Docstoc

Tennessee Board of ... - Tennesee Developmental Studies Redesign

Document Sample
Tennessee Board of ... - Tennesee Developmental Studies Redesign Powered By Docstoc
					Tennessee Board of Regents
  Developmental Studies
     Redesign Project
     ECS Annual Forum
         July 2007
    Academic Preparation Initiatives
      DSP Redesign - One of Several Initiatives
        Emerging from Several Key Events
• TBR Defining Our Future (2002)
• TBR Vision of Excellence Activities(2004)
• TBR Strategic Plan Development (2005)
• Governor’s Challenge Related to Access and
  Persistence (2005)
• State and National Focus on Educational
  Continuum Between Secondary and
  Postsecondary Education (2005+)
        Research of Tennessee
• Critical number of HS students that do not
  complete the HS degree and become
  disengaged from education and workforce
  training programs.
• Critical number of HS students that matriculate
  to college lack academic and/or fiscal
  resources for success and withdraw.
            Educational Attainment, Age 25-64

   30                                26.5
   25
                              21.4
   20
                                                TN
   15
                                                Nation
   10             7.2
            5.5
    5

    0
        % of 25-64 w Assoc    % of 25-64 w
                              Bachelor's



Tennessee has significant postsecondary
education attainment gaps compared to national
figures.
                  Educational Attainment, Age 25-64



   % of 25-64 w
   Bachelor's
                                 21.4                     5.1

                      Gap to national average = 154,869


   % of 25-64 w
      Assoc
                      5.5 1.7

                      Gap to national average = 51,737

                  0              10               20            30
                                 TN     Gap to National


Tennessee’s 5.1% gap in bachelor’s degree
attainment translates to a need for 154,869 more
graduates. Associate degrees in real numbers
would equal 51,737.
                                  Regional Disparities in
                                  Educational Attainment
              Educational Needs Index for Tennessee Counties - Education Factors



                                                             M ontgomery                                   Clay     Pickett
                                                      Stewart                                   M acon                             Scott            Claiborne Hancock            Sullivan     Johnson
                                                                         Robertson Sumner                               Fentress          Campbell
                    Lake                                                                   Trousdale Jackson                                                        Hawkins
                        Obion                Henry                   Cheatham                                  Overton                                                       Washington
                                                        Houston                                                                                         Grainger                       Carter
                                 Weakley                                                         Smith                                            Union         Hamblen
                                                                            Davidson Wilson                                  M organ
                                                                Dickson                                     Putnam                       Anderson                       Greene Unicoi
                                                  Benton                                                                                                 Jefferson
                   Dyer      Gibson     Carroll       Humphreys                                    DeKalb                                        Knox
                                                                                      Rutherford             White Cumberland                                      Cocke
                                                                         Williamson                                               Roane
                        Crockett                             Hickman                           Cannon                                                    Sevier
            Lauderdale                  Henderson                                                            Van Buren                Loudon Blount
                               M adison                Perry           M aury                        Warren             Rhea
                                                              Lewis                                             Bledsoe M eigs
             Tipton Haywood                     Decatur                              Bedford                                             M onroe
                                     Chester                                 M arshall         Coffee Grundy                  M cM inn
                                                       Wayne                                                Sequatchie
                   Fayette                                               Giles          M oore                     Hamilton
                                    M cNairy                                                                              Bradley
          Shelby                                                Lawrence                     Franklin M arion
                           Hardeman            Hardin                             Lincoln                                          Polk




                                                                                                                            Levels of Educational Need
                                                                                                                                            Most Critical
                                                                                                                                            Critical
The National Educational Needs Index Project,                                                                                               Less Critical
                                                                                                                                            Least Critical
http://www.educationalneedsindex.com
                        Student Pipeline Results
                   Of 100 9th Graders . . . How Many?
  100
                        90.6

                                        Tennessee           US Average           Top State
   80
                 68.2
                                               61.8
          58.5
   60

                                                                       44.2
                                        38.6
   40                            36.2

                                                                26.2                            27.6
                                                         24.5
                                                                                         17.9
   20                                                                             15.1



    0
         Graduate from High    Go Directly to College   Enroll in Their Second   Graduate Within 150%
          School On Time                                          Year             of Program Time


Source: NCES-Common Core Data, 2002
                      The Critical Observation


Two Critical Leaks in the Pipeline
1. Student departures from high                 College
                                              Graduate, 15

   school without a diploma                                       No High School
                                      College Enroll              Graduation, 41
2. Critical levels of incoming        but No College
                                      Graduation, 21
   college freshmen that must
   satisfy remedial studies prior                HS Grad but No
                                                    College
   to continuation of their chosen               Enrollment, 22

   degree.



  Until Tennessee takes steps to alleviate these two
  critical problems, postsecondary participation rates
  and degree attainment among young adults will
  remain unchanged.
               Academic Preparation Gaps

                      Tennessee Board of Regents, Brief Profile, 2005-06
                                                                Six Universities
Institutions                                            Thirteen Community Colleges
                                                      Twenty-six Technology Centers1
Total Headcount                                                     156,736
                         University Headcount                       81,919
                Community College Headcount                         74,817
First-time Freshmen (FTF)                                           25,494
FTF Required to Enroll in Developmental
                                                           15,314 (60.1% of FTF)
Studies Courses (1 or more)

1
  Tennessee Technology Centers will be involved in the project but their enrollments are not reflected in the
statistics in this chart. Focus is on the institutions that have undergraduate level programs leading to the Associate
or Bachelor degree.
Another Measure of Academic Preparation
 Strengthening Academic Preparation
• Effectiveness and efficiencies of current
  programs and services must be examined
• Rethinking critical linkages such as DSP
  cannot diminish quality of teaching, learning,
  and services
• Commitment to research-based reform and
  outcomes and quality assessment of 2001-2010
• Curriculum, delivery methods, assessment
  tools, and academic support services
                   FIPSE Grant
• Tennessee Board of Regents (TBR) and Education
  Commission of the States (ECS)
   – October 2006 to December 2009
• DSP Redesign Task Force
   – Curriculum Subcommittees; Policy Subcommittees
• National Center for Academic Transformation
  (NCAT) – Program Course Redesign Project and
  Guidance in Pilot Projects
• NCHEMS-Karen Paulson – Project Evaluation
• Other organizations and initiatives found to be closely
  related to the work of the DSP Redesign Task Force
    Primary Objectives and Outcomes
• Scalable for delivery in multiple settings
• Increase the quality of learning and assessment
• Maintain commitment to access
• Replicable model (process and product)
• Sustainable program with solid fiscal outlook
  and enhanced public support
• Significant cost savings
     – Institutional, Departmental, Individual Student,
       Cost per Student Served, etc.)
• Streamline amount of time to completion
   Need to Reduce Costs to Student and
           Time to Completion


Hours of Required DSP            Total Tuition and Fee Costs   Minimum Time to Complete
Courses                          to the Student                Courses
 6 hours (1 English course; 1               $1,380             1 semester (term) or 6 months
            math)
18 hours (3 English courses; 3             $4,140                   3 semesters (terms)
            math)                                                     or 1 - 1.5 years
WHAT DOES THE DESIGN
TEMPLATE FOR THE NEW
  DSP PROGRAM LOOK
        LIKE?
                 Project Status
• Course Redesign Phase
  – All 19 universities and community college
    completed NCAT Readiness Criteria
    (Initial Assessment of Programs) in March 2007
  – Formal proposals in final stage of development for
    submission on July 15, 2007
  – Pilot projects put in place in fall of 2007 with first
    implementation in spring 2008
  – Assessment through spring 2009
               Project Status
• TBR and ECS leadership of Systemwide task
  force and subcommittees are:
  – Collecting and monitoring data on current TN
    programs and similar national trends
  – Aligning curricular expectations from early HS to
    freshman core math and English
  – Examining Placement and outcome assessment
  – Developing content expectations for flexible,
    modularized curriculum.
                Project Status
• Broader Public Policy Context
  – Communication of activities and results to national
    education and policy circles
  – Periodic surveying of member states’ policies
    regarding this project and comparable efforts
  – One stop web resource for project participants and
    other interested parties
  – Identification of possible opportunities for
    replication or partial transfer of knowledge
For more information visit the
 following Web site for the
  DSP Redesign Initiative:
http://www.thencat.org/States/TBR.htm

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:7
posted:9/28/2011
language:English
pages:19