BECOMING AB 705 COMPLIANT Tammi Marshall, Cuyamaca College Kathy Kubo, College of the Canyons California Acceleration Project Accelerationproject.org Becoming AB 705 Compliant What AB 705 says about placement CCCCO Guidelines MMAP research supporting AB 705-compliant placement rules Transfer-level corequisite models to support student success What AB 705 says AB 705 is about how we place students into math and English courses Colleges must use one or more of the following
measures in placement: HS coursework HS grades OR HS GPA Low performance on one measure may be offset by high performance on another The student can bypass remediation based on any one measure What AB 705 says To deny a student access to transfer-level math (i.e. to place a student into remediation), colleges must meet two bars: #1: Demonstrate that the student is highly unlikely to succeed in transfer-level, as determined by placement research that includes their HS grades AND #2: Demonstrate that placing a student into a remedial course will give them the best chance of completing transfer-level math within one year
Bottom line: your placement policy cant leave students worse off than if they enrolled directly in transfer-level AB 705 caveats Allows for self-report, guided placement or self-placement Allows support at transfer-level Algebra remediation allowed IF it will increase a students probability of passing the transfer-level course Exceptions: Students who dont intend to transfer Students whose programs have specific math requirements AB 705-compliant placement rules MMAP researchers are part of the CCCCOs AB 705 Implementation Team They are working to develop a new set of AB 705-compliant placement rules
to replace MMAP They presented the following analysis; this research is on-going Placement into Transfer-level Statistics Will placement research be able to identify a group of students who are better off placed into a pre-transfer course than directly placed into statistics? Bar #1: Who is highly unlikely to succeed in Statistics? Statewide Research from Multiple Measures Assessment Project High School Criteria GPA 3.0 (62% students
sample)in 2.3 ofGPA < 3.0in statewide & C or higher 2.3 GPA < 3.0 & C or higher in PreCalculus PreCalculus (4% of students in statewide sample) (4% of students in statewide 2.3 GPA < 3.0 & C orsample) higher in Algebra 2.3 GPA II < 3.0
Algebra (12% of students II in (12% students 2.3 ofGPA < 3.0in & C or higher in statewide sample) statewide sample) & did NOT pass Algebra 2.3 GPA
II with < 3.0 & did NOT pass Algebra II with C or higher (10% of students in statewide C orsample) higher (10% students in statewide sample) GPA
49% 40% Adapted from Educational Results Partnership & The RP Group presentation Bar #2: For the lowest GPA group, what placement maximizes the probability of completing Statistics within a year? One-year Math throughput rate by placement level for students with < 2.3 HS GPA 40% 10% 2% 2% 1%
Adapted from Educational Results Partnership & The RP Group presentation What about Business and STEM? To produce more accurate estimates of throughput for students in B-STEM, they attempted to identify and remove students: with terminal AA as an educational goal taking Statistics and/or Liberal Arts Math Bar #1: Who is highly unlikely to succeed in Precalculus? Statewide Research from Multiple Measures Assessment Project High School Criteria Average Success Rate in Precalculus GPA 3.4
(23% of students in statewide sample) 78% 3.1 GPA < 3.4 (21% of students in statewide sample) 67% 2.6 GPA < 3.1 (36% of students in statewide sample) 56% GPA < 2.6 & Precalculus (5% of students in statewide sample) 49% GPA < 2.6 & NO Precalculus
(16% of students in statewide sample) 38% Adapted from Educational Results Partnership & The RP Group presentation Bar #2: For the lowest group, what placement maximizes the probability of completing Precalculus within a year? One-year B-STEM throughput rate by placement level for students with < 2.6 HS GPA & no HS Precalculus 38% 14% 1% 0% 0% Adapted from Educational Results Partnership & The RP Group presentation
What about Business and STEM? Research is ongoing, but the current analysis suggests that all students who have completed Algebra 2 in high school should have direct placement into Precalculus. Are you kidding? But the predicted pass rates are so low! This still represents a students best shot Student support innovation Corequisite remediation works Gateway Momentum in Math at Cuyamaca Completion of transfer-level math before and after change by assessment level
70% 66% 67% 56% 36% 23% 19% Fall 2013 Cohort (Transfer math in 2 years) Fall 2016 Cohort (Transfer math in 1 year)
4% 3+ Levels Below 2 Levels Below 1 Level Below All Adapted from Educational Results Partnership & The RP Group presentation Gateway Momentum in Math at Cuyamaca Completion of transfer-level math before and after change by ethnicity 76% 75%
69% 65% Fall 2013 Cohort (Transfer math in 2 years) Fall 2016 Cohort (Transfer math in 1 year) 55% 33% 15% 16%
15% 6% Asian Black Latinx White All Adapted from Educational Results Partnership & The RP Group presentation Percent of Students who Complete an Associated Gateway Course 63% 64%
61% 62% In two years for prerequisite models In one year for corequisite models 29% 20% 12% Georgia Indiana Tennessee
14% West Virginia Adapted from Educational Results Partnership & The RP Group presentation Successful Completion in One Year vs Corequisite Results by Testing Level - Tennessee Results of TBR Full Implementation Corequisite Math in Community Colleges 79.5% 70.1% 63.4% 55.3% 48.7% 45.5% 54.8%
32.9% 19.7% 2.7% 3.8% 6.8% 11.5% 25.6% Fall 2012 Prerequisite Model Fall 2015 Corequisite Full Implementatio n 13.1% 12.3%
Adapted from Educational Results Partnership & The RP Group presentation AB 705 Implementation Timeline Colleges must be AB705 compliant by Fall 2019 Therefore New courses may need to be developed & approved Updated placement policies need to be in effect by early spring 2019 More implementation guidelines coming this spring Assessment & Placement CCCCO https://assessment.cccco.edu/ Thank you! Kathy Kubo
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