Mapping Noncredit Pathways to Student Success and Linking to Credit Coursework (CB21)

1
Mapping Noncredit Pathways to Student Success and
Linking to Credit Coursework (CB21)

• Carole Bogue-Feinour, Vice Chancellor Academic
  Affairs, CCCCO
• Patrick Perry , Vice Chancellor of Technology,
  Research, Info Systems, CCCCO
• Janet Fulks, ASCCC, BSI
• Marcy Alancraig, Cabrillo College, BSI, English
• Joan Cordova, Orange Coast College. Math
• Marsha Elliot, OCC Continuing Ed
• Alicia Munoz, Grossmont College, ESL
• Bob Pacheco, Barstow College, Reading and Math

2
Who are you?

• How many faculty from each discipline?
• How many part timers?
• Table work Collect three main misconceptions
  about non-credit

3
Noncredit The Birds Eye View

• From the REPORT ON THE SYSTEMS CURRENT PROGRAMS
  IN ENGLISH AS A SECOND LANGUAGE (ESL) AND BASIC
  SKILLS Jan 2008

4
Unduplicated Student Enrollments in Credit and
Noncredit Basic Skills and ESLJan 2008
ENROLLMENT CATEGORY ENROLLMENT OF TOTAL ENROLLMENT
BS-ESL (credit) 326,478 12.45
BS-ESL (noncredit) 393,004 14.99
No BS-ESL 1,901,963 72.56
Total 2,621,445 100
5
What do we know?

• Many who should be enrolled in Basic Skills and
  ESL are not
• Currently, noncredit serves the same number or
  more of students as credit
• You can not talk about basic skills without
  talking noncredit

6
Enrollment in Credit and Noncredit by Ethnicity
ETHNICITY Credit ENROLLMENT OF TOTAL ENROLLMENT Noncredit ENROLLMENT OF ENROLLMENT
AFRICAN-AMERICAN 36,688 11.24 24,470 6.23
ASIAN/FILIPINO/PAC ISLANDER 55,529 17.00 76,208 19.39
HISPANIC/ LATINO 135,156 41.40 171,821 43.72
NATIVE AMERICAN 2,987 0.92 2,115 0.54
OTHER, NON-WHITE 6,485 1.99 7,420 1.89
WHITE 73,702 22.57 73,459 18.69
UNKNOWN 15,931 4.88 37,511 9.54
TOTAL 326,478 100 393,004 100
7
What do we know?

• Many currently enrolled are students of color
• Hispanics use noncredit more frequently than
  other groups
• ESL programs contribute a great deal to this
  effort

8
Your Work is Essential

• Making noncredit work visible
• Documenting student success
• Communicating the resources necessary to maintain
  this important work

9
Why is this Important and Why Are We Here?

• Coding for your courses some coding is
  incorrect we are here to fix it
• Coding is our tool for reporting
• Enhanced Funding Accountability
• If you think this is a Mission Impossible it
  has been done before by credit faculty.
• You can do this!

10
SB 361 Enhanced Noncredit Funding and
Accountability Report

• Accountability requirements for non-credit under
  due to SB 361
• 19,556,985 to 30 districts
• Funding for aligned courses that end in a
  certificate of completion or certificate of
  competency
• What can we do?
• Describe how courses align
• Define the certificate curriculum and skills

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Additional Funding for Non-credit and Basic Skills

• ESL/basic skills allocations, 31.5 million
  annually     college allocation based on
  ESL/basic skills FTES, includingnoncredit
  FTES      Framework for ESL/basic skills
  accountability, the second               
  Supplemental ARCC report

12
How Must We be Accountable

• Accountability reporting using MIS data
• Currently it is not well understood or
  well-defined for non-credit
• There is probably more variation in non-credit
  than credit
• Even more difficult when we describe student
  success rate

13
Accountability Reporting

• Our current ARCC
• Two Supplemental ARCC Reports                 
  --SB 361                  --ESL/basic skills
  Accountability
• Noncredit report on noncredit repetition
• IPEDS and other such required reporting

14
What is this about?

• Accountability and money- compare to
  sustainability
• Background information to get them up to speed
• CB 21 wrong
• Accountability for noncredit
• Needing to show progress

15
What Does Accountability mean for Credit Courses?

• First we will describe credit accountability
• Then we will explain how we are trying to create
  a clear and reasonable picture of non-credit work
• MIS Management Information Systems

16
What Coding Tell Us

• Besides the status of the course
  credit/noncredit, transfer/basic skills
• This tells us student needs success and
  retention
• Student Progress to certificates and degrees,
  through course pathways
• Today we want to focus on Student Progress
  through Courses

17
A Credit Example MIS Data Element CB21

• CB21Course Prior to College Level
• Chancellors Office MIS system collects all
  course info each term
• Courses are coded for identification purposes
• TOP code, credit/noncredit status, transfer
  status, units, basic skills status, SAM/voc code,
  etc.
• Funding allocations are based on the coding
• FTES determinations and other reports are
  determined by coding

18
MIS Data Element CB21

• Last changed in 1994
• Defined number of codeable levels at 5 (xfer
  4 below)
• Is used across math/English/reading/writing/ESL
• Has little curricular definition of levels

19
MIS Data Element CB21

• Is used for a lot of accountability reporting
• Which in turn is used to justify investments and
  expenditures in basic skills
• ARCC Technical Advisory Group defines metrics
  for mandated reports
• Is necessary to show student progress through
  basic skills curriculum
• 4321transferrable

20
The Process to Document Progress

• To understand this in non-credit, you need to
  understand how it is used in credit

21
Basic Skills Progress

• For the aforementioned cohort
• Percent who completed any degree-applicable or
  transfer level math/Eng/ESL (in same curricular
  lineage)
• Percent that eventually earn a degree/certificate,
  and/or transfer/transfer prepared

22
CB21 credit basic skills improvement

• Basic Skills Improvement Rate (ARCC)
• Credit courses only math, English, reading
• Completed (A,B,C,CR) any basic skills course at 2
  or more levels below
• Within 3 years, successfully completed a higher
  level basic skills course of same discipline
• Anywhere in the system
• Current data range 24-62, avg 49.

23
CB21 Credit ESL Improvement

• ESL Improvement Rate (ARCC)
• Credit ESL courses only
• Within 3 years, successfully completed a higher
  level ESL course
• Anywhere in the system
• Current data range 0 to 81, avg. 42

24
What CB21 is used for

• Proposed Basic Skills Supplemental Report

25
Percent of Assessed Students Recommended for
Placement

• into levels of credit basic skills
  math/English/ESL courses (as defined by CB 21) in
  a given year
• done by annual survey of colleges

26
Coding CB21

• Normally done at campus
• Saved in local ERP system (Datatel, Banner,
  Peoplesoft, etc)
• Sent to System Office end of term by local MIS
• Reports run thereafter (ARCC)
• Resubmission always allowed and welcome

27
Problems arise when

• Miscoding (wrong TOP, ??credit??levels, basic
  skills status)humans and transference
• Recoding term to term without change in actual
  curriculum (solved with unique_id)
• Ambiguity of data element codes
• The outcomes are not documented as grades or
  credit Hello noncredit

28
What do we need to do to correct the problems?

• We need a rubric to show levels and progress
• We need a means of including noncredit such as
  ABE and ASE in progress accountability
• We need to identify linkages between credit and
  noncredit

29
Establishing a Rubric

• Is not standardization
• Does not drive curricular changes
• Is not common course numbering or articulation
• IS a mapping exercise designed to maximize our
  ability to show student progress AND your good
  work

30
Things to Consider

• If you code every basic skills class at 4 levels
  below, you will have few improvements
• It pays to have a full progression sequence
  using as many levels as are available to show
  differentiation

31
Things to Consider
32
Making Changes

• All MIS data must be submitted through your
  normal MIS data submission process
• Contact your CISO change usually made in your
  ERP system
• Setup a formalized coding process for courses
• Wed love to do it centrally, butthere are
  150,000 courses a year

33
Why is this Important and Why Are We Here?

• Coding for your courses some coding is
  incorrect we are here to fix it
• Coding is our tool for reporting
• Enhanced FundingEnhanced Accountability
• If you think this is a Mission Impossible it
  has been done before by credit faculty.
• You can do this!

34
What is Course Prior to College Level?

• It is the course level, in terms of number of
  levels below the transferrable level
• It is used primarily for basic skills/remedial
  courses, not transferrable courses
• It is used only for English, writing, ESL,
  reading, or mathematics
• Can be used for credit, noncredit

35
MIS Data Element CB21

• CB21Course Prior to College Level
• Chancellors Office MIS system collects all
  course info each term
• Courses are coded for identification purposes
• Top code, credit status, transfer status, units,
  basic skills status, SAM code, etc.

36
MIS Data Element CB21

• Is one of the most disparately coded data
  elements we have
• Is controversial in many ways
• Limits number of codeable levels at 5 colleges
  locally have more or less
• Is used across math/English/ESL
• Does not necessarily mean the same thing across
  colleges

37
MIS Data Element CB21

• Is necessary to show student progress through
  basic skills curriculum
• 4321transferrable
• Is used for a lot of accountability reporting
• Which in turn is used to justify investments and
  expenditures in basic skills

38
Accountability Reporting

• ARCC (Accountability Report for Community
  Colleges)
• ARCC CDCP Noncredit Supplemental report
• ARCC Basic Skills Supplemental Report
• All of these have metrics in them that use CB21
  to show student progression through basic skills

39
CDCP Noncredit Funding

• State has agreed to pay extra for CDCP
  Noncredit category
• State has requested accountability reporting for
  these monies
• CDCP represents programs that lead to
  certificates and movement into credit
• These are the metrics desired by State in
  evaluating CDCP effectiveness

40
CDCP Noncredit Accountability

• Take first-time CDCP students, track forward
• Look at term to term persistence
• Look at completion of CDCP or other award
• Look at movement into credit
• course success cannot be measured
• Progress through CDCP noncredit basic skills
  ladders is missing due to lack of consistent
  coding in CB21

41
ARCC Metrics

• Basic Skills Improvement Rate (ARCC)
• Credit courses only
• Completed (A,B,C,CR) any math/Eng basic skills
  course at 2 or more levels below
• Within 3 years, successfully completed a higher
  level basic skills course of same discipline
• Anywhere in the system

42
What CB21 is used for

• ESL Improvement Rate (ARCC)
• Credit ESL courses only
• Completed (A,B,C,CR) any ESL course at 2 or more
  levels below
• Within 3 years, successfully completed a higher
  level ESL course
• Anywhere in the system

43
What CB21 is used for

• Basic Skills Supplemental Report Basic Skills
  Progress Rate (Proposed)
• Track freshmen forward 8 years that attempted any
  basic skills course any time
• Report by the lowest level of math/English/ESL
  ever attempted (gt4 levels below transferable
  level 3, 2, 1 levels below CR, NC).

44
Basic Skills Progress

• For the aforementioned cohort
• Percent who completed any degree-applicable or
  transfer level math/Eng/ESL (in same curricular
  lineage)
• Percent that eventually earn a degree/certificate,
  and/or transfer/transfer prepared

45
Percentage of assessed students recommended for
placement (Supplemental)

• into levels of credit basic skills
  math/English/ESL courses (as defined by CB 21) in
  a given year
• (done by annual survey of colleges)

46
Coding CB21

• Normally done at campus (CIO??)
• Saved in local ERP system (Datatel, Banner, etc)
• Sent to System Office end of term by local MIS
• Reports run thereafter
• Resubmission always allowed and welcome

47
Problems arise when

• Miscoding
• Recoding term to term without change in actual
  curriculum
• College Xs 3 levels below in math is different
  than College Ys 3 levels below in math
• We need a rubric as to what these mean across
  campuses for each discipline.

48
Establishing a Rubric

• Is not standardization
• Does not drive curricular changes
• Is not common course numbering or articulation
• Is not MIS wagging the dog
• IS an alignment/mapping exercise designed to
  maximize our ability to show student progress

49
Rubric Math

• Currently, CB21
• Aprereq. for transfer math (Intermediate
  Algebra)
• Bprereq./prep. for A (Algebra I/Elem.
  Algebra)
• Cprereq./prep. For A/B (Arithmetic)
• Ygt3 levels below transfer level (N/A)

50
Rubric English

• Currently, CB21
• Aprereq. for transfer Eng. Comp. (Subject A)
• Bprereq./prep. for A (N/A)
• Cprereq./prep. For A/B (N/A)
• Ygt3 levels below transfer level (N/A)

51
Rubric Writing, Reading, ESL

• Not addressed at all

52
CB21

• Is used for BOTH credit AND noncredit courses!
• Ownership of CB21 lies with YOU and the local
  campuses
• Is a State-level data element, so it cannot have
  local definitions
• Since evaluations of performance/peer grouping
  are occurring by college

53
Your Assignment

• Is to create a mapping rubric for each of the
  disciplines that encompass basic skills/course
  prior to college level
• Has uniform and understandable curricular
  definitions (course or SLO) for each level in
  each discipline
• Retain existing data element
• New codes cost little new element costs mroe

54
Things to Consider

• If you code every basic skills class at 4 levels
  below, you will have few improvements
• It pays to have a full ladder using as many
  levels as possible to show differentiation

55
Things to Consider

• However, levels must mean the same thing across
  campuses
• Student movement does not preclude you from
  getting credit for success elsewhere
• provided your neighbor is coding properly and
  uniformly as well

56
Things to Consider

• If your ladder has more than 4 steps
• Keep as many as you can, but some may have to be
  compacted
• You may have 7 levels of ESL, your neighbor has 3
• If we allowed everyone to code their own number
  of levels, colleges would be advantaged/disadvanta
  ged based solely on their curricular
  segmentationnot good

57
Things to Consider

• Noncredit/vocational math/Eng/ESL have levels as
  well! Dont assume all noncredit is 4 levels
  below!
• Butbe cognizant of where the noncredit ladder
  ties in with credit
• Progression into credit levels also shows
  progress

58
Making Changes

• The results of your work will provide new clarity
  to this data element
• System Office will promote workshops on the new
  meanings and how to use the rubric
• Subsequent MIS submissions will be superior
• Success Rates should reflect accurately

59
Making Changes

• All MIS data must be submitted through your
  normal MIS data submission process
• Contact your CISO change usually made in your
  ERP system
• Setup a formalized coding process for courses
  each term
• Wed love to do it centrally, butthere are
  150,000 courses a year

60
THANK YOU

• This is an extremely important task.
• YOU are the people that know this best.
• Your assistance is greatly valued.

61
Take off Your College Hats

• You are now working at 30,000 feet
• How it works at your college in your department
  is secondary to this system wide exercise
• Because the SYSTEM will benefit
• And the STUDENTS will benefit
• And you will benefit with the ability to
  demonstrate student progress

62
Existing Rubrics for Credit

• Describe the current Rubrics and vetting process

63
Mission Possible Your Assignment is to

• 1. Create a mapping rubric for each of the
  disciplines English, ESL, Math, and Reading and
  ASE and ABE
• A. Decide on the number of levels -- try to
  retain existing data element (leading to transfer
  4 other BS levels)
• B. Decide on the skill categories
• C. Write uniform and understandable curricular
  descriptions of these skills at each level of the
  rubric
• D. Concurrent offerings will match up to existing
  rubrics (no need to create something new)

64
Your Assignment

• 2. Using your rubric and those created by credit
  faculty, create linkages between non-credit and
  credit courses in the same disciplines

65
Guidelines for the work

• These will be DRAFT noncredit rubrics considered
  for adoption after thorough vetting
•  
• The rubrics describe coding for basic skills
  levels. They DO NOT prescribe or standardize
  curriculum.
• The level descriptions ARE NOT comprehensive.
•  

66
Guidelines for the work

• The rubrics DO NOT dictate anything
•  
• The rubrics ARE NOT the final authority. They
  are a referential guide
• Each local college may code the basic skills
  courses appropriate to their curriculum and
  program descriptions.
• This is a local decision and local process
•  
•  

67
Guidelines for the work

• Faculty will continue to develop and determine
  what they teach as discipline experts
• This process is not designed as an obstacle to
  curriculum, curricular or programmatic
  development
•  
• The final process for any recoding will be
  developed by the ASCCC and the Chancellors
  Office MIS division.

68
Making Changes

• The results of your work will provide new clarity
  to this data element
• System Office/ASCCC will promote workshops on the
  new meanings and how to use the rubric
• Subsequent MIS submissions will be superior
• Success Rates should reflect accurately and
  uniformly

69
THANK YOU

• This is an extremely important task.
• YOU are the people who know this best.
• Your assistance is greatly valued.

70
DAY 2

• You are now working at 30,000 feet
• How it works at your college in your department
  is secondary to this systemwide exercise
• Because the SYSTEM will benefit
• And the STUDENTS will benefit

71
Mission Possible Your Assignment is to

• 1. Create a mapping rubric for each of the
  disciplines English, ESL, Math, and Reading and
  ASE and ABE
• A. Decide on the number of levels -- try to
  retain existing data element (leading to transfer
  4 other BS levels)
• B. Decide on the skill categories
• C. Write uniform and understandable curricular
  descriptions of these skills at each level of the
  rubric
• D. Concurrent offerings will match up to existing
  rubrics (no need to create something new)

72
Your Assignment

• 2. Using your rubric and those created by credit
  faculty, create linkages between non-credit and
  credit courses in the same disciplines

73
Outcomes for the Day

• A rubric for each discipline
• A map of linkages between credit and non-credit
  courses

74
Timelines

• Levels by 1030AM
• Rubric by 130
• Linkages BY 200
• Report Back 2-3

75
Remember!

• Lets keep focused on the big picture.
• Development of the number of levels.
• Development of essential skills within levels.
• Lets begin with basic concepts that we can all
  agree upon.
• Perhaps two or three per level to start?
• Lets keep it as simple as possible.
• This will help school districts code their
  classes.