Addressing Developmental English Course Challenges with ALP
ALP was created to address issues faced in developmental English courses. The presentation delves into how ALP functions, the results it has produced, reasons behind its effectiveness, co-requisite options, and strategies for scaling up. Data and insights from various attempts at measuring success, student drop-out reasons, and factors affecting students' performance are also discussed.
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Overview of Presentation The problem ALP was designed to address. How ALP works. Results. Why ALP works. Co-Req options. Scaling up.
First Attempt at Measuring Success (1993) 100% 100% ABC in ENGL 101 287 81% 75% 75% S in ENGL 052 490 57% 50% 50% U or W ENGL 052 373 43% DFW in ENGL 101 68 19% 25% 25% 0% 0% Success rates for students who took ENGL 052 in 88-89 N = 863 Success rates for students who passed ENGL 052 in 88-89 and then took ENGL 101 by sp 92
Second Attempt at Measuring Success (1993) took 052 1988/1989 863 100% passed 052 490 57% passed 101 287 33% took 101 355 41% never took no more writing courses 135 16% never passed 052 373 43% passed 101 68 8%
when we asked students . . . They told us none of the above
life issues affective issues eviction
non- cognitive issues life issues affective issues
credit course 50% pass
developmental course credit course
pass take credit course pass credit course developmental course 75% pass 75% pass 75% pass .75 X .75 X .75 = 42%
Overview of Presentation The problem ALP was designed to address. How ALP works. Results. Why ALP works. Co-Req options. Scaling up.
ALP ENG 101 ENG 052
Overview of Presentation The problem ALP was designed to address. How ALP works. Results. Why ALP works. Co-Req options. Scaling up.
took ENG 052 Fa07-Fa10 5545 100% passed ENG 052 3604 65% took ENG 101 2661 48% traditional developmental students: fall 2007 fall 2010 took no more writing courses 943 17% did not pass ENG 052 1941 35% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% took ENG 101 592 100% ALP students: fall 2007 fall 2010 didn t pass ENG 052 107 18% took no more writing courses 0 0% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
took ENG 052 Fa07-Fa10 5545 100% passed ENG 101 Fa07-Fa10 1829 33% passed ENG 052 3604 65% took ENG 101 2661 48% traditional developmental students: fall 2007 fall 2010 took no more writing courses 943 17% didn t pass ENG 101 Fa07-Fa10 832 15% did not pass ENG 052 1941 35% passed ENG 101 Fa07-Fa10 438 74% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% took ENG 101 592 100% ALP students: fall 2007 fall 2010 didn t pass ENG 052 107 18% took no more writing courses 0 0% didn t pass ENG 101 Fa07-Fa10 154 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
took ENG 052 Fa07-Fa10 5545 100% took ENG 101 2661 48% passed ENG 052 3604 65% passed ENG 101 1829 33% passed ENG 102 554 10% traditional developmental students: fall 2007 fall 2010 took no more writing courses 943 17% did not pass ENG 052 1941 35% didn t pass ENG 101 832 15% F, I, or W in ENG102 167 3% took ENG 052 Fa07-Fa10 592 100% passed ENG 052 485 82% passed ENG 102 195 took ENG 101 592 100% passed ENG 101 438 74% 33% ALP students: fall 2007 fall 2010 didn t pass ENG 052 107 18% haven t passed ENG102 101 17% took no more writing courses 0 0% didn t pass ENG 101 154 26% data from Cho, Kopko, & Jenkins, 2012 (CCRC)
Percent Earning 12 or More Credits within 1 Year traditional dev writing ALP 40% 39% 38% 35% 34% 33% 30% 20% 20% 16% 15% 14% 13% N=687 10% N=1406 N=1328 N=1042 N=884 N=149 N=288 N=550 N=587 N=669 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
Percentage of Students Who Passed Eng. 052 and Earned 24 Credits Within 2 Years 40% Traditional Dev Writing N = 880 ALP N = 590 30% 28% 27% 25% 20% 14% 14% 13% 10% F2010 F2011 F2012
Completion Rates (as of March 2016) traditional dev writing ALP 24% 20% 15% 11% 10% N=1142 N=1406 N=1328 10% N=587 N=549 8% N=1043 N=884 7% 5% 6% 7% N=966 5% 5% 5% N=149 N=288 N=34 N=68 3% 3% Fall 2012 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011
Success Rates for 7 Participating Colleges comparison cohort 94% 86% ALP cohort 82% 76% 75% 73% 68% 50% 51% 48% 47% 39% 38% 37% 35% 33% 25% A B C D E F G 5-10000 suburbs Midwest 10-20000 suburbs Midwest 20000+ urban Southwest <5000 small town Midwest <5000 suburbs Southeast <5000 rural Southeast 5-10000 small town Mid-Atlantic
Overview of Presentation The problem ALP was designed to address. How ALP works. Results. Why ALP works. Co-Req options. Scaling up.
Why ALP Works 1. students are in ENG 101 2. cohort effect 3. small class size 4. coordination of two courses 5. attention to non-cogs 6. developmental students are in a class with 101- level students 7. progressive pedagogy 8. scalable 9. enough time to include reading and non-cogs
Overview of Presentation The problem ALP was designed to address. How ALP works. Results. Why ALP works. Co-Req options. Scaling up.
What is a Co-Requisite Model? Developmental programs in which the developmental course is a co-requisite, not a pre-requisite, to the credit-level course.
Co-Requisite Models Co-Requisite Models Compressed 6 hours MyCompLab Two Instruc- tors Compressed 4 hours
Co-Requisite Models Co-Requisite Models 1. students are in ENG 101 2. cohort effect 3. small class size 4. coordination of two courses 5. attention to non-cogs 6. developmental students are in a class with 101-level students 7. progressive pedagogy 8. scalable 9. enough time to include reading and non-cogs Compressed 6 hours MyCompLab Two Instruc- tors Compressed 4 hours
Co-Requisite Models MyCompLab 1. students are in ENG 101 2. cohort effect 3. small class size 4. coordination of two courses 5. attention to non-cogs 6. developmental students are in a class with 101-level students 7. progressive pedagogy 8. scalable 9. enough time to include reading and non-cogs 1. students are in ENG 101 2. cohort effect 3. small class size 4. coordination of two courses 5. attention to non-cogs 6. developmental students are in a class with 101-level students 7. progressive pedagogy 8. scalable 9. enough time to include reading and non-cogs
Co-Requisite Models Compressed 4 hours 1. students are in ENG 101 2. cohort effect 3. small class size 4. coordination of two courses 5. attention to non-cogs 6. developmental students are in a class with 101-level students 7. progressive pedagogy 8. scalable 9. enough time to include reading and non-cogs 1. students are in ENG 101 2. cohort effect 3. small class size 4. coordination of two courses 5. attention to non-cogs 6. developmental students are in a class with 101-level students 7. progressive pedagogy 8. scalable 9. enough time to include reading and non-cogs
Overview of Presentation The problem ALP was designed to address. How ALP works. Results. Why ALP works. Co-Req options. Scaling up.
Number Taking ALP or Traditional Each Fall 1406 1400 1328 traditional dev writing ALP 1200 1142 1042 1000 966 884 800 700 687 670 669 590 587 600 550 408 400 288 149 200 68 34 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2014 Fall 2015 Fall 2013
Number Taking ALP or Traditional Each Fall 1406 1400 1328 traditional dev writing ALP 1200 1142 1042 1000 966 884 800 700 687 670 669 590 587 600 550 408 400 288 149 200 68 34 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2014 Fall 2015 Fall 2013
Analyzing Pass Rates 8000 7589 traditional 7000 ALP 6000 total 5343 5000 4000 3000 2246 2000 1000 number in cohort 2009-2013
Analyzing Pass Rates 8000 7589 traditional 7000 ALP 6000 total 5343 5000 4781 30% 63% 4000 2993 3000 2246 2000 1584 1409 1000 number in cohort 2009-2013 number who passed 101 2009-2013 number who would have passed 101 if we had fully scaled up
Analyzing Pass Rates 8000 traditional 7000 ALP 6000 total 5000 4781 4000 3576 1788 2993 3000 2000 1000 number in cohort 2009-2013 number who passed 101 2009-2013 number who would have passed 101 if we had fully scaled up
26 Boeing 737-700s 137 seats per plane
100% Number Taking ALP or Traditional Each Fall 1406 1400 1328 traditional dev writing ALP 1200 1142 1042 1000 966 884 800 700 669687 670 590 587 600 550 408 400 288 149 200 68 34 Fall 2016 Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015
