results of the withdrawal pilot study: using the results of the benchmarking project presented to...

Results of the Withdrawal Pilot Results of the Withdrawal Pilot Study: Using the Results of Study: Using the Results of the Benchmarking Projectthe Benchmarking Project

Presented to the Learning CouncilPresented to the Learning Council

August 9, 2005August 9, 2005

Terri ManningTerri Manning

Brad BostianBrad Bostian

Different DefinitionsDifferent Definitions

Withdrawal rates based on registration would Withdrawal rates based on registration would look at the total number withdraws based on look at the total number withdraws based on the total number of grades given the total number of grades given (A,B,C,D,F,I,W). (A,B,C,D,F,I,W).

Withdrawal rates based on headcount would Withdrawal rates based on headcount would look at the number of students who withdraw look at the number of students who withdraw from all their courses and completely exit the from all their courses and completely exit the college. college.

Issues with Student WithdrawalsIssues with Student WithdrawalsCommunity College’s Withdrawal PoliciesCommunity College’s Withdrawal Policies Usually more liberal than the university and can impact Usually more liberal than the university and can impact

transfer success transfer success Facilitates an A,B,C, I, W culture (we had this grading Facilitates an A,B,C, I, W culture (we had this grading

scale until Fall 1990 – no Ds or Fs)scale until Fall 1990 – no Ds or Fs) Students don’t commit early – a “wait and see” Students don’t commit early – a “wait and see”

philosophyphilosophy Impacts retention rates, graduation rates and impacted Impacts retention rates, graduation rates and impacted

by “cheap” tuition by “cheap” tuition Impacted by systemic change (quarters to semesters, Impacted by systemic change (quarters to semesters,

etc.)etc.) Is impacted by the culture (faculty, advisor and student Is impacted by the culture (faculty, advisor and student

attitudes and behaviors)attitudes and behaviors)

CPCC Transfer Students at UNCC CPCC Transfer Students at UNCC in 2000 (N=3,446) in 2000 (N=3,446)

GradesGrades at CPCCat CPCC at UNCCat UNCCAA 3,708 (26.4%)3,708 (26.4%) 13,936 (22.8%)13,936 (22.8%)BB 2,573 (18.3%)2,573 (18.3%) 16,000 (26.2%)16,000 (26.2%)CC 1,435 (10.2%)1,435 (10.2%) 11,920 (19.5%)11,920 (19.5%)percent A-Cpercent A-C 54.9% 54.9% 68.5% 68.5%

______________________________________________________________________________________________DD 340 (2.4%)340 (2.4%) 4,797 (7.9%) 4,797 (7.9%)FF 686 (4.9%)686 (4.9%) 6,722 (11.0%) 6,722 (11.0%)WithdrawWithdraw 4,357 4,357 (31%)(31%) 6,117 6,117 (10%)(10%)

Do Withdrawals Really Impact Do Withdrawals Really Impact Transfer Students?Transfer Students?

““..if 20% or more of all grades received (by ..if 20% or more of all grades received (by community college students) were community college students) were withdrawals and repeats, the probability of withdrawals and repeats, the probability of transfer decreases by 38.7%.”transfer decreases by 38.7%.”

Sources: Moving Into Town and Moving On: The Sources: Moving Into Town and Moving On: The Community College in the Lives of Traditional-age Community College in the Lives of Traditional-age Students, U.S. Department of Education, 2005, p. 85.Students, U.S. Department of Education, 2005, p. 85.

Then Along Came the NCCBPThen Along Came the NCCBP

We decided to look at withdrawal rates as a We decided to look at withdrawal rates as a percentage of:percentage of: The grades in all college-level coursesThe grades in all college-level courses The grades in remedial coursesThe grades in remedial courses The grades in certain college level courses (English The grades in certain college level courses (English

Comp I & II, Speech and College Algebra)Comp I & II, Speech and College Algebra)

We all submitted our data and guess where We all submitted our data and guess where CPCC was in the mix??? CPCC was in the mix???

Data from the NCCBP Pilot Year –GradeData from the NCCBP Pilot Year –GradeDistribution for College Level CoursesDistribution for College Level Courses

Min.Min. Med.Med. Max.Max. CPCCCPCC

AA 26%26% 33.4%33.4% 45%45% 26.1%26.1%

BB 18%18% 23.3%23.3% 27%27% 21.1%21.1%

CC 6%6% 13.9%13.9% 17%17% 12.7%12.7%

DD 1%1% 4%4% 8%8% 3.5%3.5%

FF 2%2% 4.9%4.9% 15%15% 6.7%6.7%

WW 1%1% 16.2%16.2% 29.9%29.9% 29.9%29.9%

Definitions were slightly changed the next year.

Response of the CollegeResponse of the CollegeWe were appalled We were appalled We decided to study the subject andWe decided to study the subject andDo a pilot intervention projectDo a pilot intervention projectThe English, Reading and Humanities The English, Reading and Humanities Division volunteered to facilitate the project Division volunteered to facilitate the project within their courses with their fulltime within their courses with their fulltime instructorsinstructorsBrad Bostian volunteered to lead the Brad Bostian volunteered to lead the initiative - initiative - The group began meeting in Fall 2004The group began meeting in Fall 2004

The InterventionThe Intervention

In the Spring of 2005In the Spring of 200511 courses were selected by faculty 11 courses were selected by faculty participating in the studyparticipating in the study11 control sections were carefully matched 11 control sections were carefully matched based on time of day, location and course based on time of day, location and course titletitleFaculty volunteers discussed elements of Faculty volunteers discussed elements of the intervention and agreed upon the the intervention and agreed upon the following standards following standards


Students must sign a release formStudents must sign a release formStudents in the selected sections would have Students in the selected sections would have “holds” put on their records - not allowing them “holds” put on their records - not allowing them to withdraw from pilot courses during Spring 05 to withdraw from pilot courses during Spring 05 without instructor permission without instructor permission If a student wanted to withdraw, the faculty If a student wanted to withdraw, the faculty attempted to work with them to keep them in the attempted to work with them to keep them in the class as long as possible (offering assistance class as long as possible (offering assistance and additional help)and additional help)Faculty agreed to do the following as part of Faculty agreed to do the following as part of regular classroom activities: regular classroom activities:


First Day Strategies:First Day Strategies: Provide a class orientation on the first day of classProvide a class orientation on the first day of class

Student Info SheetsStudent Info Sheets Documents, resources to assist with their success (writing Documents, resources to assist with their success (writing

center, tutors, librarians, etc.)center, tutors, librarians, etc.)

A realistic discussion of the value of the skills to be A realistic discussion of the value of the skills to be learned in the courselearned in the course

A syllabus with assignments and policies discussedA syllabus with assignments and policies discussed A positive statement of your teaching philosophy and A positive statement of your teaching philosophy and

you belief in the student’s ultimate success in the you belief in the student’s ultimate success in the coursecourse


Mini-communitiesMini-communities Groups of 3-5 students who trade contact information, Groups of 3-5 students who trade contact information,

contact each other when someone is absent. Use contact each other when someone is absent. Use these groups for peer-editing and group assignments these groups for peer-editing and group assignments and activities.and activities.

ConferencesConferences Conference with each student in your office at least Conference with each student in your office at least

twice per term to discuss needs and progress. In twice per term to discuss needs and progress. In between - provided continuous feedback about their between - provided continuous feedback about their progress.progress.

Contacting missing studentsContacting missing students Contact those who miss two consecutive class Contact those who miss two consecutive class

periods (besides the mini-communities)periods (besides the mini-communities)

The InterventionThe Intervention Welcome back and reintegrate students who have Welcome back and reintegrate students who have

been absentbeen absent Treat tardies and early departures as absences – Treat tardies and early departures as absences –

have an attendance policyhave an attendance policy

Positive teachingPositive teaching Try to involve every student every weekTry to involve every student every week Structure assignments to ensure continual student Structure assignments to ensure continual student

success (quizzes to make them keep up, rewrite until success (quizzes to make them keep up, rewrite until it is excellent, etc.) it is excellent, etc.)

Active Authentic AssignmentsActive Authentic Assignments Assignments where they learn by doing, work that Assignments where they learn by doing, work that

reflects the real worldreflects the real world

Did it Impact All Their Classes?Did it Impact All Their Classes?

The Control The Control

GroupGroup

The The InterventionIntervention

GroupGroup

Withdrawals from all their Withdrawals from all their classesclasses

1 - A 1 - A 66 0.40%0.40% 55 0.40%0.40%

2 - B 2 - B 44 0.30%0.30% 1313 0.90%0.90%

3 - C 3 - C 55 0.30%0.30% 77 0.50%0.50%

4 - D 4 - D 11 0.10%0.10% 11 0.10%0.10%

5 - F 5 - F 33 0.20%0.20% 66 0.40%0.40%

7 - W 7 - W 232232 15.40%15.40% 154154 11.00%11.00%

8 - Blank8 - Blank 950950 63.00%63.00% 947947 67.60%67.60%

9 - Drop 9 - Drop 307307 20.40%20.40% 268268 19.10%19.10%

TotalTotal 15081508 14011401

Once Grades Were In…..Once Grades Were In…..

Control Group Intervention Group

English, Reading and Humanities

Classes A 66 25.9% 58 24.4%

B 73 28.6% 78 32.8%

C 31 12.2% 32 13.4%

D 2 0.8% 5 2.1%

F 17 6.7% 31 13.0%

I 3 1.2% 0 0%

W 63 24.7% 34 14.3%

Unsuccessful Completions F, I, W 83 32.6% 65 27.3%

There were 4.3% fewer W’s, I’s and F’s in the Intervention Group when compared to the Control Group

Lessons LearnedLessons Learned

The Intervention strategies worked.The Intervention strategies worked.

If we could decrease W’s, I’s and F’s by If we could decrease W’s, I’s and F’s by 4.3% across the College, there would be 4.3% across the College, there would be approximately 2,000 additional successful approximately 2,000 additional successful completions per term.completions per term.

We need to study and address “walk-We need to study and address “walk-aways.”aways.”

RecommendationsRecommendations

PoliciesPoliciesSupportSupportInstructionInstruction

PoliciesPolicies Earlier withdrawal deadlinesEarlier withdrawal deadlines Instructor permission requiredInstructor permission required

-or--or- Set two W-methods, one early date for most W’s, with Set two W-methods, one early date for most W’s, with

later withdrawals requiring instructor permissionlater withdrawals requiring instructor permission

Recommendations (continued)Recommendations (continued)

SupportSupport Make support more systematicMake support more systematic Advisement for all students, not just those in Advisement for all students, not just those in

programsprograms Interventions for perpetual W, F’s & Drops Interventions for perpetual W, F’s & Drops Better training and technology for faculty Better training and technology for faculty

advisorsadvisors If necessary hire more staffIf necessary hire more staff

One Instructor’s Learning CurveOne Instructor’s Learning Curve

49.0%

56.9%

65.1%

60.3%

65.7%

84.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Spring2002

Fall2002

Spring2003

Fall2003

Spring2004

Fall2004

SuccessfulCompletions

Successful Completions = A-C Grades

English, Reading & Humanities

Best Worst Range

Withdrawals 11% 29% 18%

Drops 3% 12% 9%

Instructor Success

Rates

76% 45% 31%

Campus Success

Rates

69% 61% (West)

49% 8% 20%

(Cato) (Virtual)

Course Success

Rates

77% 47% 30%

(REL 212) (HUM 160)

Patterns of Drops and Withdrawals – 2002-04

Recommendations (continued)Recommendations (continued)

InstructionInstruction Change faculty/administrative cultureChange faculty/administrative culture

Understand need for educating all studentsUnderstand need for educating all students

See the successes that existSee the successes that exist

Use aggregate AND individual instructor and Use aggregate AND individual instructor and student data to measure outcomesstudent data to measure outcomes

Train faculty to teach differentlyTrain faculty to teach differently

Keep our instructors learning Keep our instructors learning

Different InstructionDifferent Instruction

Engage students on the first dayEngage students on the first day Meaningful, interesting, active workMeaningful, interesting, active work

Use mostly active learningUse mostly active learning Let students seek and discoverLet students seek and discover

Force successForce success Guide them through the steps like a coachGuide them through the steps like a coach

Create a classroom communityCreate a classroom community Collaborative learning, conferences, positive Collaborative learning, conferences, positive

communication, involving every studentcommunication, involving every student

For A Copy of This Presentation:For A Copy of This Presentation:

http://www.cpcc.edu/planninghttp://www.cpcc.edu/planning

Click on studies and reportsClick on studies and reports

Withdrawal pilot presentationWithdrawal pilot presentation