hot issues and links: basic skills & non credit dianna chiabotti mark wade lieu candace...
TRANSCRIPT
ASCCC
Basic Skills Committee reviews policies and recommends to the Executive Committee positions and actions on issues related to meeting the needs of under-prepared community college students; and
gathers information on best practices in providing instruction and support services to under-prepared students and conveys this information to the field through breakouts, workshops, and papers
ASCCC
Noncredit Committeeserves as a resource to the President and Executive Committee on issues related to instruction, counseling, student services, and program development in noncredit and the role of faculty in noncredit instruction as related to governance and local participation in academic and professional activities.
ASCCC
BSI Website - www.cccbsi.org
Effective practicesBSI HandbookCB 21 coding Literature Reviews
New title coming soon!!
ASCCC
Professional Development Institute
Embrace the Possible for Student Success: Basic Skills Across the Curriculum
February 25 & 26, 2010
Register at www.asccc.org
ASCCC
Pre-Requisites
ARCC Report (including coding for CB21 and CB08)
Noncredit Supplemental CDCP Report (Career Development or College Prep certificate)
CCCAssess and Student Placement
Chancellor’s Office
Basic Skills Advisory Committee
Basic Skills moving forward
We need to focus on what we know works
Need to “institutionalize” the basic skills work being done
Chancellor’s Office
2010 ARCC ReportThe draft is out for college review. Colleges have until end of November to resubmit data.
January-February 2011 – Colleges can respond to their ARCC data
Data will have changed because of changes to CB21 coding
Expectation -- that colleges are on track with making major changes to student success with basic skills efforts.
New Ed Source Report
Course-taking patterns, policies, and practices in developmental education in the California Community Colleges
http://www.edsource.org/iss_research_communitycollege.html
A report to the Chancellor’s Office June 2010
Some Ed Source Findings
〜 1/3 of first time students that enrolled in 1 or more basic skill course competed a credential, degree, transfer
o Hispanic and African American overrepresented among those who began at lower levels of writing and math sequences
o Asian students also over represented in writing
More findings
Very few students who begin at the lowest level ever complete last course in sequence or college level course
Students that began remedial math or writing at the lowest level were more likely to attempt, less likely to delay, a second more advanced course than those who began at higher levels
ED Source Conclusions
Better integration of developmental instruction with a “suite of support services” that ensure students stay engaged, receive assistance, and maintain a sense of forward progress toward their goals are needed
May need to think differently about the structure and goals of remedial sequences
Increasing expectations for ultimate outcomes cannot be separated from thinking about developmental education
Suggests that colleges might want to first focus on encouraging students to enroll early in remedial writing courses
Examine course schedules to determine ways sequences can be taken without interruption
Stronger support services during the first year
Develop strategies to support overrepresented students
Faculty development and ongoing reflection on student outcomes is central to this work
Changes in practice are needed to improve success rates
Other Reports
Getting Past Go Initiative Policy Framework http://gettingpastgo.org/The current policy landscape with regards to remedial educationHow to address the issues of the high cost of remedial education and the low success of studentsIdentification of policy “levers” that merit more exploration; e.g. assessment and placement
Do uniform assessments, cut scores and placement policies actually improve the delivery of remedial instruction?What impact do policies that provide greater latitude to campuses on the use of assessments to prescribe placement have on the success of underprepared students?
Other Reports
Taking the Next Step http://www.csus.edu/ihelp/PDFs/R_TakingtheNextStep_091410.pdf
Summary of what is being done with regards to intermediate measures of student progress in various projects and studies
– A good overview on the subject for discussing performance-based funding concepts
Other Reports
• Divided We Fail – http://www.csus.edu/ihelp/PDFs/
R_Div_We_Fail_1010.pdf– An examination of student achievement of
milestones and success indicators in the CCCs
– Findings• Too few students attain milestones• Racial/ethnic disparities abound• Latinos are being left behind
Noncredit-What do you know?
1. How many legislated instructional areas are there in CCC noncredit? What are they?
2. What is the ratio of CCC credit students who have also taken noncredit?
3. Which started first in California, adult schools or community (junior) colleges?
4. What is the percentage of noncredit instruction in CCC that is taught by full-time faculty?
5. What is the % rate of apportionment payment in California for noncredit compared to credit?
The Noncredit Student• SF Board of Education established the first “night
school” for adults in 1856.
• California law authorizes instruction in these ten areas: Parenting Education, Basic Skills, ESL, Citizenship, Substantial Disabilities, Short-term Vocational Programs, Workforce Preparation, Older Adults, Family and Consumer Sciences, & Health and Safety.
• Many noncredit courses are open entry/open exit
• Since 1992, one in six CCC credit students also took noncredit courses
• 95% part time faculty
Noncredit-Basic Skills Linkages
• Curriculum- How can non-degree credit (30 unit limit) and noncredit (no limit) curriculum be arranged to best serve students?
• Course Sequencing-When would noncredit courses make sense at the lowest levels?
• Consolidation-When would it make sense to house noncredit and credit basic skills courses within the same department, e.g. ESL, Mathematics, etc.?
The Current Face of Noncredit
• SB361
• CB21 Coding
• Noncredit Progress Indicators
• ARCC-noncredit measures
• ASCCC-Noncredit Committee (standing)
Looking to the Future
• Critical need for services for noncredit and basic skills students:
-growing high school dropout rate
-immigrant population needs
-workforce preparedness
• Equity
• Advocacy and Leadership