Welcome, everyone, feel free to use this chat for questions and comments.

Good Afternoon Everyone! We're excited to have an awesome audience today! :)

Hello and good afternoon.

Will we receive this powerpoint slide or recording? (Dean Johnson, Southern University-Baton Rouge)

Yes! All slides will be shared

What about adult students who graduated from high school many years ago? In other words, how long is a high school GPA predictive?

Good point - students’ math skills do degrade over time if not used. However...

the GPA tells us a lot about their work ethic and ability to perform over time, across many instructors and subjects, so it still tells us more about their potential in college than a one-time exam score does.

When referencing a particular article or case study, note whether they are using Overall GPA or Math GPA. It is usually Overall GPA.

Here is a study by the RP Group showing decay function of predictive validity of high school GPA (math on pp. 4-6)

Is the content in Precalculus standardized? How do you know the topics covered?

I'm wondering why the emphasis on self-reported grades?

This research was done before the COVID pandemic, correct? Do you think that the pandemic has caused any changes to the placement of students based on GPA?

@Jimmy, they have tracked several years and are happy with the results of the Precal grade, even though coming from different schools.

@Dr.Lamadrid - the emphasis on self-reported grades is due to an often lag-time in receiving final weighted GPA from high school transcripts

Many students do not have access to their High School Transcript if they are several years out of school, or if they have moved to a different part of the country. The concern was what to do if it isn’t possible to get the official transcript, and the data shows that isn’t really an issue.

@Guadalupe, open-access schools often have difficulty getting high school transcripts in a timely manner so they accept self-report

Thank you...

@Shawri, yes, prior to Covid, but most institutions aren’t overly concerned since GPA represents over several years. Some institutions may put more students into corequisites just to be sure they have extra support for any gaps from the Covid year

Didn't State of LA move away from open admissions several years ago? Are we moving back in that direction?

Thank you

Our biggest concern about using HS GPA as placement is the fact that we generally have advised hundreds of EFR before we have access to HS transcripts.

@Frank, exactly! That is why the researchers started studying self-reported GPA

How do we properly weight different placement measures for each student (gpa, act, etc)? There are students with high (inflated) high school gpas and there are also students with low high school gpas that are quite capable (they just didn't do homework/study because they didn't need to - they could just skate by and were bored with the lower level high school material). So how can we keep all of these possibilities in mind?

@Frank, and found that they were very accurate and, if anything, under-reported their GPA

Are you talking about overall GPA or GPA for math courses??

@Katie, it takes tinkering over time and still won’t be perfect but will be better than test scores alone.

When you get the PPT slides, look at the Cuyamaca and Southern Ark examples - not weighted, just a matrix.

For a place like SAU, what happens when the rubric puts the student in the co-requisite quanitative literacy path but she/he wants to major in STEM?

@Judith, usually it’s overall GPA, some institutions use math GPA

@Nathan

@Nathan, sorry for the confusion - there is a separate matrix for the STEM path

We just showed the Quant path

@Nathan There would be different matrices based on which pathway they were in, and the choice of which matrix to use would happen first.

got it

@Nathan - thank you for pointing out a lack of clarity in that slide that we hadn’t thought about!

Is there an attendance grade in the courses? If so, how is it structured?

@Joshua, are you referring to Southeastern?

Yes, or any school that uses the corequisite model.

Hear, hear

@Joshua, I believe Southeastern has an attendance policy but we would have to ask Rebecca to share specifics. Other schools do it in a variety of ways but most of the successful models DO require attendance, accounting for it in a variety of ways.

For example, if the student is not attending the corequisite and participating, they may be removed from both classes.

Thank you Alison and Rebecca!

It might be interesting to read “Grading for Equity” by Joe Feldman as schools are deciding on their grading policies.

At LSUS in our coreq classes we attempted to facilitate attendance by requiring students to submit a specific problem done during the class on that day.

Thanks for sharing, Dr. Johnson

Can you upload the action plan again?

Thank you

Yes, the workbook problems being covered on Friday help to have students attend to get help on those problems.

@Jimmy Regents staff is reviewing the Academic Affairs Policy 2.18 (placement Policy). At this time nothing has been changed.

https://form.jotform.com/211094868759168

Survey: https://form.jotform.com/211094868759168

Technical Assistance Call: https://form.jotform.com/211034658770051

http://www.completegeorgia.org/success-library

Thank you, everyone

It's been a great meeting! Thanks

Survey: https://form.jotform.com/211094868759168

technical assistance calls with the Dana Center: https://form.jotform.com/211034658770051

Thank you for a great workshop!

Shout out to Room 12...colleagues at Nicholls -- where I received my under-grad! :)

Thank YOU!