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Gateway course success

Gateway course success. Scaling Corequisite. Too many students start college in remediation. Too many entering freshmen need remediation. 51.7%. of those entering a 2-year college enrolled in remediation . 19.9%. of those entering a 4-year college enrolled in remediation .

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Gateway course success

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  1. Gateway course success Scaling Corequisite

  2. Too many students start college in remediation.

  3. Too many entering freshmen need remediation. 51.7% of those entering a 2-year college enrolled in remediation 19.9% of those entering a 4-year college enrolled in remediation Source: Fall 2006 cohorts

  4. Too few remedial students ever graduate.

  5. Most remedial students never graduate. Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts

  6. Student attrition is at the heart of the matter.

  7. Few Ever Get to Gateway 70% of students placed into remediation fail to enroll in a gateway course in two academic years

  8. Policy Objectives for Gateway Course Success • Design STEM and non-STEM math options. • The default placement for most students will be gateway courses. • Provide additional academic support as corequisite, not prerequisite. • Establish a placement range instead of a single cut score.

  9. What is Statewide Scale? A state system where . . . • the vast majority of students . . . • at the vast majority of institutions . . . • receive academic support as a corequisite . . . . . . resulting in dramatic increases in the number of students completing gateway math and English courses in one academic year.

  10. Guiding Objective Students complete gateway courses and enter programs of study in one academic year

  11. Mathematics must be aligned with programs of study.

  12. University System of GeorgiaMathematics Task Force: “College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.”

  13. College Algebra’s Only Purpose :Preparation for Calculus STEM

  14. STEM

  15. Providing Academic Support as a Corequisite

  16. One Semester Redesigned Gateway Gateway

  17. One Semester Corequisite Results

  18. One Year Corequisite Semester 1 Semester 2 Quantitative Reasoning Gateway Content Academic Support College Success Skills Statistics Gateway STEM

  19. One Year Corequisite Results Carnegie Statway Success in gateway math within one academic year

  20. Aligned and Parallel Support in Technical Certificate Programs • Tennessee Colleges of Applied Technology • Work Keys/Keytrain • Required, Proctored Lab • Competency-based, Self-paced

  21. TCAT Results 79% Graduation Rate All Complete Academic Support

  22. Placement into gateway courses and programs of study

  23. Plotting a Path to Programs of Study • High school Performance (GPA/Senior Year Courses) • High School Transcripts • Placement/Entrance Exams • “Grit”

  24. Plotting a Path to Programs of Study • Grit, like cognitive ability, falls within a normal distribution. • Our current higher education system was built for students with high grit and high academic ability. • We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.

  25. Current Model Enrolls Most Students into Remediation Remediation Gateway Percent of Students 70% 30% Student Placement Data

  26. New Model Enrolls Most in College Gateway Course with Corequisite Support Test Prep or Technical Certificate Gateway Percent of Students 10% 60% 30% Student Placement Data

  27. A Broad Placement Range Less than 2.0 HS GPA or ACT Below 14 or Equivalent 2.5 High School GPA or ACT 19 or Equivalent 2.0 – 2.5 High School GPA or ACT 14-18 or Equivalent Percent of Students 10% 60% 30% Student Placement Data

  28. Goal of Assessment Reform : More Students in Gateway Courses DON’T: • Try to build the perfect test • Create a new rigid system for sorting students DO: • Dismantle unnecessary barriers by placing the vast majority in gateway courses • Accept that the majority of students need some support – cognitive and non-cognitive • Provide that support in the college-level gateway course – as a co-requisite

  29. Policy Objectives for Gateway Course Success • Design STEM and non-STEM math options. • The default placement for most students will be gateway courses. • Provide additional academic support as corequisite, not prerequisite. • Establish a placement range instead of a single cut score.

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