tracking student progress

8/3/2019 Tracking Student Progress

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Tracking Student Progress Through

Basic Skills: A Discipline Framework

Janet Fulks, Bakersfield College

Marcy Alancraig, Cabrillo College

ASCCC Basic Skills Webinar Series

Please log into the phone as well as the

computer with the same code 459192

Please put phones on mute *6

We will start at 11:00


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Tracking Student Progress Through

Basic Skills: A Discipline Framework

Janet Fulks, Bakersfield CollegeMarcy Alancraig, Cabrillo College

ASCCC Basic Skills Webinar Series


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Outcomes for this Session

Relate the story of CB 21 coding for

basic skills

Demonstrate what this project might

mean for your college


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How do you define basic skills?

Type the answer in the chat box.

Title 5

math

reading

writing

ESL


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Basic Skillsimprovementwas only 50%

ESLimprovement

only 47.4%

There was no

movement fora decade.

THE MYSTERYWhy did the AARCreport reveal that

less than half thestudents in basicskills and ESL were

progressing?


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To find the clues

First we need somebasics


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Some examples:

Course title (CB 02)

TOPs code (CB03)

Credit status (CB 04)

Transfer status (CB 05)

Basic skills/ Degree

applicable (CB 08)

Repeatability (CB 12)

Course Prior to Transfer(CB21)

Noncredit Category

(CB22)

Part of a Program (CB24)

Every course is described or defined by course basic

codes (CB coding) that assign data elements to allowreporting and analysis according to specific curriculum

functions.


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Uses of Course CodingThe following represent a few reports created purely on the MIS

* coding without ever referencing the Course Outline ofRecord:

Allocation of funding to the colleges

Census data

FTES counts for apportionment FTEF counts for staffing reports

Equity reporting

Reporting to the federal database IPEDS

Report to the California database CPEC

Report to the state legislature ARCC Accountability

report for California Community Colleges

* MIS = Management Information Systems


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Enrollments(SX)

StudentDemographics

(SB)Sections

CoursesFin.Aid

Assess.

PBS

VTEA

Matric.

Pgm.Awds.

Emp.Demo.

Sessions

Calendar Assignments

EOPSDSPS

Emp.Assign.

Cal-WORKs

CCC MIS Database


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How is the data used?

The data, based upon the coding, can be used toJustify funding increases or decreases

Provide a rationale for policies

Provide accountability for expenditures such

as Perkins and Basic Skills Initiative Dollars

Program review

Educational improvement


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ARCC Report

Basic Skills

Success

Basic SkillsProgress

progress up the

levels CB

A to B to C to

college level

Basic Skills

Supplemental Report

Basic Skills Success and Basic

Skills progress by discipline

Math (4 levels credit

Reading (4 levels)

Writing/English (4 levels)

ESL (writing, reading,

speaking/listening, 6 levels;integrated)

Plus number of sections &

assessment levels & noncredit


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The Problem

Discovered!

The Coding was Not

Consistent with

the Curriculum


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CB 21 had no consistent definition

Used to mean courses prior tocollege/transfer but

What is transfer level?

What is college level?Prior to Fall 2009 meant graduation requirements

Currently

graduation requirements = intermediate algebra

(college level but not transferable)

Currently Title 5 allows Algebra as degreeapplicable which then dictates that this isequivalent to college level .

Student Success Conference 2009


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Sample Coding Credit Courses only

College #1 CB04 Degree applicability or not CB08 Basic Skills or not CB 21 -

levels

Elementary Geometry CB04= D Degree Applicable CB08=N Not basic Skills A

Intermediate Algebra CB04= D Degree Applicable CB08=N Not basic Skills A

Elementary Algebra CB04= D Degree Applicable CB08=N Not basic Skills B

Pre-algebra CB04= N NOT Degree Applicable CB08=B Basic Skills C

College #2Elementary Algebra CB04= D Degree Applicable CB08=N Not basic Skills A

Arithmetic CB04= N NOT Degree Applicable CB08=B Basic Skills B

College #3

Elementary Algebra CB04= D Degree Applicable CB08=N Not basic Skills A

Elementary Algebra- 1st

half CB04= D Degree Applicable CB08=N Not basic Skills A

Elementary Algebra -2nd half CB04= D Degree Applicable CB08=N Not basic Skills AIntermediate Algebra CB04= D Degree Applicable CB08=N Not basic Skills A

College #4

Intermediate Algebra CB04= D Degree Applicable CB08=N Not basic Skills A

Basic Mathematics CB04= N NOT Degree Applicable CB08=B Basic Skills C

Beginning Algebra CB04= N NOT Degree Applicable CB08=B Basic Skills Y


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Coding Problems

Some CB coding was incorrect

All coded at the same CB 21 level

CB 21 coded backwards or inconsistently

Some courses are incorrectly identified as transfer(CB 05)

Some courses are incorrectly identified as degree

applicable contrary to Title 5 (CB 08)Some courses are NOT identified as Basic Skills

when they were basic skills

Some courses were placed in the wrong TOP codes


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The solution to the

Problem!Gather Faculty to create

rubrics to define what each

level below transfer means



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ASCCC Organized MeetingsEnglish

Reading

Mathematics

ESL

Non-Credit


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CB 21 RubricsDeveloped by over 350 faculty

Work included national literature researchCreated CB 21 rubrics for statewide levels of all courses

within common guidelines

Vetted by over 300 faculty

Shared with professional groups (CATESOL, ECCTYC, CMC3,CRLA)

Officially adopted by all 110 colleges April 2009

RESULTS..

Corrected existing coding inconsistencies

Involved collaboration of faculty, selected curriculum committee

members, discipline faculty, CIOs and researchers


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Discipline Credit Noncredit Likely bridge

noncredit to credit

Math Four levels CB 21 A, B, C, D Six levels CB 21

A, B, C, D, E, F

Levels C & D

English Four levels CB 21 A, B, C, D Seven levels CB

21 A, B, C, D, E, F,G

Level B or C

Reading Four levels CB 21

A, B, C, D

Five levels CB 21

A, B, C, D, E

Level A or B

ESL 6 levels ESL Reading CB 21

A, B, C, D, E, F

8 levels ESL

Integrated CB 21A,B,C,D,E, F, G, H

Includes

vocational and

Cultural skills

Most noncredit end

2 levels prior toEnglish 1 A at Level

B6 levels ESL Writing CB 21

A, B, C, D, E, F

6 levels ESL Speaking &

Listening CB 21

A, B, C, D, E, F


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Where are the Rubrics and

Guidelines?They can be found at

http://www.cccbsi.orgAnd the CCCCO website

http://www.cccbsi.org/http://www.cccbsi.org/


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How can you use the rubrics?

Lets answer a few key questions

Type in your answer to thequestions below


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? This CB21 recoding process

A. required new TOP codes for all ESL, basicskills math, English and reading

B. corrected existing inaccuracies in CB 21

coding

C. aligned statewide levels of basic skills

courses

D. helped correct other CB data elements

E. did all of the above


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? Which of the basic skills courses

are coded with CB 21?

A. Reading, math, ESL and writing

(English) courses in a sequence

B. All reading, math, ESL and writing(English) basic skills courses

C. Study Skills courses

D. Transfer courses

E. None all of the above are basic skills


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? Can a course be coded as both degreeapplicable (CB04) and basic skills (CB08)?

A.Yes

B.No

C.Under some specificconditions


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? Can you have more than one

course on a specific CB21 level ?A. Yes, it is allowable

B. No, it is not allowableC. Yes, it is allowable but you

should examine why


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Deleted T.O.P. codes New T.O.P. Code or Existing Codes

4930.21 Writing

4930.70

Reading Skills Development

4930.71 Reading Skills, College Level

1501.00 English (writing)

1520.00

Reading

4930.40 Career Technical Computational Skills

4930.41 Pre-Algebra (Basic Math/Arithmetic)

4930.42 Elementary Algebra

1701.00 Mathematics, General

1702.00 Mathematics Skills

4930.20 Communication Skills 1506.00 Speech Communication

or 4930.33 Learning Skills, Speech Impaired

or Other appropriate T.O.P. codes

4930.80 ESLIntermediate

4930.81 ESLAdvanced

4930.82

ESL

Elementary4930.83 ESLDegree-applicable

4930.84 ESL Writing

4930.85 ESL Reading

4930.86

ESL Speaking/Listening4930.87 ESL Integrated

4930.91 ESL Civics 4930.87 ESL Integrated

or 4930.90 Citizenship

? Wh d d


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? When courses are coded, are youallowed to have gaps? For instance

CB 21 D,C,A ?

A. Yes gaps are allowable

B. No gaps are not allowable

C. You may have gaps but this

should result in discussionsabout your curriculum


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Things to Consider

Student success:Should you have more levels or fewer levels?

The longer the ladder the fewer students complete

Research indicates too many steps are a barrier toprogress

There are TIPPING POINTS

Dialogue:

Stimulate discussions about basic skills and degree-applicable courses appropriate to your college vision,mission and culture

ARCC DATA S d R


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ARCC DATA Statewide Rates

Indicator 2008 2009 2010 2011

Student Progress &Achievement

51.2% 51.8% 52.3% 53.6%

Completed 30 or moreunits

70.4% 71.2% 72.4% 72.8%

Fall to Fall Persistence 68.3% 69.2% 68.7% 67.6%

Voc Ed CourseCompletion

78.2% 77.7% 77.6% 77.0%

Basic Skills CourseCompletion

60.5% 60.5% 61.5% 61.4%

Basic Skills CourseImprovement 50.0% 51.2% 53.8% 54.6%

ESL CourseImprovement

44.7% 50.1% 50.2% 58.6%


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Now that you know about CB 21,what might this information meanfor your college specifically?



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Coding Makes a BIG Difference inOutcomes Reports!What will you do at your college?

How will you define basic skills?

Thanks

tracking student progress

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