Developmental Education in Utah: Where We Are and What We Know

Developmental Education in Utah: Where We Are and What We Know

Developmental Education in Utah: Where We Are and What We Know Utah System of Higher Education, Office of Institutional Research Dr. David Ma, Longitudinal Studies Manager Charles Steimel, Research Analyst Laura Zemp, Research Analyst Overview Institutional policies for placement in remedial courses throughout USHE Comparisons of remedial course takers and other students by demographics, course-taking patterns, ACT, and GPA. USHE Math Study Longitudinal study of 2008 entering cohort looking at math remediation and graduation. Is it Remedial or Developmental? Math and English Placement Policies Institutions Vary Policies change - Summer 2014, some updates Differences within and among institutions How long placement is valid Accuplacer scores to be eligible to take a course Acceptable course grades to move on How students begin the placement process What type of courses are available (concurrently, subject) Why this matters Student success in courses Transfer What do math policies look like amongst institutions?

Placement policy Mandatory everywhere but challenge at UU Institution Accuplacer Branching Accuplacer ACT Course UU USU WSU Start with EA 2 years 2 years No Limit Choose EA or CLM (Most CLM) 1 year

1 year 1 year N/A 1 year 2 years 1 year SUU Start with EA; 0-39 go to AR, 90+ go to CLM 2 years 2 years 2 years Meet with students; default EA 2 years 2 years 2 years

Start with AR 2 years 2 years 2 years Start with EA 2 years 2 years 2 years Start with EA 1 year 1 year 1 year SNOW DSU UVU SLCC

Placement policy data from Summer 2014 Placement Scores for College Level Math Courses ACT Scores ACT Cut Scores 23 for Math 1050 College Algebra and Math/Stat 1040 Intro to Statistics/Math 1030 Quantitative Reasoning SLCC also requires a 20 in Reading on the ACT Course prerequisites require C or better to move to next course Placement policy data from Summer 2014 Placement Scores for College Level Math Courses Accuplacer Scores and Prerequisite Courses Institution 1050 1040 1030 UU

CLM > 60; Math 1010 CLM > 50; Math 1010 or other QL CLM > 50; Math 1010 USU CLM 60-79; Math 0995 or 1010 EA > 80 or CLM > 45; Math 1010 CLM > 50; Math 1010 WSU SUU CLM 50-69; Math 1010 CLM 50-69; Math 1010 or other QL CLM 50-69; Math 1010 CLM 50-89; Math 1010 CLM 50-89; Math 1010

CLM 50-89; Math 1010 SNOW EA > 90 or CLM 50-69; Math 1010 EA > 90 or CLM 50-69; Math 1010 EA > 90 or CLM 50-69; Math 1010 DSU EA 89-94; Math 1010 or 1000 EA 89-94; Math 1010 or 1000 EA 89-94; Math 1010 or 1000 UVU CLM > 60; MAT 1000 or MAT 1010 CLM > 43 and Reading > 71; MATH 1010 CLM > 60; MAT 1000 or MAT 1010

CLM > 43 and Reading > 71; MATH 1010 CLM > 60; MAT 1000 or MAT 1010 CLM > 43 and Reading > 71; MATH 1010 SLCC Placement policy data from Summer 2014 Placement Scores for Remedial Math Courses Institution 1010 990 950 UU EA 54-89 or EA 90+ and 0-49 CLM; ACT 18; Math 0990 (C-) AR < 120 or EA 0-54; ACT 14-17 N/A

USU EA 58-99 or CLM 40-49; ACT 18 and placement test; Math 0990 (C-) EA 40-57; Math 950 (C-) EA 0-39; ACT 11-16 USU Eastern Only WSU Rubric of HS GPA & ACT; Math 0990 (C) EA > 81 AR 0-74 SUU EA 55-89 or CLM 0-49; ACT 18; Math 0990 (B-) AR > 65 or EA 40-54; ACT 14-17; Math 0950 (B-) AR 0-64 AR 100+ or EA 55-89 or CLM 35-49; ACT 18; Math 0990 or 0970 (C)

ACT 15-17 AR 0-99 or EA 0-54; ACT 0-14 DSU EA 54-88; ACT 18; Math 0990 (C) AR 31-74 or EA 29-53; ACT 13-17; Math 0900 (C) AR 0-30 or EA 0-28; ACT 0-12 UVU EA > 61 or CLM 30-59; ACT 19; MAT 0990 or 0980 (C) AR > 90 or EA 46-60; ACT 17-18; MAT 0950 or 0980 (C-) Appropriate Accuplacer; ACT 16; MAT 0920 (C-) SLCC EA 54-89 or CLM 0-42;

ACT 18; Math 0990 or 0970 (C) AR > 75 and EA 40-53; ACT 15-17 AR 35-74 SNOW Placement policy data from Summer 2014 What do English policies look like amongst institutions? Placement policy Mandatory everywhere but challenge at UU Institution Accuplacer ACT UU Course No Limit USU No Limit

No Limit No Limit WSU 1 year No Limit No Limit SUU No Limit No Limit No Limit SNOW No Limit No Limit No Limit DSU

No Limit No Limit No Limit UVU 3 years 3 years No Limit SLCC 2 years 2 years No Limit Placement policy data from Summer 2014 Placement Scores for College Level English Courses Institution 2010 1010

Index Score < 95 WSU Index Score > 96; Placement Essay; WRTG 1010 (C-) ACT 29; AP English > 3; ENGL 1010 (D) ACT 29 (English and Reading); ENGL 1010 (C) Default placement; Diagnostic first day to place into ENGL 0010 ACT 17; RC > 90 and SS > 90; ENGL 0995 (C) SUU ACT 29; ENGL 1010 (C) ACT 17; ACT < 17 must take ENGL 1000 concurrently SNOW ACT > 29 and writing exam; ENGL 1010 (C-) DSU AP English > 3;

ENGL 1010 (C) and LIB 1010 ACT 17; Writing Exam; ENGL 0980 or 0990 RC > 66 AND SS > 86 or ACT 19 English/17 Reading for 1010 ; RC > 66 AND SS > 70-85 or ACT 18 English/17 Reading for 1010D; ENGL 990 (C) UVU SLCC No Test in Option; ENGL 1010 (C-) ACT 19; CTRS 1170 (C-) and ENGL 0990 (C-) No Test in Option; ENGL 1010 (C) RC > 81 and SS > 80; ACT 20 UU USU Placement policy data from Summer 2014 Placement Scores for Remedial English Courses Institution UU USU WSU

SUU Writing Reading N/A N/A ENGL 0010 - Placement 1st day of ENGL 1010; USU Eastern ENGL 0990 14-16 ACT, RC > 60 or SS N/A 0-69 ENGL 0955 RC or SS 40-89; ACT 13-16 English and Reading; ENGL 0900 RC or SS 0-39; ACT 0-12 English or Reading ENGL 1000 ACT < 17; taken concurrently with N/A ENGL 1010 SNOW ENGL 0980 ACT < 17 N/A DSU ENGL 1005 (Students in ENGL 1010D take concurrently) ACT < 16;

ENGL 0990 SS 70-86; ACT 16-18 ENGL 1470 ACT > 12; RC 42-65; ENGL 0470 (C) ENGL 0470 ACT 0-11; RC 1-41 UVU ENGL 0990 COMPASS Writing and DRP > 77; ENGL 0890 (C-) SLCC WRTG 0990 with ENGL 0995 Lab RC 59-80; ACT 16-19 WRTG 0900 RC 40-59; ACT 14-15 CTRS 1170 DRP 70-76 CTRS 0900 DRP 58-69; CRTS 0800 (C-) CTRS 0800 DRP 50-57 LE 1260 RC 71-80 RDG 0990 RC 55-70 RDG 0900 RC 30-57 Placement policy data from Summer 2014 USHE Remedial Rates over the Past 10 Years 100.0% 80.0%

60.0% 40.0% 44.2% 41.6% 2009-2010 2014-2015 32.2% 20.0% 0.0% 2004-2005 USHE Remedial Rates by Subject 100.0% 80.0% 60.0% 40.0% 20.0% 6.3% 2.4% 23.5%

0.0% 2004-2005 Math Only 9.1% 2.7% 8.2% 3.0% 32.4% 30.4% 2009-2010 2014-2015 English Only Both Math & English Math 1010 - The Difference One Course Can Make 100.0% 80.0% 60.0%

44.2% 41.6% 26.3% 24.1% 2009-2010 2014-2015 40.0% 32.2% 20.0% 20.4% 0.0% 2004-2005 w/ Math 1010 w/o Math 1010 Remediation by Gender 100.0% 80.0%

60.0% 42.2% 41.1% Male Female 40.0% 20.0% 0.0% Remediation by Ethnicity 100.0% 80.0% 64.5% 60.0% 40.0% 20.0% 0.0%

52.3% 34.5% 36.5% 38.5% 39.6% 55.4% 65.9% 69.9% Remediation by Age 100.0% 80.0% 60.0% 40.0% 51.5% 49.0% 50.0%

20-24 Years Old Age 25 and Over Age: Other 39.0% 20.0% 0.0% 17-19 Years Old Remediation by ACT 100.0% 80.0% 70.3% 56.7% 60.0% 45.8% 40.0% 31.0%

20.0% 11.0% 2.3% 0.0% No Score 1-18 19-21 22-24 25-29 30-36 Remediation by Institution 100.0% 80.0% 60.0% 49.9% 50.4%

50.8% 52.1% SNOW DSU UVU SLCC 43.4% 40.0% 20.0% 0.0% 35.4% 37.1% USU SUU 19.5% UofU

WSU Outcomes: 1st-Year Academic Performance 25 23.1 23.1 20 18.3 2.7 20.1 15 10 Credit Hours 5 0 t 1s ar e

Y A m e tt p d te rs u Ho 1s Remedial t a e Y d e rn

a rE it d e Cr rs u Ho Non-Remedial 1s Remedial t ar e Y A P G Non-Remedial

3.1 4 3.5 3 2.5 2 1.5 1 0.5 0 GPA 30 The Case of Math Remediation What happens to a cohort over time? Initial Research Questions 1. Proportion of students who completed math requirement in their first year 2. Number of remedial math classes prior to completing the math requirement Utahs SLDS

Utah Data Alliance Four Data Providers K-12 education (Utah State Office of Education) Higher education (USHE) Technical College system (Utah College of Applied Technology) Workforce (Department of Workforce Services) Technical Partner Utah Education and Telehealth Network Research Partner Utah Education Policy Center Additional Data Source National Student Clearinghouse Participant Descriptives

First-time students within 12 months of high school graduation (FH) Entered a USHE school in 2008-2012 academic years Race Count (%) American Indian 877 (1.1%) Asian 2,136 (2.6%) Black, Non-Hispanic 1,151 (1.4%) Hispanic or Latino 6,241 (7.7%) White 66,988 (82.7%) Two or More Races

360 (.4%) Hawaiian or Pacific Islander 1,050 (1.3% Unknown 2,219 (2.7%) Earning Math Credit Variable Two Options 1. Earned in concurrent enrollment or through AP test in high 2. school only available for students in the set who Limitation: graduated from a Utah high school (70.5% of students) Passed a college-level math (CLM) class within one year as 4 terms (Fall, Spring, Summer, & Defined Fall) including initial enrollment. counts for a pass C Took a remedial course prior to passing CLM FH Students First Year of College Math Enrollment Breakdown 100.0% 80.0%

White Fill 56.9% 60.0% 43.1% 40.0% 27.0% 0.14 0.0% Only took Remedial Course Did not take any Math 20.0% 0.24 Took Remedial and Failed CLM Course 24.4% Met by AP/ACT Met by CE Course Passed CLM

Number of Remedial Courses FH Students who Earned CLM Credit Took 100.0% 80.0% 74.2% 60.0% 40.0% 17.2% 20.0% 6.1% 0.0% 1 2 3 1.8% 4 0.7%

5+ Number of Remedial Courses Taken prior to passing a CLM course Remedial Courses FH Students who have not earned CLM credit 100.0% took 80.0% 60.0% 58.3% 40.0% 27.7% 20.0% 8.8% 0.0% 1 2 3 3.4% 1.7%

4 5+ Number of Courses Taken Initial Key Findings About 43% of FH students are earning their CLM credit by the end of their first year 14% Concurrent Enrollment 5% by AP/ACT 23% Passing course Students are successfully taking a remedial course and going on to earn their CLM credit Students who take a math class their first year are much more likely to eventually earn CLM credit 19% of students never take math despite needing the CLM credit

But that was just a beginning. FH 2008 Student Outcomes by Math Enrollment 100% 80% 60% 40% 20% 0% Earned Bachelor's or Higher Earned Certificate Earned AA/AS & Continued Still Enrolled Earned AA/AS & Stopped Left Higher Ed. Non-Traditional Students Passing a CLM Course by First Year Math Enrollment after 5 years after Enrollment 100 80 61.9 60

51.7 44.7 40 20 18 6.9 0 Did not take Math 1st year Took Math 1st year 2.9 QUESTIONS? Whats next OUR IDEAS Success in remedial and CLM course delay

HS graduates course taking by SES Common Core impact What has changed? What hasnt? OTHER SUGGESTIONS Data for this research was accessible through Utahs state longitudinal data system database administered by the Utah Data Alliance (UDA) which includes data supplied by UDA partners and the StudentTracker service from the National Student Clearinghouse. This research including the methods, results, and conclusions neither necessarily reflect the views nor are endorsed by the UDA partners. All errors are the responsibility of the author. For more information please visit www.UtahDataAlliance.org.

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