GATEWAY COURSE SUCCESS Scaling Corequisite
Gateway course success
Feb 24, 2016
Gateway course success. Scaling Corequisite. Too many students start college in remediation. Too many entering freshmen need remediation. 51.7%. of those entering a 2-year college enrolled in remediation . 19.9%. of those entering a 4-year college enrolled in remediation . - PowerPoint PPT Presentation
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GATEWAY COURSE SUCCESSScaling Corequisite
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Too many students start college in remediation.
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Too many entering freshmen need remediation.
51.7%of those entering a 2-year college enrolled in remediation
19.9%of those entering a 4-year college enrolled in remediation
Source: Fall 2006 cohorts
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Too few remedial students ever graduate.
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Most remedial students never graduate.
Source: Completion data: fall 2006 cohorts; graduation data: 2-year, fall 2004 cohorts; 4-year, fall 2002 cohorts
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Student attrition is at the heart of the matter.
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Few Ever Get to Gateway
70% of students placed into remediation fail to enroll in
a gateway course in two academic years
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Policy Objectives for Gateway Course Success1. Design STEM and non-STEM math options.2. The default placement for most students
will be gateway courses.3. Provide additional academic support as
corequisite, not prerequisite.4. Establish a placement range instead of a
single cut score.
13
What is Statewide Scale?A state system where . . .
• the vast majority of students . . .
• at the vast majority of institutions . . .
• receive academic support as a corequisite . . .
. . . resulting in dramatic increases in the number of students completing gateway math and English courses in one academic year.
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Guiding Objective
Students complete gateway courses and enter programs
of study in one academic year
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Mathematics must be aligned
with programs of study.
“College Algebra was designed explicitly to meet the needs of students who are preparing to take Precalculus and Calculus.”
University System of GeorgiaMathematics Task Force:
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College Algebra’s Only Purpose :Preparation for Calculus
College Algebra Calculus
STEM
STEM
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Providing Academic Support as a Corequisite
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One Semester Redesigned Gateway
Extra Ti
me
• 45 minutes after class
• Additional class periods
Mandatory Tutorin
g
• Paired proctored labs
Sequenced
• 5 weeks prep plus 10 weeks gateway content
Gateway
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One Semester Corequisite Results
Institution Subject Traditional Model
Corequisite Model
CC of Baltimore County Accelerated Learning Model English 33% 74%
Austin Peay State University Structured Assistance
English 49% 70%
Quantitative Reasoning 11% 78%
Statistics 8% 65%
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One Year Corequisite
Gateway
Semester 1 Semester 2
Gateway ContentAcademic Support
College Success Skills
STEM
Quantitative Reasoning
Statistics
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One Year Corequisite Results Carnegie Statway
Success in gateway math within one academic year
Traditional Model Statway
5.9%
51.0%
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Aligned and Parallel Support in Technical Certificate Programs
Technical Program Math and Language Skills
Tennessee Colleges of Applied Technology• Work Keys/Keytrain• Required, Proctored Lab• Competency-based, Self-paced
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TCAT Results
79% Graduation RateAll Complete Academic Support
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Placement into gateway courses and programs
of study
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Plotting a Path to Programs of Study• High school Performance
(GPA/Senior Year Courses)• High School Transcripts• Placement/Entrance Exams• “Grit”
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Plotting a Path to Programs of Study• Grit, like cognitive ability, falls within a
normal distribution.• Our current higher education system was
built for students with high grit and high academic ability.
• We don’t know if we can teach grit – but we can remove the unnecessary barriers that prevent student success.
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Current Model Enrolls Most Students into Remediation
Perc
ent
of S
tude
nts
Student Placement Data
30%70%
GatewayRemediation
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New Model Enrolls Most in CollegePe
rcen
t of
Stu
dent
s
Student Placement Data30%10% 60%
GatewayTest Prep or
Technical Certificate
Gateway Course with Corequisite
Support
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A Broad Placement RangePe
rcen
t of
Stu
dent
s
Student Placement Data30%10% 60%
Less than 2.0 HS GPA or
ACT Below 14 or
Equivalent
2.0 – 2.5 High School GPA or ACT 14-18 or
Equivalent
2.5 High School GPA or ACT 19 or
Equivalent
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Goal of Assessment Reform : More Students in Gateway CoursesDON’T:• Try to build the perfect test• Create a new rigid system for sorting studentsDO:• Dismantle unnecessary barriers by placing the
vast majority in gateway courses• Accept that the majority of students need
some support – cognitive and non-cognitive• Provide that support in the college-level
gateway course – as a co-requisite
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Policy Objectives for Gateway Course Success1. Design STEM and non-STEM math options.2. The default placement for most students
will be gateway courses.3. Provide additional academic support as
corequisite, not prerequisite.4. Establish a placement range instead of a
single cut score.
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