1 / 18

ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA

Integrating and Accelerating English and Reading for Students Testing Two Levels Below Transfer Level. ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA. ashley.moorshead@ccaurora.edu. Fall 2006-2008. What Was Our Target Population?.

whitedaniel
Download Presentation

ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA

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. Integrating and Accelerating English and Reading for Students Testing Two Levels Below Transfer Level ASHLEY MOORSHEAD THE COMMUNITY COLLEGE OF AURORA ashley.moorshead@ccaurora.edu

  2. Fall 2006-2008 What Was Our Target Population? Placement levels determined by taking the average of students sentence skills and reading comprehension scores (SS+SS/2) . All students placed two levels below transfer level in English or reading. Most students tested 2 levels below in both reading and English.

  3. What Were the Implicit Assumptions about These Students? These were students that needed a little ‘remediation’ through a lot of classes and a long series of coursework.

  4. Traditional Sequence • Four Distinct 15 week Courses Totaling 12 Credits Semester 3 Semester 2 Semester 1 ENG 060 3 Credits ENG 090 3 Credits ENG 121 Freshman English REA 090 3 Credits REA 060 3 Credits Students could complete series in 2-4 semesters.

  5. Traditional Approach to Developmental Education In the…..

  6. We Redefined Our Assumptions About Students and Instruction We Recognized: The majority of these students needed a developmental sequence with less time, more rigor, and more thoughtful and precise instruction. These learners needed to understand the basic principles of analysis through integrated reading and writing instruction. To develop the beliefs and habits of successful college students, these students needed to experience a transformative curriculum. Specifically, they needed a curriculum that would assist them in changing their approaches to knowledge and learning. These students needed coaching, advising, and tutoring support outside of the classroom.

  7. Integrated English and Reading TraditionalIntegrated Semester 1 ENG 060 3 Credits ENG/REA 060 3 Credits + REA 060 3 Credits

  8. Two Pathways to Completion Non-PACE Option PACE Option Semester 3 Semester 2 ENG 121 Freshman English REA 90 3 Credits Semester 1 ENG 060/REA 60 3 Credits ENG 90 3 Credits Semester 1 Semester 2 ENG 060/REA 60 3 Credits ENG 121 Freshman English REA 90 3 Credits ENG 90 3 Credits

  9. The PACE Program ENG 060/REA 60 3 Credits ENG 121 Freshman English REA 90 3 Credits ENG 90 3 Credits • Personalized, Accelerated, Core, English • Students begin with integrated ENG/REA course in the first 7.5 weeks of the semester and are able to complete the next level of their Developmental Courses in the next 7.5 weeks within the same semester. • Students also received personalized attention from full time faculty, as they were coached and advised both during and after they completed their courses.

  10. Our Results: Same Students Fall 2009, Fall 2010, Fall 2011 Placement levels determined by taking the average of SS + RC. All students placed two levels below transfer level in English or reading. Most students tested below in both reading and English.

  11. How Did Students Perform in the Integrated Course Compared to the Traditional and Distinct Reading and English Courses? N= 842 N=719

  12. How Did Students Perform in College English? 68.53% N= 143 N= 138

  13. How Did Students Perform in College English Compared to the Average English Student?

  14. How Many Students Persisted Through College English Within 2 years (7 semesters)? *Students had 4 semesters to complete 121

  15. How did PACE and Non-PACE Students Perform in Integrated REA/ENG 60? N=138 PACE students, 581 non-PACE students

  16. How did PACE and Non-PACE Students Perform in College English? N= 74 PACE students, 92 non-PACE students

  17. How Many Students from the Integrated Course Completed College English? N= 74 PACE students, 92 non-PACE students

  18. Conclusions Create Pathways and Courses that Support Students in their ‘Academic Adventures’ • Students testing 2 levels below college can successfully complete their coursework in fewer credits AND continue to be successful in college English. Limit Student Choices • An integrated and accelerated pathway is a viable option for students testing 2 levels below college. • The way to increase persistence and retention is to reduce time in developmental education, even for students with lower Accuplacer scores.

More Related