tulsa community college benchmark data. table of contents student cohort profile goal 1:...
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Tulsa Community College
Benchmark Data
Table of Contents
• Student Cohort Profile• Goal 1: Developmental courses• Goal 2: Gatekeeper courses• Goal 3: Complete courses
successfully• Goal 4: Re-enrollment
(persistence)• Goal 5: Completions
TCC Cohort Profile
Fall 2004 Cohort
1,972 First-time to TCC Students
*includes students who withdrew after final add/drop date
(All statistically significant differences are calculatedat the 95% confidence level or higher.)
Fe-male59%
Male41%
Gender
Under 2172%
21-2412%
25-297%
30-396%
40 and Older3%
Age
Campus of Primary Attendance
Southeast50%
Metro22%
West15%
Northeast13%
Caucasian71%
Native American
11%
African American
10%
Hispanic4%
Asian2%
Other2%
Ethnicity
Enrollment Status
Full-time69%
Part-time31%
47% of cohort took 12 credit hours during entry semester.
Workforce De-velopment
25%
University Transfer58%
Undeclared17%
Degree Type
*at entry semester
Financial Aid
Received FA41%
Did Not Receive FA
59%
$1700 average during entry semester.
Academic Preparation
• 60% reported ACT scores; average ACT composite score = 19.6
• 77% were tested for remedial needs
• 18% enrolled in developmental English/writing
• 29% enrolled in developmental reading
• 67% enrolled in developmental math
GOAL 1Successfully complete developmental courses and progress to credit-
bearing courses
(success = “C” or better)
0 1 2 30
500
1000
1500
2000
Number of Developmental Areas
Num
ber o
f Stu
dent
s
30%40%
17%13%
Developmental Placement (based on entry-level assessment)
591 788 329 263
Fresh Comp I
Writing II Writing I0
500
1000
1500
2000
Num
ber o
f Stu
dent
s
1628 126
83%
6% 11%
Writing Placement(based on entry-level
assessment)
218
College Level Reading II Reading I0
500
1000
1500
2000
Num
ber o
f Stu
dent
s
Reading Placement(based on entry-level
assessment)
71%
13% 16%
1404 263 305
College Algebra
Intermediate Algebra
Beginning Algebra
Basic Math0
500
1000
1500
2000
Num
ber o
f Stu
dent
s
Math Placement(based on entry-level
assessment)
33%
2%7%
58%
648 48 143 1133
Where are our students succeeding?
Success Rate with a “C” or Better
(based on number of attempts)
Intermediate Algebra……………. 45% Beginning Algebra………………. 49%Basic Math ..……………………… 63%
Writing II ..………………………… 61%Writing I…………………………… 65%
Reading II…………………………. 64%Reading I …………………………. 64%
Who is succeedingwith a “C” or better?
Developmental Course Success
by Gender
Intermediate Algebra Success(based on number of attempts)
Male Female0
20
40
60
80
100
41%48%
Gender
Succ
ess
Rate
414248
Beginning Algebra Success(based on number of attempts)
Male Females0
20
40
60
80
100
40%54%
Gender
Succ
ess
Rate
196 375
Basic Math Success(based on number of attempts)
Male Females0
20406080
10057%
66%
Gender
Succ
ess
Rate
210 445
Writing II Success (based on number of
attempts)
Male Female0
20
40
60
80
100
47%
71%
Gender
Succ
ess
Rate
87 130
Writing I Success (based on number of attempts)
Male Female0
20
40
60
80
10060%
69%
Gender
Succ
ess
Rate
79 111
Reading II Success (based on number of attempts)
Male Female0
20
40
60
80
10054%
71%
Gender
Succ
ess
Rate
123 202
Reading I Success (based on number of attempts)
Male Female0
20
40
60
80
10055%
69%
Gender
Su
cc
es
s R
ate
91 164
Developmental Course Success
by Ethnicity
020406080
100 66% 60%46%
66%77%
54%
Ethnicity
Succ
ess
Rate
Basic Math Success (based on number of attempts)
80 10 100 430 22 44
How many students persisted from
developmental coursework into College Algebra or
Freshman Comp?
Persist to College Level?
Yes11%
No89%
College Algebra
Yes55%
No45%
Freshman Composition I
Developmental Course Summary
• Females were significantly more successful in all developmental course work
• African Americans who enrolled in Basic Math faced significantly greater challenge
• No significant differences by age, degree type, or enrollment status
• Most students who required remediation did not persist to College Algebra
• Over half of students requiring writing remediation did persist to Freshman Comp I
GOAL 2
Enroll in and Successfully complete gatekeeper courses
(success = “C” or better)
Gatekeeper Course Success
Prin of C
hemistry
Chemistry I
Biology/non-majors
Intro to
Psych
Fin Accounting
0%
20%
40%
60%
80%
100% 82% 78%74% 70% 68%
Su
cc
es
s R
ate
93 175 368 1189 272
Gatekeeper Course Success
Fresh Comp I
Fresh Comp II
College Algebra
American Fed Gov
Biology for m
ajors0%
20%
40%
60%
80%
100%
67% 66% 66% 61% 59%
Su
cc
es
s R
ate
1823 1251 974 1345 394
What differences exist based
on gender, ethnicity, age,enrollment status, or
degree type?
Freshman Composition by Gender
Male Female0
20406080
100 61% 70%
Fresh Comp I
Su
cc
es
s R
ate
Male Female0
20
40
60
80
10060%
71%
Fresh Comp II
757 1066 473 778
Intro to Psychology by Ethnicity
0102030405060708090
100
72%
93%
51%
72% 70% 68%
Succ
ess
Rate
144 28 101 842 43 31
Freshman Comp II by Age
< 21 21-24 25-29 30-39 40+0
20
40
60
80
10065%
71% 65%82% 84%
Succ
ess
Rate
990 117 68 51 25
American Federal Government by Age
< 21 21-24 25-29 30-39 40+0
102030405060708090
100
60% 57%66%
79% 74%
Succ
ess
Rate
1038 138 80 62 27
Psychology by Enrollment Status
Full-time Part-time0
102030405060708090
100 73%62%
Succ
ess
Rate
899 290
College Algebra by Degree Type
University Transfer
Workforce Development
Undeclared0
102030405060708090
10069%
58%67%
Succ
ess
Rate
302 133 49
Gatekeeper Course Summary
• 10 Gatekeeper courses were identified based on enrollment frequency and/or success rate
• Female students were more successful in Freshman Comp I and II
• African Americans, and more specifically African American males were most at risk
GOAL 3
Complete the courses taken with a grade of
“C” or higher
Percent C or Higher by Gender
Male Female0
102030405060708090
100
57% 63%
Perc
ent C
or H
ighe
r
2649 4499
Percent C or Better by Ethnicity
Native American
Asian American
African AmericanCaucasian
HispanicOther
0
20
40
60
80
100
61%71%
43%
62%54%
70%
Perc
ent C
or B
etter
802 204 595 5103 266 176
< 21 21-24 25-29 30-39 40+0
20
40
60
80
100
61%55% 58% 62% 68%
Perc
ent C
or B
etter
Percent C or Better by Age
5213 766 482 459 228
Grade Summary
• Females significantly more successful • African Americans are less likely to attain
a “C” or higher• Among non-traditional student, success
increases as age increases• No difference was found between full-time
and part-time students• UT students had a higher cumulative GPA
(2.43) than WD students (2.26)
Re-enroll from one semester to
the next
GOAL 4
Persist or Graduate
Fall 0
4
Sprin
g 05
Fall 0
5
Sprin
g 06
Fall 0
6
Sprin
g 07
0
20
40
60
80
100100%
75%
50% 49%40% 36%
Chart Title
Pers
iste
nce
Rate
1972 1485 989 968 781 717
Persist or Graduate by Gender
Fall 2004
Spring 2005
Fall 2005
Spring 2006
Fall 2006
Spring 2007
0
20
40
60
80
100100%
78%
53% 52%42% 39%
71%
46% 45%36% 33%
Male (N=800)Female (N=1172)
Pers
iste
nce
Rate
Persist or Graduate by Ethnicity
Fall 04
Spring 05Fall 05
Spring 06Fall 06
Spring 070
20
40
60
80
100
Native American (N=222)Asian (N=46)African American (N=201)Caucasian (N=1384)Hispanic (N=74)Other (N=44)
Pers
iste
nce
Rate
*The one Native Hawaiian was removed from the dataset
Persist or Graduateby Minority Ethnicity
Fall 04
Spring 05Fall 05
Spring 06Fall 06
Spring 070
20
40
60
80
100
Native American (N=222)Asian (N=46)African American (N=201)Hispanic (N=74)
Pers
iste
nce
Rate
Persist or Graduate by Degree Type
Fall 2004
Spring 2005Fall 2005
Spring 2006Fall 2006
Spring 20070
20
40
60
80
100University Transfer (N=649)Workforce Development (N=268)Undeclared (N=103)Degree Code Missing (N=952)
Pers
iste
nce
Rate
Summary of Persistence
• Females were significantly more likely to persist• African Americans were less likely to persist
from Fall to Fall and from entry semester to last Spring semester
• African American males were at highest risk for drop out
• Students 21-24 years and 30-39 years were most likely to persist
• Students with unidentified majors do not persist
Degree or Certificate Completion
(within 3 years)
GOAL 5
Fall 04
Spring 05
Summer 05Fall 05
Spring 06
Summer 06Fall 06
Spring 07Total
0
50
100
150
200
250
5 8 3 833 39
58 68
222
Gra
duati
on R
ate
Total Completions over 3 years
222 Completions by 212 Students
Did they Graduate?
Yes
22%
No78%
University Transfer
Yes17%
No83%
Workforce Development
Graduation Rate by Number of Developmental Areas
Required
0 1 2 30
102030405060708090
100
19%10%
4% 3%
Developmental Areas Required
Gra
duati
on R
ate
591 789 329 263
Graduation RateBy Writing Placement
Freshman Comp
Writing II Writing I0
20
40
60
80
100
12%4% 4%
Gra
duati
on R
ate
1628 126 218
Graduation Rateby Reading Placement
College Level
Reading II Reading I0
20
40
60
80
100
14%5% 3%G
radu
ation
Rat
e
1404 263 305
Graduation RateBy Math Placement
College Algebra
Intermediate Algebra
Beginning AlgebraBasic Math
0
20
40
60
80
100
18% 21%7% 7%
Gra
duati
on R
ate
648 48 143 1133
Summary of Completions
• 212 students earned 222 degrees and certificates, yielding an 11% graduation rate (within 3 years)
• University Transfer majors had a higher completion rate than Workforce Development students
• Students needing more than one area of developmental coursework are less likely to graduate
Next Steps:
What do we do with these data?
Next Steps
• Today: Identify and prioritize challenges to student success based on these data
• November: Begin to identify barriers to success related to these challenges
• Spring: Begin to develop interventions around these challenges
Not everything that counts can be counted,and not everything that can be counted counts.
Albert Einstein