Foothill College

1. Foothill College Basic Skills College Hour Rob Johnstone, Ph.D. 10/8/03

2. Section 1 Background Statistics,Placement Status

3. 1.1 – Placement Status of Core Transfer Students, Fall 2002 Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher. Data Excerpted from P12 Summary Tables

4. 1.2 – English Placement Status of Core Transfer Students, Fall 2002 Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher – 1,679 had taken the English Placement test. Data Excerpted from P12 Summary Tables

5. 1.3 – ESL Placement Status of Core Transfer Students, Fall 2002 Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher – 909 had taken the ESL Placement test. Data Excerpted from P12 Summary Tables

6. 1.4 – Math Placement Status of Core Transfer Students, Fall 2002 Note: Analysis includes 5,678 students from Fall 2001 who were taking 6+ units and did not already have an AA degree or higher – 3,085 had taken the Math Placement test. Data Excerpted from P12 Summary Tables

7. Section 2 Demographics of Basic Skills Students, 2002S – 2003W

8. 2.1 – Age Groups of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

9. 2.2 – Ethnicity of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

10. 2.3 – Gender of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

11. 2.4 – District of Residence for Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

12. 2.5 – Visa Type for Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

13. 2.6 – Rate of DRC/STEP Usage of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

14. Section 3Basic Skills Task Force Key Questions, 2002-2003

15. Math 200: 61% 101: 57% 105: 58% Note: Math/Eng based on 96-97 to 01-02 fiscal years, ESL based on 01-02 only (alternate credit issues) 3.1 – What are the success rates of Basic Skills students? • English • 100: 71% • 110: 72% • ESL • 130s: 66% • 140s: 72% • 150s: 80% • 160s: 84% • 025: 79% Data Excerpted from Executive Summary P21

16. Math 200: 81% 101: 79% 105: 79% 3.2 – What are the retention rates of Basic Skills students? • English • 100: 84% • 110: 84% • ESL • 130s: 87% • 140s: 82% • 150s: 92% • 160s: 93% • 025: 95% • Note: Math/Eng based on 96-97 to 01-02 fiscal years, ESL based on 01-02 only (alternate credit issues) Data Excerpted from Executive Summary P21

17. 3.3 – What are the persistence rates of Basic Skills students? • Pre-Collegiate Math Persistence = 30% • Pre-Collegiate English Persistence = 43% • Pre-Collegiate ESL Persistence = 47% • Note: These persistence rates represent the percentage of students who took any Pre-Collegiate course in the relevant department in Fall or Winter Quarter of FY9697 to FY0102 and then also took a course from that department in the subsequent quarter. Data Excerpted from Executive Summary P21

18. Math Asian: 73% Black: 44% Filipino: 57% Hispanic: 49% White: 64% Other: 62% 3.4A – What are the success rates in B.Skills courses by ethnicity? English • Asian: 75% • Black: 57% • Filipino: 72% • Hispanic: 65% • White: 77% • Other: 75% ESL • Asian: 85% • Hispanic: 65% • Other: 80% Data Excerpted from Executive Summary P21

19. Math Asian: 36% Black: 22% Filipino: 28% Hispanic: 27% White: 31% Other: 32% 3.4B – What are the persistence rates by ethnicity? English • Asian: 49% • Black: 27% • Filipino: 42% • Hispanic: 36% • White: 47% • Other: 44% ESL • Asian: 52% • Hispanic: 35% • Other: 46% Data Excerpted from Executive Summary P21

20. 3.5 – How does Alternate Credit Affect Success/Persistence? • English 100 • Persistence: 54% Alt Credit, 44% D/F/W • Eng 100 Success: 33% Alt Credit, 27% DFW • Eng 110 Success: 18% Alt Credit, 16% DFW • Eng 1A Success: 15% Alt Credit, 11% DFW • English 110 • Persistence: 81% Alt Credit, 49% DFW • Eng 110 Success: 54% Alt Credit, 27% DFW • Eng 1A Success: 42% Alt Credit, 22% DFW Data Excerpted from Executive Summary P07

21. 3.6 – How many students are placed into Basic Skills and do not enroll, or enroll in non-Basic Skills courses?

22. 3.6 – Placement Outcomes Data Excerpted from Executive Summary P14

23. 3.7 – Do students who complete their Basic Skills courses have a higher rate of success than those who don’t?

24. 3.7A – English Course Completion and BSS Success Data Excerpted from Executive Summary P13

25. 3.7B – English Placement and BSS Success Data Excerpted from Executive Summary P13

26. 3.7C – Math Level and Econ 1/Actg 1/Astr 10 Data Excerpted from Executive Summary P55

27. 3.8 – Does our existing curriculum adequately prepare students for the sequence of classes they need to take?

28. Starting in Math 200 Pass 200: 67% Pass 101: 37% Pass 105: 16% Pass CL: 9% Starting in Math 101 Pass 101: 78% Pass 105: 39% Pass CL: 22% Starting in Math 105 Pass 105: 70% Pass CL: 30% 3.8A – Math Sequence Progression, 1999-2000 Entering Cohort Data Excerpted from Executive Summary P110

29. Starting in Eng 100 Pass 100: 83% Pass 110*: 52% Pass 1A: 39% Pass 1B: 22% Starting in Eng 110 Pass 110: 85% Pass 1A: 50% Pass 1B: 33% Starting in Eng 1A Pass 1A: 88% Pass 1B: 57% 3.8B – English Sequence Progression, 1999-2000 Entering Cohort Data Excerpted from Executive Summary P110

30. Starting in ESL 150s Pass 150s: 91% Pass 160s: 56% Pass 25: 39% Pass 26: 29% Starting in ESL 160s Pass 160s: 93% Pass 25: 73% Pass 26: 58% Starting in ESL 26 Pass 25: 96% Pass 26: 68% 3.8C – ESL Sequence Progression, 1999-2000 Entering Cohort Data Excerpted from Executive Summary P110

31. 3.9 – Is a student who took a Basic Skills sequence course last quarter more likely to pass the next course in the sequence than a student who waits 3+ quarters?

32. 3.9-Time Lag/Success in BS Sequence Courses Data Excerpted from Executive Summary P85B

33. 3.10 – Does prior course grade relate to future course success in Basic Skills sequence courses?

34. 3.10A - Prior Course Grade and Success: Math Data Excerpted from Executive Summary P85

35. 3.10B - Prior Course Grade and Success: Eng 110 Data Excerpted from Executive Summary P85

36. 3.10C - Prior Course Grade and Success: Eng 1A Data Excerpted from Executive Summary P85

37. 3.11 – How does course load affect the success of Basic Skills/ESL students?

38. 3.11A – Success and Number of Units: English Data Excerpted from Executive Summary P85

39. 3.11B – Success and Number of Units: ESL Data Excerpted from Executive Summary P85

40. 3.11C – Success and Number of Units: Math Data Excerpted from Executive Summary P85