2/15/2018 Corequisite Education Workshop at CPE Three Focus Areas - - PowerPoint PPT Presentation

2/15/2018 ‐ Corequisite Education Workshop at CPE 1

March 31, 2017

Corequisite Education Workshop

• Dr. Sue Cain
• Dr. Dawn Offutt

Council on Postsecondary Education February 15, 2018 Sue.Cain@ky.gov Dawn.Offutt@ky.gov

The strategic agenda can be found at http://cpe.ky.gov/ourwork/strongerbydegrees.html

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Three Focus Areas of the Strategic Agenda

How can Kentucky encourage more people to take advantage

• f post-

secondary

• pportunities?

How can Kentucky increase degree and certificate completion, fill workforce shortages and guide more graduates to a career path? How can Kentucky’s postsecondary system create economic growth and development and make our state more prosperous?

Start with Research: Student Success Best Practices

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• Dem onstrated Com m itm ent to Success for All Students
• Com m unication, Com m unication, Com m unication
• Staff Professional Developm ent—All levels
• Accelerated Learning Opportunities
• Experiential Learning Opportunities
• Balanced and Rigorous Curricula
• Strategic Use of Technology
• Academ ic Readiness—A clear and consistent m essage with benchm arks
• College and Career Readiness Advising
• Intervention Program m ing in High School and Bridge Program m ing in College Corequisite Courses
• Corequisite Model of Rem ediation
• Literacy and Quantitative Reasoning Curriculum Pathways: Relevent and m eaningful to each student’s

program of study

• Learning Contracts

Kentucky Council on Postsecondary Education

College and Career Readiness of All Kentucky High School Graduates

Kentucky Council on Postsecondary Education

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Source: Kentucky Department of Education.

47.2% 54.1% 62.5% 66.9% 68.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

2/15/2018 ‐ Corequisite Education Workshop at CPE 2

College Readiness of College Entrants

Kentucky Council on Postsecondary Education

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Source: Kentucky Department of Education.

58.2% 68.3% 70.1% 70.5% 78.6%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2011‐12 2012‐13 2013‐14 2014‐15 2015‐16

Co-requisite Im plem entation – Kentucky’s Com m itm ent

• Provided institutional data on student com pletion of gateway courses linked to

developmental course enrollment.

• Supported com petitive grants for accelerating programming, limiting time and cost
• f remediation. The funding base was Council (state), Complete College America, and

Core to College funds (2014).

• Made NROC EdReady resources available to all students needing support enrolled

in Kentucky Adult Education, the Kentucky Community and Technical College System (KCTCS), and public universities (2014).

• Provided funding designated for piloting, im plem enting and scaling

corequisite education for public postsecondary institutions.

• Provided professional developm ent conferences and workshop
• pportunities for each campus to grow, work, refine, and scale program models.

Kentucky Council on Postsecondary Education

Co-requisite Im plem entation – Where Are We Now?

• All colleges are now in the im plem entation phase; som e have taken

corequisite to scale. At least 4,78 2 students had opportunity and access to corequisite coursework in 20 16-17. In fall 20 17, over 4,50 0 students had access to corequisite English, literacy and m athem atics courses.

• Corequisite m odels include:
• Em bedded supports in gateway courses (These often took the form of

additional academic resources [NROC EdReady, Pearson’s “ My” labs, ALEKS, etc.], required labs or class hours, and in- or out-of-class mentoring, advising and tutoring supports.)

• Paired support courses (The paired courses were specially designed to meet

prerequisite academic and student success needs.)

• Boot cam ps (These could take place prior to placement testing, prior to the start
• f classes, or in the first class sessions.)

Kentucky Council on Postsecondary Education

Corequisite Education – Your Words

• “The rate at which students com pleted their credit-bearing course was

well beyond expectations; we couldn’t be happier with these results.”

• “Identifying partnerships across cam pus is vital to a successful

collaboration and is ultim ately beneficial for students and the institution in efforts to increase retention and graduation rates. Faculty and staff collaboration is a valuable exercise inherent to this m odel with m any benefits to all parties involved.”

• “In fall 20 17, the A/ B/ C pass rate of students who took the five-hour

corequisite college algebra course was significantly higher than the A/ B/ C pass rate of students who placed directly into the three-hour college algebra course.”

Kentucky Council on Postsecondary Education

2/15/2018 ‐ Corequisite Education Workshop at CPE 3

Corequisite Education – What Works (June 20 17)

• Understanding best practices in im plem enting corequisite education
• Faculty involvem ent throughout im plem entation
• Com m unications and PD specifically designed by and for your

adm inistration, faculty, adm ission, advising, and tutoring staff

• Com m unications designed for students and fam ilies
• Coordination at all levels
• Building strong student academ ic supports into corequisite courses
• Belief that your m odel m akes a student success difference
• Evaluation of your corequisite m odel and m aking needed changes

Kentucky Council on Postsecondary Education

Corequisite Education – What Works (January 20 18 )

• Research-based m odels
• Strong institutional support
• Faculty and staff involvem ent throughout the im plem entation process
• Collaborative and continuous approach to program design, im plem entation,

com m unication, review, assessm ent, and im provem ent: “Every voice counts.”

• Faculty “share” sessions: What works and what doesn’t work
• Em bedded academ ic support learning m odel : “Just-in-tim e” supports
• Careful selection of faculty and staff teaching and supporting student learning
• Integrated instructional designs
• Faculty and staff research shared throughout the cam pus com m unity at departm ental

m eetings or research posters and publications

• Ongoing professional developm ent by faculty and staff for faculty and staff:

“not one and done PD”

• Create m eaningful assignm ents and assessm ents for learning: “Teaching to prom ote

learning”

Kentucky Council on Postsecondary Education

Corequisite Education – The Challenges (June 20 17)

• Com m unication, com m unication, com m unication
• Coordination
• Ownership and belief of the m odel by all stakeholders
• Advising
• Designing and im plem enting the academ ic support system needed

for student success at your institution

• Evaluation
• Changing, based on evidence of what works (and doesn’t), when

and where needed

Kentucky Council on Postsecondary Education

Corequisite Education – The Challenges (January 20 18 )

• Com m unication of the new developm ental education program m odel
• Program coordination
• Ownership and belief of the m odel by all stakeholders
• Class scheduling
• Advising
• Evaluation
• Making needed program changes

Kentucky Council on Postsecondary Education

2/15/2018 ‐ Corequisite Education Workshop at CPE 4

Corequisite Success: Comprehensive Universities

72% 66% 70%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fall 2016 Spring 2017 Fall 2017

English Completion in One Semester

Two‐Year Baseline 56%

13 Percentages based on the number of developmental students completing a gateway course in one semester. Two‐Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years

Corequisite Success: Comprehensive Universities

62% 68% 66%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fall 2016 Spring 2017 Fall 2017

College Algebra Completion in One Semester

Two‐Year Baseline 38%

14 Percentages based on the number of developmental students completing a gateway course in one semester. Two‐Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years

Corequisite Success: Comprehensive Universities

72% 53% 71%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fall 2016 Spring 2017 Fall 2017

Other Gen. Ed. Math Completion in One Semester

Two‐Year Baseline 38%

15 Percentages based on the number of developmental students completing a gateway course in one semester. Two‐Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years

Corequisite Success: KCTCS

54% 55% 59%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fall 2016 Spring 2017 Fall 2017

English Completion in One Semester

Baseline 34%

16 Percentages based on the number of developmental students completing a gateway course in one semester. Two‐Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years

2/15/2018 ‐ Corequisite Education Workshop at CPE 5

Corequisite Success: KCTCS

52% 45% 49%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fall 2016 Spring 2017 Fall 2017

College Algebra Completion in One Semester

Baseline 18%

17 Percentages based on the number of developmental students completing a gateway course in one semester. Two‐Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years

Corequisite Success: KCTCS

62% 59% 63%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Fall 2016 Spring 2017 Fall 2017

Other Gen. Ed. Math in One Semester

Baseline 18%

18 Percentages based on the number of developmental students completing a gateway course in one semester. Two‐Year Baseline represents students enrolled in a dev. ed. course and then completed a gateway course in two years

Postsecondary Education Moving Forward

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• The strategic agenda emphases will be on

academic quality of programming and closing achievement gaps.

• There are efforts underway to ensure that

gateway courses are connected to students’ pathways of study.

• There is a new model for funding postsecondary

institutions that incorporates student success and completion.

Kentucky Council on Postsecondary Education

March 31, 2017

DISCUSSION