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Graduation, Completion, and Transfer ATD Data Team Subcommittee report January 2011

Graduation, Completion, and Transfer ATD Data Team Subcommittee report January 2011. Graduation, Completion, and Transfer Sub-Committee. Quantitative Data Analyzed : Fall 2007 Cohort Data: Transfers, graduates, and graduate transfers (unduplicated)

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Graduation, Completion, and Transfer ATD Data Team Subcommittee report January 2011

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  1. Graduation, Completion, and TransferATD Data Team Subcommittee reportJanuary 2011

  2. Graduation, Completion, and Transfer Sub-Committee Quantitative Data Analyzed: • Fall 2007 Cohort Data: Transfers, graduates, and graduate transfers (unduplicated) • Graduates who did and did not transfer in English, reading, and math • Transfer students who did and did not transfer in English, reading, and math • Demographic data for each of these groups • Program completion data • Graduate survey results • Non-completers survey results

  3. Graduation, Completion, and Transfer Sub-Committee Other Information Reviewed: • Institutional Effectiveness web site / survey results: • Graduate survey results • Curriculum student survey results • Non-completer survey results • Developmental Placement for fall 2007 cohort by age, race and gender • AtD fall 2007 cohort data for completers by program code

  4. Completions or Transfers by Developmental Math Placement Fall 2007 to Summer 2010

  5. Completions or Transfers by Developmental English Placement Fall 2007 to Summer 2010

  6. Completions or Transfers by Developmental Reading Placement • Fall 2007 to Summer 2010

  7. Graduation, Completion, and Transfer Sub-Committee Major Findings of Data Analysis: • Low completion rates overall with incomplete data on why students are non-completers. The AtD Fall 2007 Cohort included 5198 students, data is for three years. Of these: Fall 2007 Cohort, Transfers, Graduates & Graduate Transfers

  8. Strands • 20-24 year olds have lower success rates in math, English and top 25 courses. • Traditional or online delivery success rates are lower in developmental English/reading and top 25 courses. • Students who place into one or more developmental courses are less likely to be retained or to complete. • Black or African-American males have lower retention rates, lower success rates in developmental and top 25 courses, and are under-represented in MAT070 and higher math as well as in top 25.

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