East Georgia State College-[node:field-date:custom:Y]--Corequisite remediation

Goal 7

Increase the likelihood of degree completion by transforming the way that remediation is accomplished.

Strategy 7.1 Implementation

Enroll most students in need of remediation in gateway collegiate courses in English and mathematics, with corequisite Learning Support.  The College is continuing to refine the alternative pathway through mathematics.

7.1 Summary of Activities

In fall 2014 EGSC began development of the learning support corequisite model in English and mathematics on the Swainsboro and Augusta campuses.  In Spring 2015, the mathematics program was expanded to all campuses.  In Summer 2015, all campuses had fully implemented the corequisite model.

7.1 Interim Measures of Progress

The table below outlines the status of the College’s corequisite learning support model.  The goal is to reach the point where more than 50% of the students in an area of learning support are in the corequisite track.  In Spring 2015, the percentage of learning support English students was 43% and the percentage of learning support mathematics students was 56%.  Considering this model was not available in learning support English in Statesboro in Spring 2015, we can surmise we made our goal.  

The English corequisite option has been very successful producing an success rate of 69% in Fall 2014 and 56% in Spring 2015.  The math corequisite option was not as successful, with a 20% success rate in Fall 2014, rebounding to a 35% success rate in Spring 2015.  A change was made in the spring term to assign the corequisite learning support class (Math 0999, Math 0997) to the instructor of the core math class (Math 1111, Math 1001).

In January, 2011 East Georgia State College, along with seven other institutions in Georgia, New York, and Ohio, became part of a collaboration with the Carnegie Foundation for the Advancement of Teaching to develop an alternative pathway through learning support mathematics.  Called Quantway, the program focused on funneling non-stem majors to the Math 1001 class through a special learning support math class (MLCS 0099).  The MLCS 0099 course began in Fall 2012 and lasted through Spring 2014 when EGSC shifted to the development of the corequisite model.  During the time frame for MLCS 0099, the success rate in that course was 63.0% compared to 48.3% for the traditional learning support math class.  With the new corequisite model, a Math 0997 class was developed in spring 2015 to be a corequisite for the Math 1001, the alternative non-stem pathway through Area A2 in math.  The stem pathway consists of the Math 0999 corequisite with Math 1111.  The Math 0999 was developed in fall 2014.  The following table gives a breakdown of the success rates of the various options.      

Clearly the non-stem pathway does provide a greater opportunity for success, but the number of students choosing this pathway is very small because of a reluctance on the part of students.  They choose the safer stem pathway which would give more options for students who may choose a program of study which requires Math 1111 in Area A2.

7.1 Measures of Success

An increase in the percentage of students exiting learning support English and mathematics and being successful in the gateway courses.

Strategy 7.2 Implementation

Combine remediation in English and reading.

7.2 Summary of Activities

In Fall 2014, the English and reading learning support classes were merged into English 0989 and the course was taught on the Swainsboro and Augusta campuses.  In Summer 2015, the course was expanded and taught on the Statesboro campus. 

7.2 Interim Measures of Progress

In Fall 2014, 54 students placed in the corequisite English learning support option.  The students showed a success rate of 69% in the English 1101 course which accompanied the corequisite Engl 0999.   In Spring 2015, the 39 students in the corequisite English learning support model had a 56% success rate in the English 1101 course.

7.2 Measures of Success

An increase in the percentage of students exiting learning support English.

Strategy 7.3 Implementation

Provide academic support programs that prepare students to successfully complete college courses across the core curriculum.

7.3 Summary of Activities

1. Promoted all components of the Academic Center of Excellence (ACE), including tutoring services and academic advising services.
2. Implemented the Intensive Academic Program (IAP) directed at successful COMPASS testing.   The IAP is a program of intensive tutoring by our ACE staff in which the student is given 20 hours of intensive instruction in math, English, and/or reading before being allowed to retake a COMPASS exam.
3. Implemented a Jump Start Summer Academy – a summer-bridge program to college.  The Jump Start program is not appropriate for fall and spring term, but will be continued each summer.  The program is for students who are not eligible to attend EGSC because of low COMPASS scores.  Currently the program is focused on mathematics, English/reading, student success class, and an additional elective if required.  Depending on their COMPASS scores, students are allowed to enroll for learning support English or English composition; learning support math, college algebra, or pre-calculus; student success; and another core course.  The results from this program are used to allow students to be admitted or become eligible for admissions to EGSC who previously had been denied admissions.

7.3 Interim Measures of Progress

1. In a previous section it was noted the use of all ACE services has declined this year compared to previous years because of challenges with hiring tutors in a timely fashion.  The ACE still appears to be the major factor in increasing success rates, especially in gateway courses.
2. In this academic year 15 of 17 (88%) of IAP students were able to increase COMPASS score to be successful.  The average increase in COMPASS scores was 10.4 pts.
3. The number of Jump Start students increased to 21 in Summer 2015.  The overall exit rate from learning support English classes in Summer 2015 was 89%, with 88% from the foundations English class (Engl 0989) and 100% from the corequisite class (Engl 0999).  In math learning support, the overall exit rate was 50%, 72% from the foundations math class (Math 0989), and 0% from the corequisite math option (Math 0999).  All 21 Jump Start students did very well in the courses which accompanied the learning support math and English classes.

7.3 Measures of Success

The overall usage of ACE, the use of IAP opportunities, and the availability and usage of the Jump Start program are measures of success for the academic support services.