Remediation at CUNY · Remedial Needs at CUNY 2 75.7 75.9 79.9 80.7 79.5 59.4 61.6 72.3 74.7 74.0...
Transcript of Remediation at CUNY · Remedial Needs at CUNY 2 75.7 75.9 79.9 80.7 79.5 59.4 61.6 72.3 74.7 74.0...
Update to the CUE Council
CUNY Office of Academic Affairs
December 16, 2015
Remediation at CUNY
Remedial Needs at CUNY2
75.7 75.979.9 80.7 79.5
59.4 61.6
72.374.7 74.0
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Trends in Initial Remedial Need of Associate Degree-
Seeking First-time Freshmen†
Any Subject Math Writing Reading
†Reflects remedial need upon application to CUNY.
CATW first used
for placement
Increased Regents
requirement for exemption
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The percentage of students assigned to remediation who achieve
proficiency within their first year has gone up, but is still below 50%.
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38.2 39.0 42.045.2
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Trends in Percentage of Students fully proficient by end of the first year†
†Of associate students initially needing any remediation, by fall freshman cohort
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CUNY Taskforce on Remediation
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Chancellor convened the Taskforce in Fall 2015
Co-Chairs
EVC Rabinowitz
University Dean Crook
Membership
Faculty Chairs of Math, Reading, and English Discipline Councils
3 Community College Provosts
3 Senior College Provosts
OAA Representatives
Additional Reasons for Taskforce
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Change in placement exams
Change in Regents exams
Change in Exit Exams
Growing Alternative Pathways
Algebra Alternatives in Math
New instructional formats in Reading/Writing
Discussions thus far
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Placement including use of multiple measures
Use of High-stakes exit exams
Alternative Pathways
Impact at Senior Colleges
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Tests are changing and thus by necessity all cut-
scores for admission and placement must be
reconsidered
May like to consider increased Immersion
opportunities including
Pre-enrollment support
Integrated support during semester
Pathways and transfer considerations
Prerequisites/Co-requisites
CEAFE Overview
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The CUNY Elementary Algebra Final Exam (CEAFE) is the Elementary Algebra Common Departmental Final (CDF).
CUNY policy requires all Elementary Algebra students to take the CEAFE during the finals week of Elementary Algebra.
To earn a passing course grade, students must meet both of the following criteria. Students must earn:
1. 60% or higher on the CEAFE, and
2. 70%†
class average with the CEAFE accounting for 35% of the final average.
†Prior to Fall 2015, a 74% was required.
CEAFE Passing Trends
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†Of students who enrolled in an Elementary Algebra course, between 28% and 32% of students in each term
withdrew before taking the exam. Pass rates for students who took the exam were between 51% and 57%.
37.4 36.240.5 37.8 39.6
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CEAFE Testing and Passing Trends
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Registered in
Elementary Algebra
N NPercent of
RegisteredN
Percent of
Tested
Percent of
Registered
2012-Fall 14,577 10,449 72% 5,447 52% 37%
2013-Spring 14,751 10,400 71% 5,343 51% 36%
2013-Fall 16,048 11,498 72% 6,495 56% 40%
2014-Spring 14,917 10,122 68% 5,633 56% 38%
2014-Fall 15,780 10,985 70% 6,251 57% 40%
2015-Spring 12,706 8,339 66% 4,535 54% 36%
Semester
Tested Scored 60+
CEAFE Score DistributionFall 2014
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𝑚𝑒𝑎𝑛=61.5𝑆𝐷=22.2𝑁=10,866
CUNY-wide mean and SD Trends
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Semester Mean SD N
Fall 2012 59.07 21.47 10,474
Spring 2013 58.57 21.76 10,293
Fall 2013 61.32 21.78 11,384
Spring 2014 60.49 22.22 10,231
Fall 2014 61.55 22.22 10,866
Note that the mean score is approximately the passing score of 60.
This indicates that a significant number of students
1. could potentially pass the exam with only small changes in the
exam or instruction.
2. barely pass the exam and could perhaps benefit from additional
support in a subsequent math course.
CUNY Elementary Algebra Final Exam
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College Type NPercent
Tested
Percent
Passed
Senior 323 93% 89%
Comprehensive 1,875 87% 69%
Community 2,827 85% 64%
Total 5,025 86% 67%
USIP 2014
College Type NPercent
Tested
Percent
Passed
Comprehensive 2,550 66% 39%
Community 12,367 68% 37%
Total 14,917 68% 38%
Spring 2014
Opportunity for Interventions
Students who are “close to passing” Elementary Algebra may be offered an intervention prior to the next semester.
Initially, CUNY Policy was highly restrictive in defining “close to passing” per the recommendation of the Math Panel.
In 6/2013 memo, CUNY Policy was changed to allow departments to create their own definition of “close to passing.”
Fall
2013
Fall
2014
Total 649 862
Passed CEAFE 73% 76%
Elementary Algebra
Intervention Completers†
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CUNY Office of Academic Affairs
†Note: Intervention completion is inferred
from a student taking the CEAFE twice in a
short time period. For LaGuardia and
Kingsborough, this method may also capture
session 2 repeaters.
Many interventions occur
during Winter and
Summer USIP offerings.
Community Colleges, including those at CUNY, are experimenting with a variety of
models of course redesign, mainstreaming, and enhanced placement policies to
improve student outcomes.15
Alternatives to algebra
for non-STEM majors
• Place students directly
into quantitative courses
most relevant for
major/career goals
• Lexa Logue’s study of
placing students directly
into college statistics with
extra support
Co-requisite courses
• Remedial support
integrated in college-level
coursework
• Contextualized in a
subject
• Statway/Quantway
(Carnegie)
• Statistics Pathway (Dana
Center)
• Guttman’s City Seminar
Enhanced Placement
• Use factors other than single placement test
• Acknowledge importance of non-cognitive factors in student success
• Incorporate high school grades and course-taking (California schools, SUNY)
• Student self-directed placement (Florida, Oregon)
• Targeted counseling (Wisconsin)
Accelerated/immersion
courses
• Less time and money
invested in no-credit
courses
• Fewer opportunities to
exit without completing
• CUNYStart
• FastStart (Denver)
• ALP (Baltimore)
December 16, 2015CUNY Office of Academic Affairs