Presentation to explain impact of the redesign and the multiple pathways, testing and placement, timeline, implications and confluence,

1. Colorado Developmental
Education Redesign
January 15, 2013

2. The problem
“The more levels of developmental courses a
student needs to go through, the less likely that
student is to ever complete college English or
math.”
- Thomas Bailey (2009) CCRC Brief.

3. Colorado percent of enrollment in
developmental education
27%
73%
Enrollment
Students enrolled in at
least one DE course
All other students

4. Colorado percent of HS students placing
into one or more remedial courses
32%
68%
Enrollment
HS
All Others
Source: 2011 Legislative Report on Remedial Education,

5. HS student enrollment by placement
0
5
10
15
20
25
30
35
Enrollment
Source: 2011 Legislative Report on Remedial Education,

6. CCCS students
61.6
25.3
13.1
0
10
20
30
40
50
60
70
MAT ENG REA
Percent of total remedial enrollment
Percent of total remedial
placement
Source: 2011 Legislative Report on Remedial Education,

7. Current course completion
Course 2010-2012: 3 year average
ENG 030 61.6%
ENG 060 63.2%
ENG 090 63.5%
REA 030 64.0%
REA 060 68.1%
REA 090 63.8%
MAT 030 60.8%
MAT 060 66.3%
MAT 090 60.1%
MAT 099 57.9%
Total Average 62.9%
Source: Colorado Community College System

8. Why high attrition rates are a structural
problem
 For students who place two levels below a college
course there are 5 “exit points”
 Do they pass the first course
 Do they enroll in the next course?
 Do they pass the second course?
 Do they enroll in the college-level course?
 Do they pass the college-level course?
 Students placing three levels down have 7 exit
points.

9. Why high attrition rates are a structural
problem
 CCCS pipeline example for students beginning in
MAT090
 Enroll in remedial math (6933)
100%
 Do they complete MAT 090 (3053) 44%
 Do they enroll in college math (1746 ) 25%
 Do they complete college math (1239) 18%
 Do they graduate (558) 8%
Nawrocki, Baker, & Corash (2009). Success of remedial math students
in the Colorado community college system: A longitudinal study.

10. The goal of our recommendations
Move students quickly and effectively through their
first college level course.

11. Our recommendations
 Reduce the amount of time, number of credits, and
number of classes
 Curriculum redesign
 Reverse design
 What students need to know for success in college class
 Active learning experiences
 Ongoing process

12. Math recommendations

13. Multiple pathways
 Each course in each developmental sequence
should be redesigned to only cover content
necessary for the college level course.
 Multiple developmental sequences/paths/branches
available to students based on their career/major
interest. Leading to college math clusters in:
 Non-transfer
 Non-STEM
 STEM

14. CRC recommendations
Placement Score(s) First Term Leads to
1A)
RC 0-39 and/or SS 0-49
Soft Landing Accuplacer test
1B)
RC 0-39 and/or SS 0-49
CRC 092 + CRC 091 Completion of all REA
and ENG developmental
requirements
RC40-61 and/or SS 50-69 CRC 092 Completion of all REA
and ENG developmental
requirements
2A)
RC62-79 and/or SS 70-94
CRC 093
Studio D
Completion of all REA
and ENG developmental
requirements
2B)
RC62-79 and/or SS 70-94
CRC 094
Studio 121
Completion of all REA
and ENG developmental
requirements

15. Testing and placement
 CCCS specific Accuplacer with “strands”
 Uniform multiple measures built into Accuplacer
system
 Consistent test administration statewide
 Validate Accuplacer scores every 3-5 years – are we
using the right cut scores
 To accomplish these goals use a system level
institutional administrator (IA) in addition to college
site administrators for local control

16. Timeline
 Spring/summer 13 discipline team work to develop
curriculum and to create professional development
training for faculty and staff
 Fall of 13 schools that are already working on redesign
will ramp up projects
 Spring 14 all colleges should transition to the new
models
 Fall of 14 all colleges should be operating with the new
models in place

17. Implications
 Workplace skills emphasis is on contextualized reading,
writing and math skills
 Affective skills – assessment and support
 Students referred to community colleges for remediation will
require less time before they graduate and/or enroll in 4 year
institutions
 Increased need for significant advising at high schools and
community colleges
 Crucial communication links – CDHE – Colleges – K-12 –
Business and Industry partners

18. A confluence
 P-20 Initiatives
 Graduation Requirements
 College and Career Readiness Assessments
 CCHE - Admissions and Remedial Education Polices
 Developmental Education Redesign
 Influence of the Common Core

19. Questions?

20. Resources
C o n t a c t s :
C a s e y S a c k s c a s e y. s a c k s @ c c c s . e d u
B i t s y C o h n b i t s y. c o h n @ c c c s . e d u
D e ve l o p m e n t a l E d u c a t i o n Ta s k F o r c e
w w w.cccs.edu/detf
C o m m u n i t y C o l l e g e R e s e a r c h C e n t e r
http: //ccrc.tc.columbia.edu/
C o m p l e t e C o l l e g e Am e r i c a
http: //w ww.completecollege.org/
G e t t i n g P a s t G o
http: //gettingpastgo.org
Colorado Commission on Higher Education. 2011Legislative
Report on Remedial Education . February 2012.
http://highered.colorado.gov/Publications/Reports/Remedial/FY2011/2011_
Remedial_relfeb12.pdf. Accessed 01/14/13.

21. Creative Commons
Attribution
Unless otherwise specified, this work by the Colorado Community College System http://www.cccs.edu is licensed
under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 United States License. The material was
created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT)
Grant awarded to the Colorado Online Energy Training Consortium (COETC).