Assessment Test Preparation Assessment Test Preparation Using ACCUPLACER/MFL: Using ACCUPLACER/MFL: A Student Success ModelA Student Success ModelA Student Success ModelA Student Success Model

June 28, 2012Bryan Reece, Ph.D.Graciela VasquezGraciela VasquezCerritos College

Cerritos CollegeCerritos College

General Demographic Info• Urban Community College• Los Angeles CountyLos Angeles County• ~23,000 Credit Students• ~2,000 Degree/Certificates Per Year• Hispanic Serving Institution• Multicultural Student BodyMulticultural Student Body• Working Class/Working Poor Students• Focus: Transfer, CTE, Dev Ed

College Readiness• ~7,000 students take assessment each year• 40%+ assess below college readingg g• 60%+ assess below college writing• 99%+ assess below college math• Too few basic skills courses. During spring semester,

4,000+ students turned away from basic skills math; y2,500+ turned away from basic skills English

ARCC DataARCC Data

ESL Improvement Rate

DE Improvement Rate

DE Course Completion Rate

PrerequisitesPrerequisites

College-Wide Study on Basic Skills Prereqs

Examples from ENG 52

• 743 Courses Evaluated• Multiple Year Study• Looked for Impact of Basic Skills Prerequisite

• Retention Rate Improved by 5% or More• Success Rate Improved by 10% or More

Criteria

• Course Grade Improved by 0.3 of More (4 Point Scale)• n = 250 or More

Findings• 46 Courses Need Reading 54 Prerequisite• 88 Courses Need English 52 Prerequisite• 102 Course Need Math 80 Prerequisite

Findings

Assessment Prep CourseAssessment Prep CourseCourse Design

• Target students who have taken the Assessment Tests to advance to the

• No registration fee• No record on transcript

Student Benefit

Assessment Tests to advance to the next placement level in English, Reading, and Math.

• Noncredit, 0 unit course • 18-Week Open Entry/Open Exit

• No record on transcript• Instructor and Tutor supported• Self-paced• Flexibility and Structure • Online access to MFL instruction• 18-Week Open Entry/Open Exit

• 10 Week Instruction • 4 hours a week content specific

instruction• 12 hours a day 5-days a week

• Online access to MFL instruction • Unlimited repetition and practice• Upon successful completion,

guaranteed enrollment in the Math, English Reading course12 hours a day, 5-days a week

instructor and tutor open lab support• Workshop support and referral• Computer-based ACCU/MFL• Customized by Skill Level

English, Reading course• First focus on basic skills mastery• Early introduction to Success Center

Lab and additional resources • Positive college experienceCustomized by Skill Level

• Strengthen basic skills • Pre and post assessment tests• Improvement of assessment scores

Positive college experience• Privacy• Success and confidence

The Model: Program CollaborationThe Model: Program Collaboration

Adult Education Success Center Assessment Office• Course schedule• Course registration

C i t t

• Staff Support• Open lab

W k h /DLA

• Diagnostic unit set up • Student outreach and

f l• Course instructors• Student outreach• Information Sessions• Student intake

Di ti t ti

• Workshops/DLAs• Lab Tutors• Lab Instructors• Liaison ACCU/MFL

i t

referral• Post assessment

testing • Interface with AED

d• Diagnostic testing• MFL course

maintenance and student progress St d t i t ti i

maintenance• Faculty Training• Tracking lab hours

course and assessment

• Student registration in next level course

The Model: Learning ResourcesThe Model: Learning Resources

Learning Environment• Open Lab with instructor and tutor support• Math and English centered lab areas• Online, self paced • Structured class times 4 hours per week• Class group instruction• Small group specific content instruction• Regular communication via online course email messaging

The Model: SupportThe Model: Support

Faculty Support• AED Instructors Assigned to

Course• Success Center Faculty Available to

Assist with Math, Reading and EnglishEnglish

Tutor and Staff Support• Staff Assigned to Help AED Instructors• Success Center Peer Tutors Available to• Success Center Peer-Tutors Available to

Assist with MFL• Success Center Peer-Tutors Available to

Assist with Math, Reading and English• Check-in Desk Monitors Time In Success

Center

ImplementationImplementation

Fall 2011 (Pilot)o Fast Startupo Fast Startupo 6-Week Courseo Student That Did not Get Course and Were Close to Next Cut Scoreo Instructor Led; Tutor Supportedpp

Spring 2012o Entire Semestero Open Entry Open Exit (avg 6 weeks)o Open Entry Open Exit (avg. 6 weeks)o Instructor Led; Tutor Supportedo All Basic Skills Students

Summer 2012o One 6-Week Session (Similar Target and Structure to Spring)o One 6-Week Session Targeting Incoming High School Students

ResultsResults

Initial Outcomes

129 Students Enrolled in the Fall 2011 Course• 34 Students Dropped• 37 Students did not Complete• 58 Total Students Completed the

A t P C (T k P d

154 Students Enrolled in the Spring 2012 Course• 51 Students Dropped• 37 Students did not Complete• 34 Total Students Completed the Assessment

P C (T k P d P t A t

Spring 2012Fall 2011 Pilot

Assessment Prep Course (Took Pre and Post Assessment Test)

Prep Course (Took Pre and Post Assessment Test)

42%28%

Students Dropped

Students Did Not Complete26%

45%

Students Dropped

Students Did Not Complete

30%

p

Completed the Assessment Prep Course (Took Pretest and Post Assessment Test)

29%

45%

Completed the Assessment Prep Course (Took Pretest and Post Assessment Test)

ssess e t est)

ResultsResultsFall 2012Fall 2012

Of the 58 students that completed the course, 52% increased placement level by 1 or more courses in English, Reading, and/or Math. Red

Spring 2012

Of the 34 students that completed the course, 35% increased placement level by 1 or more courses in English, Reading, and/or Math. Green

46%

30%

40%

50%41%

46%40%

28%

Spring 2012

Fall 20110%

10%

20%

MathEnglish

14%

8%

EnglishReading

ResultsResults

Nearly 100% demonstrated significant improvement overall in diagnostic modules from Pre to Post in English, Reading, and/or Math

St dent FeedbackStudent Feedback

90% Agree or Strongly Agree that MyFoundationsLab was easy to use.

82 % Agree or Strongly Agree that they were satisfied with the progress they made because of this course.

88% Agree or Strongly Agree that they would recommend this course to their friends.

Challenges and Next StepsChallenges and Next Steps

Political Challenges• English Department

Administrative Issues• Assessment Office Coordination

E ll t I ti Ch ll• Reading Department• Math Department

• Enrollment Incentive Challenges• Apportionment• FTES• Technical: MIS, MFL and

A l C di tiAccuplacer Coordination

Sustainability Challenges• Counseling Awareness and Buy-in• Funding: Moving from Subsidy to

Other Concerns• Growing on Campus• Growing off CampusFunding: Moving from Subsidy to

Self Supporting• Mandatory Preparation Course

Growing off Campus• Financial Aide and Non-Credit

Courses