Tennessee Board of Regents Office of the Vice Chancellor for Academic Affairs Co-requisite Remediation 
 Pilot Study — Fall 2014 and Spring 2015 and Full Implementation Fall 2015 In 2007, as part of a system-wide redesign project funded by the Fund for the Improvement of Postsecondary Education (FIPSE) and the National Center for Academic Transformation, Austin Peay State University pioneered an approach to remediation for incoming students who arrive with developmental needs in mathematics, reading and/or writing. This co-requisite model transformed their previous success rate of fewer than 10% of students completing a credit-bearing math class over several semesters to more than 70% completing a credit-bearing math class in a single semester. This work has been recognized by the Dana Center, Complete College America, Education Commission of the States, and Jobs for the Future as a national model for success in developmental education. Based on this initial work the Tennessee Board of Regents (TBR) began a study of the effectiveness of its system-wide approach to developmental education in community college, when success was viewed from the perspective of students completing a credit-bearing math, writing or reading-intensive class Historical Percentages of Community College students completing a credit-bearing Math class in an academic year 80% within an academic year. To understand more clearly how the preparedness of students would affect their potential success in these course completions we chose to disaggregate the data by 70% ACT sub-score. Since system-wide, more than 60% 50% 60% of TBR students begin college with need for 40% remediation in math, reading and/or writing the 30% 19.7% 20% 12.3% of the students who began in a 13.1% 12.3% 11.5% 10% 0% results of the analysis were startling. Overall only 25.6% 2.7% 3.8% 13 14 6.8% 15 16 17 18 No ACT Overall Data from Academic Year 2012-13 remediation course completed a credit-bearing mathematics class within an academic year, and only 30.9% completed a credit-bearing writing class. In Fall 2014 and Spring 2015, we carried out a substantial pilot of the co-requisite model of instruction in the community college setting. In mathematics, 1,019 students across 9 campuses who would otherwise have been placed into learning support mathematics were enrolled directly into an Introductory Statistics class, and Results of TBR Co-requisite Mathematics Pilot were required to also attend a 78.4% 80% supplementary instruction experience. Similarly, 957 students 70.7% 70% 64.8% 63.3% 58.3% 60% at 7 community colleges who would otherwise have been placed 50% into learning support writing were 40% enrolled into a credit-bearing 30% freshman writing class with 56.9% 59.4% 36.2% 25.6% 19.7% 20% 13.1% 11.5% required co-requisite support. We 10% 2.7% disaggregated the data by ACT 0% 3.8% 13 14 score, so that we would be able to 12.3% 6.8% 15 16 17 18 No ACT Overall Pre-requisite Model AY 2012-13 Co-requisite Pilots: Fall 2014 and Spring 2015 Cohorts gauge the effectiveness of this approach for students with various levels of preparation. The results of the pilot were extremely Results of TBR Co-requisite Writing Pilot encouraging. In mathematics, of the the 80% 72.7% 68.4% 70% 70.4% 68.8% 63.1% 60% 66.7% 66.9% a passing grade in the class (compared 54.0% to 12.3% under the old model). Not 50% 40% 33.2% 30% 22.0% 25.3% 36.9% only did we see this 50 percentage point 37.8% 30.9% 27.8% 25.1% 20% increase overall, but we saw strikingly higher success rates for students at every ACT mathematics sub-score. 10% 0% 1019 enrolled students, 63.3% received These successes were not limited to 12 13 14 15 16 17 No ACT Overall Pre-requisite Model AY 2012-13 Co-requisite Pilots: Fall 2014 and Spring 2015 Cohorts mathematics. Of the 957 students enrolled in the writing pilot, 66.9% received a passing grade in the class. Once again this compares extremely favorably with the historical success rate of 30.9%, and once again we saw gains for students at every ACT writing sub-score. Further disaggregation by race, and by age, show that these learning gains were achieved across the full spectrum of the student population at every ACT-level. For minority students the success rate in mathematics rose more than six-fold from its historical 6.7% to 41.8%. In writing the achievement gap was all but closed with success rate increases from a historic 18.6% to 63.5% in the pilot. Recent discussion concerning the affective and non-cognitive aspects surrounding the college remediation experience Comparison of TBR Co-Requisite Mathematics with Completion of Traditional Remediation recognizes the profound impact of students questioning 80% whether they belong. We 70% compared the success rates for 60% students enrolled directly into 50% the credit-bearing classes with 40% the historical rates of students 30% successfully completing the remediation designed to prepare them for that class. We have shown the results for mathematics here, but the 78.4% 70.7% 64.8% 63.3% 58.3% 56.9% 59.4% 49.1% 45.6% 47.6% 40.2% 36.2% 35.2% 28.3% 27.5% 22.1% 20% 10% 0% 13 14 15 16 17 18 No ACT Overall Completion of Traditional Remediation AY 2012-13 Completion of Math Class in Co-requisite Pilots: Fall 2014 and Spring 2015 Cohorts results for writing are similar. Once again significantly larger proportions of students at every ACT sub-score level completed the creditbearing class in a single semester than traditionally have completed their remediation in a full academic year. These results add significant credence to their being more than academic effects involved remediation success. In response, the TBR System organized three co-requisite academies in March 2015, inviting faculty from all 19 institutions to present results from their pilot models and develop plans to take their pilots to institutional scale. All TBR universities and community colleges are now fully implementing the co-requisite mathematics, reading and writing models for all students. It is now more than a year since the Fall 2014 students began in their pilots, and so there is an opportunity to also analyze the data more Comparison of TBR Co-Requisite Mathematics with Completion of Traditional Remediation longitudinally. Once again the early analysis 70% is very encouraging. The students who took 68.5% 60% part in the Mathematics co-requisite pilot had 50% a much increased fall-to-fall retention rate 47.3% 40% compared with their colleagues who went 30% through standard learning-support. The 20% retention rate for the co-requisite students was 10% 57.4% compared with 43.3% of the more than 0% 45% Fall-to Fall Retention 38,000 who were not part of the pilot. There was increase in retention no-matter whether Completion of Traditional Remediation AY 2014-15 Completion of Math Class in Co-requisite Pilots: Fall 2014 Cohort the student passed their credit-bearing math class in the fall, but the increase was most pronounced for the students who successfully passed the class compared with their colleagues who completed their remediation. For these students the increase was from 47.3% to 68.5%. The students who were part of the co-requisite pilots were also more successful across all of their first year classes, earning an average of 20.83 credit hours compared with 17.16 credit hours earned by those students not in the pilot. Not surprisingly, students who successfully completed their mathematics class in the pilot did even better, earning 21.38 hours, but students who did not pass their mathematics in the fall earned an average of 19.07 credit hours which is essentially identical to the 19.09 credit hours earned by those students who successfully completed their remediation in the traditional model. All TBR universities and Results of TBR Co-requisite Mathematics 
 Full Implementation community colleges began fully implementing the co-requisite 70% 65.6% 60.7% mathematics, reading and writing 60% models for all students beginning 50% Fall 2015. Although there is much 51.6% initial improvements promised by the pilot are apparent. 42.3% 41.8% 40% 37.5% 34.8% yet to analyze in the semesters data, we can already see that the 51.0% 30% 27.2% 25.6% 19.7% 20% 13.1% 12.3% 11.5% 10% 2.1% 0% <12 2.7% 3.8% 13 14 6.8% 15 16 17 18 Pre-requisite Model: Fall 2012 Cohort Fall 2015 Full Implementation No ACT Total Results of TBR Co-requisite Writing 
 Full Implementation Overall for those students who were took a co-requisite mathematics class this fall 51 percent received a 70% 61.1% 50% 40% increase over the original pre-requisite 30% those students achieved that same passing grade in an entire academic year. Similarly the pass rate for those 56.5% 58.7% 52.4% semester. This is a more than four-fold model, in which only 12.3 percent of 66.2% 64.1% 60% passing grade in their credit bearing mathematics class in that first 62.9% 49.3% 36.9% 37.8% 33.2% 30.9% 27.8% 25.3% 25.1% 22.0% 20% 10% 0% 12 13 14 15 16 17 No ACT Total Pre-requisite Model: Fall 2012 Cohort Fall 2015 Full Implementation students who took a co-requisite writing class doubled over the historic 30.9 percent over an academic year to 58.7 percent in a single semester. Just as in the pilots we saw substantial gains in student success across the full range of ACT scores, indeed the pass rates in the credit bearing classes were larger than the rates at which students historically completed their developmental courses in a full academic year. While these results were a little lower than we saw in the pilot data, they are still substantial improvements over the previous approach. Results of TBR Co-requisite Mathematics 
 Full Implementation - Minority Students Although the results were a little lower overall, that pattern was not true 70% for minority, adult and low-income 60% students. For minority students the 61.6% 55.9% 58.3% 47.6% 54.0% 50% success rate in mathematics rose more than six-fold to 42.6% just as it had in 42.6% 40% 32.8% 36.7% the pilot. In writing the achievement 30% gap was all but closed at full scale 20% with a success rate increase from a 41.8% 34% 32.7% 33.8% 32.6% 18.6% 13.2% 8.3% 10% historic 18.6% to 52.8% in the full implementation, with the typical 43.5% 6.4% 5.1% 6.7% 1.7% 0% 14 15 16 17 18 Pre-requisite Model AY 2012-13 Co-requisite Pilots: 2014-15 Cohort Full Implementation- Fall 2015 No ACT Total typical significant gains across the Results of TBR Co-requisite Mathematics 
 Full Implementation - Adult Students ACT spectrum. Results for adult and 80% low-income followed that same 72.5% 69% 70% 59.1% 63.4% 59.7% 60% 0% 44.6% 52.0% 50.0% rates for adults showed an almost five-fold increase in mathematics from 11% to 52.3%, and 35.6% 23.6% 20% 10% 52.3% 39.2% 44.2% 40% 30% 59.1% 48.9% 50% pattern across the board. The success a doubling in writing from 30.9% to 20.7% 63.3%. Results for low-income in the 16.4% 11.0% 10.4% 6.5% 4.5% full implementation showed little difference from the general 14 15 16 17 18 Pre-requisite Model AY 2012-13 Co-requisite Pilots: 2014-15 Cohort Full Implementation - Fall 2015 No ACT Total population with success rates in mathematics at 48.4% and 57.6% in writing This spring we have events planned to convene groups of faculty from each discipline group. These groups will be able to have conversations about best practices and lessons learned illuminated by careful analysis of the statewide data so that we will be able to refine the approach still further. For further information concerning this study or other student success initiatives in the Tennessee Board of Regents contact Dr. Tristan Denley, Vice Chancellor for Academic Affairs, tristan.denley@tbr.edu