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

SLIDE 1

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 1 of 14

SLIDE 2

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 2 of 14

SLIDE 3

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

Understanding the Language

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 3 of 14

SLIDE 4

Nationally…
Placement rates are high
68% of community college students
40% of public, four-year students
Too many ethnic minorities are enrolled
56% of Black students enroll in remediation
45% of Hispanic students enroll into

remediation

Degree completion rates are low
Less than 10% of students who place into

remediation will graduate

Within NSHE…
Placement rates are comparable
67% of community college students
27% of state & university students
Too many ethnic minorities are enrolled
56% of Black students enroll in remediation
45% of Hispanic students enroll into

remediation

Degree completion rates are lower
8% of students who place into remediation

will graduate

Source: NSHE Student Data Warehouse, Fall 2015 and 2016 Gateway Cohort Source: National Center for Education Statistics (2016)

4

A Nationwide Concern Brought Home

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 4 of 14

SLIDE 5

Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

66% 81% 68% 73% 67% 78% 24% 24% 27% 34% 19% 32% 27% 33% 22% 76% 76% 73% 0% 20% 40% 60% 80% 100% CSN GBC TMCC WNC 2-Year Total NSC UNLV UNR 4-Year Total 2-Year Institutions 4-Year Institutions

Math Placement (Fall 2016 Gateway Cohort)

College-Level Remediation

5

Mass Placement into Remediation

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 5 of 14

SLIDE 6

3% 12% 20% 2% 7% 29% 16% 30% 41% 30% 89% 22% 24% 30% 28% 64% 22% 46% 31% 9% 71% 75% 66% 40% 8% 28% 11% 32% 2% 7% 1% 4% 0% 20% 40% 60% 80% 100% CSN GBC TMCC WNC 2-Year Total NSC UNLV UNR 4-Year Total Two-Year Four-Year

First Math Enrollment (Fall 2016 Gateway Cohort)

No Math First Year College-level MATH 95-98 < MATH 95

Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

6

First Math Enrollment

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 6 of 14

SLIDE 7

Source: NSHE Student Data Warehouse, Fall 2014-15 Gateway Cohorts 2014 Cohort 2015 Cohort

Enrolled Degree Completion Enrolled Degree Completion

# # % # # %

CSN

Less than MATH 95 356 45 12.6% 340 43 12.6% MATH 95-98 646 92 14.2% 528 95 18.0% College-Level 775 156 20.1% 944 170 18.0% No Math First Year 2,415 32 1.3% 1,928 51 2.6%

GBC

Less than MATH 95 80 14 17.5% 90 13 14.4% MATH 95-98 48 14 29.2% 50 15 30.0% College-Level 41 25 61.0% 42 25 59.5% No Math First Year 55 0.0% 56 2 3.6%

TMCC

Less than MATH 95 245 25 10.2% 262 37 14.1% MATH 95-98 381 93 24.4% 380 66 17.4% College-Level 193 73 37.8% 262 99 37.8% No Math First Year 398 5 1.3% 477 7 1.5%

WNC

Less than MATH 95 14 3 21.4% 21 8 38.1% MATH 95-98 303 50 16.5% 308 57 18.5% College-Level 236 82 34.7% 330 131 39.7% No Math First Year 140 1 0.7% 106 3 2.8%

7

Remediation Hinders Degree Completion

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 7 of 14

SLIDE 8

42% 56% 55% 45% 36% 35% 0% 10% 20% 30% 40% 50% 60% 70%

All Students Black Received a Pell Grant Hispanic Recent High School Grads White

Percent of Subgroups Enrolled in Remediation (2014 CCA Cohort)

38% 61% 56% 45% 41% 34% 29% 24% 0% 10% 20% 30% 40% 50% 60% 70%

All Students American Indian or Alaskan Native Black Hispanic Pacific Islander White Multi-Ethnic Asian

Percent of Minority Subgroups Enrolled in Remediation (2016 Gateway Cohort)

National Data NSHE Data

Source: Complete College America, “Corequisite Remediation: Spanning the Completion Divide” Source: NSHE Student Data Warehouse, Fall 2016 Gateway Cohort

8

Overrepresentation of Minority Populations

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 8 of 14

SLIDE 9

3% 4% 7% 12% 20% 26% 13% 12% 33% 46% 55% 63% 70% 80% 49% 55% 0% 20% 40% 60% 80% 100% ≤13 14 15 16 17 18 No ACT Overall ACT Score

Traditional versus Corequisite Remediation and Gateway Course Completion

Pre-Requisuite Model (2012-13) Co-Requisite Model (2015-16)

9

Source: Tennessee Board of Regents, Denley 2016

Underprepared or Under Placed?

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 9 of 14

SLIDE 10

Institutions requiring high stakes placement exams have no guarantee of progression even if remedial courses are successfully completed.

10

NSHE Math Pathways are Long and Complex

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 10 of 14

SLIDE 11

Accelerated Learning Program Gateway Course Paired Remedial Course Structured Assistance Gateway Course Required 0 Credit Lab 101+ Model Gateway Course One Additional Credit Corequisite Remediation at UNR

MATH 126E: Pre-Calculus Expanded (5 credits)
MATH 96D (2 credits) +
MATH 126E (3 credits)
MATH 120E: College Mathematics Expanded (4

credits)

MATH 96A (1 credits) +
MATH 120E (3 credits)

11

The Case for Corequisite Remediation

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 11 of 14

SLIDE 12

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

Conclusion

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 12 of 14

SLIDE 13

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

Recommendation

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 13 of 14

SLIDE 14

Theo Meek

Research Scholar Nevada System of Higher Education tmeek@nshe.nevada.edu 775-784-4901

Questions?

14

02/28/19 & 03/01/19 Supplemental Material, BOR Item 15 Page 14 of 14