1 / 11

Weighing the Evidence: Considering Three Approaches that Improve Student Skills

Weighing the Evidence: Considering Three Approaches that Improve Student Skills. Elisabeth Barnett, CCRC Thomas Brock, MDRC Donna McKusick, Community College of Baltimore County Christine Timmerman, Lone Star College System Innovations 2012 March 5, 2012. About NCPR.

nixie
Download Presentation

Weighing the Evidence: Considering Three Approaches that Improve Student Skills

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Weighing the Evidence: Considering Three Approaches that Improve Student Skills • Elisabeth Barnett, CCRC • Thomas Brock, MDRC • Donna McKusick, Community College of Baltimore County • Christine Timmerman, Lone Star College System • Innovations 2012 • March 5, 2012

  2. About NCPR The National Center for Postsecondary Research focuses on measuring the effectiveness of programs designed to help students make the transition to college and master the skills needed to advance to a degree. • Primary funding from IES of the U.S. Dept. of Education • Housed at CCRC, Teachers College, Columbia University • Partners • MDRC • Curry School of Education, Uva • Researchers at Harvard University

  3. Effects of Learning Communitieson Community College Student Outcomes

  4. What Are “Learning Communities”? Popular intervention to improve academic performance among college students. Four features: • Co-enrollment: Groups of about 25 students are co-enrolled in two or more courses. • Instructor Collaboration: Instructors collaborate on both curriculum and helping struggling students. • Curricular Integration: Courses are thematically linked and include joint syllabi and assignments. • Additional Supports: Students get enhanced academic support and\or counseling.

  5. Queensborough Community College : Linked Developmental Merced College: Math with a College - Linked Developmental Level Course English and a variety of courses Community College of Baltimore County: Linked Developmental English, a College - level Course, and Seminar Hillsborough Community College: Houston Community College: Linked Developmental Linked Developmental Math with a Student Reading with a Student Success Course Success Course Evaluation Focused on Learning Communities Targeting Dev Ed Students at Six Community Colleges Kingsborough Community College: Linked English with a College-level course and a student success course

  6. Implementation Findings • Programs operated at a fairly large scale, each enrolling several hundred students over 2 or 3 semesters. • Programs were implemented with reasonable fidelity, although with considerable variation in curricular integration. - Variation within college more than variation between colleges • Average cost of learning communities was about $500 per student, above base costs.

  7. Targeted Subject (English or Math) – Cumulative Credits Earned ***

  8. All Courses – Cumulative Credits Earned

  9. Long-Term Effects of the Kingsborough Opening Doors Program Six years after entering the study, the program group: • Earned more credits; • Was more likely to persist; and • Was more likely to graduate.

  10. Cumulative Credits Earned by Kingsborough Opening Doors Students (Includes Dev Ed and Non-Dev Ed Students) * * * ** ***

  11. What Is Different about the Kingsborough Opening Doors program and setting? • Targeted both college-ready students and students with developmental needs • Much stronger support services component • Early momentum in accumulating credits from 3-course links and inter-sessions • Unusually strong support of college leaders

More Related