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Multiple Measures of College Readiness Support Operations for Academic Retention

Multiple Measures of College Readiness Support Operations for Academic Retention. Emily Ehrlich Hammer, M.B.A., A.B.D. Assistant Director October 16, 2013. NEW THECB TSI Rules.

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Multiple Measures of College Readiness Support Operations for Academic Retention

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  1. Multiple Measures of College ReadinessSupport Operations for Academic Retention Emily Ehrlich Hammer, M.B.A., A.B.D. Assistant Director October 16, 2013

  2. NEW THECB TSI Rules • For holistic placement of non-exempt students not meeting standards as defined in §4.57(a) and (b) of this title (relating to College Ready and Adult Basic Education (ABE) Standards), institutions shall use for determination of appropriate courses and/or interventions the TSI Assessment results and accompanying Diagnostic Profile, along with consideration of one or more of the following: •   (1) High school Grade Point Average/class ranking; •   (2) Prior academic coursework and/or workplace experiences; •   (3) Non-cognitive factors (e.g., motivation, self-efficacy); and •   (4) Family-life issues (e.g., job, childcare, transportation, finances).

  3. Literature Regarding Multiple Measures Factors that can affect student performance and retention: • Student Background in Subject • High School GPA • Academic Rigor of High School Program • SAT • ACT • College Readiness Assessment Source: Hirschy, A. S., Bremer, C. D., & Castellano, M. (2011). Career and technical education (CTE) student success in community colleges: A conceptual model. Community College Review, 39, 296-318. doi: 10.1177/0091552111416349

  4. Literature Regarding Multiple Measures • Validity of college success predictions can be improved by including non-cognitive factors • commitment to school (Tinto 1993), • long-term goal setting (Young and Sowa 1992) • social support (Lotkowski, Robbins and Noeth 2004). • Sources: • Lotkowski, V.A., Robbins, S.B., and Noeth, R.J. (2004). The role of academic and non-academic factors in improving college retention: ACT policy report. • Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd ed.). Chicago: University of Chicago Press. • Young, B., and Sowa, C. (1992). Predictors of academic success for Black student athletes. Journal of College Student Development, 33, 318-324.

  5. Developmental Education Menu of Options

  6. Reading/Writing Developmental Education Placement

  7. Mathematics Developmental Education Placement

  8. Non-Course Based Competency Options • Students who meet TSI Assessment exit-level remediation course standards and have met threshold criteria for ACT/SAT/High School GPA and Non-Cognitive Evaluation will be placed into one of the following: • NCBO0304 – Reading/Writing deficient students are placed into a self-paced course with three components: Aplia Homework, Essay and Revisions, and Final Exam • NCBO0302 – Mathematics deficient students are placed into a self-paced course with three components: ALEKS Pie, Project, and Final Exam

  9. Fall 2013 TSI Student Performance on Admission Tests

  10. Fall 2013 TSI Student Performance on TSI Tests

  11. Multiple Measure Placement Student PerformanceMathematics • Total Number of TSI 0302 Students: 87 • Average Total Number of Topics 10.14 • Average Hours in ALEKS 5.89 • Average ALEKS Topics per Hour 2.22 • Total Number of NCBO 0302 Students: 50 • Average Total Number of Topics 11.2 • Average Hours in ALEKS 6.99 • Average ALEKS Topics per Hour 1.93

  12. Multiple Measure Placement Student PerformanceIntegrated Reading/Writing • Total Number of TSI 0304: 72 • Total Number of Students Who Took Aplia Pre-Diagnostic 51 • Percent Grade on Aplia Basic Writing 64% • Percent Grade on Aplia Basic Reading 67% • Total Number of NCBO 0304 Students: 51 • Total Number of Students Who Took Aplia Pre-Diagnostic 33 • Percent Grade on Aplia Basic Writing 70% • Percent Grade on Aplia Basic Reading 75%

  13. Any Questions?

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