Tesol 2010 Increasing Retention Publish

Increasing Adult ESL Student Retention: One Program’s Path

TESOL 2010March 27

Boston, MA

Jack BaileySanta Barbara Continuing Education

Who We Are: SBCC Continuing Education

Santa Barbara Adult Continuing Education

Non-credit Division of Santa Barbara Community College District

Average 4,000 ESL students year (Unduplicated)

65 part-time instructors 60 classes at 25 sites

throughout the Santa Barbara area

Classes run 4 to 15 hours/week day and night

Student Demographics 86% Spanish-speaking Average third-grade education Major student employment:

Hotels Restaurants Nurseries Construction Domestic help Nursing homes

Why Improve Retention?

Historically averaging 50% retention from first month to last few weeks of class over 10-12 weeks. Not atypical -The average time that

an adult spends in a program is fewer than 70 hours in a 12-month period. (U.S. Department of Education, 2001)


Studies show that students need at least 100+ hours to make significant learning gains (but most of our students had attended far less time).


Students who study more learn more.

- And fancy studies prove it!

Why Improve Retention? CASAS paired scores are

challenging to collect in low retention environments. Without a second test all EL Civics funding is also lost.

Most agencies need all the ADA/FTES they can get.

87% (39 of 45 classes) offered classes were at a beginning level.


We can do better- While the average rate of student retention in our program is near 55%, some classes retained as much as 90%.


Student Goals not being Attained Upon entering program: 79% of students plan to achieve level 6 51% plan to attend at least 2 years 69% plan to attend credit classes

Again, 87% of offered classes had been at a beginning levels.


We must also consider the possible implications of these low retention rates on the students themselves. For many of them it's their first attempt at formal studies in this country. It would be a travesty if some of these drop-out students considered themselves failures and/or gave up on further educational pursuits.

Retention Project: Goals

Improve Retention Increase percentage of students at

higher levels. Foster student expectation that they’ll

achieve high levels in our program AND transition to other academic or vocational goals.

Retention Project: Goals

Produce equal or higher number of FTES per year.

Make each hour a student spent in class as effective and rewarding as possible.

Increase instructor job security and job satisfaction.

Results: Retention

21% Increase in Student Retention49% in Winter 200770% in Winter 2008(Retention = Students registered in January compared to those same students still attending in last week of classes)

69% in Fall 2009

Results: FTES

8.5% Increase in Student Attendance Hours

over 2006-07 2006/07: 597 FTES (313,604

hours) 2007/08: 648 FTES (340,429

hours)

Results: Headcount

15% Decrease in Unduplicated Headcounts

2006/07: 4,865 2007/08: 4,114

Results: CASAS Paired Scores

16% Increase in Paired CASAS Scores

2006/07: 50% 2007/08: 66%

Results: WIA 231 Payment Points

6.5% Increase in WIA payment points

2006/07: 3,604 2007/08: 3,835

*Even missing one full term of EL Civics

Results: Students Earning Payment Points

8% Increase in percentage of students earning payment points

2006/07: 3,597 Students with 1,288 of them earning payment points = 36%

2007-08: 3074 Students with 1,370 of them earning payment points = 44%

Results: Student Level Completion

Increases in Student Completing a Level

(Fed Table 4 Data)ESL Level

2006-07

2007-08

Level 1 64% 74%

Level 2 53% 66%

Level 3 47% 50%

Level 4* 52% 50%

Level 5* 31% 26%

Level 6 50% 54%

Persistence vs. Retention

Learner Persistence: Adults staying in programs for as long as

they can, engaging in self-directed study or distance education when they must stop attending program services, and returning to program services as soon as the demands of their lives allow.

-National Center for the Study of Adult Learning and Literacy

Persistence vs. Retention

Learner Retention: The percentage of students who

remain in and continue to attend adult education classes throughout the semester or year - A statistic.

Retention Project History

Study Circle on Learner Persistence (2004-05) 10 teachers meeting 3 times for 3 hours

each Reading all available research on adult

student persistence (not much) Discussing implications for our program

More Study Circle info at: http://www.ncsall.net/fileadmin/resources/teach/lp.pdf

Project History

The Retention Task Force (2005-06) 11 ESL teachers (credit and non-credit),

student services and me. 8 meetings over 4 months. Reviewing Study Circle and other

findings. Subcommittees created specific

proposals to improve retention. Proposals were voted on and accepted

for Fall 2007 Implementation.

Seven Primary Proposals

1. Managed Registration2. Managed Enrollment3. Ten-week Terms4. Adoption of Core Text5. Standardized Level Assessment and

Student Orientation through Student Services

6. Limit Multi-level Offerings to 3 Levels7. Student Success Class

#1 Managed Registration

All students must register in first two weeks of the term. Extensive internal and external used

to get the word out.

#2 Managed Enrollment Students commit to one or both 2-day

class sections – Monday/Wednesday or Tuesday/Thursday.

Fridays optional Students must maintain 80%

attendance in each section. Students who fall between 70%-79%

attendance can make-up absence with special work assigned by the instructor.

Managed Enrollment Students who miss more than 30% of

class are redirected to an open-entry class option.

Students complete a “contract” for the days to which they commit. Note: More students have committed to

attending 4 nights a week than expected - Nearly 60%.

Teacher and student bonus: Classes with at least 20 student contracts are given a guarantee to run for the entire term regardless of attendance.

Managed Enrollment

Our students CAN commit when they VALUE what the program has to offer.

Open-entry doesn’t reward students who can commit to a regular schedule – it actually punishes them!

Open-entry ESL Options Remain

Open-entry Classes – about 10% Distance Learning (Video/DVD Check-

out) Open-access Computer Labs with

ESL Software Tutorial Center Library Literacy Program

#3 Adoption of Ten-week Terms

Duration that students can commit to.

Schedule more closely parallels K-12 calendar/holidays.

#4 Adoption of Core Text Use one text series for all levels of ESL classes. Promote matriculation between classes and sites. Students get used to format of series. Teachers become much more familiar with series

support resources: Lesson Plans Multilevel Activity Book Reproducibles Audio program Assessment Disc (Exam View) Professional Development Program for Multilevel

Teachers

Core Text: Step Forward

Core Text Adoption Process

Selected by instructors who: Reviewed sample copies Attended publisher presentations

# 5 Standardized Level Assessment and Student Orientation through Student Services

All new ESL students are “strongly recommended” in level assessment, orientation and advising (A/O).

A/O takes place over two days and 6 hours.

#6 Limit Multi-level ESL Class Offerings to Three Levels

Offer no more than 3 levels per single classroom.

Experimenting with two systems: 2-3 level groups taught separately Single curriculum with Step Forward’s

multilevel resources

#7 Student Success Class For all new incoming students by Spring

2009 Open to any ESL student Currently being piloted at 6 hours length Multi-level English-only Taught by ESL teachers Collecting FTES

Student Success Class

Contents: Study Skills / Learning Strategies Potential barriers to attendance Self-efficacy Motivation- Why learn English?

Financial advantages Role Models Success Stories


Contents cont.: Time-management Sacrifice – what will students need to give

up in order to make time for English study?

Our educational approach (Communicative, student-centered) Compare / contrast educational expectations

Community resources Community building


Contents cont.: Student Services Credit class options Vocational

Certificates Program Tests In depth look at

other College Programs

Evaluation

Student Success Class: Research

John Coming’s “Four Supports” that help learners persist:

1. Awareness and management of the positive and negative forces that help and hinder persistence.

2. Self-efficacy about reaching their goals.

3. Establishment of a goal by the learner.4. Progress toward reaching a goal.


Course is very interactive and fun – a goal is that students will encourage friends to attend.

ESL Student Guide as class text. Under revision

Student Success Class“In many cases, our students come to class without clear or consistent goals other than a desire to learn another language. It is our task to help them sort out the confusion and give them some sort of order to their effort. They may already know some of the essentials according to traditional curricula, but it’s our job to guide the students to discover for themselves what is worth learning, worth doing, and worth knowing in their new language.” -Community Spirit, Bassano and Christison

Retention Changes: Communication with Teachers Stayed in communication with all

instructors throughout process. Solicited instructor suggestions during

task force meetings. Shared proposals with ESL Teachers at

Spring 2007 In-service. Each task force member shared at least one

proposal Strong backing of college VP All proposals received very well

Retention Changes:Communication with Students

Class presentations by Students Service staff starting four months prior to changes being enacted.

Flyers to both current students and community.

Extensive radio and TV. Message: “Things are changing”

Teacher FeedbackWhat is your overall impression of the change? “Overall impression is positive, has improved

retention and student success, student reaction positive, teaching is more satisfying because I am better able to respond to student's needs when I know who will be attending.”

“This management enrollment has been successful because it gave the students a certain feeling of obligation and responsibility; they were supposed to have a strong 2 day or 4 day commitment. In my class, this change showed positive results.”

Teacher FeedbackHas the intervention been successful in

improving retention and student success in our program?

“Yes, I think some students came more regularly than they would have. I do think the consistency of classmates helped students to build community. I do think some students learned more than they would have, coming less regularly.”

“Yes, I had much better retention this semester than previous semesters. The students also came more regularly and often inquired about their attendance. Students also called me or sent notes when they would be absent.”

Teacher Feedback

How would you characterize your students’ impressions of the changes?

“They understood the advantage of committing. I think they liked that the class was “closed” after two weeks. They especially liked getting to know each other and each other’s cultures.”

“My students have enjoyed these changes and are making significant learning gains because of it.”

Teacher Feedback

“It professionalizes our image and sends the message that this isn’t play school.”

Thank you for coming!

Jack BaileyDirector of ESL, Foreign Languages

and Vocational CertificatesSanta Barbara Continuing Education(805) [email protected]

Tesol 2010 Increasing Retention Publish

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