Clarifications and corrections to the Comparison of Capital IDEA & ACC Developmental Education Programs material supplied in the 6/18/2007 ACC Board agenda materials.

comments by Hunter Ellinger – 7/7/07

            The material provided to the ACC Board as Attachment F for Agenda Item 8335 (6/18/2007) would benefit from some clarifications and corrections.  These are provided in the following pages.

Summary of clarifications and corrections to statements in Attachment F:

1. The math curriculum used by the College Prep Academy differs from that used for ACC students, although both were developed by the ACC Mathematics Department.

2. Capital IDEA admits students with reading levels as low as 5th grade, just as ACC does.  CPA students appear to average lower preparation levels than ACC developmental students, although this needs to be examined more thoroughly for a conclusive comparison.

3. Capital IDEA students who need only one developmental course take it at ACC along with other courses, rather than being restricted to the block-time CPA format.

4. Capital IDEA students who falter in their attendance (a common occurrence) are brought back into successful compliance much more often than they are “dropped from the program”.

5. Per success, the CPA costs much less in public funds than ACC’s developmental program.

6. CPA success rates are 90%; ACC success rates (not mentioned in Attachment F) are well under 20%, although more work needs to be done to make these measures fully comparable.

            Of course, it is also possible that some of the new information provided below will be found upon review to be incomplete or to reflect misunderstandings of ACC or Capital IDEA operations.  What is needed is a sustained discussion that develops a well-checked body of information that can be used to guide decisions on this critical aspect of ACC services.

            The main objections presented by the ACC administration to widespread use of Capital IDEA methods are cost and selectivity.  The cost argument is clearly erroneous, since ACC spends much more per successful developmental student than Capital IDEA does (even after taking ACC subsidies to Capital IDEA students into account). 

The selectivity argument is more complex.  While the preparation level of Capital IDEA developmental students seems to be lower than the ACC average, their determination and maturity are clearly unusually high.  Is Capital IDEA truly a “pump” that lifts students to levels they would not reach otherwise, or is it simply a filter that finds those who are already on the path to success?  This is clearly the critical question.  The ACFB conclusion is that Capital IDEA methods are formative and supportive more than they are selective, and thus could be productively extended to a substantial portion of the many students who enter ACC but currently do not reach their educational goals. 

Student levels of determination and willingness to accept advice are not immutable – they are largely a response to the benefits that accrue to them.  Focusing more ACC subsidies in support of student-participation patterns that dependably lead to success could help make Capital IDEA success levels the rule at ACC, rather than the exceptions they now are.  This strategy would be especially promising if combined with notification to entering students of the very low success rates historically achieved by unfocussed students, especially underprepared ones.

1. Attachment F statements on Curriculum

     Capital IDEA:  Curriculum designed by ACC faculty

     ACC:  Curriculum designed by ACC faculty

     Key Difference:  None

Corrections and amplifications on this item —

     While it is true that the Capital IDEA College Prep Academy uses curricula developed by ACC faculty, it is not correct that there are no differences in the curriculum used at ACC.  In the important case of developmental mathematics, Capital IDEA uses the curriculum for MATD 0360, a course designed by the ACC Mathematics Department to prepare students for success on the THEA test and for the courses (mainly Statistics and College Mathematics) that are typically required in the degree plans for non-math-intensive majors.

     However, ACC does not currently offer this course to its regular students because ACC advisers will not recommend it, instead sending all math-deficient students into the algebra-intensive track that prepares student to enter the calculus sequence.  (Generally, ACC math faculty are not permitted to advise students on what developmental-math sequence to take.)

Further information that would be useful on this item —

     Do other community colleges permit participation by math faculty (or by faculty in the student’s major) in advising students about which developmental-math courses to take?  How many ACC developmental-math students take Intermediate Algebra even though it is not a prerequisite for any course in their degree plan?

 

2. Attachment F statements on Admission

     Capital IDEA:  Admit only those students who read at minimum of 8th grade level and can commit to the other conditions of participation.

     ACC:  Admit all students whose assessment scores indicate skill deficiencies.  Begin wherever the students’ skill levels are and work with them to achieve college-level skills.  Some students have elementary-school level skills in reading, writing, and mathematics and must be able to perform at college-level by the time they exit developmental-education courses.

     Key Difference:  Capital IDEA has selective admissions; ACC, as a public institution, may not use selective admissions criteria unless in a designated program with selective admissions criteria dictated by an outside accrediting agency.

Corrections and amplifications on this item —

    Capital IDEA accepts students as low as 5th grade reading level.  For FY2007, 22% of students in the College Prep Academy had reading scores at the 5th-6th grade level, while an additional 27% had reading scores at the 7th-8th grade level (the test used does not distinguish which).  These results imply that more than a third of College Prep Academy students had reading scores below the 8th-grade level.  It is only students reading below the 5th-grade level that Capital IDEA (and ACC) direct to Adult Basic Education rather than accepting as college or GED students. 

     The mathematics preparation of College Prep Academy students is still lower, with 30% at the 5th-6th grade level and 50% at the 7th-8th grade level.  Thus the “selection” of Capital IDEA students is self-selection rather than standards set by Capital IDEA based on preparation. 

     There is significant drop-off during the Capital IDEA recruitment process.  39% of those who attend an initial informational session (typically in a church) actually file applications.  70% of those who apply come to their assigned four-hour set of assessment tests on time (those who come late have to start again the following semester).  81% of those assessed come to their assigned two-hour career-planning session.  About 90% of those students make it to the final interview, and 90% of those start classes.  Thus about 45% of Capital IDEA applicants start actually classes in the program.  These are about 18% of the attendees at the initial informational sessions.

Further information that would be useful on this item —

     What percentage of ACC developmental students are assessed at below the 8th grade level in reading?  Below the 5th-grade level?  Is there any evidence that College Prep Academy students as a group are better prepared than ACC students?

     When ACC has recruitment sessions in community settings (e.g., churches), what percentage of attendees end up filing applications for entry?  How many subsequently attend ACC courses?

 

3. Attachment F statements on Class Schedule

     Capital IDEA:  Capital IDEA usually requires (as a condition of participation in program) that students take DE courses only, in a block format four days a week.  Students are usually not working; their “job” is to take courses and complete them successfully.

     ACC:  Students have the choice of taking other courses along with DE courses if they do not have deficiencies in skills needed for success in those other courses.

     Many students who are required to take DE courses also take other courses either because  (1) they want to fast-track the completion of their educational goals, or (2) because they wish to maximize the amount of financial aid they receive.

     Key Difference:  The schedule of classes offered to Capital IDEA students is built around their clients’ availability.  [This seems like a typo that instead was meant to refer to ACC students.]

Corrections and amplifications on this item —

     Capital IDEA students who lack only a single developmental course take it as a regular ACC course (along with some non-developmental courses in their program), and thus are not delayed.  Only the students who would usually require multiple developmental courses attend the College Prep Academy.

     54% of the FY2007 students in the College Prep Academy worked while attending school (about 3/5 part-time and 2/5 full-time).  Of those not working, 86% had children (usually more than one).  But Capital IDEA students typically work less in the later stages of their education, as course difficulty increases.

     In general, College Prep Academy students reach their goals much faster than typical ACC developmental students, as well as doing so a much higher percentage of the time.

Further information that would be useful on this item —

     How many ACC developmental students are initially placed into each course (DEVR 0303, 1303, & 1313; DEVW 0403, 1403, & 1413; and MATD 0330, 0370, & 0390)?  For each such placement group, how many students succeed in becoming college-ready, and on the average how long does this take?  How many of these students succeed in reaching their declared educational goal at ACC, and on the average how long does this take?

     Why is the instruction at the College Prep Academy not submitted for state reimbursement?  What percentages of ACC developmental students receive financial aid via ACC?

 

4. Attachment F statements on Attendance

     Capital IDEA:  Students are required to attend classes as a condition of receiving full financial support from Capital IDEA.

     ACC:  Attendance is required.  However, since students are paying their own way, the most obvious penalties for non-attendance are missing course content and possible withdrawal or course failure.

     Key Difference:  Mandatory attendance at all classes is a condition of participation.  Students who violate the terms of their written agreement will be dropped from the program.

Corrections and amplifications on this item —

     To say “will be dropped from the program” is overstated, since Capital IDEA uses immediate intervention and a probationary process for students whose participation falters, succeeding in bringing most of them back into good standing.  In any case, the group solidarity and quick completion of developmental requirements that the College Prep Academy provides minimizes difficulties with participation during the developmental phase.

     ACC, of course, has for many years involuntarily dropped students from all their courses if they fail to participate adequately in their developmental courses.

Further information that would be useful on this item —

     What is the pattern of attendance of ACC developmental students, and how does it correlate with success in completing their developmental program?

                                                       

5. Attachment F statements on Wrap-Around Services (Case Management)

     Capital IDEA:  In addition to payment of tuition, fees, and textbooks, Capital IDEA provides students financial assistance with medical care, housing, transportation (bus or gas for car), emergency loans, child care, and assistance with food or housing.

     Case Management with the Counselor on a weekly basis is required for continued participation.  This counselor is able to identify problems early and intervene as appropriate.

     ACC:  Academic advising, assistance with course schedule through counseling office; referrals for services not provided by ACC; financial aid; Learning Labs with tutorial assistance (group or one-on-one).  ACC does not provide Case Management.

     Key Difference:  Capital IDEA provides whatever support students need to keep them in school.  Capital IDEA clients have as their only focus attending school and passing their courses with a performance grade.

     ACC, like other publicly-funded community colleges, has a much broader population base, and cannot “self-select” students, nor afford to provide true case management services.

Corrections and amplifications on this item —

     This item correctly identifies a critical distinction between ACC and Capital IDEA, since continuous attention to each student’s progress is central to Capital IDEA’s strategy.  However, the item overemphasizes the level of Capital IDEA financial assistance (financial support other than tuition, fees, and books averages less than $500/student/year).  A majority of Capital IDEA expenditures are on support staff, not direct assistance.

     To say that Capital IDEA students have school as their “only focus” is also overstated, since most of them have jobs and children.  But it would be fair to say that they have progress in school as their primary focus – that is their side of the bargain in exchange for the support Capital IDEA provides.  The critical strategic question for ACC is what it would take to cause more ACC students to adopt this attitude and enjoy the educational success that it entails.

     In terms of results from its developmental program, ACC could afford the Capital IDEA approach much better than its current one, in which it spends over $14,000 per successful completion (about 2/3 from public funds), contrasted to a total about $3,600 for Capital IDEA students.  This does not count the value of the wasted time of the students who enter ACC’s developmental program but fail to complete it.

     The extent of “selection” in Capital IDEA is a valid question, although this is self-selection by the students based on determination and maturity, and is not based on level of preparation (which indeed seems to average lower for Capital IDEA students).  The question for the ACC Board is whether it should allocate community resources preferentially in support of those students who are willing make and keep a bargain similar to that with which Capital IDEA students have had such success.

Further information that would be useful on this item —

     What is the average current cost of ACC support services for developmental students, if the costs of services such as advising, counseling, and tutoring are allocated according to how much of them are directed to developmental students?

     What percentage of ACC developmental students have (or easily could have) progress in school as their primary focus – that is, what percentage are childless and work half-time or less?  How successful are these students?  What percentage of ACC developmental students do in fact progress rapidly?

 

6. Attachment F statements on Student persistence and success

     Capital IDEA:  Typically Capital IDEA sponsored students outperform non-sponsored students in their DE course-completion rates.  The students also have “set aside” study time during which their only required activity is to study.

     ACC:  DE students who lack many of the “wrap around” services must divide their attention and time among the many competing factors they deal with on a daily basis, such as work, child care, family responsibilities, study time, etc.

     Key Difference:  Capital IDEA students have a higher percentage of success in persistence and retention.  68% of Capital IDEA students pass THEA the first time; 22% pass on the second attempt – after having taken the College Preparatory classes.  [This description is not correct – see below]

Corrections and amplifications on this item —

     The above description of THEA passing rates for Capital IDEA students needs substantial clarification.  About 50% of Capital IDEA students pass the THEA (or equivalent) test at the time they enter the program, and thus do not need remediation at all (about 65% of general ACC students do not need remediation, indicating the somewhat lower preparation level of Capital IDEA students).  19% of Capital IDEA students need only one remedial course to be prepared for the THEA, and thus enroll in regular ACC developmental courses along with other courses in their program.  31% of Capital IDEA students enroll in the College Prep Academy.  Of these CPA students, 68% pass the THEA after one semester, with 22% passing it during the next two semesters (during which they are usually also taking some college-credit courses), for a cumulative developmental-education success rate of 90% in less than a year.

     What is strikingly missing from the ACC-administration statement on this topic is the comparable success rate for ACC developmental students (that is, the percentage of students entering the ACC developmental program who successfully complete it).  The most recent report (FY2003) indicates a success rate of roughly 10%, although it had been twice as high only a few years earlier, before so many were directed into intermediate algebra.  The current success rate is unknown, even though it is still listed in college reports (http://www.austincc.edu/oiepub/pubs/effectiveness/de_05-06.pdf) as a Developmental Education Effectiveness Measure (2A, 2B, and 2C).  In response to a May 2007 open-records request for recent-year data, the college responded that it no longer keeps track of this value.

Further information that would be useful on this item —

     What is the success rate for ACC developmental students, both overall and by level of initial assessment?  How does it correlate with courseload, job workload, and family responsibilities?

     What information is currently provided to ACC developmental students to guide them in choosing a approach to school that will maximize their chance of successful completion?