1 / 25

Report of Achieving the Dream Data Team

Report of Achieving the Dream Data Team. February 23, 2011. Contents. Methodology Zero-level Courses with Observations 1000-level Courses with Observations Persistence of Fall 2010 AtD Cohort. Methodology. Student success equals a grade of A, B, C, or S.

arthur-casey
Download Presentation

Report of Achieving the Dream Data Team

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Report of Achieving the DreamData Team February 23, 2011

  2. Contents • Methodology • Zero-level Courses with Observations • 1000-level Courses with Observations • Persistence of Fall 2010 AtD Cohort

  3. Methodology • Student success equals a grade of A, B, C, or S. • Zero-level courses selected to track, study, and develop strategies to improve are: • College Writing II • Reading II • Study Skills • Basic Math • Elementary Algebra • Intermediate Algebra

  4. Methodology • 1000-level courses selected to track, study, and develop strategies to improve are: • English Composition I • U.S. History to the Civil War • College Algebra • Introduction to Psychology • American Federal Government

  5. Zero-Level Course Observations: • All three of the selected Learning Skills courses experienced similar enrollment to Fall 2009; however, all three declined in the success rate in Fall 2010 from Fall 2009 • College Reading II – 9.9 percentage point decrease • College Writing II – 6.5 percentage point decrease • Study Skills – 8.1 percentage point decrease

  6. Zero-Level Course Observations: • Online course success continues to lag behind traditional course success: • College Reading II – 5.7 percentage points lower • College Writing II – 13.8 percentage points lower • Study Skills – 0.4 percentage points lower

  7. Zero-Level Course Observations:

  8. 1000-Level Course Observations: • Four of the five original courses increased in enrollments for Fall 2010 over Fall 2009, after substantial increases in Fall 2009 from Fall 2008 • American Federal Government – Fall 2010:12.4%; Fall 2009: 5.4% • English Composition I – Fall 2010: 10.1%; Fall 2009: 17.1% • Intro to Psychology – Fall 2010: 7.9%; Fall 2009: 17.5% • U.S. History to the Civil War – Fall 2010: 5.4%; Fall 2009: 10.8% • College Algebra – Fall 2010: -4.3%; Fall 2009: 14.2%

  9. 1000-Level Course Observations: • Fall 2010 compared to Fall 2009: One of the five courses increased in successful completion rate; two declined approximately 2 percentage points; and two declined more than 2 percentage points • Fall 2010 successful completion rates for College Algebra increased for the third fall • 0.6 percentage point increase in Fall 2010 from Fall 2009 • 0.8 percentage point increase in Fall 2009 from Fall 2008 • 1.2 percentage point increase in Fall 2008 from Fall 2007

  10. 1000-Level Course Observations: • Fall 2010 successful completion rates for English Composition I and American Federal Government declined approximately 2 percentage points from Fall 2009 • 1.5 percentage point decline in English Composition I (second fall semester showing a decline after an increase in Fall 2008) • 2.1 percentage point decline in American Federal Government (first fall semester showing a decline after an increase in Falls 2008 and 2009)

  11. 1000-Level Course Observations: • Fall 2010 successful completion rates for U.S. History to the Civil War and Introduction to Psychology declined more than 2 percentage points from Fall 2009 • 5.6 percentage point decline in U.S. History to the Civil War from Fall 2009 (after three consistent fall semester of 57%) • 6.5 percentage point decline in Introduction to Psychology (after two semesters of increase)

  12. 1000-Level Course Observations: • Online course success continues to lag behind traditional course success in all but one of the five courses: • American Federal Government – 24.2 percentage points lower • U.S. History to the Civil War II – 14.1 percentage points lower • English Composition I – 7.7 percentage points lower • College Algebra – 3.5 percentage points lower • Intro to Psychology – 9.1 percentage points higher

  13. 1000-Level Course Observations: • Although online course success rates are low, it is worth noting that two courses have shown a steady improvement from Fall 2007 to Fall 2010. • Intro to Psychology has increased from 56.5% in Fall 2008 to 56.9% in Fall 2009 to 66.1 in Fall 2010; during this time enrollment basically doubled in online sections within this course • College Algebra has increased from 45.9% in Fall 2008 to 49.7% in Fall 2009 to 56.9% in Fall 2010; during this time there has been a moderate enrollment increase in online sections within this course

  14. 1000-Level Course Observations: • As noted in previous presentations, sections taught in a two-, five-, or eight-week format are more successful than sixteen-week in most courses to include American Federal Government, U.S. History to the Civil War, and Intro to Psychology. • However, in College Algebra and English Composition I the opposite is true. • 8-week sections in College Algebra have had a much lower success rate than 16-week (10 to 17 percentage points lower); the percentage point difference decreased in Fall 2010 to 6.1 • 5-week sections in English Comp I have substantially higher success rate than 16-week, but 8-week sections consistently have a lower success rate (4 to 16 percentage points lower)

  15. 1000-Level Course Observations:

  16. 1000-Level Course Observations:

  17. 1000-Level Course Observations:

  18. Methodology • AtD Cohort includes all students who enter OCCC for the first-time in the fall semester. (New to higher education and new transfer to OCCC) • Persistence is defined as a student in Fall AtD Cohort attending 1 or more classes in the following Spring. (Fall 2008 to Spring 2009)

  19. AtD Fall 2010 Cohort Profile Comparisons • Fall 2010 AtD Cohort has the highest percentage of females since the beginning Fall 2004 Cohort • Percentage of students younger than 29 has declined for the second semester with a similar increase in students 30-39 years old. • Percentage of students who identify as minority ethnicity/race has steadily increased across the seven cohorts (Fall 2004 = 29% and Fall 2010 = 39%) • The majority of increase in minority ethnicity/racial groups can be attributed to growth in the Black/African American (7.1 percentage point increase) and Hispanic/Latino (1.3 percentage point increase) students

  20. AtD Fall 2010 Cohort Profile Comparisons • Students enrolled in a full-time course load (12 or more credit hours) comprise more than 50% of the Cohort for the second consecutive time; this changes the pattern seen in the previous four cohorts • The percentage of students who do not apply for Financial Aid declined for the fourth year in the Fall 2010 Cohort • Students who have graduated high school continue to make up approximately 80% of the Cohort • The number and percentage of students enrolled in one or more developmental course decreased with the Fall 2010 Cohort from the Fall 2009 Cohort (Fall 2009 = 2,035/54%; Fall 2010 = 1,885/49%)

  21. AtD Fall 2010 Cohort Persistence Persistence rates that are two percentage points or more higherthan the aggregate Fall 2010 AtD Cohort

  22. AtD Fall 2010 Cohort Persistence Persistence rates that are two percentage points or more lower than the aggregate Fall 2010 AtD Cohort

  23. AtD Fall 2010 Cohort Persistence

  24. AtD Fall 2010 Cohort Persistence

  25. AtD Fall 2010 Cohort Persistence

More Related