developmental education program survey · 04/05/10 page 1 of 17. organization of de programs. 39%...

Developmental Education Program Survey

Organization of Developmental Education Programs ...........................................................................1Academic Advising for Developmental Education Students .................................................................2Monitoring Academic Performance of Developmental Education Students ......................................... 4Student Support Services for Developmental Education Students ...................................................... 5College Readiness Assesments for Developmental Education Students ............................................ 7Faculty Development for Developmental Education Students ............................................................. 9Developmental Education Course Information ................................................................................... 12Learning Strategies/Study Skills .........................................................................................................15Non-Course Based Remediation ........................................................................................................16Course Technology .............................................................................................................................17

gillettml

Typewritten Text

Community and Technical Colleges

04/05/10 Page 1 of 17

Organization of DE Programs

39%

61%

Centralized

Decentralized

Institutions with Centralized DevelopmentalEducation Programs (N= 67)

A centralized program is where all DE courses and staff are managedunder one department. Past research indicates that centralized programsare more successful (Boylan, 2002).

0%10%20%30%40%50%

60%70%80%90%

100%

NoYes0%

10%20%30%40%50%60%70%80%90%

100%

69.0%

31.0%

Percentage of Decentralized Institutions withDE Coordinators (N= 42)*

*Includes only institutions that reported having decentralized programs.A DE coordinator is a person or group that manages DE courses acrossnumerous subject area departments. Even though programs are notcentralized, research has shown high coordination between DE subjectareas increases student success in Developmental Education(Boylan,2002)

34%

66%

Yes

No

DE Programs with Mission Statements (N= 67)*

*A mission statement is a statement of the overall puprose and direction of theprogram. Past research indicates that institutions with a mission statement havemore successful DE Programs (Boylan, 2002).

04/05/10 Page 2 of 17

Academic Advising for DE Students:Availability and Enforcement

1%

99%

Provided

Not Provided

Academic Advising Provided for DE Students(N= 67)

Not RequiredRequired0%

10%20%30%40%50%60%70%80%90%

100%80.6%

19.4%

Institutions Requiring Academic Advising forDE Students (N= 67)*

*Includes only institutions that provide academic advising for theirstudents.

0% 20% 40% 60% 80% 100%

Multiple times per semester

Once a semester

Only before 1st DE course

0% 20% 40% 60% 80% 100%

11.1%

70.4%

18.5%

How Often DE Students are Required toReceive Academic Advising (N= 54)*

*Includes only institutions that required academic advising for their DEstudents.

0% 20% 40% 60% 80% 100%

Barred from Registration

No Consequences

Other

0% 20% 40% 60% 80% 100%

90.7%

7.4%

1.9%

Student Consequences for Not UndergoingRequired Academic Advising (N= 54)*


04/05/10 Page 3 of 17

Academic Advising for DE Students

49%51%

Specialized Advising

Not Specialized

Specialized Academic Advising for DEStudents (N= 55)*


0%

20%

40%

60%

80%

100%

NoYes0%

20%

40%

60%

80%

100%

58.2%

41.8%

Institutions that Develop Individualized EducationPlans for DE Students (N= 67)

19%

81%

Yes

No

Academic Advising Required for DE Studentsbefore Taking First Credit Bearing Course

(N= 54)*


0%

20%

40%

60%

80%

100%

NoYes0%

20%

40%

60%

80%

100%86.6%

13.4%

Institutions Using Diagnostic Tools from CollegeReadiness Assessments (N= 67)

04/05/10 Page 4 of 17

Monitoring DE Students' Academic Performance

19%

81%

Yes

No

Institutions that Monitor DE Students'Academic Performance (N= 67)*

*Academic Performance is a measure used to monitor the general positive(passing) or negative (failing) progression a student experiences while goingto college.

Once Twice ThreeTimes

More than3Once Twice Three Times More than 3

0%

20%

40%

60%

80%

100%

25.9% 24.1%

3.7%

46.3%

Monitoring Frequency of DE Students'Academic Performance During a Semester

(N= 54)*

*Includes only institutions that reported monitoring DE students'performance.

24%

76%

Yes

No

Institutions with Early Warning Systems(N= 54)*

*Includes only institutions that reported monitoring DE students'performance.An early-alert system is a proactive, feedback system where students andstudent-support agents are alerted by early indicators that signal studentswho are at risk for academic failure.

Who Monitors DE Students' AcademicPerformance (N=52)*

Monitor Number PercentFaculty 47 90.4%

Academic Advisors 25 48.1%

Peer Advisors** 1 1.9%

Other*** 29 53.7%*Includes only institutions that reported monitoring DE Students'performance. Each row of the table is independent of the other.A single institution could be represented in several categories.**Peer Advisors are teams of students in learning sciences, student peers.***Other Category includes special committees or programs anddepartments listed in the original survey.

04/05/10 Page 5 of 17

Student Support Services Providedat Institutions (N=67)*

Services Provided by Institutions For All Students** Services that Target

DE Students***

Academic Advising 66 98.5% 36 53.7%

Health Services 25 37.3% 1 1.5%

Tutoring 67 100.0% 43 64.2%

Summer Bridge Program 15 22.4% 34 50.7%

Academic Counseling 63 94.0% 26 38.8%

Learning Communities 25 37.3% 24 35.8%

Financial Aid 66 98.5% 10 14.9%

Child Care Services 32 47.8% 4 6.0%

Job/Career Services 63 94.0% 11 16.4%

Psychological Services 42 62.7% 7 10.4%

Computer/Technology Support 65 97.0% 20 29.9%

Freshman Orientation 64 95.5% 14 20.9%*Each row of the table is independent of the other. A single institution could be represented in several categories.

**Includes support services delivered to all students.

***Includes support services that have special programs for DE students.

04/05/10 Page 6 of 17

Frequency of Student Support Services forDevelopmental Education Students (N=67)

Number of Student SupportServices for DE Student Count Percent0 12 17.9%

1 4 6.0%

2 6 9.0%

3 5 7.5%

4 10 14.9%

5 13 19.4%

6 3 4.5%

7 and more 14 20.9%

04/05/10 Page 7 of 17

*Each row of the tables is independent of the other. A single institution could be represented in several categories

Number and Percentage of Institutions Delivering Different CollegeReadiness Assessments (N=67)*

Assessment Subject Area Count Percent

Math 50 74.6%

ACCUPLACER Reading 50 74.6%

Writing (Objective) 50 74.6%

Writing (Essay) 49 73.1%


Math 18 26.9%

ASSET Reading 18 26.9%




Math 26 38.8%

COMPASS Reading 26 38.8%




Math 53 79.1%

THEA Reading 53 79.1%



04/05/10 Page 8 of 17

College Readiness Assesments

Other College Readiness AssessmentUsed to Determine College Readiness

(N=67)*

CollegeReadinessAssessments Number PercentACT 54 80.6%

SAT 57 85.1%

TAKS 61 91.0%

None 1 1.5%

Other 24 35.8%*This group of college readiness assessments are often not delivered by institutions but used to determine college readiness.

BeforeEnrolling

FirstSemester

After FirstSemester

NoDeadline

BeforeEnrolling

FirstSemester

After FirstSemester

No Deadline0%

20%

40%

60%

80%

100% 97.0%

1.5% .0% 1.5%

Deadline for Taking College ReadinessAssessments (N= 67)

04/05/10 Page 9 of 17

Faculty Development

33%

67%

Yes

No

Institutions with Faculty Development Units(N= 67)

25%

75%

Yes

No

Institutions that Have ProfessionalDevelopment Opportunities for DE Faculty

(N= 67)

Institutions with Policies Encouraging the Use of theFollowing Learning Techniques/Strategies (N=67)*

Techniques/Strategies Number PercentMastery Learning 19 28.4%Critical Thinking 31 46.3%Learning Strategies 27 40.3%Active Learning Techniques 30 44.8%Classroom Assessment Techniques 27 40.3%Other 24 35.8%

*Each row of the table independent of the other. A single institution could be represented inseveral categories.

04/05/10 Page 10 of 17

Frequency of Faculty Development Programsfor Develompental Education Faculty (N=67)

Number of FacultyDevelopment Programsfor DE Faculty Number Percent0 16 23.9%

1 8 11.9%

2 10 14.9%

3 11 16.4%

4 4 6.0%

5 18 26.9%

04/05/10 Page 11 of 17

Developmental Education Faculty Communication

24%

76%

Yes

No

Institutions that Hold Regular Meetings ofDE Faculty to Discuss Institutional

Strategies (N= 67)

Weekly EveryTwo

Weeks

Monthly Once aSemester

Weekly Every TwoWeeks

Monthly Once aSemester

0%

20%

40%

60%

80%

100%

9.8%

39.2% 37.2%

13.7%

Frequency of DE Faculty Meeting (N= 51)*

12.0%

88.0%

Yes

No

Number of Institutions that Include DE Part-TimeLectures/Adjunct Faculty in DE Faculty Meetings (N= 50)*

*Includes only institutions that report holding regular meetings of D.E. faculty.

04/05/10 Page 12 of 17

Developmental Education Course Information

*Developmental education course levels represent the number of courses a student placed at the lowest level of developmentaleducation may have to complete to finish all developmental education courses at an institution.

Frequency of Developmental Education Course Levels of DE by Subject Areas(N=67)*

Mathematics

Levels Number Percent1 0 .0%

2 3 4.5%

3 43 64.2%

4 16 23.9%

5 5 7.5%

6 0 .0%

Reading

Levels Number Percent1 4 6.0%

2 22 32.8%

3 37 55.2%

4 4 6.0%

5 0 .0%

6 0 .0%

Writing

Levels Number Percent0 0 .0%

1 7 10.4%

2 37 55.2%

3 17 25.4%

4 6 9.0%

5 0 .0%

6 0 .0%

04/05/10 Page 13 of 17

Types of Course Combinations Offered

Offer Paired Courses by DE Subject Area(N=67)*

Subject Area Number PercentMathematics 11 16.4%

Reading 13 19.4%

Writing 9 13.4%*Paired courses are two courses for which students must co-register. These''linked classes'' are where faculty work to coordinate syllabi and assignments,but may teach their classes separately.

Offer DE Course Groups and Cluster Courses(N=67)*

Groupings Number PercentDE Course Groups 21 31.3%

DE Course Clusters 6 9.0%*DE course clusters are a cohort of students enrolled in three or four discretecourses linked by common themes, historical periods, issues, problemsinclude a credit bearing and DE courses.DE Course Groups are cohort of students enrolled in three or four discrete DEcourses linked by common themes, historical periods, issues, problems.

04/05/10 Page 14 of 17

Evaluation of Developmental Education (DE) Courses

21%

79%

Yes

No

Systematic Plan for DE Course Evalutation(N= 67)

Departments Responsible for DE CourseEvaluations (N=53)*

Department/Units Number PercentD.E. Department 21 39.6%

Subject Area of Course 28 52.8%

Other 24 45.3%*Only includes institutions that reported having a systematic plan forevaluation of DE courses. Each row of the table is independent of theother. A single institution could be represented in several categories.

04/05/10 Page 15 of 17

Study Skills / Learning Strategies

18%

82%

Yes

No

Offer Study Skills/Learning StrategiesCourses (N= 67)

30%

70%

Yes

No

Offer Study Skills/Learning StrategiesSeminars/Workshops (N= 67)

AllStudents

Only DEStudents

Studentsin Study

Skill

None OtherAll

StudentsOnly DEStudents

Studentsin Study

Skill

None Other0%

20%

40%

60%

80%

100%

1.5% 4.5%

22.4%

58.2%

13.4%

Students who are Evaluated on StudySkills/Learning Strategies (N= 67)

AllStudents

All DEStudents

None OtherAll Students All DEStudents

None Other0%

20%

40%

60%

80%

100%

9.1%16.4% 16.4%

58.2%

Students Required to Take Study Skills/LearningStrategies Courses (N= 55)*

*Includes only institutions that offer study skills/learning strategies courses.

04/05/10 Page 16 of 17

Non-Course Based Remediation

45%

55% Yes

No

Non-Course Based Remediation (N= 67)*

*Non-Course Based Remediation (Education) may include, but is not limited to, such activities astutoring, supervised self-study, and participation in learning assistance centers. Non-course-baseddevelopmental education is not eligible for state formula funding.

04/05/10 Page 17 of 17

Course Technology

100.0%

Yes

Use Technology to Supplement DE Courses(N= 67)

Technology Services Used in DE Courses (N=67)*

Technological Services Number PercentOnline Tutoring 48 71.6%

Online Grade/ Performance Updates 46 68.7%

E-mails about Services 44 65.7%

Discussion Boards 37 55.2%

Online Lecture Notes 42 62.7%

Other 38 56.7%*Each row of the table is independent of the other. A single institution could be representedin several categories.

developmental education program survey · 04/05/10 page 1 of 17. organization of de programs. 39%...

Documents