An Overview of the Accelerated Learning Program ALP

An Overview of the Accelerated Learning Program (ALP) The Community College of Baltimore County

Outline of the Presentation What is the problem? What is ALP? What are the results? What about costs? A L P The Accelerated Learning Program

Data showing disappointing results developmental education

Data from Recent Studies The Gates Foundation reports three quarters of developmental students do not receive a degree or certificate within four years. placed in dev ed graduated in 4 years 25% did not graduate in 4 years 75%

Data from Recent Studies 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. ” placed in dev ed passed ENG 101 in 4 years 45% did not pass ENG 101 in 4 years 55%

How We First Measured Success in Our Developmental Courses 100% 75% 50% 25% S in ENGL 052 490 57% 50% U or W ENGL 052 373 43% 0% ABC in ENGL 101 287 81% DFW in ENGL 101 68 19% 25% 0% Success rates for students who took ENGL 052 in 88 -89 Success rates for students who passed ENGL 052 in 88 -89 and then took ENGL 101 by sp 92 A L P The Accelerated Learning Program

Students who took ENG 052 for the first time in 1988/1989 took 052 1988/1989 863 100% S in 052 490 57% never passed 052 373 43% took 101 355 41% A, B, or C in 101 287 33% took no more writing courses 135 16% D, F, or W in 101 68 8% A L P The Accelerated Learning Program

Data showing disappointing results developmental education Financial crisis

Why Do Students Drop Out? A L P

n o co s i s ncr e ete th su e a x b a j e m e c t ples t i -ve r rb a t’ w g n ree a s t c m n e m g a e r f e n c n e t t n e s co nfu mla format sin gw or ds none of the above

c han stu s k r g o d e g m a r e u o c w s d i d s s e l e m o c e e l b t e at w lev studen ob pr nt -ork obl los e r g e p l e m o l s c s r a c i o w f o f f o c id la i d n t stu an e h c fid r a a p h e d e n b i r l e n if en d l p u c r t ’ms b e e n e s l t n b u s o r ive ot r leganl tpbweac t r a o e e a d s me r c tu i g s m t ua o s stu ed d o t tieos ica ep de nt r n m l e pr ss co fee at eviction e o ls i bsleb d h o so s m m latstre s e ed affective life happens issues

life issues nonaffective what isissues the solution? cognitive issues

Outline of the Presentation What is the problem? What is ALP? What are the results? What about costs? A L P The Accelerated Learning Program

A L P The Accelerated Learning Project

Hunt Valley Owings Mills Randallstown Catonsville Essex Dundalk

CCBC Students Community College Baltimore County credit students 33, 817 average 29 female/male 58/42% students of color 50% full/part-time 34/66 % A A L P The Accelerated Learning Program

Placement into Dev ED 100% 81% 77% 75% 65% 58% 50% 25% all students math English reading

CCBC’s Developmental Education Courses: MATH 081 MATH 082 MATH 083 RDG 051 RDG 052 ENGL 051 ENGL 052 10% 90% ENGL 101 ENGL 102

ALP reduces stigma improves attachment provides stronger role encourages cohort effect changes attitude toward developmental course allows individual attention allows time for non-cog issues allows coordination of the two courses ENG 101 ENG 052 A L P The Accelerated Learning Program

What do we do in the ALP 052 class? The goal for ALP 052 instructors: Maximize the ALP students’ probability of success in the ENGL 101 class. Strategies include: Conducting class as a writing workshop, an extension/supplement to the 101 class Answering questions left over from the 101 class Providing opportunities for more writing practice, short papers to reinforce concepts from the 101 class or prepare for upcoming assignments in the 101 class Discussing/brainstorming ideas for the next essay in 101 Reviewing drafts of essays the students are working on for 101 Working on reducing the frequency and severity of error in the students’ writing Addressing non-cognitive issues (life issues, affective issues) A L P The Accelerated Learning Program

ALP ENG 101 ENG 052 A L P The Accelerated Learning Program

ALP ENG 101 ENG 052 A L P The Accelerated Learning Program

ALP ENG 101 ENG 052 A L P The Accelerated Learning Program

ALP ENG 101 ENG 052 A L P The Accelerated Learning Program

Outline of the Presentation What is the problem? What is ALP? What are the results? What about costs? A L P The Accelerated Learning Program

traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 took ENG 052 Fa 07 -Fa 10 5545 100% took ENG 052 Fa 07 -Fa 10 592 100% passed ENG 052 3604 65% took ENG 101 2661 48% did not pass ENG 052 1941 35% took no more writing courses 943 17% passed ENG 052 485 82% took ENG 101 592 100% didn’t pass ENG 052 107 18% took no more writing courses 0 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 took ENG 052 Fa 07 -Fa 10 5545 100% took ENG 052 Fa 07 -Fa 10 592 100% passed ENG 052 3604 65% took ENG 101 2661 48% did not pass ENG 052 1941 35% took no more writing courses 943 17% didn’t pass ENG 101 832 15% passed ENG 052 485 82% took ENG 101 592 100% passed ENG 101 438 74% didn’t pass ENG 052 107 18% took no more writing courses 0 0% didn’t pass ENG 101 154 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC) passed ENG 101 1829 33%

ALP Success Rates, 2007 -10 (data from CCBC Institutional Research) 75% 69% pass ENGL 101 50% 25% 24% pass ENGL 101 052 fall 07 29% pass ENGL 101 ALP fall 07 73% pass ENGL 101 69% pass ENGL 101 052 fall 08 31% pass ENGL 101 ALP fall 08 052 fall 09 74% pass ENGL 101 ALP fall 09 052 fall 10 data from CCBC Institutional Research and Evaluation ALP fall 10

traditional developmental students: fall 2007 – fall 2010 ALP students: fall 2007 – fall 2010 took ENG 052 Fa 07 -Fa 10 5545 100% took ENG 052 Fa 07 -Fa 10 592 100% passed ENG 052 3604 65% took passed ENG 101 ENG 102 ENG 101 2661 721 1829 554 48% 13% 33% 10% did not pass ENG 052 1941 35% took no didn’t. F, I, or W haven’t more writing pass in taken courses ENG 102 ENG 101 943 832 167 1109 17% 15% 3% 20% passed ENG 052 485 82% took passed ENG 101 ENG 102 ENG 101 ENG 102 296 592 438 195 50% 100% 74% 33% didn’t pass ENG 052 107 18% took no haven’t didn’t haven’t more writingtaken passed courses. ENG 102 ENG 101 ENG 102 0 154 101 142 0% 26% 17% 24% data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Longitudinal Studies: Persisted to Next Year after Developmental Course traditional dev writing (N = 5545) ALP (N = 592) cohorts from fall 07 to fall 2010 80% 64% 379 60% 48% 2662 20% Two-tailed statistical significance test: significant at 1% Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Longitudinal Studies: Courses Completed One Year after ENG 052 traditional dev writing (N = 5545) ALP (N = 592) cohorts from fall 07 to fall 2010 3 2. 87 2 1. 87 1 Two-tailed statistical significance test: significant at 1% Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Longitudinal Studies: Credits Completed One Year after ENG 052 traditional dev writing (N = 5545) ALP (N = 592) cohorts from fall 07 to fall 8. 54 2010 8 6 5. 51 4 2 Two-tailed statistical significance test: significant at 1% Data from Cho, Kopko, & Jenkins, 2012 (CCRC)

Critical Features of ALP Students take their developmental writing course concurrently with the credit-level writing course, rather than as a pre-requisite. The same instructor teaches the ALP course and the credit course. At least half the students in the credit English course are students who placed into credit-level writing. The ALP cohort is no more than 12 students. ALP instructors recognize the importance of paying attention to the noncognitive issues affecting their students. The pedagogy in the ALP course is based on “backward design” from the credit course and emphasizes active learning, improved reasoning skills, engaged reading, and more effective editing skills. A L P The Accelerated Learning Program

1280 students 160 sections 640 students 320 students 80 students 160 students 20 sections 2007 -08 2008 -09 80 sections 40 sections 2009 -10 2010 -11 2011 -12

Schools Currently Offering ALP Allegeny College (MD) North Hennepin Com Col (MN) Highline Com Col (WA) Atlantic Cape Com Col (NJ) Northeast Lakeview College (TX) Ivy Tech Com Col (IN) Bellevue College (WA) Northampton Com Col (PA) Jackson Com Col (MI) Bergen Com Col (NJ) Kanawha Valley Techl & Com Col (WV)Patrick Henry Com Col (VA) Bloomfield College (NJ) Phillips Com Col (AR) Kapiolani Com Col (HI) Blue Ridge Tech and Com Col (WV) Phoenix Com Col (AZ) Lansing Com Col (MI) Brookdale Com Col (NJ) Prairie State College (IL) La. Guardia Com Col (NY) Cayuhoga Com Col (OH) Salt Lake Com Col (UT) Leeward Com Col (HI) Century College (MN) Santa Barbara Com Col (CA) Lone Star College Tomball (TX) College of Coastal Georgia (GA) Long Island University (NY) Springfield Tech and Com Col (MA) Com Col of DC (DC) St. Louis Com Col (MO) Mesa Community College (AZ) Com Col of Vermont (VT) SUNY Adirondack (NY) Metropolitan Com Col (MO) El Paso Com Col (TX) Tulsa Com Col (OK) Middlesex Com Col (MA) Gateway Tech and Com Col (KY) Missouri State U-West Plains (MO) University of Alaska, Anchorage (AK) Georgia Gwinnett College (GA) Mott Community College (MI) Valley Forge Military College (PA) The Graduate School (DC) New Mexico State U, Alamogordo(NM) West Kentucky Tech &Com Col Greenville Tech College (SC) Northampton Community College (PA (KY) Gwinnett Technical College (GA) North Central State College (OH) West Virginia North Com Col (WV) Heartland Com Col (IL) North Central Michigan College (MI) Windward Com Col (HI) York Technical College (SC) A L P The Accelerated Learning Program

Outline of the Presentation What is the problem? What is ALP? What are the results? What about costs? A L P The Accelerated Learning Program

Costs Under Traditional Model 1000 students

Costs Under Traditional Model 20 students per section

Costs Under Traditional Model 50 sections of Dev Eng X 3 faculty credit hours/section = 150 faculty credit hours A L P The Accelerated Learning Program

Costs Under Traditional Model 54% of traditional developmental students take 101. 54 X 1000 = 540 students ÷ 20 students/section = 27 sections X 3 faculty credit hours/section = 81 faculty credit hours A L P The Accelerated Learning Program

Costs Under Traditional Model total for developmental course = 150 faculty credit hours total for 101= 81 faculty credit hours total = 231 faculty credit hours A L P The Accelerated Learning Program

Costs Under ALP 1000 students

Costs Under ALP 10 students per section

Costs Under ALP 100 sections of ALP Dev Eng X 3 faculty credit hours/section = 300 faculty credit hours A L P The Accelerated Learning Program

Costs Under ALP 100% of ALP developmental students take ENG 101 1. 00 X 1000 = 1000 students ÷ 20 students/section = 50 sections X 3 faculty credit hours/section = 150 faculty credit hours A L P The Accelerated Learning Program

Comparison of Costs for 500 Students Traditional ALP DEV: 50 sect X 3 cr/sect = 150 fch 101: 18. 5 sect X 3 cr/sect = 81 fch TOTAL: 231 fch DEV: 100 sect X 3 cr/sect = 300 fch 101: 50 sect X 3 cr/sect = 150 fch TOTAL: 450 fch A L P The Accelerated Learning Program

An Analogy cost/year to operate widgets per year cost per widget $231, 000 33, 000 $7. 00 $450, 000 74, 000 $6. 08 traditional factory ALP factory A L P The Accelerated Learning Program

An Analogy cost per year 231 fch students per year 330 (33%) of 1000 students pass FYC cost per student . 700 fch per passing student traditional factory cost per year 450 fch ALP factory students per year 740 (74%) of 1000 students pass FYC cost per student . 608 fch per passing student A L P The Accelerated Learning Program

An Analogy cost per year 231 fch students per year 330 (33%) of 1000 students pass FYC cost per student . 700 fch per passing student traditional factory cost per year 450 fch ALP factory students per semester 740 (74%) of 1000 students pass FYC cost per student . 608 fch per passing student A L P The Accelerated Learning Program

Summing It All Up Compared to traditional developmental writing approaches, ALP doubles the success rate, cuts the attrition rate in half, does it in half the time, at slightly less cost per successful student. A L P The Accelerated Learning Program

Thanks for your attention. Questions? Email padams 2@ccbcmd. edu