Why HS Pre-100 Level Courses?

The Cost of Developmental Education

Higher Education estimates cost at over $1Billion, with uncertain results*

70% graduation rate for students w/out remedial classes**

48% graduation rate for students taking at least one remedial class**

* K.Hughes, 2011, Community College Research Center

** C. Adleman, 2006, “The Toolbox Revisited”, p.50.

A Brief Local History

High School Graduation Requirements

Course Sequences and State Math Requirements

Standardized Testing

4th year of Math

Our Courses

English

English III English 81 – Literature and

Communications

Composition English 91 – Writing and

Communications

Mathematics

Informal Geometry Math 85 – Plane Geometry

Transitional Algebra Math 81 – College Algebra Math 90 – Intermediate

Algebra

Math 085

Math 81, 90

Our College Partner - BHC

Common Course Catalog Number

Common Syllabi

Common Texts

COMPASS exam for semester assessment and BHC placement

Students take course free of charge – no credits at HS or College

Challenges to Implementation

Personnel

Course Sequence

Access to Compass Exam

Counseling/Parents/Student Interest

Research Questions Do students who have participated in developmental

classes show improvement in competencies required of first year college credit courses?

Do students who have participated in developmental classes respond favorably to a commitment to enter post-secondary institutions after high school?

Do students who have participated in developmental classes show an increase in positive affect toward readiness for post-secondary education?

Are developmental classes purposefully aligned with community college competencies and college prep concepts at the high school level?

Theoretical Model for Pre-100 Level Course Impacts on Student Post-Secondary Readiness

© Dr. Joni L. Swanson, 2011

Course Specific Data

Math

141 students

83 Males/58 Females

31% Free/Reduced Lunch

64% scored A/B on Math 81

66% scored A/B on Math 90

English

112 students

73 Males/39 Females

40% Free/Reduced Lunch

55% earned A/B on Eng 81

48% earned A/B on Eng 91

A Developmental Class was the exit course for 77% of sample.

Question #1

Improvement in Competencies – Math

Achieving 100+ Placement on COMPASS

ACT Math Benchmark

Second Semester Math Grades

Question #1

Improvement in Competencies – English

Achieving 100+ Placement on COMPASS

Free/Reduced Lunch eligible

ACT English Benchmark

Question #2

Commitment to Post-Secondary Enrollment –

Math

84% enroll in PSE (Pearson’s R = .279)

Greater likelihood of PSE, as compared to non-participants if scored 100+ on the COMPASS exam

Question #2

Commitment to Post-Secondary Enrollment -

English

58% enroll in PSE Pearson’s R = -.372

ACT Reading Benchmark

100+ on COMPASS

Question #3

Course Impact on Post-Secondary Readiness

Survey of spring 2011 Developmental Ed Classes

Enrollment in Post Secondary Education

Preparation for 100 Level Classes

Question #4

Course Alignment with Black Hawk College

Consistency in Staff

Monitor Students’ Skill Deficits

College Knowledge Emphasized

From the English Teacher…

Implications

34% Achieved 100+ COMPASS

75% Sample vs 85% GHS Population Enter PSE

Positive Math Course Decisions

Free/Reduced Lunch Status + Devel. English = 100+ COMPASS

2nd Semester Senior Math + Good Grades = 100+ COMPASS

Supportive Personnel = Positive Student Results

Pre-100 Level Classes and the

Common Core Standards

From the Math Teacher….