report of achieving the dream data team

Report of Achieving the DreamData Team

February 23, 2011

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Contents

Methodology

Zero-level Courses with Observations

1000-level Courses with Observations

Persistence of Fall 2010 AtD Cohort

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Methodology

Student success equals a grade of A, B, C, or S.

Zero-level courses selected to track, study, and develop strategies to improve are: College Writing II Reading II Study Skills Basic Math Elementary Algebra Intermediate Algebra

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Methodology

1000-level courses selected to track, study, and develop strategies to improve are: English Composition I U.S. History to the Civil War College Algebra Introduction to Psychology American Federal Government

Zero-Level Course Observations:

All three of the selected Learning Skills courses experienced similar enrollment to Fall 2009; however, all three declined in the success rate in Fall 2010 from Fall 2009 College Reading II – 9.9 percentage point decrease College Writing II – 6.5 percentage point decrease Study Skills – 8.1 percentage point decrease

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Online course success continues to lag behind traditional course success: College Reading II – 5.7 percentage points lower College Writing II – 13.8 percentage points lower Study Skills – 0.4 percentage points lower

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1000-Level Course Observations:

Four of the five original courses increased in enrollments for Fall 2010 over Fall 2009, after substantial increases in Fall 2009 from Fall 2008

American Federal Government – Fall 2010:12.4%; Fall 2009: 5.4%

English Composition I – Fall 2010: 10.1%; Fall 2009: 17.1%

Intro to Psychology – Fall 2010: 7.9%; Fall 2009: 17.5%

U.S. History to the Civil War – Fall 2010: 5.4%; Fall 2009: 10.8%

College Algebra – Fall 2010: -4.3%; Fall 2009: 14.2%

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Fall 2010 compared to Fall 2009: One of the five courses increased in successful completion rate; two declined approximately 2 percentage points; and two declined more than 2 percentage points

Fall 2010 successful completion rates for College Algebra increased for the third fall

0.6 percentage point increase in Fall 2010 from Fall 2009 0.8 percentage point increase in Fall 2009 from Fall 2008 1.2 percentage point increase in Fall 2008 from Fall 2007

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Fall 2010 successful completion rates for English Composition I and American Federal Government declined approximately 2 percentage points from Fall 2009

1.5 percentage point decline in English Composition I (second fall semester showing a decline after an increase in Fall 2008)

2.1 percentage point decline in American Federal Government (first fall semester showing a decline after an increase in Falls 2008 and 2009)

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Fall 2010 successful completion rates for U.S. History to the Civil War and Introduction to Psychology declined more than 2 percentage points from Fall 2009

5.6 percentage point decline in U.S. History to the Civil War from Fall 2009 (after three consistent fall semester of 57%)

6.5 percentage point decline in Introduction to Psychology (after two semesters of increase)

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Online course success continues to lag behind traditional course success in all but one of the five courses:

American Federal Government – 24.2 percentage points lower

U.S. History to the Civil War II – 14.1 percentage points lower

English Composition I – 7.7 percentage points lower College Algebra – 3.5 percentage points lower Intro to Psychology – 9.1 percentage points higher

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Although online course success rates are low, it is worth noting that two courses have shown a steady improvement from Fall 2007 to Fall 2010.

Intro to Psychology has increased from 56.5% in Fall 2008 to 56.9% in Fall 2009 to 66.1 in Fall 2010; during this time enrollment basically doubled in online sections within this course

College Algebra has increased from 45.9% in Fall 2008 to 49.7% in Fall 2009 to 56.9% in Fall 2010; during this time there has been a moderate enrollment increase in online sections within this course

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As noted in previous presentations, sections taught in a two-, five-, or eight-week format are more successful than sixteen-week in most courses to include American Federal Government, U.S. History to the Civil War, and Intro to Psychology.

However, in College Algebra and English Composition I the opposite is true.

8-week sections in College Algebra have had a much lower success rate than 16-week (10 to 17 percentage points lower); the percentage point difference decreased in Fall 2010 to 6.1

5-week sections in English Comp I have substantially higher success rate than 16-week, but 8-week sections consistently have a lower success rate (4 to 16 percentage points lower)

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Methodology

AtD Cohort includes all students who enter OCCC for the first-time in the fall semester. (New to higher education and new transfer to OCCC)

Persistence is defined as a student in Fall AtD Cohort attending 1 or more classes in the following Spring. (Fall 2008 to Spring 2009)

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Fall 2010 AtD Cohort has the highest percentage of females since the beginning Fall 2004 Cohort

Percentage of students younger than 29 has declined for the second semester with a similar increase in students 30-39 years old.

Percentage of students who identify as minority ethnicity/race has steadily increased across the seven cohorts (Fall 2004 = 29% and Fall 2010 = 39%)

The majority of increase in minority ethnicity/racial groups can be attributed to growth in the Black/African American (7.1 percentage point increase) and Hispanic/Latino (1.3 percentage point increase) students

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AtD Fall 2010 Cohort Profile Comparisons

Students enrolled in a full-time course load (12 or more credit hours) comprise more than 50% of the Cohort for the second consecutive time; this changes the pattern seen in the previous four cohorts

The percentage of students who do not apply for Financial Aid declined for the fourth year in the Fall 2010 Cohort

Students who have graduated high school continue to make up approximately 80% of the Cohort

The number and percentage of students enrolled in one or more developmental course decreased with the Fall 2010 Cohort from the Fall 2009 Cohort (Fall 2009 = 2,035/54%; Fall 2010 = 1,885/49%)

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AtD Fall 2010 Cohort Profile Comparisons

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AtD Fall 2010 Cohort Persistence

Fall 2010 Cohort Composition

Percentage Pt. Difference in

Persistence to Spring 2011

Cohort N 3847 58.2%

Gender

Female 56.1% 2.7

AgeGroup

30-34 7.3% 5.9

Race/Ethnicity

Asian 4.4% 10.3

Not Reported 7.1% 5.5

Course Load

Full-Time 54.7% 9.0

Expected Family Contribution (EFC)

TOTAL Applied for Financial Aid 58.9% 7.3

International Student Ineligible 2.4% 9.2

High School Graduate

Did Not Graduate HS 3.9% 8.7

Success in College & Life

Enrolled SCL during Fall 32.2% 16.6

Successfully completed in Fall 17.5% 31.3

College Preparation

Enrolled in 1 Zero-level Course 21.5% 4.5

Enrolled in 2 Zero-level Course 13.3% 5.3

Enrolled in Zero-level MATH 43.3% 5.0

Persistence rates that are two percentage points or more higher than the aggregate Fall 2010 AtD Cohort

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Fall 2010 Cohort Composition

Percentage Pt. Difference in Persistence

to Spring 2011

Cohort N 3847 58.2%

Gender

Male 43.6% 3.5

AgeGroup

25-29 12.7% 2.2

40-44 2.3% 3.7

Race/Ethnicity

Black/AfricanAmerican 16.6% 6.2

Native American/Alaskan 6.1% 2.5

Two or More Races 2.6% 2.2

Course Load

Part-Time 45.3% 10.8

Expected Family Contribution (EFC)

Did Not Apply for Financial Aid 38.8% 11.5

High School Graduate

No Credential 5.5% 2.0

Academic Standing

Probation 5.1% 6.7

Suspension 4.0% 20.8

College Preparation

Enrolled in Zero-level READING 15.6% 4.8

Student Type

New Transfer 21.3% 2.4

Persistence rates that are two percentage points or more lower than the aggregate Fall 2010 AtD Cohort

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report of achieving the dream data team

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