Common Reporting Requirements of Campuses’ Early Start Program Effectiveness

AS-3014-11/APEP (Rev)

RESOLVED: That the Academic Senate of the California State University (ASCSU) request
that the Office of the Chancellor charge the Early Start Implementation Team, in consultation with CSU Mathematics and English Council, to develop evaluation tools to ascertain relative effectiveness of various remediation strategies campuses employed in their implementation of Early Start; and be it further

RESOLVED: That the ASCSU recommend that reporting requirements be established as a means of providing common metrics for assessment; and be it further

RESOLVED: That the ASCSU recommend the CSU Early Start Implementation Team, in collaboration with CSU Mathematics and English Council, examine the impact of various Early Start remediation strategies campuses employed on students’ proficiency scores on EPT and ELM or comparable type of examinations; and be it further

RESOLVED: That the ASCSU request that an annual report be developed by the CSU Early Start Implementation Team, delineating its findings on the impact of various Early Start remediation strategies and recommendations; and be it further

RESOLVED: That the ASCSU distribute this resolution to the following individuals and entities within the CSU: the Chancellor; the Board of Trustees (and thus including the Educational Policies Committee); the Executive Vice Chancellor and Chief Academic Officer; Campus Presidents, Provosts, Deans of Humanities, Deans of Math and Science, and Campus Deans of Education; Campus Senate Chairs; the Statewide “Early Start Implementation Team”; the CSU Mathematics Council; and the CSU English Council.

RATIONALE: The intent of the Mandatory implementation of Early Start Programs per Executive Order No. 1048 (http://www.calstate.edu/eo/EO-1048.pdf) is to: a) provide students needed remediation in math and/or English prior to entering the university, b) reduce the number of units/courses needed to reach mathematics and English proficiency prior to the end of the freshman year, and, c) facilitate reductions in time to graduation through changes in policies on fulfilling entry-level proficiencies in English and mathematics. However, with the flexibility the EO 1048 gave to each CSU campus to develop its own approach to satisfying the requirements of the Early Start Program (EO
1048, B.5), a wide variation in the program implementation strategies is anticipated, which may have the consequence of producing difficulties in measuring program effectiveness. Therefore, development of evaluation tools utilizing common metrics for assessment are deemed critical in order to ascertain comparative effectiveness of Early Start Program implementation strategies campuses employed.

Approved Unanimously – May 5-6, 2011