Texas Higher EducationCoordinating Board

College Readiness and TSI Updates

Aug. 3, 2017

Early College High School Conference

Suzanne Morales-Vale, Ph.D. THECB Division of College Readiness & Success

Kathie Montognese The College Board

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Agenda• What is College Readiness?• Non-College Ready vs. College Ready in Higher

Education• College Readiness Trends• Recent Updates to the TSIA Testing Platform• Best Practices on Test Security and Proctoring• Q & A• Contact Information

• College Readiness – 70% likelihood of achieving a grade of A, B, or C in an entry-level college-credit course

• Aligned with higher education faculty expectations

• Note: A student’s college readiness status is separate from his/her admission status.

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What is College Readiness?

• Texas Success Initiative

Texas Education Code Sec. 51.3062(b):

An institution of higher education shall assess the academic skills of each entering undergraduate student to determine the student's readiness to enroll in freshman-level academic coursework. An institution may not use the assessment or the results of the assessment as a condition of admission to the institution.

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Why Is College Readiness Important?

2015-2016 (for Jan. 2017 Report) 2017-2018

2014 – 2015 annual graduates who do at least one of the following:• Complete CTE-Coherent Sequence of

Courses• Complete 1 or more AP/IB courses• Complete 12 hours or more of earned

postsecondary credit• Achieve TSI benchmark on the TSIA,

SAT, or ACT

2016 – 2017 annual graduates who do at least one of the following:• Complete CTE-Coherent Sequence of

Courses/Earn industry (nationally recognized) certification

• Perform at or above criterion score on 1 or more AP/IB courses

• Complete 12 hours or more of earned postsecondary credit

• Achieve TSI benchmark on the TSIA, SAT, or ACT

• Enlist in the U.S. Armed Forces

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Postsecondary Readiness (TEA)

Source: TEA http://tea.texas.gov/accountability/A-F_Indicators_2016.12.01/

• On a regular basis, THECB extracts raw data files from two group databases:• ISD database

• IHE database

• Both data files are transferred to TEA for their accountability purposes.

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TSIA Data Reporting to THECB/TEA

• ACT

• SAT

• STAAR EOC – English III and Algebra II (4000)

• College Preparatory Course

• See TAC Rule 4.54 for all exemptions, exceptions, and waivers

Other Demonstration of College Readiness:

• TSI Assessment

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Common TSI Exemptions for Students Still in High School

Effective the institution’s first class of fall 2017, the following minimum passing standards for reading , math and writing on the TSIA shall be used to determine a student’s readiness to enroll in entry-level freshman coursework:

Math - 350 (no change) Reading- 351 (no change)

Writing -• Placement score of at least 340 and an essay score of at least 4

• Placement score of less than 340, ABE Diagnostic Level of at least 4, and an essay score of at least 5

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TSI Assessment Updates

• www.thecb.state.tx.us/tsi• TSI Statute and Rules

• TSI Assessment Resources

• TSI Assessment Administration Resources

• Sign up for TSI-DE Updates

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TSIA Resources

Dual Credit Eligibility- not a college readiness benchmark but allows qualifying students to ENROLL in a college-level course (by subject area(s)):

• PSAT-MNSQT/Aspire

• English II EOC (4000)

• Algebra I EOC (4000) + Algebra II (grade of A, B, or C)

Students meeting above eligibility requirements are not considered college ready until successful completion of the college-level course (grade of A, B, or C)

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Dual Credit Eligibility vs. College Readiness

College Readiness Trends in Texas

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College Readiness of Entering Cohorts

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014 2015

% of First-Time-In-College Fall Cohort who Enter College-Ready, By Subject: Statewide

Math

Reading

Writing

All Areas

Source: THECB data, CBM002

College Readiness of Entering Cohorts

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014 2015

% of First-Time-In-College Fall Cohort who Enter College-Ready, By Subject: Statewide

Math

Reading

Writing

All Areas

Source: THECB data, CBM002

57.8%

42.2%

Statewide College Ready

Not College Ready

60.2%

39.8%

Two-year colleges

Not College Ready College Ready

College Readiness Status of First-Time Entering Students: Fall 2015

17.7%

82.3%

Universities

Not College Ready College Ready

College Readiness: Comparing Direct and Not Direct from High School Students

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69%71% 73% 73%

58%

35% 35%38%

42% 40%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2011 2012 2013 2014 2015

Percentage of Fall FTIC Cohort Entering Ready in All Areas

Direct from HS

Not Direct from HS

Source: TEA Graduate Data; THECB Data CBM001; CBM002

College Readiness of Direct from High School Students

64%

76% 78%

58%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math Reading Writing All areas

Fall 2015 Entering Cohort: Statewide

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College Readiness of Direct from High School Students

35%

82%

58%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Community and Technical Colleges Universities All

Fall 2015 Entering Cohort

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Texas High School Graduates in Texas Higher Ed• Texas high school graduates enrolled in Texas higher

education• Statewide

• County

• School District

• High School

• Texas high school graduates TSI report• Statewide

• School District

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What Happens When a Student Enters Higher Education NOT

College Ready?

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Holistic Advising and Differentiated Placement• IHEs must use both TSIA Placement and Diagnostic

results for underprepared students to determine holistic placement (TSI Rule 4.55(c))

• Encouraged to use additional factors (HS GPA, non-cognitive factors, etc.)

• ABE Diagnostic results of 5/6 = Developmental education (TSI Rule 4.56)• Students must be availed same opportunities as DE

students

• Based on Individual Strengths and Needs• High School GPA/Class Rank

• Prior Coursework

• Workplace Experience

• Non-cognitive Factors (motivation, self-efficacy, etc.)

• Family-life issues that impact persistence and success (work, transportation, finances, child care, etc.)

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Additional Factors to Consider:

Progress and Success Trends for Non College-Ready Students

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2016 Graduation and Persistence: 2-year Institutions

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22%

59%

13%

38%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Graduated Graduated or Still Enrolled

Status after 3-years (2013 Entering Cohort)

College Ready Not College Ready

2016 Graduation and Persistence: Universities

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64%

74%

28%

42%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Graduated Graduated or Still Enrolled

Status after 6-years (2010 Entering Cohort)

College Ready Not College Ready

2015-2016: One year progress

64%

79%

67%

16%

37%

30%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math Reading Writing

Percent of 2015 Entering Cohort who successfully Completed a First College-Level Course by Subject

College Ready Not College Ready

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2015-2016: One-year progress of Non College-Ready Students

47%

42%

62%

22%

21%

23%

30%

37%

16%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Writing

Reading

Math

Statewide

Not College-Ready College-Ready, No First College-Level Course completion Completed First College-Level Course

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2015-2016: One-year progress of Non College-Ready Students

27%

26%

41%

24%

21%

30%

49%

53%

29%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Writing

Reading

Math

Universities

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51%

45%

66%

22%

21%

21%

27%

34%

13%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Writing

Reading

Math

2-year Colleges

Not College-Ready College-Ready, No FCLC Completion Successfully Completed FCLC

Texas High School Graduates TSI Report

• Graduates from public TX high schools are tracked into public higher education in following fall

• Reports initial college readiness status of these direct from high school enrollees• Statewide

• By gender, race, economic status, and HS diploma type

• School District • no breakdown by groups

• link located within the statewide report

30http://www.txhighereddata.org/Interactive/HSCollLinkFilters/AnnualTSI.cfm

Recent Updates to the TSIA Testing Platform

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Recent EnhancementsImproved Test Security

• Addition of lockdown feature…Test Session Lockout...if a student clicks away from the test, proctor login/password required to continue

• Support for Safe Exam Browser which is open-source

Web Study App Updates

• Simple access

• No purchasing through College Board Store

• No activation process

• ESL - Including Listening

Score Web Service Client – Upload Test Scores

• Score web service software has been updated to allow users to utilize API’s to pull data from ACCUPLACER for upload of test scores

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Upcoming Possible Enhancements

• Eliminate resume functionally on WritePlacer

• Ability to select from pre-defined date ranges (today/yesterday/2 weeks ago) for test session queries

• Share Report queries from IA to SM - all queries would inherit down

• Change Major to Major/Program

• Add square root and graphing calculator options to Local Test Setting options

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Best Practices on Test Security and Proctoring

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• All testing—online or COMPANION—MUST be done in a secure and proctored setting—NO EXCEPTIONS

• Students MUST be monitored by an authorized Proctor at all times during any/all testing

• Scratch paper can only be provided by the test center administrator to students and collected upon student’s completion of the exam

• Prohibited items include dictionaries, cell phones, personal laptops, electronic devices, including calculators, and any/all testing aids or reference documents

• WritePlacer and WritePlacer ESL essays and prompts must remain confidential

• Student essays and WritePlacer prompts may not be taken out of the testing center

• Save/Finish later is NOT intended for use with WritePlacer

• WritePlacer needs to be administered in one test session

• If an emergency interrupts WritePlacer, it is recommended to administer a different prompt when resuming test session

Highlighted License Agreements

Administering Tests

• All proctors must have their own Username and Password—Login credentials cannot be shared;

• (Sharing any credentials—with each other and/or students—violates the Licensing Agreement.)

• Proctors must be responsible adults trained to administer standardized tests;

• Proctors may not be a peer of the student;

• Proctors may not be a friend of the student;

• Proctors may not be students;

• Proctors may not have a stake in students’ scores;

• Proctors may not be employed part-time or full-time at a test preparation company;

• Proctors may not administer any ACCUPLACER test to a member of their household or immediate family;

• Proctors must be authorized by the institution to proctor exams in a remote location.

Eligibility Criteria

Proctoring

• Proctors MUST:

• Be trained in the administration of standardized tests and protection of secure test materials;

• Receive regular training;

• Circulate test center during test sessions;

• Never engage in non-proctoring activities—e.g. reading, eating, drinking, conversing, etc.;

• Safeguard against improper test taking/cheating;

• Report any/all improprieties to Institution Administrator

• Escalate to College Board as needed

• Invalidate test scores as needed

Requirements

Proctoring

• THECB Website • www.thecb.state.tx.us/tsi

• Sign up for DE/TSI Updates

• Texas Higher Ed Data

• http://www.txhighereddata.org/

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Resources

Thank you &Questions?

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• Suzanne Morales-Vale, Ph.D

Director, Developmental and Adult Education, THECB

suzanne.morales-vale@thecb.state.tx.us (512) 427-6262

• Kathie Montognese

Senior Assessment Manager, College Board

kmontognese@collegeboard.org (917) 613-7014

• Melissa Humphries, Ph.D.

Program Director, Research and Evaluation, THECB

melissa.humphries@thecb.state.tx.us (512) 427-6546

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Contacts: