2. “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. MAT 030
MAT 060
MAT 090
MAT 099
ENG 030
ENG 060
ENG 090
REA 030
REA 060
REA 090
4. 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%
TotalAverage 62.9%
5. Even when students are successful in a DE
course they do not come back for the next
course in the sequence:
Math 45% do not return
English 31% do not return
Reading 28% do not return
6. 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.
7. 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.
8. Example for students who completed
ENG030 - fall 2010
Completed 030(538) 100%
Enroll and complete 060 (189) 35%
Enroll in and complete 090 (32) 6%
9. Example for students who completed MAT
030 - fall 2010
Completed 030(3931) 100%
Complete 060 (1221) 31%
Complete 090 (377) 10%
Complete 099 (66) 2%
11. Chabot College
UTAustin, Dana Center
Los Medinos CC
CC of Baltimore County
Austin Peay State
Tennessee, Minnesota, Connecticut, Florida,
Texas, California – systems and policies
14. Sections were estimated at 18 students
(three year average on current DE math
sections)
Estimate that every course is 3 credit hours –
(this could increase but likely will not
decrease)
1/3 split enrollment between non-transfer,
non-STEM, and STEM
50% retention from prior course (slightly
lower than our current average)
16. 20% “assessment prep” students are retained
to a pathway course. All enrollees were
placed into a non-transfer path in this model.
This may not reflect their actual choices
17. Old Math Proposed
Year 1
Proposed
Year 2
Headcount
28,050 28,050 35,973
Sections
1,535 1,558 1,998
Credits
97,238
74,098 97,866
18. Same assumptions about retention from
prior courses (50% on all but Assessment prep
which is 20%)
All eligible students are put in co-requisite
courses
All co-requisite courses are 1 credit
All co-requisite courses estimated at 9
students (1/2 the size of DE courses now)
23. Placement Score(s) FirstTerm 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
developmental
requirements
RC40-61 and/or SS 50-69 CRC 092 Completion of
developmental
requirements
RC62-79 and/or SS 70-94 Studio courses (college
level course with a co-
requisite CRC Studio)
Completion of
developmental
requirements
24. Removed duplicated headcount from REA/ENG
courses
Placements based on percent in
30/30, 30/60, 60/60, 60/90… placements
Sections at 18 students (three year average)
Sections of Studio courses at 10 students
Soft landing = non-credit
Three credit courses for each experience (studio
3 credit + paired with a 3 credit 121 or discipline
course)
CRC has all 060 and split score placements
32. Old model New model New w/ co-
req soft
landing
Expenses
(sections)
1,436
$2,800,200
1,760
$3,432,000
1,792
$3,494,400
Revenue
(credits)
78,119
$13,651,295
98,317
$17,180,895
101,145
$17,675,088
Net $10,581,095 $13,748,895 $14,180,688
33.
34. 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.