Dr. Van Wilson Thomas MacKay National Conference on Acceleration in Developmental Education

1. VIRGINIA'S COMMUNITY COLLEGES DEVELOPMENTAL EDUCATION MATH REDESIGNWhat we know, what we're learning and where we're headed... Dr. Van Wilson Thomas MacKay National Conference on Acceleration in Developmental Education June 19, 2014

2. PRESENTATION OUTLINE • Introduction • Update on Student Outcomes • Developmental Math Dashboards In Quinn • Integrating Student Support • Next Steps

3. Update on student outcomes

4. DEVELOPMENTAL EDUCATION ANNUAL REPORT (2011) WHERE WE STARTED...

5. IDENTIFYING A GAP IN KNOWLEDGE… • 57% of Fall 2007 FTIC Cohort placed into developmental mathematics • 34% placed into developmental reading and writing

6. OF STUDENTS PLACING INTO DEVELOPMENTAL COURSES… Percent Passing Developmental Course on First Attempt

7. WHAT HAPPENS TO THESE STUDENTS?

8. VCCS REDESIGN CHRONICLED

9. THREE DETF GOALS

10. MEASURES OF SUCCESS

11. Overarching Developmental Education Goals and Measures of Success

12. STUDENT SUCCESS SNAPSHOT #24: DEVELOPMENTAL MATH TESTING & PLACEMENT For goal #1: Placement results

13. VPT-MATH PLACEMENT CALCULUS TEST PLACEMENT T2 PLACEMENT T1 Placed D6: Exponents, Factoring, and Polynomials D1: Fractions Placed D7: Rational Expressions and Equations D2: Decimals D8: Rational Exponents and Radicals D3: Pre-Algebra D9: Functions, Quadratic Equations D4: Basic Algebra Placed D5: Graphs and Systems Placed

15. STUDENT SUCCESS SNAPSHOT #26: STUDENT PERFORMANCE IN REDESIGNED DEVELOPMENTAL MATH COURSES For goal #2: success in developmental

16. COHORT: SUCCESS IN DEVELOPMENTAL COURSES • Over 68% of students who placed into developmental math attempted at least one of the units they needed in the first four terms.

17. COHORT: READINESS FOR COLLEGE-LEVEL MATH COURSES • 56% of students in the total study cohort either successfully completed their required developmental math units or were college-ready by the end of spring 2013.

18. OVERALL: PROGRESS TOWARD COLLEGE-LEVEL MATH COURSES • Students enrolling in developmental math who made progress increased from 50% in fall 2011 to 65% in fall 2012.

19. OVERALL: ATTEMPTED COMPARED TO COMPLETED • The average number of developmental math credit hours attempted reduced from 4.2 in fall 2011 to 2.8 in fall 2012. • The average number of developmental math credit hours completed within a semester stayed the same.

20. COMMUNITY COLLEGE RESEARCH CENTER For goal #3: success in College-Level

21. PERCENTAGE OF STUDENTS WHO PLACED INTO AND SUCCESSFULLY COMPLETED COLLEGE MATH

22. VCCS FUTURE RESEARCH • Goal #3: Success in College WorkAnticipated publication: February 2015 • Goal #4: Outcome Success (Graduation or Transfer)Anticipated publication: October 2015

23. CCRC RESEARCH

24. Thomas MacKay, Decision Support System Director Quinn Developmental Education Reporting Structures

25. What is Quinn?

26. Quinn Data for Developmental Education

27. Since May 2013 Existing Student Executive Dashboard

28. Quinn Student Dashboard

29. Student Dashboard – Course Activity

30. Coming Soon! New Developmental Data Reporting Structure

31. Data Structure

32. Placements Tracking

33. Defining Developmental Status:What is Success?

34. Definitions for Success… • Multiple Definitions for Success • Completion of needed prerequisite developmental courses • Completion of ALL placed developmental courses • Transition to college Math or English • Successful completion of college Math or English • Graduation or transfer

35. Multiple Course Paths • Multiple Course Paths • MTE • MTT • Multiple college level Maths • Transitional course differs based on academic program

36. Multiple Exit Points • Multiple Exit Points • Not all placed courses are required to enter the necessary Math courses for an academic program • Has a student completed developmental education if they finished the units they need? • What if they come back later to take another program that requires the remaining developmental courses?

37. Multiple Recording Methods • Multiple Recording Methods • MTE classes match the placement units, so credits earned can identify satisfaction • MTT classes aren’t distinct to the units being completed, so other methods are used: • Test Score Entry • Student Group Entry • Some colleges record Student Groups for MTE class completion as well

38. Other Issues Too! • In addition to Multiple Everything… • Some students are allowed to transition to college level courses without completing developmental courses • Many students who are placed, never enroll • Many students who are placed and enroll never take developmental courses • Students can take developmental courses at any community college

39. Status Tracking *Separatestatuses for Math and English

40. Math Status Changes Upcoming! Success!

41. Redesign Impact on Data Structure

42. Status Tracking Now once all placements are satisfied the status is marked as complete ALSO!

43. Coming Soon! New Developmental Dashboard

44. Developmental Education Dashboard - Gender 2

45. Developmental Education Dashboard - Age

46. Developmental Education Dashboard – High School 2

47. Developmental Education Dashboard – Placement Analysis

48. To Be Determined… Next Steps

49. Quinn Next Steps • New data structure in production this month • Release of new developmental education dashboard • Redesign of completion status to track math satisfaction by unit • New measures to track terms to complete developmental education • New Measures to track terms to complete college Math/English

50. Dr. Van Wilson, Assistant Vice Chancellor for Academic and Student Services Integrating Student Support