Download
1 / 28
280 likes | 389 Views
Report of Achieving the Dream Data Team. January 29, 2009. Contents. Methodology Zero-level Courses with Observations 1000-level Courses with Observations Retention of Fall 2008 AtD Cohort. Methodology.
E N D
Report of Achieving the DreamData Team January 29, 2009
Contents • Methodology • Zero-level Courses with Observations • 1000-level Courses with Observations • Retention of Fall 2008 AtD Cohort
Methodology • Achieving the Dream (AtD) defines student success in a course as a grade of A, B, C, or S. • Zero-level courses selected to track, study, and develop strategies to improve are: • Basic Math • Elementary Algebra • College Writing II • Reading II • Study Skills • 1000-level courses selected to track, study, and develop strategies to improve are: • English Composition I • History to the Civil War • College Algebra • Introduction to Psychology • American Federal Government
Zero-Level Course Observations • Success rates have decreased in LS 0213 (College Reading II) and LS 0133 (Study Skills) • Success rates have remained steady in LS 0033 (College Writing II) and Math 0033 (Basic Math) • Success rates have increased in Math 0113 (Elementary Algebra) and Math 0123 (Intermediate Algebra)
Zero-Level Course Observations • Online success rates improved in LS 0033 (Writing II), Math 0113 (Elementary Algebra) and Math 0123 (Intermediate Algebra) • Various changes in all areas regarding time of day and length of course
Zero-Level Learning Skills Course Success • Enrollment has fluctuated for College Writing and Reading II • Enrollment has continually decreased for Study Skills
Zero-Level Math Course Success • Enrollment has fluctuated for Basic Math • Enrollment has continually decreased for Elementary Algebra • Enrollment has increased for Intermediate Algebra
1000-Level Course Observations • No success rates decreased in the selected Gateway courses • Success rates have remained steady in HIST 1483 (U.S. History to the Civil War), POLSC 1113 (American Federal Government) and PSY 1113 (Introduction to Psychology) • Success rates have increased in ENGL 1113 (English Composition I) and Math 1513 (College Algebra)
1000-Level Course Observations • Online success decreased in ENGL 1113, HIST 1483, and PSY 1113 • Online enrollment for HIST 1483 decreased by almost half • Online success increased in Math 1513 and POLSC 1113 • Various changes in all areas regarding time of day and length of course
1000-Level Course Success • Enrollment has fluctuated for ENGL 1113 and HIST 1483 • Enrollment has increased the past two fall semesters in Math 1513
1000-Level Course Success • Enrollment has been fairly steady for POLSC 1113 • Enrollment has been decreasing in PSY 1113
Methodology • All persistence and retention data is based on the ATD cohort, which includes all students who enter OCCC for the first-time in the fall semester. • Persistence is defined as a student in Fall AtD Cohort attending one or more classes in the following Spring. (Fall 2008 to Spring 2009) • Retention is defined as a student in Fall AtD Cohort attending one or more classes in the following Fall. (Fall 2008 to Fall 2009)
AtD Fall 2008 Cohort Demographics • 3,116 students are first-time to OCCC (Approx. 25% of All Fall 2008) • 55% are Female • 74% are 18–24 years old • Black/African Americans (12%) represent the largest ethnic/racial minority followed by Hispanic/Latinos (9%) • Whites represent 56% of total cohort • 53% are part-time (Less than 12 credit hours) • 75% fall into one of two EFC groups: • 26.9% in $0 - $1,500 • 47.9% in Did Not Apply for Financial Aid
AtD Fall 2008 Cohort Demographics • Compared to ALL Fall 2008 students: • Slightly higher percentage males(3 percentage points) • Higher percentage 18 – 24 year olds(18 percentage points) • Slightly higher percentage of ethnic/racial minorities(3 percentage points) • Higher percentage are full-time(11 percentage points) • Lower percentage Did Not Apply for Financial Aid(10 percentage points)
AtD Fall 2008 Cohort Persistence* • 58% are enrolled for one or more classes in Spring 2009 (*as of January 21, 2009) • Females persist at a higher rate (60%) than males (55%) • 18-24 year olds persist at a higher rate (59%) than the overall retention rate (58%) • Asians persist at a much higher rate (76%) than the overall persistence rate, while Black/African Americans (51%) and Native American/Alaskans (55%) persist at a lower rate.
AtD Fall 2008 Cohort Persistence • Full-time students persist at a much higher rate (72%) than part-time students (46%) Students who did not apply for Financial Aid persisted at a much lower rate (47%) than any other category of EFC • Students who received a high school diploma persisted at a higher rate (60%) than students who received a GED (54%), did not graduate (47%),or were admitted with no credentials (47%) • Students with a good academic standing persisted at a substantially higher rate than those admitted on notice, probation, or suspension
Questions of Interest • How has the composition of the cohort changed over time? And how do you think that has affected the College’s persistence rate? • The Fall to Spring persistence rate of the College’s AtD cohort increased substantially from 2007 to 2008 – from 55.8% to 58.1%. To what – activities, actions or programs – do you attribute the increase? • The persistence of some groups improved more than others. Why? • In general, course success also increased in both developmental and gateway courses. To what – activities, actions or programs – do you attribute the increase? • Successful completion increased in some courses more than others. Why?
