Dr. Marius Pfeiffer Fort Worth, Texas

Academic Results in Major’s Academic Results in Major’s Biology and other Science Biology and other Science courses at Tarrant County courses at Tarrant County

College District (TCCD)College District (TCCD) Dr. Marius PfeifferDr. Marius Pfeiffer Fort Worth, TexasFort Worth, Texas

Attrition rates hover around 50% for Attrition rates hover around 50% for Biology 1Biology 1 Anatomy and Physiology 1Anatomy and Physiology 1

• Similar results for first semester courses in Similar results for first semester courses in Physics, Chemistry and College Algebra.Physics, Chemistry and College Algebra.

Pass rates as low as 30%Pass rates as low as 30% These are typically courses rich in These are typically courses rich in

students new to college (FTIC)students new to college (FTIC)

Why such poor results?Why such poor results?

Institutional enrollment standardsInstitutional enrollment standards Course standardsCourse standards Teaching standardsTeaching standards Student preparednessStudent preparedness Student apathyStudent apathy

Open enrollment community college.Open enrollment community college.

As a college with two year programs As a college with two year programs feeding into applied programs such as feeding into applied programs such as nursing, radiology and physical therapy-nursing, radiology and physical therapy- Prerequisites for Bio 1 and A&P1 are not Prerequisites for Bio 1 and A&P1 are not

permitted.permitted.

How College Ready are Students Who How College Ready are Students Who Take a “Core Curriculum”?*Take a “Core Curriculum”?*

• ACT defines the “Recommended Core Curriculum” as ACT defines the “Recommended Core Curriculum” as follows:follows:

– At least 4 years of EnglishAt least 4 years of English– At least 3 years of mathematicsAt least 3 years of mathematics– At least 3 years of social studiesAt least 3 years of social studies– At least 3 years of natural sciencesAt least 3 years of natural sciences

• This is a reasonably high standard, consistent with This is a reasonably high standard, consistent with what is required for admission to many US what is required for admission to many US universitiesuniversities

*Rigor at Risk: Reaffirming Quality in the High School Core Curriculum

How College Ready are Students Who How College Ready are Students Who Take a “Core Curriculum”?*Take a “Core Curriculum”?*

• Of students taking the Recommended Core Curriculum, Of students taking the Recommended Core Curriculum, three three out of four are not prepared to succeed in entry-level out of four are not prepared to succeed in entry-level college coursescollege courses, based on the ACT national college readiness , based on the ACT national college readiness indicatorsindicators

• About About 1 in 5 needs substantial help in all four subject areas1 in 5 needs substantial help in all four subject areas to be college readyto be college ready

*Rigor at Risk: Reaffirming Quality in the High School Core Curriculum, ACT

How Many Students Who Are How Many Students Who Are Admitted Still Need Remediation?Admitted Still Need Remediation?

• While remedial rates are subject to debate, it appears that While remedial rates are subject to debate, it appears that over 1/4 of incoming students at four-year collegesover 1/4 of incoming students at four-year colleges must must take one or more remedial coursetake one or more remedial course

• At some community colleges, At some community colleges, the figure reaches 60%the figure reaches 60%• Overall, federal statistics suggest that Overall, federal statistics suggest that 40% of college 40% of college

students take at least one remedial coursestudents take at least one remedial course

How College Ready are Students Who How College Ready are Students Who Take a “Core Curriculum”?*Take a “Core Curriculum”?*

• Of students who take Algebra I, Algebra II, Of students who take Algebra I, Algebra II, and Geometry in high school, and Geometry in high school, 25% end up 25% end up taking remedial math in collegetaking remedial math in college

• Of students who take a math course beyond Of students who take a math course beyond these three, these three, 17% still need remediation17% still need remediation

*Rigor at Risk: Reaffirming Quality in the High School Core Curriculum, ACT

College Readiness is DecliningCollege Readiness is Declining

About three-quarters of the 17,500 freshmen at the About three-quarters of the 17,500 freshmen at the community colleges this year have needed remedial community colleges this year have needed remedial instruction in reading, writing or math, and nearly a instruction in reading, writing or math, and nearly a quarter of the freshmen have required such instruction in quarter of the freshmen have required such instruction in all three subjects. In the past five years, a subset of all three subjects. In the past five years, a subset of students deemed “triple low remedial”, with the most students deemed “triple low remedial”, with the most severe deficits in all three subjects, has doubled. severe deficits in all three subjects, has doubled.

From the New York Times, March 4, 2011, Reporting on results from the CUNY From the New York Times, March 4, 2011, Reporting on results from the CUNY system.system.

TCCD New Enrollments versus TCCD New Enrollments versus Remediation RatesRemediation Rates

Year 2003 Percent 2007 Percent

First time students

5766 100% 7425 100%

College ready 1093 19% 2607 35%

Deficient in one or more subjects

4673 81% 4818 65%

Deficient in all 3 867 15% 815 11%

Remedial Course Placement Remedial Course Placement MathMath

Accuplacer Math Scores as an Indicator of Accuplacer Math Scores as an Indicator of Academic Success for Majors Biology IAcademic Success for Majors Biology I

12*dash-line represents cut-off score for remediation

68959761315N =

All BIOL1406 (Majors Biology)

Accuplacer Math p<0.001

ABCDW OR F

Me

an

+/-

2 S

E

100

95

90

85

80

75

70

65

60

55

50321315N =

All BIOL1406 (Majors Biology)

Accuplacer Math p<0.001

C or better p<0.001

PassD+Fail/Withdraw

Me

an

+/-

2 S

E

100

95

90

85

80

75

70

65

60

55

50

Accuplacer Math Scores as an Indicator of Accuplacer Math Scores as an Indicator of Academic Success for Anatomy and Physiology IAcademic Success for Anatomy and Physiology I

13*dash-line represents cut-off score for remediation

2843993271831155N =

All BIOL2401 (Anatomy & Physiology I)

Accuplacer Math p<0.001

ABCDW OR F

Me

an

+/-

2 S

E

80

75

70

65

60

55

5011931155N =

All BIOL2401 (Anatomy & Physiology I)

Accuplacer Math p<0.001

C or better p<0.001

PassD+Fail/Withdraw

Me

an

+/-

2 S

E

80

75

70

65

60

55

50

Correlation of Accuplacer ScoresCorrelation of Accuplacer Scores

14

Pearson Pearson CorrelationCorrelation (p-value)(p-value)

Accuplacer Accuplacer EnglishEnglish

Accuplacer Accuplacer ReadingReading

Accuplacer Accuplacer MathMath

Accuplacer Accuplacer English English 1.0001.000 0.193 (p<0.001)0.193 (p<0.001) 0.103 (p<0.001)0.103 (p<0.001)

Accuplacer Accuplacer ReadingReading 0.193 (p<0.001)0.193 (p<0.001) 1.0001.000 0.246 (p<0.001)0.246 (p<0.001)

Accuplacer MathAccuplacer Math 0.103 (p<0.001)0.103 (p<0.001) 0.246 (p<0.001)0.246 (p<0.001) 1.0001.000

Accuplacer testing scores are significantly correlated with each other and as indicated previously, are excellent predictors of academic success in the science courses.

Two year push to require College Level Two year push to require College Level Math placement prior to Enrollment in Math placement prior to Enrollment in Science courses.Science courses. Still waiting for authorizationStill waiting for authorization

TCCD Has Joined the Achieving TCCD Has Joined the Achieving the Achieving the Dream the Achieving the Dream

InitiativeInitiative The initiative’s central focus is to help The initiative’s central focus is to help

community colleges use what they learn community colleges use what they learn from data on student outcomes to develop from data on student outcomes to develop new programs and policies — and to new programs and policies — and to generate long-term institutional change. generate long-term institutional change.

Remediation Remediation

Instituted a new program requiring Instituted a new program requiring remedial students to enroll in and pass a remedial students to enroll in and pass a Student Success 8 week course.Student Success 8 week course. Developmental (no credit)Developmental (no credit) Enrollment block if not passed (2Enrollment block if not passed (2ndnd semester) semester)

Funding in the FutureFunding in the Future

Tied to outcomesTied to outcomes Number of students passing a course?Number of students passing a course? Instructor evaluation based on course Instructor evaluation based on course

outcomes?outcomes?

The college is squeezed in the middle.The college is squeezed in the middle. Is the problem at the college level?Is the problem at the college level?

Secondary education?Secondary education? Societal?Societal?

A work in progress.A work in progress.