The Accelerated Learning Program The Community College of Baltimore County

The Acc

elera

ted L

earn

ing P

rogra

m

The Com

munity

Colle

ge of B

altim

ore C

ounty

Agenda for the Day

A L PThe Accelerated Learning Program

What is the problem?

What is ALP?

What results has ALP produced?

What about the cost?

What obstacles might arise?

100%

75%

50%

25%

0%

Success rates for studentswho took ENGL 052 in 88-89N = 863

How We First Measured Success in Our Developmental Courses

100%

75%

50%

25%

0%

S in ENGL 05249057%

U or WENGL 05237343%

Success rates for studentswho passed ENGL 052 in 88-89and then took ENGL 101 by sp 92

ABC in ENGL 101 28781%

DFW inENGL 1016819%


took 0521988/1989863100%

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

took 10135541%

took nomore writingcourses13516%

S in 05249057%

neverpassed 05237343%

A, B, or Cin 10128733%

D, F, or Win 101688%


A L P

Why Do Students Drop Out?

can’t write

a thesis

no concrete examples

sentence fragments

confusing words

subject-verb agreement

mla formatwhen we asked students . . .They told us “none of the above”

eviction

car trouble

changes at work

financial p

roblems

abusive situation at home

medical problems

problems with children

laid off

legal problemslife issues

student becomes discouraged

student becomes depressed

student feels isolated

student loses confidence

stress b

ecomes too great

student fears she isn’t “college material”

affective issues

lifeissues

affectiveissues

non-cognitive

issues

100%

The Pipeline Effect


70%pass

70%take

70%pass

70%take

70%pass

= 8%

threelevelsdown

oneleveldown

twolevelsdown

70%take

gate-way

course

70%pass

100%

The Pipeline Effect


100%pass

70%take

70%pass

70%take

70%pass

= 12%

threelevelsdown

oneleveldown

twolevelsdown

70%take

gate-way

course

70%pass

100%

The Pipeline Effect


80%pass

80%take

80%pass

80%take

80%pass

= 21%

threelevelsdown

oneleveldown

twolevelsdown

80%take

gate-way

course

80%pass

100%

The Pipeline Effect


90%pass

90%take

90%pass

90%take

90%pass

= 48%

threelevelsdown

oneleveldown

twolevelsdown

90%take

gate-way

course

90%pass

Agenda for the Day


What Is the problem?

What is ALP?


What about costs?


acceleratingdev ed

supplementingdev ed

contextualizingdev ed

reducing need fordev ed

•K-20 allignment

•dual enrollment

•early assesment and intervention

•summer bridge

• learning communities

• I-BEST

•student success courses

•supplemental instruction

• tutoring

•modularization

•compressed courses

•aligning dev ed with credit courses

•co-requisite courses

Approaches to Redesign

A

CCBC Students

average age 29

female/male 58/42%

students of color 50%

full/part-time 34/66 %

Community College Baltimore County

credit students 33,817


50%

Placement into Dev ED

75%

25%

100%

81%

Englishall students math reading

77%

65%58%

RDG051

RDG052

MATH081

MATH082

MATH083

ENGL051

ENGL052

ENGL101

ENGL102

CCBC’s Developmental Education Courses:

ENG 101 ENG 052

ALP


encourages cohort effectchanges attitude toward developmental courseallows individual attentionallows time for non-cog issuesallows coordination of the two courses

reduces stigmaimproves attachmentprovides stronger role models

How does an ALP developmental classdiffer from a traditional one?

Goal of an ALP developmental course:


.for students to pass the developmental course and be ready for first-year composition.

for students to pass first-year composition course.

Goal of a traditional developmental course:

Conducting class as a writing workshop, an extension/supplement to the 101 class

Answering questions left over from the 101 class

Providing opportunities for more writing practice, short papers to reinforce concepts from the 101 class or prepare for upcoming assignments in the 101 class

Discussing/brainstorming ideas for the next essay in 101

Reviewing drafts of essays the students are working on for 101

Working on reducing the frequency and severity of error in the students’ writing

Addressing non-cognitive issues (life issues, affective issues)

What do we do in the ALP 052 class?

The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include:


What Is the problem?

What is ALP?


What about costs?


Agenda for the Day


passedENG 052

360465%

did not pass

ENG 052194135%

tookENG 052

Fa07-Fa105545

100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

traditional developmental students: fall 2007 –fall 2010

ALP students: fall 2007 –fall 2010

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passedENG 052

360465%

did not pass

ENG 052194135%

tookENG 052

Fa07-Fa105545

100%

tookENG 101

266148%

took nomore writing

courses94317%


passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%


passedENG 101

182933%

didn’tpass

ENG 10183215%

passedENG 101

43874%

didn’tpass

ENG 10115426%


passedENG 10219533%

haven’t passed ENG102 10117%

passedENG 10255410%

F, I, or WinENG1021673%

tookENG 10229650%

haven’t takenENG 10214224%

tookENG 10272113%

haven’ttakenENG 102110920%

passedENG 052

360465%

did not pass

ENG 052194135%

tookENG 052

Fa07-Fa105545

100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

passedENG 101

182933%

didn’tpass

ENG 10183215%

passedENG 101

43874%

didn’tpass

ENG 10115426%




20%

Credits Earned in 1 Year(Fall 2011 Cohort)

30%

10%

40%traditional dev writing N = 55039

%

none

ALP N = 1042

25%

1-5 6-11 12-17 18-23

33%

18%

6%2.9%

30%

20%

14%

8.4%

Completion Rates(As of January 2013)

20%

10%

15%

traditional dev writing

fall2007

ALP

fall2008

fall2009

25%

5%

14%

3%

26%

5%7%

9%

Developmental Writing 65%

CCBC’s Developmental Writing Courses:

Credit English 35%

ENG05113%

ENG05287%

Developmental Writing 65%

CCBC’s Developmental Writing Courses:

Credit English 35%

ENG05113%

ALP87%

69%

50%

Pass Rates in 101 by Accuplacer Score

75%

25%

100%traditional dev writing

23%

31%

60-69 80-89

ALP

46%

54%

77%

77%

AccuplacerScores:

25%

44%

70-79

2009-102007-08 2008-09

160 students

20 sections

640students

80 sections

2010-11

320students

40 sections80

students

2011-12

1280students

160 sections

Agenda for the Day



What is ALP?




1000 students

Costs Under Traditional Model

20 students per section


50 sections of Dev Eng

X 3 faculty credit hours/section

= 150 faculty credit hours



54% of traditional developmentalstudents take 101

540 students ÷ 20 students/section= 27 sections

.54 X 1000 = 540 students

27 sections X 3 faculty credit hours/section = 81 faculty credit hours



total for developmental course =

total for 101= 81 faculty credit hours

150 faculty credit hours

total = 231 faculty credit hours



1000 students

Costs Under ALP

10 students per section

Costs Under ALP

100 sections of ALP Dev Eng

X 3 faculty credit hours/section

= 300 faculty credit hours

Costs Under ALP


100% of ALP developmentalstudents take ENG 101

1000 students ÷ 20 students/section= 50 sections

1.00 X 1000 = 1000 students

50 sections X 3 faculty credit hours/section = 150 faculty credit hours

Costs Under ALP


Comparison of Costs for 500 Students

Traditional ALP

DEV: 50 sect X 3 cr/sect = 150 fch

101: 18.5 sect X 3 cr/sect = 81 fch

TOTAL: 231 fch

DEV: 100 sect X 3 cr/sect = 300 fch

101: 50 sect X 3 cr/sect = 150 fch

TOTAL: 450 fch


traditional factory

widgetsper year

cost perwidget

cost/yearto operate

$231,000

$450,000

33,000

74,000

$7.00

$6.08

ALP factory

An Analogy


traditional factory

231 fch

450 fch

students per year cost per studentcost per year


330 (33%) of 1000 students

pass FYC

740 (74%)of 1000 students

pass FYC

.700 fch perpassing student


ALP factory

An Analogy


traditional factory

231 fch

450 fch


students per semester cost per studentcost per year

330 (33%) of 1000 students

pass FYC

740 (74%)of 1000 students

pass FYC



ALP factory

An Analogy


Summing It All Up

doubles the success rate,

cuts the attrition rate in half,

does it in half the time,

at slightly less cost per successful student.

Compared to traditional developmental writing approaches, ALP



What is ALP?




Agenda for the Day


Faculty resistance

don’t believe there is a problem

don’t believe students can handle comp

resistance to addressing non-cogs

data

pilot

Possible Obstacles


Attracting students

Advisors

Logistics

classrooms

registering the right students

exit criteria

faculty development

Possible Obstacles


Faculty resistance

The Accelera

ted L

earnin

g Pro

gram

The Com

munity

Colle

ge of B

altim

ore C

ounty

Documents

The Accelerated Learning Program The Community College of Baltimore County