I-DEA Data

Overview

All students who participated in the pilot Project I-DEA were assessed and placed in low-level English Language Acquisition (ELA) classes. Generally, placement is class-based on a student’s lowest performance on initial assessments reading, writing, listening and speaking. Washington state has state-required assessments for only reading and listening, so assessments in writing and speaking were not reported by colleges for inclusion in this report.

Pilot Data

Nine colleges and their community-based partners led the first efforts in Phase I to develop and deliver instruction that would enable English language learners to make faster progress on pathways to higher education, work skills and family wage jobs. Those colleges were joined by 10 additional college and community based partners in Phase II. An additional 14 college and community-based partners joined in Phase III completing the project's statewide implementation.

Students in the program gained language and digital literacy skills which were integrated with job and practical 21st century life skills. They did so by completing 30 contextualized instructional modules relevant to their lives and work.

Areas of focus included topics such as money management, career exploration, health and wellness, the American education system, work readiness, and job search and interviewing.

All providers offered Full I-DEA using the Flipped Classroom model for 18 credits (nine hours online/nine hours face-to-face) during the pilot.

 

 Data Point  I-DEA Traditional ELA
Students Enrolled (Headcount)  408  25,803
Significant Gains Earned (CASAS)  256  13,232
Total SAI Points Earned  862  42,054
Average SAI Points Earned per Student  2  2
Federal Level Gains  211 10,013

Phase I

In Phase I (2013-14), 408 students participated in the pilot of the new I-DEA curriculum with flipped learning at nine colleges and community based partnerships. Within this pilot group of students, 50 percent of the I-DEA students made federal National Reporting System (NRS)-level gains as compared to only 39 percent of students in our traditional ELA programs, an 11 percent increase.

Additionally, 60 percent of the I-DEA students made what we call significant gains on the CASAS test (a 3 to 5 point increase depending on their initial pre-test level) which is Washington’s state level performance measure and accrues funding for the program, as compared to only 51 percent of students in traditional programming, a 9 percent increase.

On average, I-DEA students generated two Student Achievement or performance points, generating additional funding to the college.

 

 Data Point  I-DEA Traditional ELA
Students Enrolled (Headcount)  749  23,673
Significant Gains Earned (CASAS)  466  12,364
Total SAI Points Earned  1,366  40,241
Average SAI Points Earned per Student  1.8  1.5
Federal Level Gains  382  10,059

Phase 2

In Phase II (2014-15), 749 students participated in the pilot at 19 colleges. In this second pilot group of students, 51 percent of the I-DEA students made federal level gains, with only 42 percent of the traditional ELA students making gains, a 9 percent increase.

Additionally, 62 percent made significant gains as compared to a 46 percent made by traditional students, an 11 percent increase.

On average, the I-DEA students generated 1.8 performance points per student, again generating additional program funding.

 Data Point  I-DEA Traditional ELA
Students Enrolled (Headcount)  1,388  24,291
Significant Gains Earned (CASAS)  907  13,011
Total SAI Points Earned  3,130  43,075
Average SAI Points Earned per Student  2.3  1.8
Federal Level Gains  771  10,651

Phase 3

In Phase III (2015-16), 1,388 students participated in pilot classes at 32 colleges. In the final pilot phase, 56 percent of the I-DEA students made federal level gains as compared to 44 percent of the students in traditional ELA programming, a 12 percent increase.

Additionally, 65 percent of the students within the pilot group made significant gains versus 54 percent of students in traditional ELA programs, an 11 percent increase.

I-DEA students, in the third pilot phase, on average generated 2.3 performance points per student.

Post-Pilot Data

At the conclusion of the I-DEA pilot, providers in Washington state continued to offer I-DEA. At the conclusion of the pilot, providers were given the option of offering either Full or Tailored I-DEA. And, they could also choose to deliver instruction using either the Flipped Classroom (hybrid) Model or a web-enhanced instructional model.

 Data Point I-DEA Traditional ELA
Students Enrolled (Headcount)  2,032  25,500
Significant Gains Earned (CASAS)  1,319  13,695
Total SAI Points Earned  4,777  44,673
Average SAI Points Earned per Student  2.4  1.8
Federal Level Gains Earned  1,082  11,119

In 2016-17, 2,032 were served in Full and Tailored I-DEA programs. In the first year of post-pilot instruction, 53 percent of the I-DEA students made federal level gains as compared to 44 percent of the students in traditional ELA programming, a 12 percent increase.

Additionally, 65 percent of the students of students within the I-DEA group made significant gains versus 54 percent of students in traditional ELA programs, an 11 percent increase.

Post-pilot, I-DEA students on average generated 2.4 performance points per student.

 Data Point I-DEA Traditional ELA
Students Enrolled (Headcount)  1,884  24,873
Significant Gains Earned (CASAS)  1,206  13,228
Total SAI Points Earned  NA*  NA*
Average SAI Points Earned per Student  NA*  NA*
Federal Level Gains  1,057  11,308

*New SAI performance measures implemented in 2017-18, so data is not available at this time.

 
 Data Point I-DEA Traditional ELA
Students Enrolled (Headcount)  1,667  23,493
Significant Gains Earned (CASAS)  1,020  12,226
Total SAI Points Earned  NA*  NA*
Average SAI Points Earned per Student  NA*  NA*
Federal Level Gains  877  10,311

*New SAI performance measures implemented in 2017-18, so data is not available at this time.