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Best Practices in Developmental Education: Strengthening your Program and Improving Student Success A Live Webinar for Innovative Educators February 12, 2009 Linda R. Thompson, Ed.D. Director, McNair Scholars Harding University Searcy, AR lthompson@harding.edu

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Todays Agenda: Or Are you SURE we can get through all this in one session? n Brief history of Developmental Education in the U.S. n Our studentswho are they? n How is Dev Ed workingor not? n How do we know if what were doing is working? n What should we be doing for the best student outcomes?

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A Proud History of Access in American Higher Education n 1636: Harvard establishes culture of access by reserving 10% of slots for poor students n 1871: Harvard develops test of writing skills; 50% of applicants fail n 1909: Over 350 colleges offering How to Study courses

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A Proud History of Access in American Higher Education n 1946: Over a million veterans attend college, supported by the GI Bill n 1960s & 70s: Broadening concepts of access n 1980s to present: Students with disabilities enroll in increasing numbers

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EIGHT PRINCIPLES OF UNIVERSAL INSTRUCTIONAL DESIGN from: Pedagogy and Student Services for Institutional Transformation: Implementing Universal Design in Higher Education; J.L. Higbee and E. Goff, eds., 2008, Regents of the University of Minnesota, CRDEUL, College of Education and Human Development, p. 34 n Create a welcoming classroom n Determine the essential components of a course n Communicate clear expectations n Provide constructive feedback n Explore the use of natural supports for learning

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UNIVERSAL INSTRUCTIONAL DESIGN n Design teaching methods that consider diverse learning styles, abilities, ways of knowing and previous experience/back- ground knowledge n Create multiple ways for students to demonstrate their knowledge n Promote interaction among faculty and students

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CRLA: DEFINITION OF DEVELOPMENTAL EDUCATION n A sub-discipline of the field of education concerned with improving performance of students n A field of research, teaching, and practice designed to improve academic performance n A process utilizing principles of developmental theory to facilitate learning

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NADES DEFINITION OF DEVELOPMENTAL EDUCATION Developmental education is a field of practice and research with a theoretical foundation in developmental psychology and learning theory. It promotes the cognitive and affective growth of all learners, at all levels of the learning continuum.

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NADEs DEFINITION OF DEVELOPMENTAL EDUCATION n Developmental Education is sensitive and responsive to the individual differences and special needs among learners.

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NADES DEFINITION OF DEVELOPMENTAL EDUCATION n Developmental Education programs and services commonly address academic preparedness, diagnostic assessment and placement, development of general and discipline- specific learning strategies, and affective barriers to learning.

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NADE GOALS OF DEVELOPMENTAL EDUCATION n To preserve and make possible educational opportunity for each learner n To develop skills and attitudes necessary to attain academic, career and life goals n To ensure proper placement by assessing level of preparedness for college course work

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NADE GOALS OF DEVELOPMENTAL EDUCATION n To maintain academic standards by enabling learners to acquire competencies needed for success in mainstream courses n To enhance retention n To promote continued development and applica- tion of cognitive and affective learning theory

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EXAMPLES OF STATEMENTS OF THEORETICAL FRAMEWORKS n Tutoring Services n Developmental Reading Program n Developmental Coursework Select the one that seems the most appropriate for you and your group, and discuss its merits among you

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Sample Theoretical Framework Sample #1 HISTORY AND THEORETICAL FOUNDATION OF TUTOR SERVICES n The Peer Tutoring program at *** State College was conceived in the mid-1980s as a support program for students having difficulty in their academic classes. *** students had access to a Math Lab and a Writing Center, but there was no tutorial program for other core academic courses. Funding for the original program came from soft money, and the program was discontinued after one year. The director of the Learning Enrichment Center at that time was committed to the idea of offering free tutorial services to *** students, and in fall 1987 permanent funding was obtained from the institutions academic vice-president. One of the basic beliefs and rationales for implementing the tutorial program was that it could help with student retention. n n Tutorial services were originally offered on a strictly one-on-one basis: students could sign up for a tutor and receive 3-5 hours of tutoring each week. Tutor training was mostly non-existent, but the program was successful for students from the beginning. It was so successful that it was impossible to attract and hire enough qualified tutors to meet student demand. n n As the Peer Tutor Coordinator met with the tutors for individual evaluations, concern was expressed that most of the students they were seeing didnt need intensive one- on-one tutoring. The Coordinator also developed a belief in the theory that students learn best in collaborative settings, and so the focus of tutorial services changed from individual tutoring to a small group model. Space, or a lack thereof, to house the Program was also an issue. It was easier to schedule empty classrooms for group sessions than to find space for one-on-one tutoring. n n In the early 1990s, the Coordinator become aware of the CRLA International Tutor Certification program and began to develop a training program for the tutoring staff. The training program has been certified since 1995. n n Also in 1995, the Supplemental Instruction program that had been developed at the University of Missouri at Kansas City came to the attention of the Peer Tutor Coordinator. After learning more about SI, the Coordinator attended one of their training workshops. It was evident from the beginning that the theories on which SI was founded were valuable in helping students to learn. Some of the theories behind the SI strategies are: n

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DEVELOPMENTAL EDUCATION n Who are our students? n How effective is it? n What constitutes success? n What works?

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Who are Our Students? Study of Community College Enrollments (Saxon & Boylan) n Scant Research, but shows Most (2/3) are white Slightly higher proportion of females Avg. age @ 23 Most are single They are independent, financially Low-income; many made less than $20,000/year They commute

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Our Students Most attend college full-time Most intend to get a 2-year or 4-year degree Typically do not receive financial aid Motivated, but low self-efficacy in academic setting No demographic, economic, or personal characteristics differ significantly from the typical community college student. (Saxon & Boylan, p. 6, nd)

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HOW ARE WE DOING? STUDIES OF DEVELOPMENTAL EDUCATION:

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%-AGE STUDENTS PASSING DEVELOPMENTAL COURSES WHO PASSED FIRST COLLEGE-LEVEL COURSE IN THE SAME SUBJECT n SUBJECT n Dev Math/Coll Math n Dev English/Coll English n Dev Reading/ Coll Soc. Sci. % PASSING BOTH WITH C OR BETTER 77.2% 91.1% 83.0% Boylan, et al.

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PERSISTENCE/GRADUATION RATES FOR DEVELOPMENTAL STUDENTS BY INSTITUTIONAL TYPE Institution 2-yr Comm Coll 2-yr Tech Coll 4-yr Public Inst 4-yr Pvt Inst Research Univ Persist/Grad 24% 33.7% 28.4% 40.2% 48.3% Boylan, et al.

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Retention & Pass Rates of Developmental Students Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Subj. Developmental Course Pass Rate 1st Area Retent. Rate Pass Rate Coll. Course Reading 83% 76% 69% Writing 83% 73% 64% Math 80% 68% 58%

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Institutions using Retention & Pass Rates in Content Areas for Evaluation Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Developmental Course Subject Area Pass Rate Retention Rate Next Level Course Pass Rate Reading Writing Math 82.8% 90.0% 89.7% 79.3% 86.7% 93.1% 65.5% 76.0% 79.3%

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Other Services Offered on Campus Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Service Provided% of time used Tutoring Academic Advising Study Skills Workshops Freshman Seminar Orientation Supplemental Instruction 89.3% 78.6% 64.3% 60.7% 25.0%

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Class Size Per Subject Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Subject Area Median Number of Students Writing Reading Mathematics 20 18 21

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% of Dev. Courses taught by Full-Time Faculty Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 Subject Area19922004 Reading Writing Mathematics 21% 20% 17% 20% 25% 21%

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% 2-yr. Inst. Mandating Placement Natl Study of Dev. Ed. II, RIDE, 20 (4) 2007 Gerlaugh, et al., p.2 19922000 35%74%

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DEGREE ATTAINMENT OF STUDENTS OF THE NATL H.S. CLASS OF 1982 BY AGE 30 AND IMPACT OF REMEDIATION Earned Bachelor Earned Assoc Total No remedial courses 54% 6%60% One course45%10%55% Two courses31%14%45% Three or four courses 24%20%44% Five or more courses 20%15%35% Three or more, incl. Reading 18%17%35%

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BACHELORS DEGREE ATTAINMENT FOR STUDENTS IN 4-YEAR INSTITUTIONS n Had remedial reading n 1 or 2 remedial courses, no reading n No remediation 39% 60% 69%

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Bettinger & Long: Effect of Remedial Mathematics on College Completion in Ohio 4-year Non-Selective Colleges (2004) n Students who placed into remedial math were somewhat more likely to drop out or transfer to a 2- year college than academically-equivalent students not in remediation. n BUTIt did not lower the likelihood of obtaining a bachelors degree.

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Effect of Successful Completion of Remedial Mathematics on College Completion in Ohio 4-year Non-Selective Colleges (2004) n Students who successfully completed their remedial mathematics courses were more likely to complete a bachelors degree than academically-equivalent students who did not complete remedial math. Bettinger & Long (2004) Cited in Attewell, et al. (2006)

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NEW EVIDENCE ON REMEDIATION FROM NELS:88 Attewell, Lavin, Domina & Levy (2006) n 40% of traditional college students took at least one remedial course Math (28%) Writing (18%) Reading (9%) Other (9%)

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ENROLLMENT IN REMEDIATION BY TYPE OF INSTITUTION Attewell, Lavin, Domina & Levy (2006) n 2-Year College n Non-selective 4-year n Selective 4- year n Highly- Selective 4- year 58% 31% 14% 2%

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NO ONE TO WASTE: OUTCOMES OF SUCCESSFUL COMPLETERS OF REMEDIAL COURSES IN COMMUNITY COLLEGES n Successful completion is the most critical achievement in personal development. n

AVERAGE TOTAL PERSONAL INCOME: US POP AGE >25 BY EDUC AND STATE (2003)

PERCENT US POPULATION AGE > 25 NOT EMPLOYED BY EDUCATION AND STATE

PERCENT US POPULATION AGE > 25 WHO RECD PUBLIC ASSISTANCE BY EDUCATION AND STATE

PERCENT US POPULATION AGE > 25 WHO DESCRIBE THEIR HEALTH AS VERY GOOD BY EDUCATION AND STATE

PERCENT US POPULATION AGE > 25 WHO REPORTED EVER VOLUNTEERING FOR OR THROUGH AN ORG. BY EDUCATION AND STATE

PERCENT US POPULATION AGE > 25 WHO VOTED IN NOV. 2000 ELECTION, BY EDUCATION AND STATE