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From the Field: Reaching Educational Achievement for College Transition

From the Field: Reaching Educational Achievement for College Transition. NCTN Conference Friday, November 15, 2013 Session VIII. OUTLINE. Background data Program Goals Implementation Execution Evaluation Data to show success. BACKGROUND & PUBLIC ACT No. 12-40.

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From the Field: Reaching Educational Achievement for College Transition

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  1. From the Field: Reaching Educational Achievement for College Transition NCTN Conference Friday, November 15, 2013 Session VIII

  2. OUTLINE • Background data • Program Goals • Implementation • Execution • Evaluation • Data to show success

  3. BACKGROUND & PUBLIC ACT No. 12-40 • 2011: State of CT enacted legislation to establish “a college transition pilot program with (B) the adult education program in Manchester and Manchester Community College” (1) • Offer cost-effective solutions for students who have not met the criteria for college-level readiness (as measured by Accuplacer exam) • 47% of Connecticut community college students completed a developmental math course with a grade of C or higher (2) Public Act 11-48. Legislative Program Review and Investigations Committee. Examination of College Remediation, 2010. http://www.cga.ct.gov/2009/pridata/Presentations/Presentation_to_HED_College_Remediation_Forum_01-28-2010.pdf

  4. BACKGROUND & PUBLIC ACT No. 12-40 • 7.8% of students in remedial courses in their first term completed an associate’s degree in 3 years; 19.1% of students who did not take remedial courses in their first term completed an associate’s degree in 3 years. (3) • Only 58.6% of CT full-time community college students returned to take classes for a second year; total cost of completion per student is more than $80,000. (4) • Fall 2014: community colleges are limited to offering one semester of remedial courses and requiring more than a standardized entrance exam to determine who takes non-credit courses. (5) 3) Completion Rates of Students Taking Remedial Coursework, Connecticut State Colleges & Universities Office of Policy and research, February 15, 2012. (4) U.S. Chamber of Commerce. Leaders and Laggards: A State-by-State Report Card on Public Postsecondary Education. http://icw.uschamber.com/reportcard/connecticut/ (5) “Malloy to colleges: no more semesters of remediation.” Connecticut Mirror, June 1, 2012, http://ctmirror.com/blogs/malloy-colleges-no-more-semesters-remediation. See legislation at http://www.cga.ct.gov/2012/ACT/PA/2012PA-00040-R00SB-00040-PA.htm

  5. COLLEGE TRANSITION: WHAT WORKS • Bridge programs • Contextualized learning • Creating learning communities • Advising • Dual enrollment • Getting students to enroll in a specific major OPENING DOORS DEMONSTRATION PROJECT • “{s}hort-term enhancements can generate short-term effects but are not likely to generate longer-term gains.” (6) How can we make sure our students’ skill set is enhanced for the long term? (6) Opening Doors to Student Success: A Synthesis of Findings from an Evaluation at Six Community Colleges, MDRC, March 2011.

  6. Implementation • Identified a population to be served • Curriculum to be used • Who would be involved • Project structure • Support services • Assessment • Evaluation

  7. MANCHESTER REACT PROGRAM • 2 year pilot program (February 2012-June 2013) • 4 sessions • 60 students • 85% retention rate • Data driven program • Hybrid approach • Renewed for a 3rd & 4th year

  8. REACT PROGRAM GOALS • Increase students’ scores on placement exam • Decrease # of developmental courses needed at college entry • Successfully transition students • Build confidence • Advocate • Mission: provide a supportive learning environment

  9. RECRUITMENT • Have a strategy! • Find people to “buy in” to your program • On-going process

  10. Recruitment • Marketing Plan • Target your community agencies & surrounding areas • Target all free marketing venues • Marketing materials • Community College • Students who did not register after expressing interest in going to college • Community Agencies • Visit & present program to them • Word of mouth

  11. Recruitment: intake process • Tell students there is an interview process • The Interview: • Interview questions • Motivational assessment • Test scores • Goal setting

  12. EXECUTION: ORIENTATION • Essential for retention • Week before instruction starts (4-5 days) TYPICAL ORIENTATION WEEK: DAY 1: Teambuilding, Program expectations & responsibilities, introducing staff, Q&A’s, introduction to job skill training DAY 2: Testing DAY 3: Introduction to Math & English classes DAY 4: Career Presentation, make-up testing DAY 5: Introduction to Student Development

  13. EXECUTION: PROGRAM DESIGN • 8-10 weeks of instructional time • 6 hours/week per subject – total of 60 hours • Team Teaching + 1 tutor

  14. EXECUTION: MATH PROGRAM • Brian Sward, Manchester Community College & Manchester Adult & Continuing Education • Raymond Williard, Manchester Adult & Continuing Education

  15. Math 1 (075, Pre Algebra) : This course will cover content of pre-algebra into four modules and adopts a mastery model (ALEKS) for progression through the modules. This will be supported by classroom instruction and on-line learning. Students may work at a self-pace basis to complete the sequence of four modules. They will work in a supervised math lab setting with the assistance of a staff member and/or tutor who will staff the lab.   • Module1: Whole Numbers • Module 2: Integers • Module 3: Solving equations • Module 4: Fractions and Mixed Numbers • Module 5: Decimals • Module 6: Ratio and Proportion • Chapter 7: Percents • Module 8: Units of Measure Math 2 (095, Elementary Algebra): This course will cover content of elementary algebra into four modules and adopts a mastery model (ALEKS) for progression through the modules. This will be supported by classroom instruction and on-line learning. Students may work at a self-pace basis to complete the sequence of four modules. They will work in a supervised math lab setting with the assistance of a staff member and/or tutor who will staff the lab. • Module 1: Course Readiness Assessment • Module2: Integers and Rational Numbers - 1 • Module 3: Integers and Rational Numbers - 2 • Module 4: Linear Equations - 1 • Module 5: Linear Equations - 2 • Module 6: Functions and Graphing • Module 7: Working with Linear Functions and Systems • Module 8: Polynomials

  16. EXECUTION: ENGLISH PROGRAM • Topics & Strategies • Reading Comprehension • Sentence Skills • Writing • My Foundations Lab

  17. English 2 (093 – Introduction to College Reading and Writing) • Students will develop further in their abilities to read, discuss, think and write. Students will demonstrate this through a variety of topics, using a number of strategies. They will demonstrate writing and reading processes that effectively them to complete all writing assignments. • Write at least one 3-5 page (750-1250 word) papers and one 4-6 page (1000-1500 word) paper that demonstrate the following: • well developed paragraphs • a clear sense of transitions • a clear sense of organization • integration of material from readings • errors in language usage generally follow a pattern that the student can recognize through editing and proofreading • Write at least two 4-6 page (1000-1500 word) papers and one 5-7 (1250-1750 word) paper that demonstrate the following: • well developed paragraphs • a clear sense of transitions • a clear sense of organization • a beginning sense of overall development • strong integration of material from readings • ability to evaluate ideas and issues from readings and discussions • an ability to think abstractly • the writer’s sense of self supports rather than controls the essays • errors in language usage generally follow a pattern that the student can recognize and correct through editing and proofreading • a developing sense of style

  18. EXECUTION: STUDENT DEVELOPMENT Amanda Looney-Goetz, Student Development Specialist, Manchester Community College

  19. EXECUTION: COUNSELING & ADVISING • Strategies • Teach them how to fish! • Create a safe environment • Goal setting • Halfway & end point meetings • Bridging the gap • Intervention

  20. EXECUTION: TRANSITION WEEK • Week after instructional period is over • Dedicated to effectively transition the students (4-5 days) TYPICAL TRANSITION WEEK DAY 1: Placement Test, Evaluate scores DAY 2: Individual meetings DAY 3: Evaluation of Program DAY 4: Post-testing & Challenge Essay, end of session celebration DAY 5: Registration for classes at partnering college

  21. EVALUATIONS: WHAT WORKED • High quality of instruction • Web-based tutorial programs • Support staff • Peer support • Learning important skills • Involvement of MCC • Teacher Involvement/Hybrid model

  22. Obstacles • Retention • Partnerships • Recruitment • Registering for Math classes • Length of program • Computer literacy of some students • Servicing full-time employees who want to take classes

  23. SUCCESSES - DATA ENGLISH PLACEMENT MATH PLACEMENT • 73 % of students increased their raw scores. • 59% increased one placement level or more. • 17% of students placed into college level English. • 73% of students increased their raw scores. • 42% of students increased one placement level or more. • 7% of students placed into a college level Math course.

  24. DATA – 2012-2013 ACADEMIC YEAR CLASSES REGISTERED CREDITS ATTEMPTED

  25. DATA: STUDENT ENROLLMENT AT MCCcredits earned

  26. DATA: STUDENT ENROLLMENT AT MCCREGISTERED CLASSES BY LEVELS

  27. DATA: STUDENT ENROLLMENT AT MCCREGISTERED CREDITS – SPRING 2013

  28. OUTCOME: STUDENT SAVINGS 192 Total Credits Saved CREDITS & MONEY SAVED • ENGLISH • 132 total credits saved • $17,556 total money saved • MATH • 60 total credits saved • $7,980 total money saved $25,536 Total Money Saved $22,092 REACT students paid to MCC for tuition & fees

  29. The Manchester REACT Program Manchester Adult & Continuing Education in partnership with Manchester Community College Allison Nelson, Program Coordinator & Counselor (860) 647-3521 x70055 alerman@manchesterct.gov www.manchesteradulted.org

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