Is a reasonable solution to the problem. Can stand up to possible objections.
The Corequisite Reform Movement: It is a comprehensive framework which can modestly improve outcomes in college-level English for remedial students just beneath the highest placement cutoff. Even if I and others support that exact ALP model, there Persuasive essay on education reform many important and little-known factors one needs to consider before supporting the corequisite reform movement as a whole, a movement which has gained an astonishingly rapid level of acceptance and implementation across the nation.
In other words, using ALP as a basis, some institutions are implementing versions of corequisites that are nothing more than placing remedial students into college-level courses and adding one lab hour as the sole means of support. These variations are not based on research, and therefore they resemble a bait-and-switch scheme.
In order for the reform to qualify as a true bait and switch, of course, it must be intentional. However, others are engaging in similar switches unintentionally, and regardless of intent, the corequisite reform movement may be harming at-risk students more than helping them.
This is concerning because some slight tricks in the data analyses of corequisites, another form of bait and switch, are making the relatively moderate, short-term results of the program appear much better than they actually are.
With so much on the line, we would do well to fully understand the corequisite model, its variations, the few studies on ALP, and what the data really show.
Since there are a great deal of key factors surrounding corequisites that many people have not yet considered, this article is designed to cover the model quite thoroughly. It is also divided into many sections that build on one another because understanding the entire corequisite reform movement can be surprisingly complicated.
Once all of these factors are understood and considered as a whole, educators and lawmakers can make more thoughtful, data-based decisions about whether or how to proceed with the implementation of a corequisite model.
What is alp exactly? In the original ALP model, as studied by the CCRC in andeight remedial students in English writing who scored just beneath the college-level placement cutoff volunteered to be placed not into a stand-alone remedial writing course, but instead into two courses, one of which was a three-credit college-level English composition course that had twelve nonremedial students in it.
Rather, it was a three-credit course designed to get the eight remedial English students from the combined college composition course to be able to understand and complete the college-level English material successfully.
In other words, eight remedial students took a college-level English composition course with twelve nonremedial students for three hours a week, and then those same eight students took another three-hour companion course, this time without the nonremedial students, and both courses had the same instructor.
Here are a few: Most of the objectives were designed to allow students to spend more time on the material from the college composition course. As Adams et al.
There was also a strong focus on student success strategies in the companion course. It is important to understand the essential components and framework of this original model.
Indeed, this decision has data supporting it: Second, the model reduced the student-teacher ratio in the companion course. The college-level course had a student-teacher ratio of 12 college-level students and 8 remedial studentsand the companion course with the remedial students alone only had an ratio.
The stand-alone remedial courses in the traditional model of English remediation at CCBC had a student-teacher ratio, so the ALP companion course more than halved the student-teacher ratio. Third, both courses were taught by the same highly trained and motivated instructor who used normed materials.
Two-thirds of the ALP instructors were full-time faculty members and one-third were adjuncts, but all ALP instructors went through extensive training and used a well-planned, unified curriculum sourcebook for the companion course that the ALP developers refined over time. The instructors chose to be a part of the program initially, and they received support from ALP coordinators and leaders.
We know that people who support a program will often work harder at that program, so these instructors were most likely highly motivated as well. Furthermore, the textbooks, the curriculum, the pedagogy—all were normed and discussed before implementing the program.
All of this helps tremendously when it comes to learning outcomes. Each of these key components—asking motivated students to participate voluntarily; doubling the time on task in English composition; reducing the student-teacher ratio by half or more in a course; utilizing highly motivated instructors who believe in the program; giving the instructors extensive professional support and training; unifying the curriculum; focusing on student success strategies and noncognitive issues—should individually be able to improve student outcomes in any course, let alone when combined.
When ALP lowers the college-level cutoff slightly to allow upper-level volunteer remedial students to receive a combination of all of these interventions, there is good reason to believe that those remedial students will perform better in English composition.
They are thoughtful interventions; they are innovative when put all together in a well-supported framework.
It appears to be an effective way to invest in remedial students and to increase their ability to understand and practice college-level English composition outcomes. So what research is out there on this ALP model, and what does the data say about the results?
No one would disagree with the fact that the CCRC has the most qualified statistical researchers dedicating the most time, money, and effort to studying community college subjects like corequisites. They are the single-most cited research institution undergirding the corequisite reform movement.
Contrary to popular beliefhowever, the corequisite model has not been studied thoroughly enough to justify its level of implementation in the nation.
This study will be covered more in subsequent sections of this paper, but its intervention differs from the ALP corequisite model sufficiently enough that it should be classified as a separate intervention.
They took a college-level course along with a structured lab. Of course, this model is one of the many variations of corequisites being touted in the nation, but thus far, there is only one randomized controlled trial involving this variation that can be considered worthy of citing.How stare decisis Subverts the Law.
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