As A Pathway to Student Success

1.  As A Pathway to Student Success Janet Fulks, Chair, ASCCC Curriculum Committee Jane Patton, President, ASCCC Michelle Pilati, Vice President, ASCCC 1 Draft 7-5-09 JP REAL Final Curric Institute Jane But first. . . As w/ all things educational. . . A test!Draft 7-5-09 JP REAL Final Curric Institute Jane But first. . . As w/ all things educational. . . A test!

2. Check your knowledge 2 About Prerequisites. . . Janet Explain clickersJanet Explain clickers

3. faculty expertise content review statistical validation faculty expertise + content review faculty expertise + content review + statistical validation 3 Most USA higher education institutions establish prerequisites justified by: Janet This is true. All curriculum texts and discussion about developing curriculum leaves the selection and application of a prerequisite to the expert designing the curriculum Resources include Diamond � Designing and Assessing Courses and Curriculum and Kemp-Designing Effective InstructionJanet This is true. All curriculum texts and discussion about developing curriculum leaves the selection and application of a prerequisite to the expert designing the curriculum Resources include Diamond � Designing and Assessing Courses and Curriculum and Kemp-Designing Effective Instruction

4. A court case that resulted in a verdict requiring CCC�s to adopt a rigorous prerequisite validation process. A lawsuit that was dropped after the Chancellor�s Office agreed to develop new regulations for applying prerequisites. A bill that established a student�s �right to fail�. An activist BoG member who did not believe in assessment for placement. I don�t know; never heard of it. 4 What was the MALDEF case? JanetJanet

5. Nearly impossible � that�s why few colleges have such prerequisites. No one knows as they have not tried to do it. Relatively easy, if you have adequate staff. Challenging, because it requires cooperation and work between researchers and faculty. I don�t know I have never been part of validating prerequisites 5 How difficult is it to find statistical data validating reading or writing prerequisites for transfer courses? MichelleMichelle

6. All California Community Colleges Most CSU campuses All UC campuses Both the CSU and UC systems None of the above 6 Which of the following require basic skills prerequisites? Michelle No, although they have other pre requisites including A_G and testing for placement in certain courses Selective admissions; enrollment requirements for individual classes.Michelle No, although they have other pre requisites including A_G and testing for placement in certain courses Selective admissions; enrollment requirements for individual classes.

7. a. Students b. Faculty c. Students and Faculty d. None of the above 7 Which of the following groups are on record as supporting the application of prerequisites? Jane After asking question, See the latest Rostrum. They do not oppose, they want it clearly thought out Share student comments here. She has several minutes. Jane After asking question, See the latest Rostrum. They do not oppose, they want it clearly thought out Share student comments here. She has several minutes.

8. 9.02 � � Communication and Computation Prerequisite Validation through Content Review Change Title 5 local faculty determine prerequisites (English, reading, or mathematics for collegiate level courses) after content review Prerequisite challenge process Research effects of the prerequisites. 8 Resolution Spring �09 Jane Jane

9. 9.03 � � Pilot Project for Basic Skills Prerequisite Applications to General Education Courses 70-98% of first-time students assess at basic skills level not college ready = less likely to succeed Title 5 demands local course-by-course statistical validation of prerequisites Onerous Result: few prerequisites for G.E.courses Resolved: research potential pilot projects for prerequisites on G.E. courses.  9 Resolution Spring �09 JaneJane

10. 1. Minimize students who pass without the prerequisite 2. Significant chi-square 3. Maximize right/wrong ratio 4. Maximize incremental gain in success From Good Practice for the Implementation of Prerequisites p.5 10 Statistical Validation---Goals: MichelleMichelle

11. �i. Involvement of faculty with appropriate expertise; �ii. Consideration of course objectives set by relevant department(s); iii. Based on a detailed course syllabus and outline of record, tests, related instructional materials, course format, type and number of examinations, and grading criteria; �iv. Specification of the body of knowledge and/or skills deemed necessary; 11 Content Review Includes: Michelle You can see it is pretty involved. . . We may need to strengthen the way we do things. If we rely on this, we must ensure it�s well done. (Source is The Model District Policy on Prerequisites, Corequisites, and Advisories on Recommended Preparation page 5 Board of Governors September 1993 The document is old---- hence the new resolution Michelle You can see it is pretty involved. . . We may need to strengthen the way we do things. If we rely on this, we must ensure it�s well done. (Source is The Model District Policy on Prerequisites, Corequisites, and Advisories on Recommended Preparation page 5 Board of Governors September 1993 The document is old---- hence the new resolution

12. ��v. Identification and review of knowledge and/or measure skills identified under iv. vi. Matching of the knowledge and skills in the targeted course and those developed or measured by the prerequisite or corequisite (i.e., the course or assessment identified under v.); and �vii. Maintain documentation that the above steps were taken. From The Model District Policy on Prerequisites, Corequisites, and Advisories on Recommended Preparation page 5 Board of Governors September 1993 12 Content Review requirements MichelleMichelle

13. THEIR DEFENSE OF PREREQUISITES: Prerequisites + Guidance = Better preparation = Higher rate of success �Levels the playing field� in the classroom 13 Student Perspectives Janet Our Defense for Prereqs: Prerequisites + Guidance = Better Preparedness = Higher Success Rates We often enroll in courses for which we�re not academically prepared, which hurts us individually and cohesively as a student population in the short-term and long-term. Instituting mandatory placement will increase the likelihood of our success. Equalizing the �playing field� in the classroom. Assessing and placing us according to our preparedness will ensure that our class� skill sets and the curriculum are compatible. It�s otherwise difficult for us to all equally benefit from the instruction when we�re at different levels and our professor is splitting time to meet our various needs. Janet Our Defense for Prereqs: Prerequisites + Guidance = Better Preparedness = Higher Success Rates We often enroll in courses for which we�re not academically prepared, which hurts us individually and cohesively as a student population in the short-term and long-term. Instituting mandatory placement will increase the likelihood of our success. Equalizing the �playing field� in the classroom. Assessing and placing us according to our preparedness will ensure that our class� skill sets and the curriculum are compatible. It�s otherwise difficult for us to all equally benefit from the instruction when we�re at different levels and our professor is splitting time to meet our various needs.

14. CONCERNS: 1. Basic skills courses are not seen as relevant to our course of study 2. Taking non-transferable prerequisites is perceived as a waste of time and money. 3. Our colleges� supply of such courses hasn�t met student need and demand 14 Student Perspectives Janet Basic skills courses are not seen as relevant to our choices of study; no one goes to school to study �Basic Skills� or conduct remedial coursework. Taking non-transferable prerequisites is perceived as a waste of time and money; this could delay our completions of transfer or of a certificate or degree program. Our colleges� supply of such courses hasn�t met student need and demand. Mandatory placement is going to prove difficult not only to us, but to instructors and our colleges, should availability of these classes not change. Janet Basic skills courses are not seen as relevant to our choices of study; no one goes to school to study �Basic Skills� or conduct remedial coursework. Taking non-transferable prerequisites is perceived as a waste of time and money; this could delay our completions of transfer or of a certificate or degree program. Our colleges� supply of such courses hasn�t met student need and demand. Mandatory placement is going to prove difficult not only to us, but to instructors and our colleges, should availability of these classes not change.

15. QUESTIONS & RECOMMENDATIONS: What are �assessment & placement?�  How do they affect me? a. Orientation? Matriculation? b. Classes made relevant to our majors 15 Student Perspectives Janet They ask: What�s �Assessment and Placement� and what does it mean to me? Not only do we need to learn this at orientation or matriculation, but our classes must be made relevant to our majors or the skills we seek to acquire also. So I�ve taken the Assessment Test; what do my scores mean? We need deliberate counseling on moving from assessment to placement, which means an integration of student services and instruction. Where are the classes? o We recommend that should mandatory placement be enacted, that colleges are granted sufficient funds to make available these courses we need. ? Will these additional units hurt me when I apply for EOPS? o In implementation, we think it�s crucial to exclude basic skills coursework from eligibility for EOPS and other aid programs. Janet They ask: What�s �Assessment and Placement� and what does it mean to me? Not only do we need to learn this at orientation or matriculation, but our classes must be made relevant to our majors or the skills we seek to acquire also. So I�ve taken the Assessment Test; what do my scores mean? We need deliberate counseling on moving from assessment to placement, which means an integration of student services and instruction. Where are the classes? o We recommend that should mandatory placement be enacted, that colleges are granted sufficient funds to make available these courses we need. ? Will these additional units hurt me when I apply for EOPS? o In implementation, we think it�s crucial to exclude basic skills coursework from eligibility for EOPS and other aid programs.

16. STUDENT QUESTIONS & RECOMMENDATIONS: What do my assessment scores mean? Where are the classes? (sufficient number) Will extra units hurt me (e.g.for EOPS)? 16 Student Perspectives Janet These words were after item number 1: (but I removed them on slide) Deliberate counseling; integration of student services & instruction Janet These words were after item number 1: (but I removed them on slide) Deliberate counseling; integration of student services & instruction

17. CIO Comments... Local Content Review Pro Con Easier to establish prerequisite. Flexibility by college/region. Direct faculty participation Adapted to local student population Maintains local control (faculty) Validation? Disproportionate impact Content review insufficient ; need stats Potential �abuse� �Competitive� enrolling/student shopping Increased need for faculty to teach additional Basic Skills 17 Jane These are CIO comments from their conference . Jane It is obvious from success rates that things are not working. The statistical validation process makes people hesitant to apply appropriate prereqs; A well-considered approach is best Build on BSI Use the momentum Implement good practices Jane These are CIO comments from their conference . Jane It is obvious from success rates that things are not working. The statistical validation process makes people hesitant to apply appropriate prereqs; A well-considered approach is best Build on BSI Use the momentum Implement good practices

18. CIO Comments. . . Statewide Pre-reqs Pro Con Consistent standards; no �neighborhood� disadvantages Increase in portability of articulation Allow faculty to teach to true level of course rigor Course alignment Much more efficient and less costly Less ability to respond to local conditions Perceived loss of academic freedom Leads to more standardization Students may be successful in courses they would not meet prerequisites for Loss of multiple measures 18 JaneJane

19. 1. Assessment benefits colleges and students 2. Absence of clear minimum expectations does a disservice 3. Establishment of prerequisites should be fair and just ---with appeal process per Title 5  continued. . . 19 Prerequisites--Principles Michelle-- based upon senate papers Survey of Effective Practices in Basic Skills 2003, Survey of Effective Practices in Basic Skills 2004, State of Basic Skills Instruction in California Community Colleges 2000 The assessment of student proficiencies benefits our colleges and our students � informing both of students� needs and ensuring that these needs are incorporated into course planning and scheduling. � Prerequisites should be implemented and enforced appropriately as means of increasing the likelihood of student success. � It does a disservice to students, our institutions, and the state to not establish the clear minimum expectations of the skills a student should have upon registering for a course. � Prerequisite, corequisites, and advisories should be explicitly explained and defined in both the college catalog and in the schedule of classes. � The establishment of prerequisites should be fair and just � students who have the necessary skills should not find themselves denied course access. Michelle-- based upon senate papers Survey of Effective Practices in Basic Skills 2003, Survey of Effective Practices in Basic Skills 2004, State of Basic Skills Instruction in California Community Colleges 2000 The assessment of student proficiencies benefits our colleges and our students � informing both of students� needs and ensuring that these needs are incorporated into course planning and scheduling. � Prerequisites should be implemented and enforced appropriately as means of increasing the likelihood of student success. � It does a disservice to students, our institutions, and the state to not establish the clear minimum expectations of the skills a student should have upon registering for a course. � Prerequisite, corequisites, and advisories should be explicitly explained and defined in both the college catalog and in the schedule of classes. � The establishment of prerequisites should be fair and just � students who have the necessary skills should not find themselves denied course access.

20. 4. Faculty have an obligation to establish a conducive learning environment 5. Student failure should not be the basis of validating prerequisites 6. College-level courses should expect and require students to use and further develop college-level skills Continued� 20 Principles. . . Michelle While some assert that a student �has a right to fail�, the faculty have an obligation to establish a learning environment that is conducive to the success of all students and that does not intentionally increase a student�s chance of failure. � Validation processes that are dependent upon student failure are contrary to what faculty are most interested in � aiding their students to achieve their academic goals. Effective course sequencing via prerequisites is a means to reduce the chances of failure. � The identification of requisite entering skills and collection of the required statistical data to establish appropriate prerequisites for student success should not be so onerous or time-consuming that faculty avoid or are discouraged from using prerequisites as a means of accurately informing students as to what skills are needed for success. � College-level courses should expect and require students to use and further develop college-level skills. Michelle While some assert that a student �has a right to fail�, the faculty have an obligation to establish a learning environment that is conducive to the success of all students and that does not intentionally increase a student�s chance of failure. � Validation processes that are dependent upon student failure are contrary to what faculty are most interested in � aiding their students to achieve their academic goals. Effective course sequencing via prerequisites is a means to reduce the chances of failure. � The identification of requisite entering skills and collection of the required statistical data to establish appropriate prerequisites for student success should not be so onerous or time-consuming that faculty avoid or are discouraged from using prerequisites as a means of accurately informing students as to what skills are needed for success. � College-level courses should expect and require students to use and further develop college-level skills.

21. 7. Decisions should be made based on academic considerations 8. Easily identifiable course options 21 Principles. . . Michelle Decisions regarding prerequisites should be made based on academic considerations, not programmatic or enrollment/apportionment impact. � The establishment and enforcement of prerequisites will increase student success and result in an environment that is more conducive to learning � a classroom where all students begin with some minimum level of requisite skills. Faculty will have a better chance of teaching to their best and students will have a better chance to learn in such a setting. � There should be easily identifiable course options for all students � regardless of their skill level. �Michelle Decisions regarding prerequisites should be made based on academic considerations, not programmatic or enrollment/apportionment impact. � The establishment and enforcement of prerequisites will increase student success and result in an environment that is more conducive to learning � a classroom where all students begin with some minimum level of requisite skills. Faculty will have a better chance of teaching to their best and students will have a better chance to learn in such a setting. � There should be easily identifiable course options for all students � regardless of their skill level. �

22. PSYCHOLOGY SUCCESS RATES 75.2% with college level reading Only 49.0% without 22 Data about Prerequisites JanetJanet

23. ECONOMICS SUCCESS RATES 87% with Intermediate Algebra 47% with Elementary Algebra 22% with Pre-algebra 23 Data about Prerequisites Janet These numbers include those that dropped out. Those with the lowest math dropped out in higher numbers. Add in real number with drops. Intermediate Math � 81% pass, 7% did not 12% dropped Elementary algebra � 47% passed, 24% did not, 29% dropped Prealgebra � 22% passed, 28% did not, 50% withdrew Janet These numbers include those that dropped out. Those with the lowest math dropped out in higher numbers. Add in real number with drops. Intermediate Math � 81% pass, 7% did not 12% dropped Elementary algebra � 47% passed, 24% did not, 29% dropped Prealgebra � 22% passed, 28% did not, 50% withdrew

24. Two reading possibilities for transfer level history were explored: Successful completion of reading graduation requirement One level below The results. . . from Chaffey College 24 Data about Prerequisites Janet 53.2% passed with prerequisite of all reading combined; only 44% without reading n = 1,245 History 17 63% � �; only 43% However, when the lower reading prerequisite was applied 53.5% with prerequisites and 51.2 % without prerequisitesNO EFFECTJanet 53.2% passed with prerequisite of all reading combined; only 44% without reading n = 1,245 History 17 63% � �; only 43% However, when the lower reading prerequisite was applied 53.5% with prerequisites and 51.2 % without prerequisitesNO EFFECT

25. Data on Our Student�s Preparation 25 Data from 23 colleges which represent a good sample of our 110 colleges.Data from 23 colleges which represent a good sample of our 110 colleges.

26. Prerequisites are an academic and professional matter. Prerequisites should be implemented and reinforced as a means to increase student success, not as a barrier to access. Current Prerequisite requirements are onerous. Ensuring comparable baseline skill levels will improve the teaching and learning experience for students and faculty. All of the above. 26 Which of the following represent ASCCC position(s) on prerequisites? Jane Previous resolutions CCC basic skills policies differ markedly from other states. Many statewide discussions centered on improving student success Many outside voices with ideas for enrollment and assessment 5 requirements This curricular issue is the responsibility of faculty The focus is on informing and collecting input First a few descriptions Jane Previous resolutions CCC basic skills policies differ markedly from other states. Many statewide discussions centered on improving student success Many outside voices with ideas for enrollment and assessment 5 requirements This curricular issue is the responsibility of faculty The focus is on informing and collecting input First a few descriptions

27. Q & A 27

28. Prerequisites are an academic and professional matter. Prerequisites should be implemented and reinforced as a means to increase student success, not as a barrier to access Current Prerequisite requirements are onerous. Ensuring comparable baseline skill levels will improve the teaching and learning experience for students and faculty. All of the above. Which represent ASCCC position(s) on prerequisites? 28 Jane Previous resolutions CCC basic skills policies differ markedly from other states. Many statewide discussions centered on improving student success Many outside voices with ideas for enrollment and assessment 5 requirements This curricular issue is the responsibility of faculty The focus is on informing and collecting input First a few descriptions Jane Previous resolutions CCC basic skills policies differ markedly from other states. Many statewide discussions centered on improving student success Many outside voices with ideas for enrollment and assessment 5 requirements This curricular issue is the responsibility of faculty The focus is on informing and collecting input First a few descriptions