the accelerated learning program
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The Accelerated Learning Program. The Community College of Baltimore County. Outline of Today ’ s Presentation. what is the problem ? (Jamey) what ALP is (Jackie) results (Jamey) costs (Jackie). A. L. P. The Accelerated Learning Program. Data showing disappointing results. - PowerPoint PPT PresentationTRANSCRIPT
Accelerated Learning Program
The Accelerated Learning ProgramThe Community College of Baltimore County
ALPThe Accelerated Learning Program
what is the problem? (Jamey) what ALP is (Jackie)
results (Jamey)
costs (Jackie)Outline of Todays PresentationData showing disappointing resultsdevelopmentaleducation
The Gates Foundation reports that three quarters of students placed in developmental courses do not receive a degree or certificate within four years.
Data from Recent Studiesplaced indev edgraduatedin 4 years25%did notgraduatein 4 years75%The Community College Research Center at Columbia (CCRC) has found that that few students referred to developmental education progress through their developmental education sequence of courses to succeed in college-level courses: within four years, only . . . 45 percent of students in the study successfully completed a course in college-level . . . English.Data from Recent Studiesplaced indev eddid notpass ENG101in 4 years55%passed ENG101in 4 years45%
ALPThe Accelerated Learning Program100%75%50%25%0%Success rates for studentswho took ENGL 052 in 88-89How We First Measured Success in Our Developmental Courses100%75%50%25%0%S in ENGL 05249057%U or WENGL 05237343%Success rates for studentswho passed ENGL 052 in 88-89and then took ENGL 101 by sp 92ABC in ENGL 101 28781%DFW inENGL 1016819%So we began gathering and analyzing data about our developmental courses. In our early attempts, our data looked like this . . . and we concluded we were doing fairly well. But we thought we could get a better idea of how things were going if, instead of these snapshots of particular moments, we looked at the entire chronology, if we conducted a longitudinal study that followed students through their experiences with developmental writing and ENG 101.
In fact, we have now concluded that this kind of data, success rates in individual courses, is not a particularly good way to evaluate how effective a program is. After all, it is possible to have an 81% passing rate in ENG 101 even if only a handful of students actually ever make it to ENG 101.
ALPThe Accelerated Learning Programtook 0521988/1989863100%S in 05249057%neverpassed 05237343%took 10135541%took nomore writingcourses13516%Students who took ENG 052 for the first time in 1988/1989We have come to see that a longitudinal study in which you follow students through the entire sequence of courses provides a much more useful insight into the success of a program.
When we did this, we found that of our original 863 students, after 4 years, only 57% had passed ENG 052. Even more startling, of those 490 who passed 052, 135 never even attempted ENG 101; they simply leaked out of the system. After looking at a lot of diagrams like this one, we have come to talk of the program as a pipeline, and we have come to say that students like the 43% who never passed 052 and the 16% who passed 052 but didnt even attempt 101 after 4 years, we have come to describe this phenomenon as leakage from the pipeline. Much of the design of ALP has been an attempt to shorten the pipeline so there is less opportunity for leakage.
ALPThe Accelerated Learning Programtook 0521988/1989863100%Students who took ENG 052 for the first time in 1988/1989S in 05249057%neverpassed 05237343%took 10135541%took nomore writingcourses13516%We have come to see that a longitudinal study in which you follow students through the entire sequence of courses provides a much more useful insight into the success of a program.
When we did this, we found that of our original 863 students, after 4 years, only 57% had passed ENG 052. Even more startling, of those 490 who passed 052, 135 never even attempted ENG 101; they simply leaked out of the system. After looking at a lot of diagrams like this one, we have come to talk of the program as a pipeline, and we have come to say that students like the 43% who never passed 052 and the 16% who passed 052 but didnt even attempt 101 after 4 years, we have come to describe this phenomenon as leakage from the pipeline. Much of the design of ALP has been an attempt to shorten the pipeline so there is less opportunity for leakage.
ALPThe Accelerated Learning ProgramStudents who took ENG 052 for the first time in 1988/1989took 0521988/1989863100%S in 05249057%neverpassed 05237343%took 10135541%took nomore writingcourses13516%A, B, or Cin 10128733%D, F, or Win 101688%We have come to see that a longitudinal study in which you follow students through the entire sequence of courses provides a much more useful insight into the success of a program.
When we did this, we found that of our original 863 students, after 4 years, only 57% had passed ENG 052. Even more startling, of those 490 who passed 052, 135 never even attempted ENG 101; they simply leaked out of the system. After looking at a lot of diagrams like this one, we have come to talk of the program as a pipeline, and we have come to say that students like the 43% who never passed 052 and the 16% who passed 052 but didnt even attempt 101 after 4 years, we have come to describe this phenomenon as leakage from the pipeline. Much of the design of ALP has been an attempt to shorten the pipeline so there is less opportunity for leakage.Financial crisisData showing disappointing resultsdevelopmentaleducation
Completion agenda
ALPWhy Do Students Drop Out?cant write a thesisno concrete examplessentence fragmentsconfusing wordssubject-verb agreementmla formatnone of the abovefinancial problemschanges at worklegal problemscar troubleabusive situation at homemedical problemsevictionproblems with childrenlaid offlife happensstudent becomes discouragedstudent becomes depressedstudent feels isolatedstudent loses confidence student wasnt prepared for college-level workaffective issueslife issuesaffective issuesSo whatcan we do? what is the problem? what ALP is
results
costs
ALPThe Accelerated Learning ProgramOutline of This Mornings Presentation
ALPThe Accelerated Learning Program
ALPThe Accelerated Learning Program
Essex
Dundalk
Catonsville
Hunt Valley
Owings Mills
Randalstown
AThe Accelerated Learning ProgramCCBC Studentsaverage age29female/male58/42%students of color50%full/part-time34/66 %Community College Baltimore Countycredit students33,817 50%Placement into Dev ED75%25%100%81%Englishall studentsmathreading77%65%58%
RDG051RDG052MATH081MATH082MATH083ENGL051ENGL052ENG101ENG102CCBCs Developmental Education Courses:
ENG 101semester 1ENG 052semester 1ALP
ALPAfter discussing this slide, Peter turns it back to Sarah.What do we do in the ALP 052 class?The class is conducted as a writing workshop supporting the students as they also take ENG 101answering questions about the 101 classlots of writing, mostly short papers that reinforce what has been discussed in the 101 class or prepare for what will be discussed in the 101 classdiscussing ideas for the next essay in 101reviewing drafts of essays the students are working on for 101working on reducing the frequency and severity of error in the students writingdiscussing how to succeed as a college studentdiscussing problems interfering with the students progress in 101The instructor for the ALP 052 section has one goal: to do everything possible to maximize the ALP students likelihood of success in the 101 class.After discussing this slide, Peter turns it back to Sarah.What do we do in the ALP 052 class?The class is conducted as a writing workshop supporting the students as they also take ENG 101answering questions left over from the 101 classlots of writing, mostly of short papers that reinforce what has been discussed in the 101 class or prepare for what will be discussed in the 101 classdiscussing ideas for the next essay in 101reviewing drafts of essays the students are working on for 101working on reducing the frequency and severity of error in the students writingdiscussing how to succeed as a college studentdiscussing problems interfering with the students progress in 101The instructor for the ALP 052 section has one goal: to do everything possible to maximize the ALP students likelihood of success in the 101 class.After discussing this slide, Peter turns it back to Sarah.Characteristics of an ALP Class That Seem to Contribute to SuccessALP students are mainstreamed into the credit-level writing course.The pipeline through with ALP students have to pass is shortened by one semester.ALP Students work with stronger writers in their credit English course.ALP Students are members of a small cohort, who spend six hours a week together.Taking credit English concurrently with developmental English provides a meaningful context for the developmental courseThe small class size of ALP sections allows the instructor to tailor the course to the needs of these students.ALP instructors recognize the importance of paying attention to affective and life issues of their students.The same instructor teaches the ALP course and the credit course.
ALPThe Accelerated Learning ProgramOther Versions of ALP
ALPDev SectionComp Section10 students10 dev students12 comp studentsDev SectionComp Section12 students12 dev students13 comp studentsAfter discussing this slide, Peter turns it back to Sarah.Other Versions of ALP
ALPComp SectionComp Section8 dev students12 comp students8 dev students12 comp studentsDev Section16 dev studentsAfter discussing this slide, Peter turns it back to Sarah. what is the problem? what ALP is
results
costs
ALPThe Accelerated Learning Program
Outline of This Mornings PresentationpassedENG 052142869%did not passENG 05264231%%results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010tookENG 052Fa07-Fa082070tookENG 101112454%took nomore writingcourses30415%results for students who took traditional developmental writing in fall 07,spring 08, and fall 08 as of June 2010passedENG 0528582%didntpassENG 0521918%took ENG 052Fa07-Fa08104100%took ENG 101104100%took nomore writingcourses00%tookENG 101112454%took nomore writingcourses30415%passedENG 052142869%did not passENG 05264231%results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010tookENG 052Fa07-Fa082070passedENG 10182840%didntpass ENG 10129614%results for students who took traditional developmental writing in fall 07,spring 08, and fall 08 as of June 2010passedENG 0528582%didntpassENG 0521918%took ENG 052Fa07-Fa08104100%took ENG 101104100%took nomore writingcourses00%passedENG 1017875%didntpassENG 1012625%
Community College of Baltimore CountyAccelerated Learning Program (ALP) Preliminary Analysis of EffectivenessNikki Edgecombe and Davis JenkinsCom Col Research CenterTeachers College, Columbia University
Funded by the Lumina Foundation
ALPThe Accelerated Learning ProgramALP Success Rates, 2007-09traditional052fall 06ALPfall 07ALPspring 08ALPfall 08ALPspring 0927%passENGL10164%passENGL10159%passENGL10164%passENGL10162%passENGL10175%50%25%ALPfall 0966%passENGL10165%passENGL101ALPspring 1066%passENGL101ALPfall10results for students who took ALP in fall 07, spring 08, and fall 08 as of June 2010results for students who took traditional developmental writing in fall 07,spring 08, and fall 08 as of June 2010passedENG 052142869%did not passENG 05264231%tookENG 101112454%took nomore writingcourses30415%passedENG 10182840%didntpass ENG 10129614%tookENG 052Fa07-Fa082070passedENG 0528582%didntpassENG 0521918%took ENG 052Fa07-Fa08104100%took ENG 101104101%took nomore writingcourses00%passedENG 1017875%didntpassENG 1012625%took 1023736%havent takenENG 1023534%tookENG 10231015%haventtakenENG 10224812%passedENG 10220810%F, I, or Win ENG1021055%passedENG 1022524%have notpassed 1021111%20%5%15%Longitudinal Studies: Credits Earned after One Year and After Two Years25%10%traditional dev writingALP24%n=12011%n=52615 or more credits30 or more creditsafter one yearafter two years24%n=5612%n=414
ALPThe Accelerated Learning Program
cohort from fall 07 and fall 085%Longitudinal Studies: Awards Earned by Sep 20117.5%2.5%10%traditional dev writingALP 5.1%2.7%awardscohort from fall 07 and fall 085 students59 students
ALPThe Accelerated Learning Program2009-102007-082008-09160 students20 sections640students80 sections2010-11320students40 sections80students
2011-121280students160 sections
Institutions Currently Offering ALPAtlantic Cape Com Col (NJ)Bergen Com Col (NJ)Blue Ridge Tech and Com Col (WV)Brookdale Com Col (NJ)Cayuhoga Com Col (OH)College of Coastal Georgia (GA)Com Col of District of Columbia (DC)Com Col of Vermont (VT)El Paso Com Col (TX) Gateway Tech and Com Col (KY)The Graduate School (DC)Ivy Tech Com Col (IN)Jackson Com Col (MI)Kapiolani Com Col (HI)LaGuardia Com Col (NY)Leeward Com Col (HI)Lone Star College Tomball (TX)Metropolitan Com Col (MO)Middlesex Com Col (MA)Missouri State U-West Plains (MO)
Northampton Community College (PANorth Arkansas College (AR)North Central State College (OH)North Central Michigan College (MI)Northampton Com Col (PA)Northeast Lakeview College (TX)Patrick Henry Com Col (VA)Prairie State College (IL)Santa Barbara Com Col (CA)Springfield Tech and Com Col (MA)SUNY Adirondack (NY)Tulsa Com Col (OK)University of Arkansas, Little Rock (AR)University of Central Arkansas (AR)Valley Forge Military College (PA)West Kentucky Tech and Com Col (KY)West Virginia Northern Com Col (WV) Windward Com Col (HI) York Technical College (SC) what is the problem? what ALP is
results
costs
ALPThe Accelerated Learning ProgramOutline of This Mornings Presentation what is the problem? what ALP is
results
costs
ALPThe Accelerated Learning Program
Outline of This Mornings Presentation
ALPThe Accelerated Learning Program
1000 studentsCosts Under Traditional Model
ALPThe Accelerated Learning Program
20 students per sectionCosts Under Traditional Model
ALPThe Accelerated Learning Program
50 sections of Dev EngX 3 faculty credit hours/section = 150 faculty credit hours
Costs Under Traditional Model
ALPThe Accelerated Learning Program
54% of traditional developmentalstudents take 101540 students 20 students/section= 27 sections.54 X 1000 = 540 students27 sections X 3 faculty credit hours/section = 81 faculty credit hours
Costs Under Traditional Model
ALPThe Accelerated Learning Program
total for developmental course =total for 101= 81 faculty credit hours150 faculty credit hourstotal =231 faculty credit hoursCosts Under Traditional Model
ALPThe Accelerated Learning Program
1000 studentsCosts Under ALP
ALPThe Accelerated Learning Program
8 students per sectionCosts Under ALP
ALPThe Accelerated Learning Program
125 sections of ALP Dev EngX 2 faculty credit hours/section = 250 faculty credit hours
Costs Under ALP
ALPThe Accelerated Learning Program
100% of ALP developmentalstudents take ENG 1011000 students 20 students/section= 50 sections1000 students50 sections X 3 faculty credit hours/section = 150 faculty credit hours
Costs Under ALP
ALPThe Accelerated Learning Program
Comparison of Costs for 500 StudentsTraditionalALPDEV: 50 sect X 3 cr/sect = 150 fch101: 18.5 sect X 3 cr/sect = 81 fchTOTAL: 231 fchDEV: 125 sect X 2 cr/sect = 250 fch101: 50 sect X 3 cr/sect = 150 fchTOTAL: 400 fch
ALPThe Accelerated Learning Program
traditional factorywidgetsper yearcost perwidgetcost/yearto operate$231,000$400,00040,00075,000$5.78$5.33
ALP factory
An Analogy
ALPThe Accelerated Learning Program
traditional factory231 fch400 fchstudents per yearcost per studentcost per year students per yearcost per studentcost per year 400 (40%) of 1000 studentspass FYC750 (75%)of 1000 studentspass FYC.64 fch perpassing student.53 fch perpassing studentALP factory
An Analogy
ALPThe Accelerated Learning Program
traditional factory231 fch400 fchstudents per yearcost per studentcost per year students per semestercost per studentcost per year 360 (36%) of 1000 studentspass FYC760 (76%)of 1000 studentspass FYC.64 fch perpassing studentALP factory
.53 fch perpassing studentAn Analogy
The Accelerated Learning ProgramThe Community College of Baltimore CountyThank youfor your attention.