"Looking Backward to Look Forward

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"Looking Backward to Look Forward

• What is the future of Developmental Education in
  Tennessee

Presentation for the Tennessee Association for
Developmental Education October 31, 2006
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Whats the Problem?Student Pipeline in Tennessee
100
100
Graduation Rate Must Improve in Tennessee
68
60
40
35
18
15
Source Department of Education
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Tennessee is 5 below the national average in
percentage of adults with a 4-year degree
Whats the Problem?Degree Attainment in Tennessee
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Whats the Problem?Under Prepared Students

• Many under prepared students do not finish their
  first semester at college
• The more developmental courses or subjects a
  student is referred to, the more likely they are
  to drop out
• Half of the students referred to developmental
  education classes do not even attempt them
• Failure to complete developmental education is
  related to poor persistence
• If students dont successfully complete
  developmental education courses, they are
  unlikely to stay in college and earn a degree

Source 2005 Community College Survey of Student
Engagement (CCSSE)
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Goal of Developmental Education

• To Develop student skills in order to prepare
  them for college-level courses
• To Provide under prepared students an opportunity
  to obtain a college education
• To Support students potential to improve their
  economic standing
• To meet societys need for a more educated
  workforce

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Looking at Data What is the Need for
Developmental Education

• We will look at the data from Achieving The Dream
  (AtD) Cohort 2002
• The goal of AtD is to increase student success,
  particularly for low-income students and students
  of color
• Achieving The Dream Project is sponsored by the
  Lumina Foundation for Education
• AtD is a special study of developmental education
  in seven states (TX, NM, FL,VA, NC, OH, CT)
• 72,392 students participated in the AtD study

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Distribution of Achieving the Dream 2002 Cohort
(n72,392) Students from TX, NM, FL,VA NC, OH,
CT Representing 58 Institutions
Source Achieving the Dream 2002 Cohort Data
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Scope of Developmental Needs of Cohort referred
to Developmental Education
Source Achieving the Dream 2002 Cohort Data
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attempted and completedone Developmental
course during First Term
Source Achieving the Dream 2002 Cohort Data
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of Cohort Persistingto 2nd term

• Not Referred

Source Achieving the Dream 2002 Cohort Data
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Attempting at least one Gatekeeper Math or
English Class by end of 3rd year
Gatekeeper Courses are entry level college
courses in Math English
Source Achieving the Dream 2002 Cohort Data
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Successfully Completing at least one Gatekeeper
Math or English Class by end of 3rd year
Gatekeeper Courses are entry level college
courses in Math English
Source Achieving the Dream 2002 Cohort Data
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Completion data for Gatekeeper Math English by
end of year 3
Source Achieving the Dream 2002 Cohort Data
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Focus onDevelopmental Math Achieving the Dream
2002 Cohort Data
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of Students Referred to Developmental Math
Source Achieving the Dream 2002 Cohort Data
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Distribution by Developmental Math Referral Level
Source Achieving the Dream 2002 Cohort Data
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Number of Math Attempts before Passing
Source Achieving the Dream 2002 Cohort Data
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of Referred Studentswho attempted and
completed Developmental Math by Year 2
Source Achieving the Dream 2002 Cohort Data
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of Students who completed all developmental
Math By End of Year 2
Source Achieving the Dream 2002 Cohort Data
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Looking Ahead -Whats in The Future?

• Lets look at
• State Policies on Developmental Education
• Tennessee K-12 Curriculum
• The need to recruit and hire the best faculty for
  development education courses
• Continued and expanded institutional support to
  have quality developmental education programs
• Maintain and enhance students support services
  for developmental education students

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Southern State Policies on Developmental
Education Assessment Placement
Source Jenkins Boswell 2002, Achieving The
Dream 2002
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AtD Recommendations forState Policies
onDevelopmental Education

• Be careful that mandating cutoff scores do not
  lead to rigid, long, sequential ladders from
  remediation into college courses
• Use a number of different tests colleges can
  administer (ACT, SAT, Compass, etc)
• Consider how to use assessments tools tests that
  students already take in high school
• Improve collection and analysis of data on
  development education enrollments and outcomes to
  identify impacts on students success in entering
  college programs
• Developmental education policies need to be
  designed as part of a K-16 approach

Source Achieving the Dream 2002
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Current Tennessee High School Curriculum

• 20 total credits required for high school
  graduation. Credits consist of core curriculum
  units, specific path (university or technical).
• Mathematics Requirements All students must
  complete one of the following Algebra I,
  Integrated Math I, or Technical Algebra (formerly
  Math for Technology II). Students who enter high
  school in 2005-06 and later must also complete
  one of the following Algebra II, Geometry,
  Integrated Math II, or Technical Geometry.
• Science Requirements All students must
  complete one of the following Biology, Biology
  for Technology, or the equivalent in an
  integrated science curriculum.
• All students must complete one course in the
  physical sciences.

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Current Tennessee High School Curriculum cont

• Mathematics Requirements Students must take the
  equivalent of Algebra I, Algebra II, and Geometry
  or another advanced course (if Algebra I credit
  was received prior to high school and not
  transferred to high school transcript).
• Gateway Exams All students must score
  "Proficient" on the following Gateway exams
• Biology IEnglish IIAlgebra I

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My Recommendation Tennessee Needs a 4X4 High
School Curriculum

• 20 total credits required for high school
  graduation. Curriculum consist of 4 credits of
  math, English, science, and social science.
• One credit of physical fitness and wellness, and
  three credits of electives for all Tennessee
  students.
• For either the University or Technical path.

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Looking Ahead -Whats in The Future?My
Recommendations

• We need to recruit and hire the best full-time
  faculty for development education courses
• Data reflects that fulltime faculty produce
  students who perform better in college math
  English courses
• Full-time faculty must be accessible and
  available to students
• Continued and expanded institutional support to
  have quality developmental education programs
• Make part of the institutional mission
• Keep developmental education within the main
  stream of the college
• Enhance program evaluations frequent
  assessments
• Mandatory orientation
• Maintain and enhance students support services
  for developmental education students
• Enhanced counseling and advisement
• Robust tutoring and supplemental instruction

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ConclusionWe Must Enhance Developmental
Education

• Developmental education programs are beneficial
  to students, institutions, and society
• Students have academic achievement, graduation,
  and greater potential for high-wage jobs
• Institutions benefit from diversity, equity, and
  retention
• Society benefits by having a diversified, high
  skill, high wage workforce

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Tennessee Association for Developmental Education

• Thank you for your kind indulgence
• "Looking Backward to Look Forward

Dr. Gary Goff Roane State Community
College goffdg_at_roanestate.edu
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(No Transcript)
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Number of English Attempts before Passing
Source Achieving the Dream 2002 Cohort Data