Newsletter: Acceleration News - California Acceleration Project
California Acceleration Project: Where We Are Now
Transcript of California Acceleration Project: Where We Are Now
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The California Acceleration Project:
Where We Are Now
Katie Hern & Myra SnellStrengthening Student Success Conference
October 3-5, 2012
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CALIFORNIA ACCELERATION PROJECThttp://cap.3csn.org/
Supporting California s 112 Community Colleges
To Redesign Developmental English and Math Curricula
And Increase Student Completion
An initiative of the California Community Colleges Success
Network (3CSN), funded through the Basic Skills Initiative of the
state Chancellors Office. Additional support from the
Walter S. Johnson Foundation, LearningWorks, and Scaling
Innovation, a project of the Community College Research Center
funded by the William and Flora Hewlett Foundation
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Our Starting Pointshttp://cap.3csn.org for Links to Relevant Research
Shockingly few students make it through developmental sequences
nationwide, and the lower down a student starts, the less likely she
is to complete college Math or English.
- Studies by the Community College Research Center
High attrition rates are structurally guaranteed in muti-level
developmental sequences. The more exit points in students path,
the fewer who complete transfer-level courses in English and Math.
- Article by project leaders Katie Hern & Myra Snell
In California, Black and Latino are disproportionately placed 3-4
levels below college math, and all students of color are
disproportionately placed 3-4 levels below college English.
- Study by EdSource
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Our Starting Pointshttp://cap.3csn.org for Links to Relevant Research
Placement tests are the most high-stakes assessments that
students face in community colleges, with students initial placement
determining their likelihood of transferring or completing a credential.
Yet nationwide studies have demonstrated that these tests are
remarkably weak predictors of student capacity.- Studies by the Community College Research Center and others
Low-scoring students have performed unexpectedly well in
accelerated pathways, undermining the assumption that these
students would be better served by longer pathways.
- Studies of accelerated classes at Chabot and Los Medanos
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Our Starting Pointshttp://cap.3csn.org for Links to Relevant Research
At colleges like Chabot, Las Positas, Los Medanos, and the
Community College of Baltimore County, students in accelerated
pathways complete college English and Math at significantly higher
rates than non-accelerated students.- Multiple research studies
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Shared Principles
Increasing completion of college-level English and Mathrequires shorter developmental pathways and broaderaccess to college-level courses.
We must reduce our reliance on high-stakes placement
tests, which are poor predictors of student capacity.
Streamlined developmental curricula should reflectthree key principles:
Backwards design
Just-in-time remediation
Intentional support for affective issues
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Long-Term Accelerated Model:Chabot College
English 102:Reading, Reasoning, and Writing (Accelerated)
A one-semester 4-unit developmental English courseleading directly to English 1A
An alternative to two-semester, 8-unit sequence
No minimum placement score, students self-place in either theaccelerated or two-semester path
Developed with backwards design from college English:Students engage in the same kinds of reading, thinking, and
writing of college English, with more scaffolding and support
College has expanded accelerated offerings in last decade: in Fall11, course constituted 75% of entry-level sections
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Higher Completion of College English
Fall 2006 Cohorts
Data from the Basic Skills Progress Tracker, Data Mart, California Community Colleges
Chancellors Office. Students are followed for three years from their first enrollment in a basic
skills English course (English 101A or 102) and tracked for all subsequent enrollments in English,
including repeats.
Students completing college English: 33% Students completing college English: 56%
Chabot CollegeFall 2006 Cohorts
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Data Consistent for a Decade
Completion of English 1A in 3 years
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New Model: Fullerton College
Sections of a 4-unit developmental course two levels below
college English taught to outcomes of the course onelevel
below; college ready students can skip to transfer level
Early Results:
Spring 2012 Pilot SemesterEnrolled in accelerated sections two-levels-below transfer 100% (102 students)
Retention (completed full semester) 88% (90 students)
Success (passed course) 78% (80 students)
Advanced to one-level-below transfer (no skip) 20% (20 students)
Advanced to transfer-level English course (skip) 59% (60 students)
Percentages follow the original cohort of students.
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New Model: Butte College
New 4-unit course 1-level below transfer. Provides a one-semester alternative for students placed two-levels below.
Early Results:2011-12 Pilot Year
TraditionalSequence
Accelerated Sequence
Enrolled two-levels below 100% N/A
Passed two-levels below 72% N/A
Enrolled one-level below 59% 100%
Passed one-level-below 45% 65%
Enrolled transfer-level 39% 63%
Passed transfer-level 31% 45%
Percentages follow the original cohort of students.Traditional: Tracked 3 yrs, with repeats. Accelerated: 1 year, no
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NEW MODEL OF
ACCELERATED MATH: Path2Stats
Los Medanos College
A 6-unit developmental Math course with no prerequisite:
Intended for non-STEM students
Bypasses standard 4-course sequence leading to Pre-Calculus
Developed through backwards design from college Statistics:
Includes those elements of algebra and arithmetic relevant toStatistics (plus a few others)
Just-in-time remediation of relevant algebra and arithmeticas students engage in statistical analysis
Successful students eligible to take college Statistics
Offered since 2009
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RATIONALE FOR Path2Stats
Misalignment of Developmental Math withStatistics
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(EMERGING) PROOF OF CONCEPT:
SIGNIFICANT INCREASE IN COMPLETION
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FURTHER PROOF OF CONCEPT
Early Data from Colleges in the CAP
Community of Practice, 2011-12
Traditional Algebra PathStudent completion of anytransferable math course(in 3 years)
Pre-Statistics PathStudent completion oftransferable statisticscourse (in 1 year)
National Data 20% N/A
Los Medanos College 21% 60% (71 of 119)
City College San Francisco 17-19% 37% (30 of 81)
Cuyamaca College 20% 81% (22 of 27)
College of the Canyons(PALS: Pre-stat and
statistics in one semester)
12-16% 78% (39 of 50)
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Intentional Support for
Affective Issues
Take 5 minutes to read the first two sections
of Carol Dwecks article Brainology
(throughMindsets and Achievement
).
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Speed Dating Question #1
Explain Dwecks assertion that students with
growth and fixed mindsets have radically
different beliefs about effort. Use specificexamples from your experience to illustrate.
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Speed Dating Question #2
Describe how a student with a fixed mindset
might react to an academic setback, and
how a student with a growth mindsetmightreact to an academic setback. Give specific
examples from your experience.
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Speed Dating Question #3
If fixed mindsets adversely affect students
motivation, effort, and persistence, what can
teachers do to address these problems?Brainstorm several solutions with your
partner and make a list to share.
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A Catalyst for Self-Reflection
As faculty across the state have shared the
Dweck article in their classrooms, weve
seen students have powerful insights aboutthemselves as learners.
Video: http://youtu.be/laRommqVuTs
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Focus on Ground-Level
Classroom Practice
Providing a concrete vision of the possible
What does it look like to design backwards from
the college-level course?How can remediation be done just-in-time rather
than front-loaded?
How can we support students affective needs
while maintaining high cognitive demands?
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Sample Materials from a
Reading-Writing Classroom
Sample Essay Prompt:When you consider the experiments described in The Perils of Obedience,
would you say that these were goodexperiments? Yes? No? Somewhat? And
why do you see it like you do? (Your answer should be summarized in your
thesis statement in your introduction.)
In your essay, be sure to discuss the major elements of the ethics debate about
Milgram. These are:
Whether his deception of subjects was ethical
Whether subjects were harmed
Whether his findings were significant
Whether his experiments really tell us about real-world human behavior
(think about Baumrinds claim that people were more obedient because
they were in an unfamiliar lab setting)
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An Intentional Instructional Cycle
Key Tool Used in CAPs Community of Practice:
Link to Handout:
http://cap.3csn.org/files/2012/02/Instructional-Cycle-Integrated-Class-rev-March-19.pdf
Faculty use this cycle to create lesson plans and
course materials on one or more shared texts.
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A Shift in Pedagogy and Expectations:
Sample Changes to Classroom Practice
Away From: Toward:
Short, simple texts chosen based on
relation to the theme or type of writing
being done in that unit (normally
connected to a chapter of thetextbook and not individually
considered)
Reading done solely as homework,
often with several assigning readings
due on the same day in class
Reading quizzes done as a
gotcha
method of assessment, focus more
on basic comprehension/memorizing
Readings used more as models for
writing rather than as sources of
content for writing
Longer, more complex, traditionally
academic readings chosen because
they provoke thoughts that students
can wrestle with (gathered in a coursepack)
Reading done in class and at home
with significant support such as
instruction in using annotation and
grappling with difficult vocabulary
Reading quizzes and responses
used strategically for checking and
enhancing understanding
Writing assignments revolve around
the reading: students must think
critically about the ideas presented
and respondBridget Kominek, English Instructor, Fullerton CollegeCAP Community of Practice, 2011-12
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A Shift in Pedagogy and Expectations:
Sample Changes to Classroom Practice
Away From: Toward:
Late work in traditional grading
Assumption: Late work = Laziness,
procrastination, inability, lack of will
Response: Swift consequences.Penalize late work with score /
grade reduction.
Results: instructor frustration /
anger; student frustration /
withdrawal. Work rarely submittedat all. Small penalties accrue to
overall failure.
Rethinking Accountability: Late Essay
Contract
New concept: Late work = confusion
and/or underestimation of timeneeded for complex new tasks.
New approach: Force a conversation;
sign a contract / completion plan. No
penalty.
New results: increased trust; morework completed; salvaged chance of
passing; higher retention rates.
Melissa Reeve, Solano CollegeCAP Community of Practice, 2011-12
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A Shift in Pedagogy and Expectations:
Sample Changes to Classroom Practice
Feedback on Papers:
Intentionally looking for and
appreciating whats good in
students early work, notjust whats wrong.
-Andrea Sanelli, English,
CCSFhttp://youtu.be/A1eBhRar8
YE
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Instructional CyclesAn instructional Cycle for Pre-Statistics Course
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A Shift in Pedagogy and Expectations
Auto insurance Problem:You work for an automobile insurance company, and your job is to minimize costs
for the company. Your boss has assigned you the task of reviewing recent auto
safety records and determining how that information may be relevant to your
company.
Data: vehicle categories, safety ratings (insurance injury loss)
Prepare a poster presentation for your boss that includes:
appropriate comparative graph(s) and a five-number summary (using Minitab);
descriptions of the injury ratings for each group of cars;
a comparison of injury ratings for the three sizes of cars;
your recommendation to your boss about your companys insurance policies.
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A Shift in Pedagogy and Expectations
The Process:
We had 6 groups in most classes, so 3 groups presented theirposters simultaneously while the other 3 listener groups rotated to each
poster. There were three rounds, then we switched roles for the second set
of posters.
Presenters Information (repeated practice with communicating ideas)
For groups who are presenting, all group members remain with their poster
to give a 2-3 minute presentation of their findings. So the presenting group
gets three opportunities to communicate their results.
Audience Information (listening and responding routine)
Each audience member writes comments on Post-It notes and leaves
comments on the poster.
Yellow: something you liked about the presentation
2nd Color: one suggestion for improvement or a question that you have
about the presentation
Afterwards groups discuss feedback they received (using feedback)
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A Shift in Pedagogy and Expectations
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Sustaining and Scaling Changes with
Professional Development
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http://cap.3csn.org
Resources for colleges at all phases of
implementing acceleration:
Making the case
Developing pilots
Teaching accelerated courses
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Works Cited
Scott-Clayton, J. (Feb. 2012). Do High-Stakes Placement ExamsPredict College Success? CCRC Working Paper No. 41.New York:
Community College Research Center, Teachers College, Columbia
University.
Belfield, C. & Crosta, P.M. (Feb. 2012). Predicting Success in
College: The Importance of Placement Tests and High SchoolTranscripts. CCRC Working Paper No. 42. .New York: Community
College Research Center, Teachers College, Columbia University.
Hern, K. (May/June 2012). Acceleration Across California: Shorter
Pathways in Developmental English and Math. Change: TheMagazine of Higher Learning. 44:3. 60-68.
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Works Cited
Jenkins, D. et al (Sept. 2010). A Model for Accelerating AcademicSuccess of Community College Remedial English Students: Is the
Accelerated Learning Program (ALP) Effective and Affordable?
(CCRC Working Paper No. 21). New York: Community College
Research Center, Teachers College, Columbia University.
Hern, K. (Dec. 2011). Accelerated English at Chabot College: ASynthesis of Key Findings. Hayward, CA: California Acceleration
Project.