UNPACKING MATRICULATION FOR FOSTER & HOMELESS YOUTH: JOHN Assessment, Remediation & BURTON Recent Changes ADVOCATES FOR YOUTH April 18, 2018 www.jbaforyouth.org
Information to Participate • Call ‐ in information • Phone number: (415) 930 ‐ 5321 • Access code: 294 ‐ 325 ‐ 691 • To submit live questions, click on the “Questions” panel, type your question, and click “send” • Presentation materials and audio will be posted at www.jbaforyouth.org under “Research & Training” / “Training Archive” JOHN BURTON ADVOCATES FOR YOUTH
Today’s Presenters JUANA HERNANDEZ KEN SOREY Higher Education Manager, Executive Vice President L.A. Compact Educational Results Partnership UNITE ‐ LA SIMONE TURECK DEBORAH PRUITT Associate Policy Director Project Manager John Burton Advocates for John Burton Advocates for Youth Youth JOHN BURTON ADVOCATES FOR YOUTH
Juana Hernandez Higher Education Manager, L.A. Compact UNITE ‐ LA What is Assessment? How California Colleges & Universities Measure “College Readiness” JOHN BURTON ADVOCATES FOR YOUTH
Measuring “College Readiness” • The California Community Colleges (CCC) and the California State University (CSU) require students to demonstrate readiness for college ‐ level math & English Eligibility for admission � college ready • Assessment policies, processes, & student resources vary between higher education systems & across campuses • Students who are deemed not ready for college ‐ level courses are placed into remedial courses • Also called developmental education or basic skills courses • These are often non ‐ credit courses that do not count toward transfer or graduation JOHN BURTON ADVOCATES FOR YOUTH
Remediation is not just a community college ‘problem’ About 40% of entering CSU freshman were previously required to take remedial courses Source: CSU Institutional Research and Analysis JOHN BURTON ADVOCATES FOR YOUTH
California Community Colleges: 3 ‐ Step Matriculation Process Priority #3 ‐ #3 ‐ #1 ‐ #1 ‐ #2 ‐ #2 ‐ Education Education Registra ‐ Orientation Orientation Assessment Assessment Plan Plan tion JOHN BURTON ADVOCATES FOR YOUTH
Assessment at CCCs Assessment instruments vary, with the majority (~60%) of colleges using the Accuplacer computer ‐ based exam. JOHN BURTON ADVOCATES FOR YOUTH
Assessment at CCCs Cut scores are the scores needed to be placed directly into college ‐ level courses; cut scores vary by campus (even within the same community college district). JOHN BURTON ADVOCATES FOR YOUTH
Assessment at CCCs Campuses provide varying levels of information and support to students about preparing for assessment. JOHN BURTON ADVOCATES FOR YOUTH
Assessment at CSU JOHN BURTON ADVOCATES FOR YOUTH
Ken Sorey Executive Vice President Educational Results Partnership www.edresults.org Research on Assessment & Remediation: Reimagining Student Capacity by Utilizing Multiple Measures for Placement JOHN BURTON ADVOCATES FOR YOUTH
Momentum Points • Throughout the education ‐ to ‐ career pipeline, there are “momentum points” that either hold students back or propel them forward. • Data shows that the issue is more of “trust” for what occurred prior, not that the students lack the capacity to accelerate. Early Third Fifth Eighth College Non- College Labor Grade Grade Grade Ready Remedial Success Market Childhood Education Literacy Math Algebra Course- Placement Align- work ment JOHN BURTON ADVOCATES FOR YOUTH
Reality of Assessment & Placement • Majority of students placed below transfer ‐ level in ≥ 1 discipline 68% nationally (Scott ‐ Clayton & Belfield, 2015) bit.ly/CCRCPlacementAccuracy 85% in California (2012 & 2011 CCCCO BSI Accountability Reports: bit.ly/BSI2012 and bit.ly/BSI2011) JOHN BURTON ADVOCATES FOR YOUTH
Evidence that Conventional Assessment is Flawed Research Little relation to college (e.g., Belfield & Crosta, 2012; course outcomes increasingly Edgescombe, 2011; Scott ‐ Clayton, 2012; Scott ‐ Clayton & questions Rodriguez, 2012): effectiveness of bit.ly/CCRCAssess standardized assessment for Incredible variability in (Fields & Parsad, 2012) understanding bit.ly/NAGB2012 cutscores and 2 ‐ year student colleges often use HIGHER cutscores than 4 ‐ year capacity: Underestimates capability of Hiss & Franks, 2014; bit.ly/DefiningPromise2014 students of color, women, first generation college Geiser, 2015: students, low SES http://bit.ly/Geiser2015 JOHN BURTON ADVOCATES FOR YOUTH
What’s Happening to Foster Youth? JOHN BURTON ADVOCATES FOR YOUTH
Multiple Measures HOW IT WORKS WHY IT MATTERS • Utilizes multiple variables • Significantly reduces to better predict student number of students placed success in college ‐ level into remedial classes courses and/or moves them up in the course sequence • Engages faculty with data to change placement • Saves students years of practices at colleges & time and large amounts of universities where under ‐ money placement & over ‐ reliance • Increases students’ on a single test is rampant likelihood of completing degree, certificate or transfer JOHN BURTON ADVOCATES FOR YOUTH
Multiple Measures High school variables that predict success in college-level courses: English Math • Cumulative HS GPA • Cumulative HS GPA • Grade in last HS English • Enrollment and grades in Geometry, Algebra II, o C+ or better in AP English Trigonometry, Pre ‐ calculus, class Statistics, Calculus • Score on English CST* • Score on math CST and level • Non ‐ remedial status in HS • Delay* English *CST is the California Standards Test used until 2013 JOHN BURTON ADVOCATES FOR YOUTH
Potential Statewide Transfer ‐ Level Placement 70% 61% 60% 50% 42% 38% 40% 31% Current 30% Disjunctive MM 20% 10% 0% English Math (n=103,510) (n=143,253) JOHN BURTON ADVOCATES FOR YOUTH
Local Example JOHN BURTON ADVOCATES FOR YOUTH
Local Example: Impact on Equity JOHN BURTON ADVOCATES FOR YOUTH
The Traditional Approach to Class Placement Thanks for Thanks for coming! You’re coming! You’re not college not college material. material. JOHN BURTON ADVOCATES FOR YOUTH
Colleges’ Traditional Approach to Students We Think are Under ‐ Prepared Require students to take 1 ‐ 4 semesters of remedial courses Require students to take 1 ‐ 4 semesters of remedial courses (more if they start in ESL) (more if they start in ESL) In up to four different subjects In up to four different subjects • Math Reading • English and/or ESL These courses do not earn degree/transfer credit These courses do not earn degree/transfer credit JOHN BURTON ADVOCATES FOR YOUTH
Disappearing Students: English ‐ Writing in California Students’ Starting Placement % Completing English ‐ Writing Transfer ‐ Level English in 3 Years One Level Below 48% Two Levels Below 34% Across CA, students Three or more Levels Below 19% of color 2 ‐ 3 times more likely to begin Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012 in lowest levels than white students The more remedial courses a student must take, the less likely that student is to ever complete college English or Math. ~ Bailey, Thomas. (February 2009). Rethinking Developmental Education. JOHN BURTON ADVOCATES FOR YOUTH CCRC Brief . Community College Research Center. Teachers College, Columbia University.
Disappearing Students: Mathematics in California Students’ Starting Placement % Completing Mathematics Transfer ‐ Level Math in 3 Years One Level Below 35% Two Levels Below 15% Across CA, Three or more Levels Below 6% more than half of Black and Statewide data, Basic Skills Cohort Tracker, Fall 2009-Spring 2012 Hispanic students in remedial math begin here JOHN BURTON ADVOCATES FOR YOUTH
Juana Hernandez Higher Education Manager, L.A. Compact UNITE ‐ LA The Landscape is Shifting: Major Changes at California Community Colleges JOHN BURTON ADVOCATES FOR YOUTH
Changes at Community Colleges Under AB 705 (Irwin), effective January 1, 2018 California Community Colleges must: 1) Use one or more of the following measures to determine placement: • High school coursework • High school grades • High school grade point average 2) Work to ensure that students enter and complete transfer level math and English courses within a one ‐ year timeframe JOHN BURTON ADVOCATES FOR YOUTH
AB 705 Timeline Fall 2017 Fall 2017 Spring 2018 Spring 2018 Fall 2018 Fall 2018 Spring 2019 Spring 2019 Fall 2019 Fall 2019 • Gather info & • Develop • Shift local • Approve locally • Statewide engage methods to assessment & developed compliance with stakeholders make high placement curriculum AB 705 regarding school data practices to • Connect new current central in include high assessment & assessment assessment & school data as a placement rules practices placement primary • Publish new process predictor for all • Review the legal structures in students in requirements of • Begin curricular college materials spring 2019 AB 705 exploration & development • Submit locally consistent with developed the law curriculum changes for • Engage approval professional learning to support curricular shifts in math, English & ESL JOHN BURTON ADVOCATES FOR YOUTH
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