success in english and math by repeater status office of institutional research and planning drs....
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Success in English and Success in English and MathMath
by Repeater Statusby Repeater Status
Office of Institutional Research and PlanningOffice of Institutional Research and Planning
Drs. Amber Machamer & Nicole HolthuisDrs. Amber Machamer & Nicole Holthuis
December, 2009December, 2009
Background/MethodologyBackground/Methodology This report is at the request of math faculty This report is at the request of math faculty
on the basic skills committeeon the basic skills committee Math faculty would like to know more Math faculty would like to know more
about the number and performance of about the number and performance of repeating students in basic skills coursesrepeating students in basic skills courses
We ran enrollments and grades for basic We ran enrollments and grades for basic skills courses and tagged students who skills courses and tagged students who had prior enrollment in the course in any had prior enrollment in the course in any form (A/B, X/Y, regular)form (A/B, X/Y, regular)
Percentage of Students Enrolled by Repeater Status: English
87% 92%82%
13% 8%18%
0%10%20%30%40%50%60%70%80%90%
100%
104 100A 100B
% of Non-Repeaters % of Repeaters
Percentage of Students Enrolled by Repeater Status: Math
88%78% 79%
67% 69%52% 57% 47%
70% 66%54% 61%
48%
12% 22% 21%33% 31%
48% 43% 53%30% 34%
46% 39%52%
0%
20%
40%
60%
80%
100%
% of Non-Repeaters % of Repeaters
Enrollments
The proportion of Repeater students in English basic skills courses is less than in Math courses.
Both English and Math have fewer Repeaters in the beginning course of he sequence (Eng 100A, Math 107)
Repeaters are more likely to be enrolled in the “split” courses (Eng 100B, Math 55/65 Y, A/B).
EnglishEnglish
Repeaters generally have a lower success Repeaters generally have a lower success rate in each of the English basic skills rate in each of the English basic skills courses. However, they make up a small courses. However, they make up a small percentage of the total enrollment.percentage of the total enrollment.
Math 107 Success by Repeater
49%61% 59%
42%
81% 77%
0
47%28%
41%56%
83%
30% 14% 10%
13%
0% 11%
75%
37%
22%18%
0%
21% 25% 32%45%
19% 11%25% 16%
50% 41% 44%
17%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 08
107 (96)
Spring 09
107 (72)
Fall 08
107X (63)
Spring 09
107X (60)
Fall 08
107Y (21)
Spring 09
107Y (35)
Fall 08
107 (4)
Spring 09
107 (19)
Fall 08
107X (18)
Spring 09
107X (17)
Fall 08
107Y (9)
Spring 09
107Y (6)
Non-Repeaters Repeaters
Success Non-success Withdrawal
Math 107’sMath 107’s
Some of the sections have too few repeaters to Some of the sections have too few repeaters to clearly discern a trend.clearly discern a trend.
In those courses with a good number of repeaters In those courses with a good number of repeaters they generally have a lower success rate than they generally have a lower success rate than ‘new’ students.‘new’ students.
Repeaters in Math 107’s make up about 20% of Repeaters in Math 107’s make up about 20% of the total enrollment, which is much smaller than the total enrollment, which is much smaller than with math 55 and 65. with math 55 and 65.
Math 55’sMath 55’s
In general Math 55 repeaters have lower In general Math 55 repeaters have lower success rates.success rates.
This is not as pronounced in Math 55 This is not as pronounced in Math 55 section as it is in some of the 55 X/Y or section as it is in some of the 55 X/Y or A/B sectionsA/B sections
Math 65's Success by Repeater Status
42% 47%
19% 22%
67%
50% 56% 53%
100%
38%29% 30% 32%
24%
41%
22%
64%50% 45%
14%
23%20%
11%20%
17%
9%
28%
18%
15% 32% 23% 18%
16%
12%
22%
21%
17% 27%
29%
35% 33%
70%59%
17%
41%
16%29%
46%39%
46% 50%60%
47%56%
14%
33% 27%
57%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 0
8 65
(362
)
Sprin
g 09
65
(223
)
Fall 0
8 65
X (8
0)
Sprin
g 09
65X
(51)
Fall 0
8 65
Y (6
)
Sprin
g 09
65Y
(22)
Fall 0
8 65
A (2
5)
Sprin
g 09
65A
(17)
Fall 0
8 65
B (3
)
Sprin
g 09
65B
(13)
Fall 0
8 65
(120
)
Sprin
g 09
65
(171
)
Fall 0
8 65
X (3
4)
Sprin
g 09
65X
(25)
Fall 0
8 65
Y (1
7)
Sprin
g 09
65Y
(9)
Fall 0
8 65
A (1
4)
Sprin
g 09
65A
(18)
Fall 0
8 65
B (1
1)
Sprin
g 09
65B
(7)
Non-Repeaters Repeaters
Withdraw al
Non-success
Success
Math 65’sMath 65’s Math 65 repeaters are much less likely to Math 65 repeaters are much less likely to
succeedsucceed
The data is not as compelling for Math 65 The data is not as compelling for Math 65 X where repeaters may do better then new X where repeaters may do better then new studentsstudents
Rates for Math A/B do not show a trendRates for Math A/B do not show a trend
SummarySummary
The proportion of repeaters in Eng does The proportion of repeaters in Eng does not seem to be a significant problemnot seem to be a significant problem
Repeaters in Math 107 are less of a Repeaters in Math 107 are less of a problem than they are in Math 55/65problem than they are in Math 55/65
Math’s Y, A, B have higher proportion of Math’s Y, A, B have higher proportion of repeaters than regular 55/65 sectionsrepeaters than regular 55/65 sections
In most cases repeaters have less In most cases repeaters have less success than non-repeaterssuccess than non-repeaters
SummarySummary
Different versions of Math courses have Different versions of Math courses have different compositions of repeaters and different compositions of repeaters and different success rates-Many students different success rates-Many students who need to repeat a course choose the who need to repeat a course choose the A/B-X/Y optionA/B-X/Y option
In some cases trends are difficult to In some cases trends are difficult to discerndiscern