Title of Effective Practice: - California Postsecondary Education ...

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Direct Connection to Policy Area 4 of The Illinois Commitment Alternative Mathematics Placement Examination Chicago State University What issue or need is addressed by the effective practice? All incoming students, including transfer students whose majors require advanced math courses, are required to take the ACT/Compass math placement examination. The computerized examination has caused many students anxiety related to the examination format. The examination is adaptive, which means that students doing well are pushed ahead quickly to harder questions. If students miss several related questions, the test terminates itself and provides a score placing them in a developmental math course. The exam is not diagnostic in that it affords no information about specific weaknesses students may have. Several modifications have been done on the computerized test. For example, starting with basic algebra rather than basic arithmetic, because students claim that they do better on recently learned material than they do on material that they haven’t seen since grammar school. If they are unable to answer the basic algebra questions accurately, test takers are taken back to basic arithmetic by the computerized test. Students still complain, however, that the computerized test does not adequately assess their skills. One concern is that the computerized test will not allow students to look ahead or to go backwards, test-taking strategies that many students have been taught. There is no way for students to quickly go through the test answering what they can before going back to do the harder questions. Nor is there any way for students to go back and check their work. As a result, some students have no faith that they have been correctly placed in math courses and felt that their degree completion was being held up unfairly. Description of the effective practice: The Paper and Pencil Placement Test (PPPT) was instituted in December 2005 in response to student concerns. To better serve students, a policy was implemented to give all students who have taken the ACT/Compass examination the option of also taking the PPPT on request. The PPPT has thirty-six questions that specifically test the skills students would be expected to gain in each level of developmental math, 090, 095, and 098. Students may see all thirty-six questions and may answer them in any order. The PPPT, unlike the ACT/Compass examination allows both students and advisors to identify specific areas of weakness. How does this practice achieve sustainability? Students will continue to have the option to take the PPPT if they are dissatisfied with their computerized test scores. As more students exercise this option, more data can be collected about students’ mathematics preparedness when they matriculate to college. Over time, these data will be used in course and curriculum planning for mathematics courses in order to streamline mathematics remediation and to assist students in more rapidly attaining their educational goals. What are the results/measurable outcomes? A substantial benefit provided by the PPPT is that it allows identification of areas of weakness in students’ mathematics skills, which can then be targeted for remediation. Targeted remediation helps students master the required material and move forward more quickly than unfocused developmental math coursework. Thus far, forty-nine students have taken both the ACT/Compass and the PPPT. Thirty-nine percent of the students taking the PPPT earned higher scores and higher placement than they had on the ACT/Compass test. Because the ACT/Compass examination is scored immediately after a student has completed the examination, it is an efficient placement instrument. For students who do not fully demonstrate their skills on the computerized test, however, the PPPT provides an effective alternative. Additionally, for students who overestimate their mathematics abilities, the two tests with similar scores help them to form a realistic assessment of their mathematics skills. Contact Information Name: Dr. H. Silver Email: hsilver@csu.edu Phone: (773) 995-2102 90
Direct Connection to Policy Area 4 of The Illinois Commitment Automotive Bridge Program CCC - Harry S Truman College What issue or need is addressed by the effective practice? There is a strong need among the Adult Education population for help in preparing for occupational programs leading to viable career paths. Many Adult Education ESL and GED students have a strong interest in entering the automotive technology field but are not well-prepared to succeed in this college credit program that demands good reading skills and basic computer skills. In addition, many such students are either first-generation college students and/or foreignborn individuals unfamiliar with the US system of education; therefore, they are unfamiliar with the college application process as well as how to access student services for advisement, testing, and tutoring. The Auto Bridge Program was implemented to address the needs of Adult Education students in terms of both academic preparation and access to student services. The pilot took place in FY 2006 and was funded by an ICCB WIA Incentive grant. The grant was received in partnership with two community organizations, Howard Area Community Center and Jewish Vocational Services. Description of the effective practice: Adult Ed GED students whose reading level is 8.5 or above and ESL students with a CELSA of 55 or higher are eligible to enroll in a supplemental 64-hour Adult Ed Auto Bridge course that teaches vocabulary, basic concepts, and computer skills necessary to succeed in Auto Tech 101, the introductory course for the Truman College Auto Tech Program. In the Bridge course, students also learn about the career path that begins with the introductory course and receive test preparation for the college entrance exam (Compass). So far, the Bridge course has been offered in five semesters - summer 2005 through summer 2006 (currently in progress) - and it has become institutionalized as part of the Truman Adult Education Program. Under the WIA Incentive grant, students who passed the Bridge course within the grant period were eligible for a Auto Tech 101 scholarship and (depending upon when they entered the pilot program) additional credit courses. Those who successfully completed Auto Tech 101 received a set of tools; this feature was incorporated into the grant because lack of tools is one of the biggest barriers to employment. In addition, a mentoring process was developed and implemented. How does this practice achieve sustainability? With an effective Auto Bridge curriculum developed and the Adult Education course institutionalized, the Adult Education division will continue to enroll GED and ESL students every semester, effectively preparing them for the transition to the Automotive Technology Program. The mentoring curriculum is also sustainable and will be continued. Truman is pursuing additional funding opportunities that will allow some of the other components of the pilot to be re-established, e.g., tool sets for students making good progress and support staff to ensure that students do not fall through the cracks in navigating the college credit program. What are the results/measurable outcomes? • A needs assessment was completed and the Bridge curriculum developed. • A mentoring program was developed. • During the grant period, July 1, 2005-June 30, 2006, 81 students either completed or are currently enrolled in the Adult Education Auto Bridge course. • During the grant period, 42 students went on to enroll in Auto Tech 101. Six are currently enrolled, and 36 successfully completed the course. Of the 38, 83% received an A or B in the course. (No doubt many of the summer Bridge students will pass the course and enroll in fall Auto Tech courses, increasing the percentage of the 81 students who have made the transition.) • Thirty-two students have taken more than one Auto Tech course during the grant period and most are currently enrolled. • Many students report they are working in the automotive field already and many have stated that they intend to continue their studies until they obtain not only a certificate but also the AAS degree. Contact Information Name: Ann Darnton Email: adarnton@ccc.edu Phone: (773) 907-4361 91
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Title of Effective Practice: - California Postsecondary Education ...

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