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The Exit Point Issue: Addressing Basic Skills Completion

The Exit Point Issue: Addressing Basic Skills Completion. Diana Chiabotti, Napa Valley College David Morse, Long Beach City College. Definitions and Context. What do we mean by basic skills/developmental/remedial classes? What do we mean by “exit points”?

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The Exit Point Issue: Addressing Basic Skills Completion

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  1. The Exit Point Issue: Addressing Basic Skills Completion Diana Chiabotti, Napa Valley College David Morse, Long Beach City College

  2. Definitions and Context • What do we mean by basic skills/developmental/remedial classes? • What do we mean by “exit points”? • What do we mean by “acceleration”?

  3. The Issue “Of those students who did enroll in a remediation course, many—29 percent of all students referred to math and 16 percent of those referred to reading—exited their sequences after failing or withdrawing from one of their courses. But a substantial number—11 percent for math and 8 percent for reading—exited their sequence never having failed a course. That is, they successfully completed one or more developmental courses and failed to show up for the next course in their sequence.” --Bailey, Thomas, Dong Wook Jeong, and Sung-Woo Cho. “Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges.” Economics of Education Review 29 (2010): 255–270.

  4. The Problem • While Bailey, Jeong, and Cho may identify an issue, they do not examine the causes of the issue. • Others jump to the conclusion that the length of the sequence (number of exit points) is the cause. • Bailey, Jeong, and Cho acknowledge that students who do finish their sequences go on to do very well in later classes, so the system is not entirely broken.

  5. Possible Causes Discussion: What factors or reasons might lead students to drop out in the middle of a basic skills sequence, even if they are passing?

  6. What We Do Not Want • A one-size fits all solution that ignores differences in student populations and local needs. • Solutions driven by reaction rather than data or expertise. • Solutions driven by economics or budget rather than sound instruction. • Solutions that ignore discipline faculty expertise. • Lower standards.

  7. Strategies for Improvement Discussion: What strategies or changes might local colleges employ to improve basic skills completion rates?

  8. Resources • Basic Skills as a Foundation for Student Success in California Community Colleges. http://www.cccbsi.org/Websites/basicskills/Images/Lit_Review_Student_Success.pdf • Basic Skills Initiative Effective Practices Database http://bsi.cccco.edu/ • Edgecombe, Nikki. “Accelerating the Academic Achievement of Students Referred to Developmental Education.” CCRC Brief 55 (May 2011). http://ccrc.tc.columbia.edu/Publication.asp?UID=920

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