Developmental English and Reading Redesign/IERW Update
Starting fall 2017, the English and reading discipline implemented its redesign from stand-alone developmental classes into Integrated English, Reading and Writing (IERW) classes. The redesign followed one of the national best practices in the discipline, integrating developmental English and reading into one course rather than existing as two, stand-alone courses. In the past, students may have taken as many as 4 developmental English and reading classes (up to 18 ESH or Credits). With the redesign, students may have to take only 1, but no more than two, Integrated English, Reading and Writing courses (as few as 5-6 ESH/Credits but no more than 11 ESH/Credits) if students test into the lowest level and need to progress to the next level of developmental English and Reading. This determination is based on placement via ACCUPLACER.
The integrated courses are designed to help students develop the skills necessary to succeed in college-level classes, reduce time and cost to completion and supports the social justice aspect of the College’s mission by helping students access credit level courses faster.
The chart below shows the student success data from the fall 2017 implementation, comparing ENGL 001 and ENGL 002 to IERW 001 and IERW 002
| Courses | DFW Rate for Fall 2017 | DFW Rate for Fall 2016 | Change % |
| IERW 001 | 21.5% | -1.5% from ENGL 001 | |
| IERW 002 | 26.7 % | -5.3% from ENGL 002 | |
| ENGL 001 | 23% | ||
| ENGL 002 | 32% |
Data as of 2/5/18 via DataMart
The data suggest that the revised courses have resulted in a lower DFW rate in developmental English.
Alternate Placement Program (APP)
The English and reading area also supports the Academic Master Plan (AMP) goals of reducing time and cost to completion through its use of the Alternate Placement Program (APP). With the APP, students who have earned a “B” or higher in the second semester of certain high school courses (Honors English 12, AP Language and Composition, and Modern World History) are given a college-level placement and advised to enroll into ENGL 101A, even if their ACCUPLACER scores suggest a developmental placement. The chart below shows data on the number of APP eligible students who took ENGL 101A in the fall 2017 semester. These students would have been in developmental classes if there were no APP placement option for them.
| APP Eligible Students, Fall 2017 | Courses taken, Fall 2017 APP students | Students Using APP for Placement |
APP Students With Other Form of Placement |
APP Students in MATH 110/117 | APP Students in ENGL 101A |
| 1056 | 3190 | 720 | 336 | 130 | 265 |
Data as of 1/9/18 via DataMart
Bridge Students Enrolled in ENGL101A via APP Success Chart, Fall 2017
| Passed Most Classes | Didn't Pass Most Classes | Failed All Classes | Totals |
| 25 | 5 | 4 | 34 |
| 74% | 15% | 11% | 100% |
Data as of 1/11/18 via Qlikview