Multiple Measures of College Readiness Support Operations for Academic Retention

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Multiple Measures of College Readiness Support Operations for Academic Retention. Emily Ehrlich Hammer, M.B.A., A.B.D. Assistant Director October 16, 2013. NEW THECB TSI Rules. - PowerPoint PPT Presentation


  • Multiple Measures of College ReadinessSupport Operations for Academic RetentionEmily Ehrlich Hammer, M.B.A., A.B.D.Assistant Director

    October 16, 2013


    For holistic placement of non-exempt students not meeting standards as defined in 4.57(a) and (b) of this title (relating to College Ready and Adult Basic Education (ABE) Standards), institutions shall use for determination of appropriate courses and/or interventions the TSI Assessment results and accompanying Diagnostic Profile, along with consideration of one or more of the following: (1) High school Grade Point Average/class ranking; (2) Prior academic coursework and/or workplace experiences; (3) Non-cognitive factors (e.g., motivation, self-efficacy); and (4) Family-life issues (e.g., job, childcare, transportation, finances).

    RULE 4.55Assessment and Placement

  • Literature Regarding Multiple MeasuresFactors that can affect student performance and retention:Student Background in SubjectHigh School GPAAcademic Rigor of High School ProgramSATACTCollege Readiness Assessment

    Source: Hirschy, A. S., Bremer, C. D., & Castellano, M. (2011). Career and technical education (CTE) student success in community colleges: A conceptual model. Community College Review, 39, 296-318. doi: 10.1177/0091552111416349

  • Literature Regarding Multiple MeasuresValidity of college success predictions can be improved by including non-cognitive factorscommitment to school (Tinto 1993), long-term goal setting (Young and Sowa 1992) social support (Lotkowski, Robbins and Noeth 2004).

    Sources:Lotkowski, V.A., Robbins, S.B., and Noeth, R.J. (2004). The role of academic and non-academic factors in improving college retention: ACT policy report.Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd ed.). Chicago: University of Chicago Press.Young, B., and Sowa, C. (1992). Predictors of academic success for Black student athletes. Journal of College Student Development, 33, 318-324.

  • Developmental Education Menu of Options

    Accelerated Course-Based OptionsNon-Course Based Competency OptionsDevelopmental Education InterventionsWhos WhoTraditional Dev Ed OptionsStudents who under multiple-measures evaluation show self-discipline to complete in a more independent environmentStudents who fall within 3% of College ReadyReading/WritingTSI 02041 Hour A Week Traditional Face to Face Class Time1 Hour A Week meet with a Tutor1 Hour A Week student must go to Learning Center and work on Aplia or ALEKSTwo Week Refresher Students must retest at end of Refresher. If students fail retest, then students will be moved to NCBO OptionTSI 0304MathTSI 0202TSI 0302ESOLTSI 0305

  • Reading/Writing Developmental Education Placement

    TSI CourseRemediation VersionTSI Test ScoresACT/SAT/GPATSI 0204Accelerated Course-BasedTSI AssessmentReadingWritingEssayNA342-345350-3541-2TSI 0304Accelerated Course-BasedTSI AssessmentReadingWritingEssayNA346-350355-3623-4TSI 0305Accelerated Course-BasedTSI AssessmentReadingWritingEssayNA

    346-350355-3623-4NCBO 0304NCBOTSI AssessmentReadingWritingEssay20-23/450-500/3.0

    346-350355-3623-4REF 0304Bubble OptionTSI AssessmentReadingWritingEssay20-23/450-500/3.0347-350359-3634

  • Mathematics Developmental Education Placement

    TSI CourseRemediation VersionTSI Test ScoresACT/SAT/GPATSI 0202Accelerated Course-BasedTSI AssessmentMathematicsNA336-340TSI 0302Accelerated Course-BasedTSI AssessmentMathematicsNA341-349NCBO 0302NCBOTSI AssessmentMathematics20-23/450-500/3.0341-349

    REF 0302Bubble OptionTSI AssessmentMathematics20-23/450-500/3.0


  • Non-Course Based Competency OptionsStudents who meet TSI Assessment exit-level remediation course standards and have met threshold criteria for ACT/SAT/High School GPA and Non-Cognitive Evaluation will be placed into one of the following:NCBO0304 Reading/Writing deficient students are placed into a self-paced course with three components: Aplia Homework, Essay and Revisions, and Final ExamNCBO0302 Mathematics deficient students are placed into a self-paced course with three components: ALEKS Pie, Project, and Final Exam

  • Fall 2013 TSI Student Performance on Admission Tests

    TAKSELA (2200)Essay (3)Mathematics (2200)Student Score22772.492235

    SATCritical Reading (500)Mathematics (500)Composite (1070)Student Score451.32467.5919.70

    ACTEnglish (19)Mathematics (19)Composite (23)Student Score18.118.7319.25

  • Fall 2013 TSI Student Performance on TSI Tests

    AccuplacerReadingWritingMathematicsStudent Score74.1081.354.3853.82

    COMPASSReadingWritingMathematicsStudent Score83.6073.925.8526.34

    THEAReadingWritingMathematicsStudent Score207.43185.143212.38

    TSI AssessmentReadingWritingMathematicsStudent Score350.833584333.17

  • Multiple Measure Placement Student PerformanceMathematicsTotal Number of TSI 0302 Students: 87Average Total Number of Topics10.14Average Hours in ALEKS5.89Average ALEKS Topics per Hour2.22 Total Number of NCBO 0302 Students: 50Average Total Number of Topics11.2Average Hours in ALEKS6.99Average ALEKS Topics per Hour1.93

  • Multiple Measure Placement Student PerformanceIntegrated Reading/WritingTotal Number of TSI 0304: 72 Total Number of Students Who Took Aplia Pre-Diagnostic 51 Percent Grade on Aplia Basic Writing64% Percent Grade on Aplia Basic Reading67%Total Number of NCBO 0304 Students: 51Total Number of Students Who Took Aplia Pre-Diagnostic 33Percent Grade on Aplia Basic Writing70%Percent Grade on Aplia Basic Reading75%

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