The Accelerated Learning Program

1. The Accelerated Learning Program The Community College of Baltimore County

2. Agenda for the Day • What is the problem? • What is ALP? • What results has ALP produced? • What about the cost? • What is the context? A L P The Accelerated Learning Program

3. 100% ABC in ENGL 101 287 81% U or W ENGL 052 373 43% S in ENGL 052 490 57% 100% DFW in ENGL 101 68 19% 75% 75% 50% 50% 25% 25% 0% 0% How We First Measured Success in Our Developmental Courses Success rates for students who took ENGL 052 in 88-89 Success rates for students who passed ENGL 052 in 88-89 and then took ENGL 101 by sp 92 A L P The Accelerated Learning Program

4. took no more writing courses 135 16% never passed 052 373 43% A, B, or C in 101 287 33% took 052 1988/1989 863 100% S in 052 490 57% took 101 355 41% D, F, or W in 101 68 8% Students who took ENG 052 for the first time in 1988/1989 A L P The Accelerated Learning Program

5. Why Do Students Drop Out? A L P

6. no concrete examples • can’t write a thesis • subject-verb agreement • sentence fragments • none of the above • mla format • confusing words

7. student becomes discouraged • changes at work • financial problems • laid off • student loses confidence • problems with children • student fears she isn’t “college material” • life happens • affective issues • legal problems • car trouble • student becomes depressed • abusive situation at home • stress becomes too great • eviction • medical problems • student feels isolated

8. non- • cognitive • issues • affective • issues • life • issues

9. 100% The Pipeline Effect three levels down two levels down one level down gate- way course = 8% 70% pass 70% take 70% pass 70% take 70% pass 70% take 70% pass A L P The Accelerated Learning Program

10. 100% pass 70% take 70% take 70% pass 70% pass 70% take 70% pass 100% The Pipeline Effect three levels down two levels down one level down gate- way course = 12% A L P The Accelerated Learning Program

11. 80% pass 80% take 80% take 80% pass 80% pass 80% take 80% pass 100% The Pipeline Effect three levels down two levels down one level down gate- way course = 21% A L P The Accelerated Learning Program

12. 90% pass 90% take 90% take 90% pass 90% pass 90% take 90% pass 100% The Pipeline Effect three levels down two levels down one level down gate- way course = 48% A L P The Accelerated Learning Program

13. Agenda for the Day Overview of ALP • What Is the Problem? • What is ALP? • What Results has ALP produced? • What about Costs? • What is the Context? A L P The Accelerated Learning Program

14. Approaches to Redesign reducing need for deved contextualizing deved supplementing deved accelerating deved • K-20 allignment • dual enrollment • early assesment and intervention • summer bridge • learning communities • I-BEST • student success courses • supplemental instruction • tutoring • modularization • compressed courses • co-requisite courses

15. Approaches to Redesign reducing need for deved contextualizing deved supplementing deved accelerating deved • K-20 allignment • dual enrollment • early assesment and intervention • summer bridge • learning communities • I-BEST • student success courses • supplemental instruction • tutoring • modularization • compressed courses • co-requisite courses

16. Community College Baltimore County CCBC Students credit students 33,817 average age 29 female/male 58/42% students of color 50% full/part-time 34/66 % A A L P The Accelerated Learning Program

17. 25% 100% 50% 75% Placement into Dev ED 81% 77% 65% 58% all students math English reading

18. RDG 052 RDG 051 ENGL 051 ENGL 052 ENGL 101 ENGL 102 MATH 082 MATH 083 MATH 081 CCBC’s Developmental Education Courses:

19. ALP ENG 101 ENG 052 reduces stigma improves attachment provides stronger role models encourages cohort effect changes attitude toward developmental course allows individual attention allows time for non-cog issues allows coordination of the two courses A L P The Accelerated Learning Program

20. 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: • 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) A L P The Accelerated Learning Program

21. Agenda for the Day Overview of ALP • What Is the Problem? • What is ALP? • What Results has ALP produced? • What about Costs? • What is the Context? A L P The Accelerated Learning Program

22. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% took no more writing courses 943 17% did not pass ENG 052 1941 35% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

23. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% passed ENG 101 1829 33% passed ENG 101 438 74% took no more writing courses 943 17% didn’t pass ENG 101 832 15% did not pass ENG 052 1941 35% didn’t pass ENG 101 154 26% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

24. didn’t pass ENG 052 107 18% took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% took ENG 102 296 50% took no more writing courses 0 0% took ENG 052 Fa07-Fa10 592 100% passed ENG 102 554 10% took ENG 102 721 13% passed ENG 102 195 33% passed ENG 052 3604 65% passed ENG 052 485 82% took ENG 101 592 100% passed ENG 101 1829 33% passed ENG 101 438 74% took no more writing courses 943 17% didn’t pass ENG 101 832 15% did not pass ENG 052 1941 35% didn’t pass ENG 101 154 26% haven’tpassed ENG102 101 17% haven’t taken ENG 102 142 24% F, I, or W in ENG102 167 3% haven’t taken ENG 102 1109 20% traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 data from Cho, Kopko, & Jenkins, 2012 (CCRC)

25. 13% Credit English 35% ALP 87% Developmental Writing 65% CCBC’s Developmental Writing Courses:

26. 25% 100% 50% 75% Pass Rates in 101 for Low Scoring and High Scoring Students traditional dev writing ALP 24% 74% 37% 70% 46% 37% Accuplacer Scores: 60-69 80-89 fall 2010

27. 160students 20 sections 80 sections 320 students 40 sections 80 students 1280 students 160 sections 640 students 2011-12 2007-08 2008-09 2009-10 2010-11

29. Critical Features of ALP Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. At least half the students in the credit English course are students who placed into credit-level writing. The ALP cohort is no more than 12 students. ALP instructors recognize the importance of paying attention to the non-cognitive issues affecting their students. The same instructor teaches the ALP course and the credit course. The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills. A L P The Accelerated Learning Program

30. Agenda for the Day Overview of ALP • What is the problem? • What is ALP? • What results has ALP produced? • What about the cost? • What is the context? A L P The Accelerated Learning Program

31. Costs Under Traditional Model 1000 students

32. Costs Under Traditional Model 20 students per section

33. Costs Under Traditional Model 50 sections of Dev Eng X 3 faculty credit hours/section = 150 faculty credit hours A L P The Accelerated Learning Program

34. Costs Under Traditional Model 54% of traditional developmental students take 101 .54 X 1000 = 540 students 540 students ÷ 20 students/section = 27 sections A L P 27 sections X 3 faculty credit hours/section = 81 faculty credit hours The Accelerated Learning Program

35. Costs Under Traditional Model total for developmental course = 150 faculty credit hours 81 faculty credit hours total for 101= total = 231 faculty credit hours A L P The Accelerated Learning Program

36. Costs Under ALP 1000 students

37. Costs Under ALP 10 students per section

38. Costs Under ALP 100 sections of ALP DevEng X 3 faculty credit hours/section = 300 faculty credit hours A L P The Accelerated Learning Program

39. Costs Under ALP 100% of ALP developmental students take ENG 101 1.00 X 1000 = 1000 students 1000 students ÷ 20 students/section = 50 sections 50 sections X 3 faculty credit hours/section = 150 faculty credit hours A L P The Accelerated Learning Program

40. Comparison of Costs for 500 Students Traditional ALP DEV: 50 sect X 3 cr/sect = 150 fch DEV: 100 sect X 3 cr/sect = 300 fch 101: 18.5 sect X 3 cr/sect = 81 fch 101: 50 sect X 3 cr/sect = 150 fch TOTAL: 231 fch TOTAL: 450 fch A L P The Accelerated Learning Program

41. traditional factory ALP factory An Analogy cost/year to operate widgets per year cost per widget $231,000 33,000 $7.00 $450,000 74,000 $6.08 A L P The Accelerated Learning Program

42. cost per year students per year cost per student traditional factory ALP factory students per year cost per year cost per student An Analogy 330 (33%) of 1000 students pass FYC .700 fchper passing student 231 fch 740 (74%) of 1000 students pass FYC .608 fch per passing student 450 fch A L P The Accelerated Learning Program

43. cost per year students per year cost per student traditional factory ALP factory students per semester cost per year cost per student An Analogy 330 (33%) of 1000 students pass FYC .700 fchper passing student 231 fch 740 (74%) of 1000 students pass FYC .608 fch per passing student 450 fch A L P The Accelerated Learning Program

44. Summing It All Up Compared to traditional developmental writing approaches, ALP doubles the success rate, cuts the attrition rate in half, does it in half the time, at slightly less cost per successful student. A L P The Accelerated Learning Program

45. Agenda for the Day Overview of ALP • What is the problem? • What is ALP? • What results has ALP produced? • What about the cost? • What is the context? A L P The Accelerated Learning Program

46. Issues as We Look to the Future the tipping point universities bow out faculty development the bottom half A L P The Accelerated Learning Program

47. Cumulative Survey of Faculty Preparation July 2013 Community College of Baltimore County (MD) Six West Virginia Universities (WV) Community College of Allegheny County (PA) Century Community College (MN) LaGuardia Community College (NY) Patrick Henry Community College (VA) Atlantic Cape Community College (NJ) Harford Community College (MD) (N = 69)

48. Which of the following best describes your graduate preparation to teach writing? N = 69 20 15 10 5 0 no formal courses a degree in rhet-comp one or two courses three or more courses

49. Which of the following best describes your graduate preparation to teach developmental (basic, remedial) writing? N = 69 40 30 20 10 0 one courses no formal courses more than three courses two or three courses

50. The Accelerated Learning Program The Community College of Baltimore County