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Institutional Research


 
 
 
 
 
 
 
 
 
 
 

Developmental Education Initiative Data 

 

 
Annual Reports

  The Developmental Education Initiative at NC State is part of a three-year national effort toward accelerating student completion of developmental coursework to become college ready. NC State was one of 15 colleges nationally to receive a $750,000 grant in 2009 to scale up interventions designed under its involvement with the national Achieving the Dream initiative.  

Documents:

Implementation Plans

2010 Annual Report

2011 Annual Report

2012 Final Report

 
Tutoring Center Initiative

 

NC State has created a Tutoring Center open 40 hours a week. The Center has served 25% of all developmental students since opening in fall 2009 – more than 800 unique students! Further, developmental students who receive tutoring pass their courses at a much higher rate than students who do not. The Solutions Adult Transition program is now co-located with the Tutoring Center, and NC State tutors help serve both current students and potential students studying to improve their COMPASS scores. 

 

Documents:

Center Description

Logic Model

Final Evaluation Summary

Persistence Chart

Additional Math Data

Focus Group Report

 
Solutions Adult Transition Initiative

 

The Solutions program is a partnership between NC State and Mansfield City School District Adult Basic Education. It allows students who initially place into developmental coursework to receive individualized, self-paced instruction at no cost to the student. Students can then retest on COMPASS. Of persons that have retested on COMPASS after going through the program, 56% improve at least one developmental level. 

 

Documents:

Program Description

Logic Model

Final Evaluation Summary

Solutions v. Tutoring Hours for TRC

Focus Group Report

 
Math Boot Camp Initiative

 

The college offers intensive academic refresher “camps” in developmental math prior to the start of each quarter. Upon completion, students can retake the COMPASS placement test in hopes of placing into a higher-level developmental class or even college-level. Over three years, 228 targeted students have attended (14% of target). Of those retesting, half improve at least one level. Course and retention success rates are much higher for camp attendees than target students not attending.

 

Documents:

Final Evaluation Summary

Logic Model

Focus Group Report

Post-DEI Boot Camp Links

 
Secondary to Postsecondary Initiative

 

College teams have been collaborating with teams from local high schools to improve curriculum alignment in mathematics education. A short-term strategy has involved offering “boot camps” team-taught by teams of college and high school instructors to high school seniors initially testing into the developmental level. More than 100 high school students have attended, of whom 30% have improved at least one developmental level. This initiative helped leverage a $100,000 federal Race to the Top grant to work with partner colleges and more K-12 schools on curriculum alignment.

 

Documents:

Final Evaluation Summary (combined with campus-based boot camps)

Logic Model

Survey/Focus Group Report

Race to Top Grant Progress

 
Flexible Courseware Initiative

 

The college launched a srtategy to increase both access to and quality assurance of developmental courses aligned with PLATO courseware. The interactive software allows students to conveniently work at their own pace completing lessons.  Over three years, the percentage of developmental attempts utilizing PLATO (entire course or required curriculum supplement) has increased from 32% to 45%. Success rates via PLATO for math, reading and writing have all increased and remain competitive with the lecture format.

 

Documents:

Final Evaluation Summary

Logic Model

Reading/Writing Faculty Survey

   
Advising Case Management Initiative

   

NC State has revamped its advising processes to more effectively serve an increasing caseload of developmental students. These changes include a more intensive pre-registration process, assigned advisor “coaches” for developmental students, and use of cutting edge software for support service referral and tracking. In a 2010 national survey, NC State developmental students strongly endorsed the academic advising they were receiving. Further, developmental cohort students remained competitive in many AtD success milestones - despite increasing student risk factors likely associated with labor market decline during the recession.

 

Documents:

Final Evaluation Summary

Logic Model

Key Procedural Changes

SENSE Advising Survey

Increasing Student Risk Factors

   
Assessment & Placement Review Initiative

    A faculty-staff team conducted an extensive review of assessment/placement policies and procedures linked to math, English and computer literacy. Based on the group’s work, the college implemented a more flexible, tiered structure for placement that appears to balance college access, new state placement standards and curriculum quality. The college implemented various policies related to a state-mandated cut-off score change for English Composition which placed nearly 200 students at college-level who previously would have been developmental. Yet the first-attempt English completion rate for this target group was nearly double that of students with higher English placement scores.  

Documents:

Final Evaluation Summary

Logic Model

Research Paper

Policy Recommendations

Student Assessment Brochure

Cohort Placement Statistics

Gateway English Completion Statistics

 

 

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