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Roadmap for the Underprepared:

Roadmap for the Underprepared:. Creating Success Highways by Institutionalizing Early Interventions. The Road Crew…. Joan Kindle , Associate Provost Kimberley Polly , Mathematics Instructor Laura LaBauve , Associate Dean Multicultural Learning Kathi Nevels ,

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Roadmap for the Underprepared:

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  1. Roadmap for the Underprepared: Creating Success Highways by Institutionalizing Early Interventions

  2. The Road Crew… • Joan Kindle, Associate Provost • Kimberley Polly, Mathematics Instructor • Laura LaBauve, Associate Dean Multicultural Learning • Kathi Nevels, Student Development Professor

  3. Today’s Map… • Harper College Context • Overview of Three Intervention Pathways for the Underprepared • High School/Community College Partnership • REACH Summer Bridge Program • Project Success: Early Intervention • Value of Integration and Institutionalization— • Discussion and Questions

  4. Harper College Demographics • Credit Headcount = 17,000 • Full time Equivalent = 10,170 • Caucasian = 58% • Female = 56% • Developmental Math = 43% • Developmental English = 15% • Developmental Reading = 18% • High School Headcount = 28,000 • High School Graduates = 6,600 • % Graduates Enroll at Harper = 35%

  5. Beginning the Student Success Journey • Joined ATD in 2009 • Achievement Gaps: • Developmental Ed • Developmental Math • African American Students • New President 2009 • New Strategic Plan 2010- Building Community Through Student Success • Northwest Educational Council for Student Success 2010 • Merged Academic and Student Affairs 2010

  6. The Result….. • Bringing all units across the college and the district together to build a new, proactive and more personalized pathway from high school to Harper and through Harper to graduation.

  7. Mathematics Partnership… • Why did we do this? • Shared data opened doors for communication. • Districts were not aware that about 56% of their graduates who came to us were placing into developmental math. • Districts were not aware that there existing “catch-all” senior math course had the wrong topics. • Districts were not aware that about 1/3 of their graduates were coming to Harper. • Common Core.

  8. Mathematics Partnership…How did we start? Harper and District 211 begin COMPASS testing of high school juniors

  9. Mathematics Partnership… • Course Alignment Begins • Project to align high school algebra 2 and Harper’s intermediate algebra. • Shared syllabi and final exams. • Math faculty from all 12 feeder high schools and Harper jointly write a test bank for a common final (for high school and Harper students.) Common final given in May 2012. • Results helped to foster more communication.

  10. Mathematics Partnership… • Need math senior year

  11. Mathematics Partnership… • Used Compass math test in junior year to encourage senior math enrollment

  12. Mathematics Partnership… • Need developmental math option for senior year. • Many students have “passed” high school algebra 1, geometry and algebra 2 but do not meet requirements for AP or dual credit coursework senior year. • New senior math course created. Replaced high school trig/stat class with Harper’s MTH080 class. • Only 4 trig questions on ACT out of 60 questions.

  13. Mathematics Partnership… • 1st Check: Freshmen Year • Communicate to parents that their child will need 4 years of high school math. • In 1973, 72% of jobs required a high school diploma or less. That dropped to 41% in 2007 and is projected to drop to 38% in 2018. • Many certificate and 2-year programs require some sort of math competency.

  14. Mathematics Partnership… • 2nd Check: Junior Year End • Look at multiple measures • ACT math score • Compass placement score • MTH080 final exam score • Place in correct senior math • Upper STEM: AP Calc • Upper Non-STEM: AP Stats • STEM: dual credit MTH103 • Non-STEM: dual credit MTH101 (Quant Lit) • Those not ready: MTH080

  15. Mathematics Partnership… • 3rd Check: Senior Mid-Year • Over 90% of the district seniors are enrolling in senior math, but completion rates are a concern. • Intervention needed with student, counselor and parent(s). • Not successfully completing a math course senior year costs time and money. MTH060 + MTH080 + repeat = $1470. • Waste 3 semesters getting to college-level math and many never get there when they have to repeat high school-level coursework. • Of those students who start in the lowest 2 developmental math classes, only about 14% make it out of developmental math.

  16. Mathematics Partnership… • 4th Check: End of Senior Year for those taking MTH080 and going to Harper after graduation • If they pass the MTH080 final, they are told to register right away for a college-level math course. • If they do not pass the MTH080 final, they are given access to MyMathTest to help prep for the Compass placement exam. • 7% increase in college-level math • 11% decrease in the lowest developmental math class (050 level classes)

  17. Bridge to Harper…for the underprepared.

  18. REACH Summer Bridge… Student Profile • Two developmental courses or a sequence of developmental courses • Emphasis on students of color Program • Intensive, two-week program • Pre and Post COMPASS exam • 6 cohorts grouped by math level • Academic workshops by faculty • Math, Reading and Writing • Workshops by counselors • Personal, financial and social issues associated with attending college

  19. REACH Summer Bridge… Desired Outcomes: Improve placement scores Overall performance: • 11% tested into ALL college-level courses • 34% tested into at least one college-level course • 80% increased placement scores in at least one area Content area performance: • 26% tested OUT of Reading • 32% tested into college-level ENG101 • 11% tested into a college-level Math course

  20. REACH Summer Bridge… Desired Outcomes: Increase the number of students who immediately start the developmental sequence. • 98% testing into developmental RDG began the sequence (ATD comparison group - 60%) • 73% testing into developmental ENG began the sequence (ATD comparison group - 54%) • 86% testing into developmental MTH began the sequence (ATD comparison group - 43%)

  21. REACH Summer Bridge… Desired Outcomes: Increase the success rate of students who enroll in developmental courses. • 90% of students taking a developmental RDG099course successfully completed (ATD comparison group – 62%) • 53% of students taking a developmental ENG100course successfully completed (ATD comparison group – 60%) • 48% of students taking a developmental MTH080course successfully completed. (ATD comparison group – 22%)

  22. REACH Summer Bridge… Desired Outcomes: Increase the progression of developmental students through the developmental sequence. • 64% of students successfully completing RDG090enrolled in RDG099 (ATD comparison group – 47%) • 88% of students successfully completing ENG098enrolled in ENG100 (ATD comparison group – 39%) • 80% of students successfully completing MTH050 enrolled in MTH060 (ATD comparison group – 72%) • 60% of students successfully completing MTH060 enrolled in MTH080 (ATD comparison group – 67%)

  23. REACH Summer Bridge… Desired Outcomes:Success and Persistence • 64% of the REACH students obtained a 2.0 or higher Fall GPA (ATD comparison group - 45%) • The Fall to Spring persistence rate of REACH students - 80% (Institutional average is 73.1%)

  24. REACH Summer Bridge… Desired Outcomes: Increase student engagement with & understanding of college • 97% more familiar with campus resources • 97%could identify reasons for being in college • 89%felt a sense of community and belonging • 97%understood Harper’s educational policies and procedures

  25. REACH Summer Bridge… Institutionalization • Growth of Student Cohort • from a 34 student pilot to 125 students • Scaling to 225 – meeting the needs of district high schools • Expanding to integrate with the high schools-- reach juniors • Incremental Growth Model • Manage cohort size • Increase faculty involvement • Facility management • Incremental budget requests

  26. REACH Summer Bridge… Transformation • From Summer to Fall • Fall enrollment in First Year Seminar • time management; study skills; career planning; and transfer/educational Planning • Math, Reading, English ‘mini’ cohorts • Learning Communities • Mandatory Meetings with Counselors – Case Management • Tracking students during Spring semester and beyond • Involvement in Early Alert

  27. Project Success: Early Alert… • Target Population • First-year students who are recent high school graduates • Place and enroll in two or more developmental courses or levels of developmental courses • Approximately 800 – 900 identified • 335 students chosen for Fall 2011 Pilot

  28. Project Success: Process

  29. Project Success: Results

  30. Project Success: Results • Pilot students persisted Fall-to-Spring at a higher rate than students in the Control Group • 80% for Pilot students; 77.2% for Control Group • Pilot students had a higher Completer Success Rate for All Courses than students in the Control Group • 60.6% for Pilot students; 58.4% for Control Group • Pilot students overall had a slightly higher Completer Success Rate for Developmental Courses than students in the Control Group • 62% for Pilot students; 61% for Control Group

  31. Project Success: Results • More pronounced positive results when compare students who saw counselors vs. those who did not • Fall-to-Spring Persistence

  32. Project Success: Results Completer Success Rate – All Courses • Completer Success Rate – Developmental Courses

  33. Project Success: Lessons Learned • What worked… • Faculty Participation - Liaison • Project Success Specialist • Counselor – Student Appointment • What we changed for 2012/2013 Pilot… • Pre-assign counselors to all pilot students • Include all REACH students • Monitor for the full year • Revise survey timing: 1) Weeks 4-6 and 2) Week 11 • Add faculty referrals to academic support services • Use “Kudos” feature in Starfish

  34. Project Success: Results Fall ‘12

  35. Awarded more than 4,400 degrees and certificates for FY2012, an increase of more than 600 from last year.

  36. Discussion Time

  37. Thank You!! Joan Kindle jkindle@harpercollege.edu Kimberley Polly kpolly@harpercollege.edu Laura LaBauve llabauve@harpercollege.edu Kathi Nevels knevels@harpercollege.edu

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