1 / 40

Analysis of Basic Skills College Students’ Placement and Success Rates at Foothill College

This report presents a comprehensive analysis of Basic Skills college students at Foothill College based on data from Fall 2002 to Winter 2003. It covers placement statuses across English, ESL, and Math for core transfer students, focusing on demographics, success rates, retention rates, and persistence rates among 36,548 unique students who took Basic Skills courses. Key findings highlight the performance by ethnicity and the impact of alternate credit on success. This data aims to inform strategies for improving educational outcomes.

virginia-hutchinson
Télécharger la présentation

Analysis of Basic Skills College Students’ Placement and Success Rates at Foothill College

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. 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

More Related