Traditional Remediation Is Not Working Impetus for Comprehensive - PowerPoint PPT Presentation

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 1 of 14 Traditional Remediation Is Not Working Impetus for Comprehensive Change in NSHE Policy 1

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 2 of 14 Policy Paper on Traditional Remediation  National look at trends of remediation  System-wide review of traditional remediation challenges  Too many students start in remediation  Too few successfully complete their remediation sequences  Too few complete gateway courses  Too few graduate  Successful corequisite scaling in Tennessee  Corequisite models within NSHE 2

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 3 of 14 Understanding the Language  Gateway Course  First college-level or foundation courses for a program of study  Gateway courses are for college credit and apply to the requirements of a degree  Gateway Cohort  First-time, degree-seeking students who had no previous enrollment across the system prior to their start term at the institution  Includes part-time and full-time students  Remedial Education  Mathematics and related subjects (skills center, algebra math labs) numbered below 100 across NSHE  Less Than High School Math  Students who place below MATH 95 (Elementary Algebra)  This includes the following courses: MATH 91, MATH 92, MATH 93, CTM 86, SKC 80, SKC 85, and algebra refresher courses  Corequisite Remediation  The developmental section of the course is offered as a corequisite simultaneously during the semester, not a pre-requisite, to the credit-level gateway course 3

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 4 of 14 A Nationwide Concern Brought Home  Nationally…  Within NSHE…  Placement rates are high  Placement rates are comparable  68% of community college students  67% of community college students  40% of public, four-year students  27% of state & university students  Too many ethnic minorities are enrolled  Too many ethnic minorities are enrolled  56% of Black students enroll in remediation  56% of Black students enroll in remediation  45% of Hispanic students enroll into  45% of Hispanic students enroll into remediation remediation  Degree completion rates are low  Degree completion rates are lower  Less than 10% of students who place into  8% of students who place into remediation remediation will graduate will graduate Source: National Center for Education Statistics (2016) Source: NSHE Student Data Warehouse, Fall 2015 and 2016 Gateway Cohort 4

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 5 of 14 Mass Placement into Remediation Math Placement (Fall 2016 Gateway Cohort) 100% 19% 22% 27% 32% 33% 34% 80% 73% 76% 76% 60% College-Level Remediation 40% 81% 78% 73% 68% 67% 66% 20% 27% 24% 24% 0% CSN GBC TMCC WNC 2-Year NSC UNLV UNR 4-Year Total Total 2-Year Institutions 4-Year Institutions Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort 5

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 6 of 14 First Math Enrollment First Math Enrollment (Fall 2016 Gateway Cohort) 100% 2% 7% 1% 4% 8% 11% 9% 28% 32% 80% 40% 46% 66% 75% 22% 60% 64% No Math First Year 71% 31% 28% College-level 89% 40% 30% MATH 95-98 41% 30% 20% 16% < MATH 95 29% 30% 24% 22% 3% 12% 20% 2% 7% 0% CSN GBC TMCC WNC 2-Year NSC UNLV UNR 4-Year Total Total Two-Year Four-Year 6 Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 7 of 14 Remediation Hinders Degree Completion 2014 Cohort 2015 Cohort Enrolled Degree Completion Enrolled Degree Completion # # % # # % Less than MATH 95 356 45 12.6% 340 43 12.6% MATH 95-98 646 92 14.2% 528 95 18.0% CSN College-Level 775 156 20.1% 944 170 18.0% No Math First Year 2,415 32 1.3% 1,928 51 2.6% Less than MATH 95 80 14 17.5% 90 13 14.4% MATH 95-98 48 14 29.2% 50 15 30.0% GBC College-Level 41 25 61.0% 42 25 59.5% No Math First Year 55 0 0.0% 56 2 3.6% Less than MATH 95 245 25 10.2% 262 37 14.1% MATH 95-98 381 93 24.4% 380 66 17.4% TMCC College-Level 193 73 37.8% 262 99 37.8% No Math First Year 398 5 1.3% 477 7 1.5% Less than MATH 95 14 3 21.4% 21 8 38.1% MATH 95-98 303 50 16.5% 308 57 18.5% WNC College-Level 236 82 34.7% 330 131 39.7% No Math First Year 140 1 0.7% 106 3 2.8% 7 Source: NSHE Student Data Warehouse, Fall 2014-15 Gateway Cohorts

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 8 of 14 Overrepresentation of Minority Populations National Data NSHE Data Percent of Subgroups Enrolled in Percent of Minority Subgroups Enrolled in Remediation (2014 CCA Cohort) Remediation (2016 Gateway Cohort) 70% 70% 60% 60% 61% 56% 56% 55% 50% 50% 45% 45% 40% 40% 42% 41% 38% 36% 35% 30% 30% 34% 29% 20% 20% 24% 10% 10% 0% 0% All Students Black Received a Hispanic Recent High White All Students American Black Hispanic Pacific White Multi-Ethnic Asian Pell Grant School Indian or Islander Grads Alaskan Native Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort 8 Source: Complete College America, “Corequisite Remediation: Spanning the Completion Divide”

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 9 of 14 Underprepared or Under Placed? Traditional versus Corequisite Remediation and Gateway Course Completion 100% 80% 80% 70% 63% Pre-Requisuite Model 55% 55% 60% (2012-13) 49% 46% Co-Requisite Model 40% 33% (2015-16) 26% 20% 20% 13% 12% 12% 7% 4% 3% 0% ≤13 14 15 16 17 18 No ACT Overall ACT Score 9 Source: Tennessee Board of Regents, Denley 2016

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 10 of 14 NSHE Math Pathways are Long and Complex Institutions requiring high stakes placement exams have no guarantee of progression even if remedial courses are successfully completed. 10

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 11 of 14 The Case for Corequisite Remediation Corequisite Remediation at UNR Accelerated Paired Gateway Learning Remedial Course  MATH 126E: Pre-Calculus Expanded (5 credits) Program Course  MATH 96D (2 credits) +  MATH 126E (3 credits) Structured Gateway Required 0 Assistance Course Credit Lab  MATH 120E: College Mathematics Expanded (4 credits) One  MATH 96A (1 credits) + Gateway 101+ Model Additional Course  MATH 120E (3 credits) Credit 11

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 12 of 14 Conclusion  Traditional remediation is not working  Too many start in remediation and are unsuccessful in completing their gateway course  Psychological challenges and long pathways to gateway course completion  Closing the achievement gap starts with reinventing remediation  Corequisite remediation results in much higher student success outcomes  Placing students in a college-level course where academic support is provided just-in-time as students need it better facilitates long term student success  Success at UNR and NSC as well as nationwide support corequisite remediation  Regardless of academic preparation, success levels are higher for students in corequisite remediation  Even students at the lowest level of academic preparedness perform better in corequisite models 12

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 13 of 14 Recommendation  Bring corequisite remediation to scale across the system  Place all students in a corequisite college-level course that fulfills core requirements  Community college students in particular are sensitive to enrollment barriers  Provide college-level academic support to one of the system’s most high risk populations  Save students time by removing many levels of remediation and money by reducing the number of remediated credits required  Provide corequisite summer bridge opportunities to students  Support Board goal of improving student success 13

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 14 of 14 Questions? Theo Meek Research Scholar Nevada System of Higher Education tmeek@nshe.nevada.edu 775-784-4901 14