2. The problem
“The more levels of developmental courses a
student needs to go through, the less likely that
student is to ever complete college English or
math.”
- Thomas Bailey (2009) CCRC Brief.
3. Colorado percent of enrollment in
developmental education
27%
73%
Enrollment
Students enrolled in at
least one DE course
All other students
4. Colorado percent of HS students placing
into one or more remedial courses
32%
68%
Enrollment
HS
All Others
Source: 2011 Legislative Report on Remedial Education,
7. Current course completion
Course 2010-2012: 3 year average
ENG 030 61.6%
ENG 060 63.2%
ENG 090 63.5%
REA 030 64.0%
REA 060 68.1%
REA 090 63.8%
MAT 030 60.8%
MAT 060 66.3%
MAT 090 60.1%
MAT 099 57.9%
Total Average 62.9%
Source: Colorado Community College System
8. Why high attrition rates are a structural
problem
For students who place two levels below a college
course there are 5 “exit points”
Do they pass the first course
Do they enroll in the next course?
Do they pass the second course?
Do they enroll in the college-level course?
Do they pass the college-level course?
Students placing three levels down have 7 exit
points.
9. Why high attrition rates are a structural
problem
CCCS pipeline example for students beginning in
MAT090
Enroll in remedial math (6933)
100%
Do they complete MAT 090 (3053) 44%
Do they enroll in college math (1746 ) 25%
Do they complete college math (1239) 18%
Do they graduate (558) 8%
Nawrocki, Baker, & Corash (2009). Success of remedial math students
in the Colorado community college system: A longitudinal study.
10. The goal of our recommendations
Move students quickly and effectively through their
first college level course.
11. Our recommendations
Reduce the amount of time, number of credits, and
number of classes
Curriculum redesign
Reverse design
What students need to know for success in college class
Active learning experiences
Ongoing process
13. Multiple pathways
Each course in each developmental sequence
should be redesigned to only cover content
necessary for the college level course.
Multiple developmental sequences/paths/branches
available to students based on their career/major
interest. Leading to college math clusters in:
Non-transfer
Non-STEM
STEM
14. CRC recommendations
Placement Score(s) First Term Leads to
1A)
RC 0-39 and/or SS 0-49
Soft Landing Accuplacer test
1B)
RC 0-39 and/or SS 0-49
CRC 092 + CRC 091 Completion of all REA
and ENG developmental
requirements
RC40-61 and/or SS 50-69 CRC 092 Completion of all REA
and ENG developmental
requirements
2A)
RC62-79 and/or SS 70-94
CRC 093
Studio D
Completion of all REA
and ENG developmental
requirements
2B)
RC62-79 and/or SS 70-94
CRC 094
Studio 121
Completion of all REA
and ENG developmental
requirements
15. Testing and placement
CCCS specific Accuplacer with “strands”
Uniform multiple measures built into Accuplacer
system
Consistent test administration statewide
Validate Accuplacer scores every 3-5 years – are we
using the right cut scores
To accomplish these goals use a system level
institutional administrator (IA) in addition to college
site administrators for local control
16. Timeline
Spring/summer 13 discipline team work to develop
curriculum and to create professional development
training for faculty and staff
Fall of 13 schools that are already working on redesign
will ramp up projects
Spring 14 all colleges should transition to the new
models
Fall of 14 all colleges should be operating with the new
models in place
17. Implications
Workplace skills emphasis is on contextualized reading,
writing and math skills
Affective skills – assessment and support
Students referred to community colleges for remediation will
require less time before they graduate and/or enroll in 4 year
institutions
Increased need for significant advising at high schools and
community colleges
Crucial communication links – CDHE – Colleges – K-12 –
Business and Industry partners
18. A confluence
P-20 Initiatives
Graduation Requirements
College and Career Readiness Assessments
CCHE - Admissions and Remedial Education Polices
Developmental Education Redesign
Influence of the Common Core
20. Resources
C o n t a c t s :
C a s e y S a c k s c a s e y. s a c k s @ c c c s . e d u
B i t s y C o h n b i t s y. c o h n @ c c c s . e d u
D e ve l o p m e n t a l E d u c a t i o n Ta s k F o r c e
w w w.cccs.edu/detf
C o m m u n i t y C o l l e g e R e s e a r c h C e n t e r
http: //ccrc.tc.columbia.edu/
C o m p l e t e C o l l e g e Am e r i c a
http: //w ww.completecollege.org/
G e t t i n g P a s t G o
http: //gettingpastgo.org
Colorado Commission on Higher Education. 2011 Legislative
Report on Remedial Education . February 2012.
http://highered.colorado.gov/Publications/Reports/Remedial/FY2011/2011_
Remedial_relfeb12.pdf. Accessed 01/14/13.
21. Creative Commons
Attribution
This work by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License.
The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant
awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions beyond the scope of
this license may be available at www.cccs.edu.
Editor's Notes
Note that this is largely adapted from the Dana Center model. But that the mainstreaming options for colleges incorporate best practices from English and our current local successes in mainstreaming particularly at CCD in Fast Start.
