Hot Issues and Links: Basic Skills & Non CreditDianna ChiabottiMark Wade LieuCandace Lynch-Thompson

Statewide Basic Skills Efforts

ASCCC

Basic Skills Committee reviews policies and recommends to the Executive Committee positions and actions on issues related to meeting the needs of under-prepared community college students; and

gathers information on best practices in providing instruction and support services to under-prepared students and conveys this information to the field through breakouts, workshops, and papers

ASCCC

Noncredit Committeeserves as a resource to the President and Executive Committee on issues related to instruction, counseling, student services, and program development in noncredit and the role of faculty in noncredit instruction as related to governance and local participation in academic and professional activities.

ASCCC

BSI Website - www.cccbsi.org

Effective practicesBSI HandbookCB 21 coding Literature Reviews

New title coming soon!!

ASCCC

Professional Development Institute

Embrace the Possible for Student Success: Basic Skills Across the Curriculum

February 25 & 26, 2010

Register at www.asccc.org

ASCCC

Pre-Requisites

ARCC Report (including coding for CB21 and CB08)

Noncredit Supplemental CDCP Report (Career Development or College Prep certificate)

CCCAssess and Student Placement

Chancellor’s Office

Basic Skills Advisory Committee

Basic Skills moving forward

We need to focus on what we know works

Need to “institutionalize” the basic skills work being done

Chancellor’s Office

2010 ARCC ReportThe draft is out for college review. Colleges have until end of November to resubmit data.

January-February 2011 – Colleges can respond to their ARCC data

Data will have changed because of changes to CB21 coding

Expectation -- that colleges are on track with making major changes to student success with basic skills efforts.

New Ed Source Report

Course-taking patterns, policies, and practices in developmental education in the California Community Colleges

http://www.edsource.org/iss_research_communitycollege.html

A report to the Chancellor’s Office June 2010

Some Ed Source Findings

〜 1/3 of first time students that enrolled in 1 or more basic skill course competed a credential, degree, transfer

o Hispanic and African American overrepresented among those who began at lower levels of writing and math sequences

o Asian students also over represented in writing

More findings

Very few students who begin at the lowest level ever complete last course in sequence or college level course

Students that began remedial math or writing at the lowest level were more likely to attempt, less likely to delay, a second more advanced course than those who began at higher levels

ED Source Conclusions

Better integration of developmental instruction with a “suite of support services” that ensure students stay engaged, receive assistance, and maintain a sense of forward progress toward their goals are needed

May need to think differently about the structure and goals of remedial sequences

Increasing expectations for ultimate outcomes cannot be separated from thinking about developmental education

Suggests that colleges might want to first focus on encouraging students to enroll early in remedial writing courses

Examine course schedules to determine ways sequences can be taken without interruption

Stronger support services during the first year

Develop strategies to support overrepresented students

Faculty development and ongoing reflection on student outcomes is central to this work

Changes in practice are needed to improve success rates

Other Reports

Getting Past Go Initiative Policy Framework http://gettingpastgo.org/The current policy landscape with regards to remedial educationHow to address the issues of the high cost of remedial education and the low success of studentsIdentification of policy “levers” that merit more exploration; e.g. assessment and placement

Do uniform assessments, cut scores and placement policies actually improve the delivery of remedial instruction?What impact do policies that provide greater latitude to campuses on the use of assessments to prescribe placement have on the success of underprepared students?

Other Reports

Taking the Next Step http://www.csus.edu/ihelp/PDFs/R_TakingtheNextStep_091410.pdf

Summary of what is being done with regards to intermediate measures of student progress in various projects and studies

– A good overview on the subject for discussing performance-based funding concepts

Other Reports

• Divided We Fail – http://www.csus.edu/ihelp/PDFs/

R_Div_We_Fail_1010.pdf– An examination of student achievement of

milestones and success indicators in the CCCs

– Findings• Too few students attain milestones• Racial/ethnic disparities abound• Latinos are being left behind

Noncredit-What do you know?

1. How many legislated instructional areas are there in CCC noncredit? What are they?

2. What is the ratio of CCC credit students who have also taken noncredit?

3. Which started first in California, adult schools or community (junior) colleges?

4. What is the percentage of noncredit instruction in CCC that is taught by full-time faculty?

5. What is the % rate of apportionment payment in California for noncredit compared to credit?

The Noncredit Student• SF Board of Education established the first “night

school” for adults in 1856.

• California law authorizes instruction in these ten areas: Parenting Education, Basic Skills, ESL, Citizenship, Substantial Disabilities, Short-term Vocational Programs, Workforce Preparation, Older Adults, Family and Consumer Sciences, & Health and Safety.

• Many noncredit courses are open entry/open exit

• Since 1992, one in six CCC credit students also took noncredit courses

• 95% part time faculty

Noncredit and Basic Skills Students Overlap

• Vulnerability

• Preparation

• Needs

• Barriers

Noncredit-Basic Skills Linkages

• Curriculum- How can non-degree credit (30 unit limit) and noncredit (no limit) curriculum be arranged to best serve students?

• Course Sequencing-When would noncredit courses make sense at the lowest levels?

• Consolidation-When would it make sense to house noncredit and credit basic skills courses within the same department, e.g. ESL, Mathematics, etc.?

The Current Face of Noncredit

• SB361

• CB21 Coding

• Noncredit Progress Indicators

• ARCC-noncredit measures

• ASCCC-Noncredit Committee (standing)

Looking to the Future

• Critical need for services for noncredit and basic skills students:

-growing high school dropout rate

-immigrant population needs

-workforce preparedness

• Equity

• Advocacy and Leadership

Questions???