Percentage of Students Placed in Pre-Requisite Developmental Courses Who Passed ENG 101

passed 10128733%

neverpassed 101

688%

took 10135541%

took no more writing

courses13516%

passed09949057%

neverpassed

09937343%

took 0991988/1989

863100%

Longitudinal Study of 1988/89 Cohort in Upper-Level Basic Writing (1993)

failed

Why Do Students Drop Out?

can’t write

a thesis

no concrete examples

sentence fragments

confusing words

subject-verb agreement

mla formatwhen we asked students . . .They told us “none of the above”

eviction

car trouble

changes at work

financia

l problems

medical problems

problems with children

laid off

legal problemsabusive situation at home

life issuesstudent fears she isn’t “college material”

student doesn’t know anyone

student doesn’t feel

connected to the college

student doesn’t know how college worksstudent loses confidence

stress b

ecomes too greataffective issues

lifeissues

affectiveissues

collegeknowledge

non-cognitive

issues

Student’s End-of-Semester Comment

.

“ I’m really a bad writer, but my English teacher thinks I’m a good writer, so this semester Iwrote really good papers, so she wouldn’t find out what a bad writer I am.”

creditcourse

50%pass

creditcourse

developmentalcourse

75%

takecredit

course

passdevelopmental

course

75%

passcredit

course

75%

.75 X .75 X .75 = 42%

ALP

ENG 101 ALP Support Class

meets 3 hours/week for 14 weeks meets 3 hours/week for 14 weeks

traditionalstand-alone

developmental writing

high schoolor

middle school

ALP ENG 101

• Activities to prepare students for what’s coming next in ENG 101.

• Activities to clarify, reinforce, and practice what we just covered in ENG 101.

• Activities to address integrated reading and writing.

• Activities to address non-cognitive issues.

What do we do in the corequisite support class?

passedENG 052

360465%

did not pass ENG 052

194135%

tookENG 052

Fa07-Fa105545 100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

traditional developmental students: fall 2007 –fall 2010

ALP students: fall 2007 –fall 2010

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passedENG 052

360465%

did not pass ENG 052

194135%

tookENG 052

Fa07-Fa105545 100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

traditional developmental students: fall 2007 –fall 2010

ALP students: fall 2007 –fall 2010

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passedENG 101

Fa07-Fa10 182933%

didn’t passENG 101

Fa07-Fa1083215%

passedENG 101

Fa07-Fa10 43874%

didn’t passENG 101

Fa07-Fa1015426%

passedENG 052

360465%

did not pass ENG 052

194135%

tookENG 052

Fa07-Fa105545 100%

tookENG 101

266148%

took nomore writing

courses94317%

passedENG 052

48582%

didn’tpass

ENG 05210718%

took ENG 052

Fa07-Fa10592

100%

took ENG 101

592100%

took nomore writing

courses0

0%

passedENG 101

Fa07-Fa10 182933%

didn’t passENG 101

Fa07-Fa1083215%

passedENG 101

Fa07-Fa10 43874%

didn’t passENG 101

Fa07-Fa1015426%

traditional developmental students: fall 2007 –fall 2010

ALP students: fall 2007 –fall 2010

data from Cho, Kopko, & Jenkins, 2012 (CCRC)

passedENG 10255410%

F, I, or WinENG1021673%

passedENG 10219533%

haven’t passed ENG102 10117%

10%

20%

Percent Earning 12 Credits within 1 Year of Passing Developmental Writing (Traditional or ALP)

30%

Fall201

1

Fall2012

Fall2013

Fall2014

Fall2010

40%Traditional Dev Writing ALP

Fall2016

Fall2015

Fall2017

34% 33%

38%35% 36%

32% 32%

29%

14%15%

17%

13% 14%11%

15%14%

10%

15%

20%

5%

traditional dev writing ALP

Fall200

7

Completion Rates(as of March 2019)

Fall2008

Fall2009

Fall2010

Fall201

1

Fall2012

Fall2013

25%

Fall2014

Fall2015

10%

6%

5% 5% 5% 5%4% 3% 4%

24%

8%

11%

8%

9%

8%8%

7% 7%

50%

Success Rates for 7 Participating Colleges

75%

25%

comparison cohort

ALP cohort

76%

86%

73%68%

94%

51%

82%

37%33%

38%48%

39%35%

47%

A5-10000suburbsMidwest

B10-20000suburbsMidwest

C20000+urban

Southwest

D<5000

small townMidwest

E<5000

suburbsSoutheast

F<5000rural

Southeast

G5-10000

small townMid-Atlantic

Results from Statewide Adoptions

Standalone Developmental

Co-Requisite

What is a Co-Requisite Model?

Co-Requisite Models

Developmental programs in which the developmental course is a co-requisite, not a pre-requisite, to the credit-level course.

Technology Model

Credit-Level Class

Tutoring Model

Credit-Level Class

1 hour/week for 14 weeks

Studio Sections

Studio Model

Credit Class

3 hours/week for 14 weeks

Fast Track Model(101+)

Developmental/Credit Class

6 hours/week for 14 weeks

Stretch

ENG 101

3 hours/week for spring semester3 hours/week for fall semester

ENG 101

9:00 Credit-Level Class

ALP Triangle Model

11:00 Credit-Level Class

10:00 Co-Req Class

ALP with Two Instructors

Credit-Level Class Co-Req Class

1. Students are enrolled in the college-level writing course and the corequisite course concurrently.

2. The curriculum in the corequisite course is “backward designed” from the college-level course.

3. The corequisite students are in a college-level class in which at least 50% of the students have been

placed into the college-level.

4. The same instructor teaches both the college-level class and the corequisite class.

5. Class size for the corequisite class is no more than twelve.

6. The corequisite students are in a cohort that spends extended time together.

7. Integrated reading and writing is central to the curriculum, at least in the corequisite class.

8. Addressing non-cognitive issues has a major presence in the corequisite class.

9. The pedagogy of the corequisite class includes significant use of active learning.

10. The corequisite section meets for enough time to address reading, writing, and non-cognitive issues.

11. Significant faculty development is provided to help instructors feel comfortable with the logistics and

the pedagogy of a corequisite model.

12. The model is scalable.

Critical Features of a Co-Req Model

1. Backward curriculum design.

2. Active learning in the writing classroom.

3. Integrated reading and writing.

4. Addressing non-cognitive issues.

5. Syllabus design.

6. Reading/writing projects, not essay assignments.

Critical Features of Co-Req Pedagogy