CUNY Master Plan 2012-2016

More documents

Recommendations

Info

THE CUNY MASTER PLAN 2012-2016 Percentage of First-time Freshmen Entering Community College with a Remedial Need 100 90 80 70 60 50 40 30 20 10 0 85 84 85 83 83 80 82 77 24 21 19 18 22 22 26 23 33 28 34 29 37 29 35 30 33 27 31 27 31 26 27 27 82 79 19 24 23 25 41 29 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011* Remedial Need in One Area Remedial Need in Two Areas Remedial Need in Three Areas * In Fall 2011, the minimum math score needed to avoid remediation was increased. Fall 2011 data is preliminary As this population has surged, it has become clear that the principles of access and opportunity are meaningful only when they are tied to another key concept: college completion. To that end, CUNY has broadened efforts to find new ways to provide support and special programming for remedial students. CUNY Start CUNY Start is an intensive immersion program that began in 2007, as a pilot, to provide a bridge to college for students enrolling with a GED diploma. By fall 2011, it had expanded to all six CUNY community colleges and the College of Staten Island with a total annual enrollment of 1,200. CUNY Start offers underprepared high school graduates, prior to matriculation, intensive preparation in academic reading, writing, mathematics, and college success skills. These students have a high school or GED diploma, but their CUNY Assessment Test scores indicate the need for significant remediation. The program seeks to have students complete their remediation as quickly and effectively as possible, and to foster higher levels of persistence and graduation once students start their degree programs. Similar to a decades-long successful CUNY program for English language immersion, CUNY Start students are admitted to CUNY, but defer matriculation in order to enroll in intensive non-credit instruction. They pay only a $75 student fee, allowing them to reserve their financial aid allocations for credit-bearing coursework leading to graduation. Instruction in the program is very intensive—25 hours a week in the full-time program and 12 hours a week in the part-time program. The curricula have been developed by instructional experts, and the teachers are trained in effective teaching practices. As part of the program, advisers teach weekly college-success seminars and provide individual support to students, and work closely with college financial, academic, and student support offices to help students make a smooth transition into degree program studies. 66
MISSION PART THREE Results to date have been quite strong in terms of student gains on the CUNY Assessment Tests. Most participants make enough progress to pass at least one CUNY Assessment Test, and many completely test out of remediation (during CUNY Start’s first two years, 66 percent of students completing the fulltime program tested as fully exempt from required remediation by the end of one semester). Those who do not gain exemption nevertheless make gains that result in significantly reduced remedial needs. Outcome data from the part-time program are similarly strong. A rigorous assessment of CUNY Start will be conducted, starting in summer 2012, and will encompass: (1) studies to see how the performance of program participants compares with that of students in other developmental education interventions, and (2) longitudinal studies to examine whether or not program graduates’ improvements on CUNY Assessment Tests translate into improved retention and greater likelihood of timely degree completion. If initial results are maintained, the program could become a primary path into the University for students with significant developmental needs. Currently, more than 80 percent of the students entering CUNY’s community colleges have some developmental need, and the University can only realize its mission if it finds ways to effectively prepare them for college work. CUNY Start offers a promising approach that helps students enhance their academic skills before taking on the challenge of college classes. Additional Strategies for Students with Remedial Needs Over the next four years, CUNY plans to enact the following additional, evidence-based changes to support increased success for students who need remediation: • Increase student participation in summer and winter immersion classes for enrolled students. Design a communication campaign to educate students on the advantages of enrolling in immersion and consider requiring students to do so. Identify immersion models that are particularly effective. Develop a more systemic approach to recruitment for immersion programs. • Revise University policies to better align with what is known about what works in developmental education. Require students who have remedial needs at the beginning of their first semester to take remedial instruction that term and to progress through their remedial course sequence continuously until they exit, with the goal of completing all reading, writing, and mathematics remediation in the first year. Enforce this policy with registration stops. • Allow flexibility in the placement of students in college-level courses for those who score just below the cut score. Implement one or more pilots to mainstream those students and, if data are available, evaluate similar pilots undertaken at CUNY colleges in recent years. • Train staff at community and comprehensive colleges to better understand the full range of available remedial and college transition programs and which students may be best served by each of those programs, so that staff are better able to communicate with students regarding those options. Other recommendations will be studied as well. These include recommendations to: streamline remedial sequences; expand the use of academic technology to supplement developmental skills classroom instruction and train faculty in using these technologies; disseminate information about and support 67
Page 1:
Investing In Our Future The City Un
Page 5 and 6:
Table of Contents INTRODUCTION: The
Page 7 and 8:
TABLE OF CONTENTS Responding to Bas
Page 9 and 10:
INTRODUCTION: The CUNY Context, Mis
Page 11 and 12:
INTRODUCTION The CUNY Context Overv
Page 13 and 14:
INTRODUCTION University Funding per
Page 15 and 16:
INTRODUCTION launch of “Invest in
Page 17 and 18:
INTRODUCTION Projections suggest gr
Page 19 and 20:
INTRODUCTION 2011, enrollment excee
Page 21 and 22:
INTRODUCTION munity colleges, 83 pe
Page 23 and 24: THE MISSION PART ONE: The Universit
Page 25 and 26: MISSION PART ONE Student: Full-Time
Page 27 and 28: MISSION PART ONE Diversity Percenta
Page 29 and 30: MISSION PART ONE The University has
Page 31 and 32: MISSION PART ONE and Learning, and
Page 33 and 34: MISSION PART ONE one of the most im
Page 35 and 36: MISSION PART ONE them to make conne
Page 37 and 38: MISSION PART ONE The task force als
Page 39 and 40: MISSION PART ONE In general, as sta
Page 41 and 42: MISSION PART ONE Professional Scien
Page 43 and 44: MISSION PART ONE explore judiciousl
Page 45 and 46: MISSION PART ONE Enhancing Student
Page 47 and 48: MISSION PART ONE Finally, in the co
Page 49 and 50: MISSION PART ONE room space. This i
Page 51 and 52: MISSION PART ONE institutions prior
Page 53 and 54: MISSION PART ONE Strengthening the
Page 55 and 56: MISSION PART ONE grams, campuses mu
Page 57 and 58: THE MISSION PART TWO: Maintain the
Page 59 and 60: MISSION PART TWO successively highe
Page 61 and 62: MISSION PART TWO ASAP Three-Year As
Page 63 and 64: MISSION PART TWO policy have been d
Page 65 and 66: MISSION PART TWO arts with Baruch
Page 67 and 68: THE MISSION PART THREE: Expanding A
Page 69 and 70: MISSION PART THREE health insurance
Page 71 and 72: MISSION PART THREE • Develop and
Page 73: MISSION PART THREE Developmental Ed
Page 77 and 78: MISSION PART THREE SEEK and CD SEEK
Page 79 and 80: THE MISSION PART FOUR: The Universi
Page 81 and 82: MISSION PART FOUR • Written and o
Page 83 and 84: MISSION PART FOUR In New York State
Page 85 and 86: MISSION PART FOUR Associate (CDA) c
Page 87 and 88: MISSION PART FOUR at Hunter College
Page 89 and 90: MISSION PART FOUR SPH shares this b
Page 91 and 92: MISSION PART FOUR office space and
Page 93 and 94: MISSION PART FOUR CUNY TV has recei
Page 95 and 96: MISSION PART FOUR In June 2011 Sust
Page 97 and 98: MISSION PART FOUR database. CUNYfir
Page 99 and 100: MISSION PART FOUR equipped with cur
Page 101 and 102: MISSION PART FOUR • CUNY Law Scho
Page 103 and 104: MISSION PART FOUR Unlike the 1972 s
Page 105 and 106: MISSION PART FOUR junction with the
Page 107 and 108: MISSION PART FOUR computer-based mo
Page 109: CONCLUSION: CUNY— A Dynamic Unive
show all

CUNY Master Plan 2012-2016

Create successful ePaper yourself

Delete template?

Save as template?