Assessment and Reporting of Results of Early Start Programs

AS-2995-10/APEP (Rev)

ATTACHMENT 1 TO AS-2995-10/APEP (Rev)
ATTACHMENT 2 TO AS-2995-10/APEP (Rev)

RESOLVED: That the Academic Senate of the California State University (ASCSU) request that the Office of Chancellor develop an interim progress report to ascertain the degree to which the goals specified in Executive Order 1048 have been met; and be it further

RESOLVED: That the ASCSU recommend that the interim progress report include 1) a summary of campus level processes established to allow students to appeal for exceptions to the mandate to begin early start remediation in the summer before they begin matriculation at their destination campus and 2) calculations of the numbers of appeals and the percentage granted; and be it further

RESOLVED: That the ASCSU recommend that benchmarks be established for Early Start programs against which success can be assessed and appropriate cost/benefit analysis used to ascertain the effectiveness of these programs; and be it further

RESOLVED: That the ASCSU recommend that data collected for students requiring remediation in writing and/or mathematics to determine whether Early Start programs achieve significant differences in reducing both the time-to-degree and its associated costs, and be it further

RESOLVED: That the ASCSU recommend that in spring 2013 a comprehensive assessment report by the Office of the Chancellor be developed which documents the assessments made along with findings and recommendations; and be it further

RESOLVED: That the ASCSU distribute this resolution to the CSU Chancellor, CSU Board of Trustees, CSU Executive Vice Chancellor and Chief Academic Officer Ephraim Smith, Educational Policies Committee of the CSU Board of Trustees, CSU campus senate chairs, CSU Campus Provosts/VPAAs, CSU Math Council, and the CSU English Council

RATIONALE: On May 12-13, 2009, the CSU Board of Trustees passed a resolution equiring the development of “policies required to achieve a full-scale implementation of pre-matriculation programs throughout the CSU, including a timeline for implementation.”  In response, the ASCSU unanimously approved AS-2926-09/AA/APEP (Rev), "Recommendations Regarding the Implementation of Mandatory Early Start Programs.”  And in March 2010, the Board of Trustees was presented with a proposal and timeline to implement Early Start. 

Early Start was defined as the summer course or activity in which students admitted to the university deemed not to be proficient in math and/or English must enroll before entering the university.  The rationale for Early Start emanates from efforts to enhance retention and improve graduation rates by helping students to achieve basic proficiency in Mathematics and reading/writing more quickly.  The mandate to implement early start programs on each campus was formalized in EO 1048. 

The intent of the early start initiative was to provide those students needing remediation in math and/or English the opportunity either to complete or reduce the number of units or courses needed to reach proficiency before the beginning of their first fall term.  The expectation is that these students would thereby reduce if not eliminate the number of units taken which do not count towards the degree, improve time to degree, and reduce cost to the student. Clearly, assessments are needed to demonstrate the efficacy of early start programs and serve as indicators of program improvement that might be needed.

In establishing a benchmark against which the Early Start programs can be assessed, comparisons can be made between the time it currently takes a student to achieve proficiency and the time it takes a student to do so after the Early Start programs are initiated.

As recommended by the Early Start Task Force (February 15, 2010), an assessment plan should require that each campus implement standardized assessments that include, but are not limited to, the following assessment measures.

Average number of units required to reach proficiency after freshmen begin their first term

Cohorts

Current Averages

Post Early Start Averages

      High Risk

      Medium Risk

      Low Risk

Freshmen Cohort Graduation Rates

Cohorts

4 Year

5 Year

6 Year

      Proficient at admission

Not proficient at admission

      High Risk

      Medium Risk

      Low Risk

Freshmen Cohort Retention Rates

Cohorts

1 Year

2 Year

4 Year

6 Year

      Proficient at admission

Not proficient at admission

      High Risk

      Medium Risk

      Low Risk

Student Success

  • First year GPA and academic standing
  • Grades in GE math and English

Comparisons between Under-Represented-Minorities (URMs) and non Under-Represented-Minorities (non URMs) as well as ESL and non-ESL cohorts. 

Early Start Program Cost

  • Student Cost. Fees charged (based on the number of Early Start units taken) and fees covered by financial aid and out-of-pocket cost to students.
  • Campus Cost.  Average program cost per student.

Approved Without Dissent –January 20-21, 2011



 
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