50% pass developmental credit course course pass take pass - - PowerPoint PPT Presentation

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50% pass developmental credit course course pass take pass - - PowerPoint PPT Presentation

Apr 18, 2023 469 likes •633 views

Calculating Success Co-Requisite Models # who # who # who # who take pass take pass 115 115 121 121 # who # who = Success Rate pass take 121 115 credit course 50% pass developmental credit course course pass take

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SLIDE 1

Calculating Success

Co-Requisite Models

# who take 115 # who pass 115 # who take 121 # who pass 121 # who pass 121

฀

# who take 115

= Success Rate

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SLIDE 2

credit course

50% pass

slide-3
SLIDE 3

credit course developmental course

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SLIDE 4

75% pass

take credit course pass developmental course

75% pass

pass credit course

75% pass

.75 X .75 X .75 = 42%

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SLIDE 5

The Pipeline Effect

70% pass 70% take 70% pass 70% take

= 17%

  • ne

level down two levels down

70% pass

gate- way course

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SLIDE 6

What is a Co-Requisite Model? Developmental programs in which the developmental course is a co-requisite, not a pre-requisite, to the credit-level course.

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SLIDE 7

Compressed

Co-Requisite Models

Co-Requisite Models

Writing Center Studio

MyCompLab

Tri Angle Stretch Two Instruc- tors 3 hours 2 hours 1 hour

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SLIDE 8

Co-Requisite Models

Co-Requisite Models

Compressed Writing Center Studio

MyCompLab

Tri Angle Stretch Two Instruc- tors 3 hours 2 hours 1 hour

slide-9
SLIDE 9

Co-Requisite Models

Co-Requisite Models

Compressed Writing Center Studio

MyCompLab

Tri Angle Stretch Two Instruc- tors 3 hours 2 hours 1 hour

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SLIDE 10

Co-Requisite Models

Co-Requisite Models

3 hours

  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students are in

a class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

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SLIDE 11
  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

Co-Requisite Models

3 hours Compressed

Co-Requisite Models

MyCompLab

Writing Center Studio Tri Angle Stretch Two Instruc- tors 2 hours 1 hour

slide-12
SLIDE 12
  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

Co-Requisite Models

3 hours

Co-Requisite Models

Stretch Compressed

MyCompLab

Writing Center Studio Tri Angle Two Instruc- tors 2 hours 1 hour

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SLIDE 13

Co-Requisite Models

MyCompLab

Compressed Writing Center Tri Angle Stretch Two Instruc- tors 2 hours 1 hour

  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. Scalable
  • 9. enough time to include

reading and non-cogs

  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

Co-Requisite Models

2 hours 1 hour 3 hours 3 hours

  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students in a

class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

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SLIDE 14

Costs Analysis for 1000 students

101: 50 sections X $3000 = $150,000 Dev: 100 sections X $3000 = $300,000 total cost = $450,000 101: 24 sections X $3000 = $ 72,000 Dev: 50 sections X $3000 = $150,000 total cost = $222,000 Traditional ALP Number of successful students = 333 Cost per successful student: $667 Number of successful students = 740 Cost per successful student: $581

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SLIDE 15

Cost/Revenue Analysis

Traditional ALP total cost = $220,000 total cost = $450,000 revenue from tuition = $621,600 revenue from tuition = $840,000 revenue from state/county = $404,040 revenue from state/county = $546,000 total revenue = $1,025,640 difference = +$805,640 total revenue = $1,386,000 difference = +$936,000

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SLIDE 16
  • 1. students are in ENG 101
  • 2. cohort effect
  • 3. small class size
  • 4. coordination of two courses
  • 5. attention to non-cogs
  • 6. developmental students are in

a class with 101-level students

  • 7. progressive pedagogy
  • 8. scalable
  • 9. enough time to include

reading and non-cogs

Oregon Model

Co-Requisite Models

115 115 90 90

฀