Report of Achieving the DreamData Team

January 29, 2009

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Contents

Methodology

Zero-level Courses with Observations

1000-level Courses with Observations

Retention of Fall 2008 AtD Cohort

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Methodology

Achieving the Dream (AtD) defines student success in a course as a grade of A, B, C, or S.

Zero-level courses selected to track, study, and develop strategies to improve are:

Basic Math Elementary Algebra College Writing II Reading II Study Skills

1000-level courses selected to track, study, and develop strategies to improve are:

English Composition I History to the Civil War College Algebra Introduction to Psychology American Federal Government

Zero-Level Course Observations

Success rates have decreased in LS 0213 (College Reading II) and LS 0133 (Study Skills)

Success rates have remained steady in LS 0033 (College Writing II) and Math 0033 (Basic Math)

Success rates have increased in Math 0113 (Elementary Algebra) and Math 0123 (Intermediate Algebra)

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Zero-Level Course Observations

Online success rates improved in LS 0033 (Writing II), Math 0113 (Elementary Algebra) and Math 0123 (Intermediate Algebra)

Various changes in all areas regarding time of day and length of course

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Zero-Level Learning Skills Course Success

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Enrollment has fluctuated for College Writing and Reading II

Enrollment has continually decreased for Study Skills

Zero-Level Math Course Success

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Enrollment has fluctuated for Basic Math

Enrollment has continually decreased for Elementary Algebra

Enrollment has increased for Intermediate Algebra

1000-Level Course Observations

No success rates decreased in the selected Gateway courses

Success rates have remained steady in HIST 1483 (U.S. History to the Civil War), POLSC 1113 (American Federal Government) and PSY 1113 (Introduction to Psychology)

Success rates have increased in ENGL 1113 (English Composition I) and Math 1513 (College Algebra)

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1000-Level Course Observations

Online success decreased in ENGL 1113, HIST 1483, and PSY 1113

Online enrollment for HIST 1483 decreased by almost half

Online success increased in Math 1513 and POLSC 1113

Various changes in all areas regarding time of day and length of course

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1000-Level Course Success

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Enrollment has fluctuated for ENGL 1113 and HIST 1483

Enrollment has increased the past two fall semesters in Math 1513

1000-Level Course Success

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Enrollment has been fairly steady for POLSC 1113

Enrollment has been decreasing in PSY 1113

Methodology

All persistence and retention data is based on the ATD cohort, which includes all students who enter OCCC for the first-time in the fall semester.

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

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

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AtD Fall 2008 Cohort Demographics

3,116 students are first-time to OCCC (Approx. 25% of All Fall 2008)

55% are Female 74% are 18–24 years old Black/African Americans (12%) represent the largest

ethnic/racial minority followed by Hispanic/Latinos (9%) Whites represent 56% of total cohort 53% are part-time (Less than 12 credit hours) 75% fall into one of two EFC groups:

26.9% in $0 - $1,500 47.9% in Did Not Apply for Financial Aid

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AtD Fall 2008 Cohort Demographics

Compared to ALL Fall 2008 students: Slightly higher percentage males (3 percentage points)

Higher percentage 18 – 24 year olds (18 percentage points)

Slightly higher percentage of ethnic/racial minorities (3 percentage points)

Higher percentage are full-time (11 percentage points)

Lower percentage Did Not Apply for Financial Aid (10 percentage points)

Comparison of Demographics for AtD Fall Cohorts

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Comparison of Demographics for AtD Fall Cohorts

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Comparison of Demographics for AtD Fall Cohorts

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Comparison of Demographics for AtD Fall Cohorts

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Comparison of Demographics for AtD Fall Cohorts

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AtD Fall 2008 Cohort Persistence*

58% are enrolled for one or more classes in Spring 2009 (*as of January 21, 2009)

Females persist at a higher rate (60%) than males (55%)

18-24 year olds persist at a higher rate (59%) than the overall retention rate (58%)

Asians persist at a much higher rate (76%) than the overall persistence rate, while Black/African Americans (51%) and Native American/Alaskans (55%) persist at a lower rate.

AtD Fall 2008 Cohort Persistence

Full-time students persist at a much higher rate (72%) than part-time students (46%) Students who did not apply for Financial Aid persisted at a much lower rate (47%) than any other category of EFC

Students who received a high school diploma persisted at a higher rate (60%) than students who received a GED (54%), did not graduate (47%),or were admitted with no credentials (47%)

Students with a good academic standing persisted at a substantially higher rate than those admitted on notice, probation, or suspension

AtD Fall 2008 Cohort Persistence

AtD Fall 2008 Cohort Persistence

AtD Fall 2008 Cohort Persistence

AtD Fall 2008 Cohort Persistence

AtD Fall 2008 Cohort Persistence

AtD Fall 2008 Cohort Persistence

Questions of Interest

1. How has the composition of the cohort changed over time? And how do you think that has affected the College’s persistence rate?

2. The Fall to Spring persistence rate of the College’s AtD cohort increased substantially from 2007 to 2008 – from 55.8% to 58.1%. To what – activities, actions or programs – do you attribute the increase?

3. The persistence of some groups improved more than others. Why?

4. In general, course success also increased in both developmental and gateway courses. To what – activities, actions or programs – do you attribute the increase?

5. Successful completion increased in some courses more than others. Why?