally registered for your class: _______.

2. How many students have dropped the course: ________.(Count students as "dropped" when they have officially dropped through Records & Registration or if they have missed so many classes that, if they returned now, they could not possibly pass the course.)

3. How many were absent each day this week. If there are students whom you have listed under question 2 as "dropped," do not count them as absent.

a. Monday or Tuesday: _______

b. Wednesday or Thursday: ______

c. Friday: _______

4. How many students were late by more than 5 minutes:

a. Monday or Tuesday: _______

b. Wednesday or Thursday: ______

c. Friday: _______

5. How many students missed deadlines for submitting required work this week? If there are students who did not come to class this week and did not submit required work, count them in this total. Do not count students whom you listed as "dropped" in question 2 as missing deadlines.

6. How many times this week did you have to interrupt class to talk to a student or several students about their behavior?

Weekly Report on Student Behavior

Fall 08/Spring 09: 20 ALP sections 160 students

Fall 08/Spring 09: 18 traditional sections 360 students

Study of Student Behavior from Fall 2008 and Spring 2009

missedclass

latefor

missedassignmentdeadlines

disruptedclass

traditional ENGL 052

ALP ENGL 052

I took part in class discussionsa. oftenb. fairly oftenc. occasionallyd. seldom

ALP encourages positive student behaviors, discourages negative ones.

post-traditional

post-ALP

10%traditional

Study of Student Behavior from Fall 2008 and Spring 2009:Percentage of Students Who, Instructors Report, Dropped Out

traditionalENGL 052

How well did you get to know your classmates this semester?a. fairly wellb. quite a bitc. a littled. not much at all

ALP increases bonds among the students

post-traditional

post-ALP

How good a writer are you?a. better than most CCBC studentsb. above average at CCBCc. fairly average at CCBCd. below average at CCBC

ALP increases student confidence.

40%44%

pre-traditional

pre-ALP

post-traditional

post-ALP

Is what you learned in the ENG 052 class useful in other classes?a. yes, a lotb. yes, somec. not muchd. no, not at all

students perceive what they’re learning as more useful because they apply it in the ENGL 101 section

post-traditional

post-ALP

Which of the following best describes how you feel about your current status at CCBC?a. I feel like a real college studentb. I feel like a real college student in some ways, but in other ways I don’tc. I feel like I’m being prepared to be a real college studentd. I feel like I’m being prevented from becoming a real college student

ALP increases student attachment to the college.

post-traditional

78%84%

pre-traditional

pre-ALP

post-ALP

mainstreamed into ENGL 101

exposure to strong writers

small class size

membership in cohort

shortening of pipeline

attention to outside problems

attention to behavioral issues

meaningful context

LPEffects on ALP Students

Critical Features of ALP

mainstreamed into ENGL 101

exposure to strong writers

small class size

membership in cohort

shortening of pipeline

attention to outside problems

attention to behavioral issues

meaningful context

Study #5: 2011

Peter Adams

Our Lives Made Simpler

SurveyMonkey

Study #6: 2011

Peter Adams

Developmental students

• grew up in poverty

• went to underfunded, underperforming schools

• have low confidence

• don’t know how to be a successful college students

• come from families that do not have a college education

• don’t understand college culture

• work too many hours while going to school

• don’t read

Beyond Anecdotal Evidence

Peter Adams

Thanks for your attention

Peter Adams

Community College Baltimore County Beyond Anecdotal Evidence Peter Adams

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