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NADE AccreditationMinimum Data Templates for

Developmental Coursework Program Components

General Level

FUNDAMENTAL QUESTION

TO WHAT EXTENT IS THE DEVELOPMENTAL COURSEWORK PROGRAM COMPONENT USING CONTINUOUS AND SYSTEMATIC ASSESSMENT AND EVALUATION

TO IMPROVE THE SERVICES IT PROVIDES TO STUDENTS?

TYPES OF DATA

Required:1. Of all incoming students, the number and percent who place into or are advised to

take developmental, transitional, or co-requisite courses. 2. Of all students placed into or advised to take developmental, transitional, or co-

requisite courses, the number and percent who actually enroll in those courses. 3. Grade distributions for developmental, transitional, or co-requisite support courses,

grouped and analyzed as successful completers a, b versus unsuccessful completers versus non-completers.

Choose at least one additional type of data from the list below. These criteria may be separate and distinct from the required data listed above. 5. Demographic or academic information that may impact or be relevant to the services

provided and/or to student success. Appropriate information may include but is not limited to the following: high school attended; high school GPA; SAT/ACT scores or subscores; first generation; demographics such as age, gender, race; number of and final grade in “rigorous” or “college prep” courses completed; hours worked per week; study skills inventories; socioeconomic status categories; measures of self-efficacy, self-esteem, and/or locus of control, etc.

7. Exit exam pass rates or results of final portfolio studies. 9. Pre-test to post-test gain scores or some other measure of student learning or development.11. For community outreach, literacy, or high-school-to-college programs, appropriate

measures of the development of literacy skills.13. Some other meaningful measure that demonstrates improvement in services. Please let us

know in advance of your choice if using this option. a NADE suggests defining successful completers as those earning A, B, C or Pass grades; unsuccessful completers as those earning D, F, or Non-Pass grades; non-completers as those who withdrew from the course, earned an incomplete or “still in-progress” grade, and/or did not persist to the end of the course.

b Grades of “successful completers” may be computed from the number of students still enrolled in the final week of the course, but NADE recommends computing from the “census date,” usually the second week of class.

Developmental Coursework Programs - 1

NADE AccreditationMinimum Data Templates for Developmental

Coursework Program Components

Advanced Level


TO WHAT EXTENT IS THE DEVELOPMENTAL COURSEWORK PROGRAM COMPONENT USING CONTINUOUS AND SYSTEMATIC ASSESSMENT AND EVALUATION

TO IMPROVE STUDENT SUCCESS OVER TIME?

TYPES OF REQUIRED DATA

For Advanced-Level Accreditation, all data requirements at the General Level must first be met. In addition, two criteria from the list below must be provided, including the required data type (in bold).

At the very least, all Advanced-Level Accreditation data requires a comparison of student outcomes before and after implementing the change(s) identified in the Action Plan. For additional comparison suggestions, please see comments below in “Possible Comparison Groups.”

Choose the appropriate required option which fits your situation. If both, do both.

1A. For students who successfully complete the highest-level developmental or transitional course (i.e., earn a C or better), pass rates and/or grades in the subsequent college-level course;

1B. For students enrolled in co-requisite model courses, the number and percent of students who (a) successfully complete both the co-requisite support course as well as the college-level course; (b) successfully complete the co-requisite support course but not the college-level course; (c) successfully complete the college-level course, but not the co-requisite support course; and (d) successfully complete neither. Include pass rates and/or grade distributions in each case.

Choose at least one additional type of data from the list below. These criteria may be separate and distinct from the required data listed above. 2. A measure of student learning gains, such as pre- and post-assessment of how well students

meet the stated student learning objectives (SLOs) on syllabi. 3. Comparison of the success rates of students who followed placement advice with those

who chose not to do so. [Choose a success measure. This may be persistence through and grade for the college-level course, cumulative GPA, number of credit hours earned, or retention through subsequent term(s).]

4. Students’ completion of the developmental/transitional course sequence to which they have


been assigned [Writing I, II and III, for instance].a

5. For those who choose 1B above, pass rates and grade distributions of student achievements in the next or next sequence of related college level courses.

6. Progression through a sequence of college-level or general-education courses related to the developmental/transitional content area.

7. A study of student success as it relates to demographic information selected in General-Level #4.

8. Student outcomes or learning outcomes by course delivery methods or demographics.9. Retention, term-to-term and/or year-to-year, while in the developmental/transitional

program. a

10. Retention through the second year or 24 credits. a

11. The number of credits earned versus the number of credits attempted up through 24 credits. 12. Relationship of success in developmental course(s) with success (i.e., grade earned) in the

college-level course (i.e., grade earned). 13. Relationship between behaviors in developmental/transitional courses (i.e., attendance;

homework completion; time on task as tracked through online programs; etc.) with success in those courses (i.e., grade earned or persistence through the course).

14. Comparison of success rates of developmental/transitional students enrolled in a special program with success rates of students (developmental or non-developmental) not enrolled in such a program. “Special program” may include learning communities, early admit programs, grant programs, or other initiatives.

15. Quantitative or qualitative growth in cognitive skills (e.g., specific computational, writing, or reading skills, critical thinking, literacy, technological skills, intellectual maturity, learning strategies in the discipline, metacognition).

16. Growth in non-cognitive skills (e.g., independence or interdependence in work, leadership abilities, citizenship, collaboration, diversity awareness, connectedness, etc.) b

17. Some other meaningful measure that demonstrates student learning, development or success. Please let us know in advance of your choice if using this option.

a For these criteria, please use incoming cohorts. Please note this will result in a total of five years of data. b For this criterion, please note that developmental/transitional students are being compared with themselves over

time.


NADE Accreditation Minimum Data Templates for Tutoring Services Components

General Level


TO WHAT EXTENT IS THE TUTORING SERVICES COMPONENT USING CONTINUOUS AND SYSTEMATIC ASSESSMENT AND EVALUATION



Required:1. Number of student sessions or hours, per term and per year.2. Number of individual, unduplicated students served, per term and per year. 3. Some measure that demonstrates the benefit or impact of the service on student

learning or development a Choose at least one from the list below. These criteria may be separate and distinct from the required data listed above. 4. Student/participant satisfaction with the service, per term and per year. a 5. Show number of students served (#2 above) as a percentage of the student body or the

population eligible for services.6. Categorize data into one or more of the following groups:

a. By type of service rendered (group, individual, workshop).b. By student class standing (first year, sophomore, etc.).c. By GPA (or by above/below 2.0, or by probationary/good standing).d. By some significant attribute such as gender, ethnicity, or traditional/non-traditional.e. By time: hours, days, or point in the semester.f. By course demand.g. By entry level of academic skill as indicated by high school GPA, SAT/ACT scores,

placement scores, admissions status, or other academic attribute. 7. Average number of sessions attended per student.8. Total and average number of tutors at each level of training: basic, advanced, etc.9. Tutor satisfaction with and/or feedback on tutor training.10. For tutors, some measure that demonstrates the benefit or impact of training or

participating as a tutor on the tutor’s own learning or development. 11. Some other meaningful measure that demonstrates improvement in services. Please let us

know of your choice in advance if using this option. a May be measured by survey administered by the program, questions on an institutional survey, interviews or focus groups, or pre- and post-assessments of content, study strategies, student learning or development.


NADE AccreditationMinimum Data Templates for Tutoring Services

Components

Advanced Level


TO WHAT EXTENT IS THE TUTORING SERVICES COMPONENT USING CONTINUOUS AND SYSTEMATIC ASSESSMENT AND EVALUATION



For Advanced-Level Accreditation, all data requirements at the General Level must first be met. In addition, two criteria from the list below must be provided, including the required data type (in bold). *At the very least, all Advanced-Level Accreditation data requires a comparison of student outcomes before and after implementing improvement(s) identified in the Action Plan. Multivariate comparisons will include more than one dependent variable; other comparisons will contrast achievement of participants versus non-participant, before and after the program improvement.

Required:1. For a selection of high-risk or high-demand courses, obtain the grades earned by tutored

students, given a minimum number of tutoring sessions (usually 3 or more). Next, analyze this data in one or more of the following ways: a

a. Tutored students’ self-reports of the grades they think they would have earned if they had not participated in tutoring.

b. Tutored students’ grades versus the overall class average for the same designated course(s) b

c. Non-tutored students’ grades in the same designated course(s)d. Tutored students’ course completion rates for the courses in which they received

tutoring. [Persistence through the course.] If possible, compare to non-tutored students completion rates; use overall course completion rates if sensible b

e. Grade distributions for tutored students. If possible, compare to non-tutored students’ grades distributions; use overall grade distributions if sensible b

f. The distribution of grades according to the number of tutoring sessions attended. Choose at least one from the list below. These criteria may be separate and distinct from the required data listed above. 2. An analysis of the number of sessions required for tutoring to make a measurable impact on

grade earned. (Note: This analysis may show two points: the point at which tutoring makes a positive difference, and the point at which increased attendance no longer contributes.)

3. Persistence of tutored students through the current academic term. a

4. Retention of tutored students to the following term (e.g., fall to spring). a

5. Retention of tutored students to the following year (e.g., fall to fall) or through 24 credits. a


6. Retention of tutored students beyond the 2nd year. a

7. Accrual of credits towards the desired degree/certification, grouping by 12, 15, 30, etc. 8. Change in overall GPA or academic standing (including probationary status) of tutored

students before and after tutoring. a

9. Change in tutored students’ use of study strategies as demonstrated by self-reports or pre and post-test differences b

10. Change in grades received by tutored students on assignments during the term in which tutoring was received compared with change in grades received by non-tutored students during the same term.

11. Quantitative or qualitative growth in one of the following for tutored students or tutors: b a. Cognitive skills (critical thinking, literacy skills, intellectual maturity, metacognition,

learning strategies, etc.).b. Affective or non-cognitive skills (citizenship, leadership, connectedness, collaborative

skills, etc.).12. For tutors, development of tutoring skills, demonstrated by one or more of the following: b

a. Pre- and post-test measures.b. Session notes.c. Supervisor’s observations and/or reports.

13. Persistence or retention of tutors. 14. GPA statistics of peer tutors before and after the tutoring experience. b

15. Post-graduation or departure data on peer tutors’ job placement rates, rates of transfer to higher institution, performance after transfer, etc.

16. Some other meaningful measure that demonstrates student success. Please let us know of your choice in advance if using this option.

a These may be simple or multivariate comparisons. b While comparing participants to non-participants may be ideal, comparison to the overall class average may be

easier to accomplish. When the N of participants is small in proportion to the overall N, this is acceptable


NADE AccreditationMinimum Data Templates for Course-Based

Learning Assistance Components

General Level


TO WHAT EXTENT IS THE COURSE-BASED LEARNING ASSISTANCE COMPONENT USING CONTINUOUS AND SYSTEMATIC ASSESSMENT AND EVALUATION



Required:1. Number of participant sessions or hours, per term and per year.2. Number of individual, unduplicated participants served, per term and per year. 3. Some measure that demonstrates the benefit or impact of the service on student

learning or development a

Choose at least one additional type of data from the list below. These criteria may be separate and distinct from the required data listed above. 4. Participant satisfaction with the service, per term and per year. 5. Show number of participants served (#2 above) as a percentage of the student body or the

population eligible for services.6. Categorize data into one or more of the following groups:

a. By type of service rendered (labs, workshops, or sessions, etc.).b. By student class standing (first year, sophomore, etc.).c. By GPA (or by above/below 2.0, or by probationary/good standing).d. By some significant attribute such as gender, ethnicity, or traditional/non-traditional.e. By times of service: hours, days, or point in the semester.f. By course demand.g. By entry level of academic skill as indicated by high school GPA, SAT/ACT scores,

placement scores, admissions status, or other academic attribute. 7. Average number of sessions attended per participant.8. Total and average number of facilitators at each level of training: basic, advanced, etc. 9. Facilitator satisfaction with and/or feedback on facilitator training.10. For facilitators, some measure that demonstrates the benefit or impact of training or

participating as a peer leader on facilitators’ learning or development.11. Some other meaningful measure that demonstrates improvement in services or student

outcomes. Please let us know of your choice in advance if using this option. a May be measured by survey administered by the program, questions on an institutional survey, interviews or focus groups, or pre and post assessments of content, study strategies,


student learning or development.

NADE AccreditationMinimum Data Templates for Course-Based

Learning Assistance Components

Advanced Level


TO WHAT EXTENT IS THE COURSE-BASED LEARNING ASSISTANCE COMPONENT USING CONTINUOUS AND SYSTEMATIC ASSESSMENT AND EVALUATION



For Advanced-Level Accreditation, all data requirements at the General Level must first be met. In addition, two criteria from the list below must be provided, including the required data type (in bold). *At the very least, all Advanced-Level Accreditation data requires a comparison of outcomes before and after implementing the improvements(s) identified in the Action Plan. Multivariate comparisons will include more than one dependent variable; other comparisons will contrast achievement of participants versus non-participants, before and after the program improvement.

Required:1. For a selection of high-risk or high-demand courses, obtain the grades earned by

participating students, given a minimum number of sessions (usually 3 or more). Next, compare these data in one of the following ways: a a. Participating students’ self-reports of the grades they think they would have

earned if they had not participated in the assistance programb. Participants’ grades versus the overall class average in the same designated courses

b

c. Non-participants’ grades in the same designated course(s) d. Participating students’ course completion rates for the courses in which they

received assistance. [Persistence through the course.] If possible, compare to non-participants’ completion rates; use overall course completion rates if sensible b

e. Grade distributions for participating students. If possible, compare to non-participants’ grade distributions; use overall grade distributions if sensible b

f. The distribution of grades according to the number of sessions attended.Choose at least one additional type of data from the list below. These criteria may be separate and distinct from the required data listed above. 2. A further analysis of the number of sessions required for assistance to make a measurable

impact on grade earned. (Note: This analysis may show two points: the point at which assistance makes a positive difference, and the point at which increased attendance no longer contributes.)

3. Persistence of participants through the current academic term.


4. Retention of participants to the following term (e.g., fall to spring).

5. Retention of participants to the following year (e.g., fall to fall) or through 24 credits. 6. Retention of participants beyond the 2nd year.

7. Accrual of credits towards the desired degree/certificate, grouping by 15, 30, etc. 8. Change in overall GPA or academic standing (including probationary status) of participants

before and after assistance.9. Change in participants’ use of study strategies as demonstrated in self-reports, pre- or post-

test differences, or other qualitative assessments. 10. Change in grades received by participating students on assignments during the term in

which assistance was received compared with change in grades received by non-participating students during the same term.

11. Quantitative or qualitative growth in one of the following for participants or facilitators: a. Cognitive skills (critical thinking, literacy skills, intellectual maturity, metacognition,

learning strategies, etc.).b. Affective or non-cognitive skills (citizenship, leadership, connectedness,

collaborative skills, etc.).12. For facilitators, development of academic leadership skills, as demonstrated by one or

more of the following: a. Pre- and post-test measures. b. Session notes.c. Supervisor’s observations and/or reports.

13. Persistence or retention of facilitators. 14. GPA statistics of facilitators before and after the experience. 15. Post-graduation or departure data on facilitators’ job placement rates, rates of transfer to

higher institution, performance after transfer, etc.16. Some other meaningful measure that demonstrates student success. Please let us know of

your choice in advance if using this option. a These may be simple or multivariate comparisons. b While comparing participants to non-participants may be ideal, comparison to the overall class average may be easier to accomplish. When the N of participants is small in proportion to the overall N, this is acceptable.


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