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Developmental Education: The times, they are a- changin ’!

Developmental Education: The times, they are a- changin ’!. Linda Thompson, Chair NADE Certification Council lthompson@harding.edu. The Times, They Are A- Changin ’.

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Developmental Education: The times, they are a- changin ’!

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  1. Developmental Education: The times, they are a-changin’! Linda Thompson, Chair NADE Certification Council lthompson@harding.edu

  2. The Times, They Are A-Changin’ Come gather 'round peopleWherever you roamAnd admit that the watersAround you have grownAnd accept it that soonYou'll be drenched to the boneIf your time to youIs worth savin'Then you better start swimmin'Or you'll sink like a stoneFor the times they are a-changin'. --Bob Dylan, 1964 http://www.youtube.com/watch?v=e7qQ6_RV4VQ

  3. Session Outline • Current Situation in Developmental Education and Learning Support • The Completion Agenda: Impact of mandates for redesign • Promising Practices in Redesign • Developing a Culture of Evidence: How do I know if my redesign is working?

  4. “New” Students

  5. The Current Situation • MANDATES! • Intense scrutiny • Resource reallocation, restructuring and reduction • Performance funding • Limiting of access? • Changing structures for student support

  6. Connecticut Overhauls Remedial Education

  7. “Students whose test scores indicate the need for developmental education must be advised of options and may enroll in the developmental education options of their choice.”

  8. Why So Much Focus on Developmental Education? • Policy-makers perceive DE as a symptom of a larger educational system failure. Fixing the educational system is an economic imperative. • 20 years ago, the U.S. was ranked highest in the world for the percentage of young adults (aged 25-34) with college degrees. Now, we are ranked 12th (2013). • By 2018, 62% of all jobs will require a college credential, and more than 1/2 of those will require a bachelor’s degree.

  9. BUT… In 2013, 42% of U.S. adults aged 25-34 held a post-secondary credential. Who fills the remaining positions? Organisation for Economic Co-operation and Development, (2013). Education at a Glance 2013: United States. accessed 8.26.14 at http://www.oecd.org/edu/ United%20States%20_EAG2013%20Country%20Note.pdf

  10. Perceived Gaps in PreparednessHigh School vs College Faculty • Meeting Standards prepares students for college level work – 74% vs. 35% • English – 76% vs. 33% • Reading – 72% vs. 36% • Mathematics – 79% vs. 42% • Science – 67% vs. 32% • Student preparation is the same or worse than five to ten years ago – 68% vs. 86% ACT (2007). Aligning Postsecondary Expectations and High School Practice: The Gap Defined. Accessed 3.7.14. www.act.org/research/policymakers/pdf/NCSPolicyBrief.pdf

  11. The Current Situation with the Common Core http://www.corestandards.org/standards-in-your-state/

  12. Developmental Education Still is the Connector Between Access and Completion • We will never reach the completion goals if we reduce access. • What are the most effective bridges between access and completion? What are the best redesigns?

  13. Current Primary Players in Redesign, Postsecondary • National Center for Academic Transformation (NCAT)http://thencat.org/ • Carnegie Foundation/Dana Center (Statway; Quantway) http://www.utdanacenter.org/ (go to higher education) • Achieving The Dream http://achievingthedream.org • Complete College America (CCA) http://completecollege.org

  14. NCAT Recommendations 1. Redesign entire sequence 2. Require active learning (“do math, read, write”) 3. Provide classes in computer labs + use software 4. Modularize course material/structure 5. Require mastery learning 6. Build in ongoing assessment

  15. NCAT 6 Models for Course Redesign • The Supplemental Model • The Replacement Model • The Emporium Model • The Fully Online Model • The Buffet Model • The Linked Workshop Model • Accessed at: http://www.thencat.org/R2R/R2R%20PDFs/Six%20Models%20for%20Course%20Redesign.pdf

  16. Carnegie Foundation/Dana Center Statway Quantway STEM Focus on quantitative reasoning; aims to prepare students for success in college-level mathematics • Non-STEM • One-year pathway that combines college-level statistics with developmental mathematics Requires systemic change. www.carnegiefoundation.org/developmentalmath www.danacenter.org

  17. Achieving the DreamCharacteristics of Successful Programs • Student coaching • Required student success course(s) • Additional fulltime faculty • The classroom is often “flipped” • Data-driven decision-making • Broad-based support from administrators, faculty, and staff • Strong institutional research departments that create accessible reports on student achievement • Regular and systematic evaluation of the program • Ability to scale up successful programs

  18. Complete College America’s Conclusion “Remediation doesn’t work,” said Stan Jones, the group’s founder and president. “We need to stop doing it.”Read more: Paul Fain (June 19, 2012)Overkill on Remediation?Inside Higher Ed. http://www.insidehighered.com/news/2012/ 06/19/complete-college-america-declares-war-remediation#ixzz37M7tFuTR

  19. CCA Recommendations • Mainstream “remedial” students into college credit classes • Use co-requisite classes, exclusively • Extensive use of tutorial support for all those who fall behind • Mandate “extra sessions” (even extra classes) to remediate

  20. Recent CCA Recommendations • Performance Funding • All students will be Full Time status to get tuition support: Full time is 15+ credits • Colleges will cap degrees at 60/120 credits. • Guided Pathways to Success: Meta-Majors

  21. What Does NADE Recommend?

  22. Principles for Implementing State-Wide Innovations in Developmental Education Principle # 1 – Identify baseline performance before implementing mandates. Principle # 2 – Include an evaluation plan. Principle # 3 – Pilot innovations before mandating. Principle # 4 – Allow for local flexibility. Principle # 5 – Provide for professional development.

  23. Principles for Implementing State-Wide Innovations in Developmental Education Principle # 6 – Recognize that there are no simple solutions. Principle # 7 – Involve those who will be implementing innovations in planning. Principle # 8 – Identify the impact of innovation on minorities and the poor. Principle # 9 – Identify what is already working well.

  24. The INTERNAL ASSESSMENT and evaluation Cycle

  25. Your Experiences: Please share. . . • Have you been involved in the creating, revising, or implementing a new/improved model of learning support or developmental courses? • How many models did you consider/are you considering? • How involved were you involved in choosing the/a model? • What are you doing now that is working well? • How do you know? • What’s not working as well as hoped?

  26. Historical Research on Successful Program Elements • Mandatory Assessment and Placement • Trained Tutors – (Boylan, et al, 1994) • Supplemental Instruction (SI) – (Blanc et al, 1983, Rettinger & Palmer, 1996, Ramirez, 1997) • Continuous, Systematic Program Evaluation (Boylan, 1999; Neuburger 1999).

  27. Newer Research from CCRC on Why Redesigns Fail • Colleges enact DE reforms in ways that undermine their potential benefits. • Colleges tend to adopt minimally disruptive, small scale approaches that cannot scale. • Colleges focus on DE reform alone, rather than seeing DE as the litmus test of what needs to happen institution-wide. Edgecombe, N.; Cormier, M.S.; Bickerstaff, S; & Barragan, M.( June 2013). Strengthening developmental education reforms: Evidence on implementation efforts from the scaling innovation project. CCRC Working paper No 61. Accessed 9.15.14 http://www.scalinginnovation.org/ strengthening-developmental-education-reform/

  28. “The real problem is that we value being smart much more than we do developing smartness.” --Alexander Astin “Rethinking Academic Excellence” Liberal Education, Spring 1999

  29. NADE: The National Association for Developmental Education Resources Action Items Next Steps NADE Chapters www.nade.net www.nadecertification.net

  30. Thank you for coming!Any questions? Contact Information for the NADE Certification Council: Linda Thompson lthompson@harding.edu Karen Patty-Graham kpattyg@siue.edu Jenny Ferguson jferguson@cazenovia.edu Jane Neuburgerjneuburg@syr.edu David Ottsdavid.otts@mtsu.edu Naomi Ludmannludman@swmich.edu

  31. References & Resources Bennett, S. Morton, K., & Kevin, L. (2008), The “digital native” debate” A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. Boylan, H.R. (2002), What works: Research-based best practices in developmental education. Boone, NC: National Center for Developmental Education. Casazza, M.E. & Silverman, S. L. (August 2013). Meaningful Access and Support: The Path to College Completion. White Paper commissioned by The Council of Learning Assistance and Developmental Education Associations (CLADEA). Available http://www.cladea.net /white_paper_meaningful_access.pdf. Chickering, A., & Gamson, Z. (1987). Seven principles for good practice in undergraduate education. AAHE bulletin, 39, 3-7. Clark-Thayer, S. & Putnam-Cole, L. (2009). The NADE Self-Evaluation Guides: Best Practices in Academic Support Programs. Clearwater FL: H&H Publishing Co. Community College Research Center (CCRC). (Sept. 2013). Student Success Courses for Sustained Impact. Available at http://ccrc.tc.columbia.edu/media/k2/attachments/student-success-courses-for-sustained-impact.pdf. Connecticut General Assembly. An Act Concerning College Readiness and Completion. (May, 2012) At http://cga.ct.gov/asp/cgabillstatus/cgabillstatus.asp?selBillType =Bill&bill_num=40&which_year=2012&SUBMIT1.x=11&SUBMIT1.y=4&SUBMIT1=Normal.

  32. References & Resources Edgecombe, N.; Cormier, M.S.; Bickerstaff, S; & Barragan, M.( June 2013). Strengthening developmental education reforms: Evidence on implementation efforts from the scaling innovation project. CCRC Working paper No 61. Accessed 9.15.14 http://www.scalinginnovation.org/ strengthening-developmental-education-reform/ Evergreen State College, National Summer Institute on Learning Communities: http://www.evergreen.edu/washingtoncenter/institute/. Florida State Gov’t. Website. Developmental Education in Florida College System Institutions. At http://www.flsenate.gov/Committees/BillSummaries/2013/html/501. Fain, P. (7 May 2012). Connecticut Legislature Passes Remedial Education Overhaul. Inside Higher Education. At http://www.insidehighered.com/quicktakes /2012/05/07/connecticut-legislature-passes-remedial-education-overhaul#ixzz2gMHXjeDK Fain, P. (5 June 2013). Remediation If You Want It. Inside Higher Education. At http://www.insidehighered.com/ news/2013/06/05/florida-law-gives-students-and-colleges-flexibility-remediation . Florida Bill 1720: Developmental Education in Florida College System Institutions. (20 May 2013). At www.flsenate.gov/Committees/BillSummaries/2013/html/50

  33. References & Resources Holschum, J. P. and Paulson E. (July, 2013). The Terrain of College Developmental Reading. Executive summary and Paper commissioned by the College Reading & Learning Association (CRLA). At http://crla.net/. Mangan, K. (23 September 2013). Florida Colleges Make Plans for Students to Opt Out of Remedial Work. The Chronicle of Higher Education. National Association for Developmental Education. www.nade.net. National Association for Developmental Education Certification Council. www.nadecertification.net. National Association for Developmental Education (NADE) and the National Center for Developmental Education (NCDE). (2013). Principles for Implementing State-Wide Innovations in Developmental Education. At http://nade.net/site/documents/breakingnews /NCDENADEPRINCIPLES2013.pdf. Neuburger, J.A. (Fall, 1999). Executive board position paper: Researchand recommendations for developmental education and/or learning assistance programs in the state of New York. Research & Teaching in Developmental Education, 16(1),5-21. Parker, T. P. (2009). “Policy Issues” (ch3 ) In Dave Caverly and Rona Flippo, Eds. Handbook of College Reading and Study Strategies. NY: Routledge. PISA (Programme for International Student Assessment). Organisation for Economic Cooperation and Development (www.OECD.org). At http://www.oecd.org/pisa/faqoecdpisa.htm.

  34. References & Resources Holschum, J. P. and Paulson E. (July, 2013). The Terrain of College Developmental Reading. Executive summary and Paper commissioned by the College Reading & Learning Association (CRLA). At http://crla.net/. Mangan, K. (23 September 2013). Florida Colleges Make Plans for Students to Opt Out of Remedial Work. The Chronicle of Higher Education. National Association for Developmental Education. www.nade.net. National Association for Developmental Education Certification Council. ww.nadecertification.net. National Association for Developmental Education (NADE) and the National Center for Developmental Education (NCDE). (2013). Principles for Implementing State-Wide Innovations in Developmental Education. At http://nade.net/site/documents/ breakingnews /NCDENADEPRINCIPLES2013.pdf. Neuburger, J.A. (Fall, 1999). Executive board position paper: Research and recommendations for developmental education and/or learning assistance programs in the state of New York. Research & Teaching in Developmental Education, 16(1),5-21. Parker, T. P. (2009). “Policy Issues” (ch3 ) In Dave Caverly and Rona Flippo, Eds. Handbook of College Reading and Study Strategies. NY: Routledge.

  35. References & Resources PISA (Programme for International Student Assessment). Organisation for Economic Cooperation and Development (www.OECD.org). At http://www.oecd.org/pisa/ faqoecdpisa.htm. PISA. Education at a Glance 2012: OECD Indicators. http://www.oecd.org/edu/eag2012.htm; http://www.oecd.org/edu/EAG%202012_e-book_EN_200912.pdf. Ruhl,K.L. Hughes, C.A., & Schlass, P.J. (1987). Using the pause procedure to enhance learning recall. Teacher Education & Special Education, 10, 14-18. Schleicher, A., Compiler. (September 2013). Education at a Glance 2011:OECD Indicators (Country Note: United States). Organisation for Economic Co-operation and Development. At http://www.oecd.org/unitedstates/48678896.pdf. Texas Higher Education Coordinating Board. Texas Success Initiative. At http://www.thecb.state.tx.us/index.cfm?objectid=233A17D9-F3D3-BFAD-D5A76CDD8AADD1E3. Texas Higher Education Coordinating Board. Texas Success Initiative. At http://www.thecb.state.tx.us/index.cfm?objectid=233A17D9-F3D3-BFAD-D5A76CDD8AADD1E3. Tulving, E. & Kroll, N. (1995). Novelty assessment in the brain and long-term memory encoding. Psychomonic Bulletin and Review, 2, 387-390. .

  36. References & Resources United States Government Accountability Office (GAO). (September 2013). New Federal Research Center May Enhance Current Understanding of Developmental Education. Report to the Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. GAO-13-656. At http://www.gao.gov/assets/660/657683.pdf Washington State Board for Community and Technical Colleges. I-BEST: Integrated Basic Education and Skills Training. Information at http://www.sbctc.ctc.edu/college/e_integratedbasiceducationandskillstraining.aspx.

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