Cosumnes River College 2015 Student Success Scorecard and 5 Year Trends

Transcription

1 Cosumnes River College 2015 Student Success Scorecard and 5 Year Trends Overall Findings Background: The Scorecard report examines seven metrics of success Completion Rate, Persistence Rate, 30 Unit Completion Rate, Basic Skills Progress (English, Math, and ESL), and CTE Completion Rate. See Appendix A for complete definitions of each metric. In each case students are given six years to accomplish the stated outcome. Positives: Performance has remained stable and/or increased slightly in several areas: o The cohort s Persistence Rate is marginally higher than the previous cohort year (75.9% vs. 75.5%). This persistence rate has been stable over the past cohort years. o Compared to the previous cohort, the cohort s Student Progress and Achievement Rate (SPAR; commonly referred to as Completion Rate) and 30 Unit Completion Rate are lower (42.6% vs. 47. and 67.7% vs. 68., respectively); however, the five year trend indicates that the completion rate has been stable from cohort to cohort. o Basics Skills English and Basic Skills Math progress rates are slightly higher compared to the previous cohort (40.6% vs. 39.4% and 28. vs. 26.3%, respectively). Both progression rates have remained stable for the past five cohort years. o Basic Skills ESL Progress Rate into college level English is slightly lower compared to the previous cohort (19.6% vs. 20.). However, there has been an upward trend over the past five cohort years. Certain student groups appear to be less disproportionately impacted 1. o The Completion Rate for students who are Hispanic has increased and become more similar to cohort peers over the last five years. o The 30 Unit Completion Rate of students who are students has increased and become more similar to cohort peers. Areas for future improvement: Performance has decreased in certain areas, and certain student groups appear to be disproportionately impacted. o The CTE Completion Rate for the cohort is low compared to the previous four cohorts. o The Completion Rates for students who are, Pacific, and/or 20 years of age or er are lower compared to their cohort peers. o In terms of basic skills Math and English, students who are and/or are 25 years or er have consistently not progressed as quickly as their cohort peers. o Although the prepared and unprepared cohorts complete 30 units at comparable rates, the rates at which the two cohorts complete certificates, degrees or transfer are very different (65.5% compared to 35.7% for the most recent cohort). Additional Notes: For full comparisons by gender, age range, and ethnic group, see pages 2 8. Students who are unprepared made up more than threequarters of the cohorts. For comparisons by level of preparedness, see Appendix B. For Completion Rate comparisons to similar colleges within the system, please see Appendix C. 1 A student group is considered to be disproportionately impacted if they display substantially lower levels of success relative to their cohort peers. 1

2 SCORECARD Data 5 Year Trends Demographic Comparisons of Student Progress and Achievement (Completion) Overall Completion Size 1,370 1,413 1,459 1,703 1,885 Completion Rate by Gender Completion Rate by Age Range < 20 years 20 to 24 years 40+ years Completion Rate by Ethnic Group Observations: The Completion Rates for students who are, Pacific, and/or 20 years of age or er are lower compared to their cohort peers. The completion rates of students who are Hispanic has generally increased over the past five cohorts. Note: The group was composed of less than ten students in the , , and cohorts. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 2

3 SCORECARD Data 5 Year Trends Demographic Comparisons of Persistence (Three Consecutive Semesters) Overall Persistence Size 1,370 1,413 1,459 1,703 1,885 Persistence Rate by Gender Persistence Rate by Age Range < 20 years 20 to 24 years 40+ years Persistence Rate by Ethnic Group Observations: The Persistence Rates of the 25+ age groups appear to be trending upwards. The Persistence Rate for students between the ages of 20 and 24 continues to be disproportionately lower than their cohort peers. Students who are Pacific in the cohort appear to persist at a disproportionately lower rate than their cohort peers. Note: The group was composed of less than 10 students in the , , and cohorts. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 3

4 SCORECARD Data 5 Year Trends Demographic Comparisons of Completion of 30 Units Overall 30 Unit Completion Size 1,370 1,413 1,459 1,703 1, Unit Completion Rate by Gender 30 Unit Completion Rate by Age Range < 20 years 20 to 24 years 40+ years 30 Unit Completion Rate by Ethnic Group Observations: The rate of completing 30 units for students who are 25 years of age or er has increased for the two most recent cohorts. The 30 Unit Completion Rate for students between the ages of 20 and 24 continues to be disproportionately lower than their cohort peers. The 30 Unit Completion Rate for students who are has trended upwards across the last five cohorts. Note: There are less than 10 students in the Groups for the , , and cohorts. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 4

5 SCORECARD Data 5 Year Trends Demographic Comparisons of Basic Skills English Progress Basic Skills English Size Basic Skills English Progress Rate by Gender Basic Skills English Progress Rate by Age Range < 20 years 20 to 24 years 40+ years Basic Skills English Progress Rate by Ethnic Group Observations: Students who are Students and/or who are 25 years or er have consistently not progressed as quickly as their cohort peers towards completing college level English. Note: The group was composed of less than 10 students in the , , and cohorts. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 5

6 SCORECARD Data 5 Year Trends Demographic Comparisons of Basic Skills Math Progress Basic Skills Math Size Basic Skills Math Progress Rate by Gender 8 7 Basic Skills Math Progress Rate by Age Range < 20 years 20 to 24 years 40+ years Basic Skills Math Progress Rate by Ethnic Group Basic Skills Math Progress by Age Observations: Students who are and/or who are 20 years or er have consistently not progressed as quickly as their cohort peers towards completing college level Math Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 6

7 SCORECARD Data 5 Year Trends Demographic Comparisons of Basic Skills ESL Progress Basic Skills ESL Size Basic Skills ESL Progress Rate by Gender Basic Skills ESL Progress Rate by Age Range < 20 years 20 to 24 years 40+ years Basic Skills ESL Progress Rate by Ethnic Group Basic Skills ESL Progress Rates by Ethnicity Observations: ESL Basic Skills Progress Rates appear to be trending upwards. In terms of completing college level English, students who are Hispanic and/or are 40 or er appear to be disproportionately impacted relative to their ESL cohort peers. Note: Only the Asian, Hispanic, and ethnic groups have more than 10 students in each cohort. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 7

8 SCORECARD Data 5 Year Trends Demographic Comparisons of Career Technical Education (CTE) Completion Rate CTE Size CTE Completion Rate by Gender CTE Completion Rate by Age Range < 20 years 20 to 24 years 40+ years CTE Completion Rate by Ethnic Group Observations: The 40+ age student group appears to have a lower CTE Completion Rate compared to their younger peers. Students who are and/or are Hispanic have the lowest CTE Completion Rates in the cohorts, and this appears to be a consistent trend. Note: The cohort was composed of less than 10 students in the and cohorts. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 8

9 Appendix A: Background and Definitions of Student Success Scorecard Metrics Definition Metric Name Metric Definition First time students in a given academic year who have earned six units and attempted any math of English course within 3 years of entering the college. First time students in a given academic year who have earned six units and attempted any math of English course within 3 years of entering the college. First time students in a given academic year who have earned six units and attempted any math of English course within 3 years of entering the college. Students who enroll in a Basic Skills English Course that is 1, 2, 3 or 4 levels below transfer within a given academic year. Students who enroll in a Basic Skills Math Course 2, 3 or 4 levels below transfer within a given academic year. Students who enroll in a Basic Skills ESL Course that is 1 or more levels below transfer within a given academic year. Students who complete a CTE course then complete 8 units in a single CTE discipline within three years. Completion Persistence Completion of 30 Units Basic Skills English Progress Basic Skills Math Progress Basic Skills ESL Progress CTE Rate Percentage of students in the cohort who accomplish an educational goal (certificate, degree, transfer, transferprepared) Percentage of students in the cohort who are enrolled in the CCC system for three consecutive semesters Percentage of students in the cohort who earn 30 units in the CCC system Percentage of students who successfully complete a transferable English Course Percentage of students who complete a Math Course that is transferable or is one level below transfer Percentage of students who successfully complete the ESL sequence or a transferable English Course Percentage of students in the cohort who achieve an educational outcome (certificate, degree, transfer, transfer prepared) Notes and Caveats Only Chancellor approved certificates (> or = 18 units) are counted in the metrics that assess completion of educational goals. 4-year concurrently enrolled students are not included in the cohorts. The Completion Metric (formerly named the SPAR) is the only metric that was in the original SCORECARD report. Many of the cohorts are relatively small. For example in the Completion starting cohort consisted of approximately 1,400 students. Similarly, the ESL cohort is very small (n = 94). Disaggregating cohorts of this size and, two times in the case of the Completion, Persistence and 30 Unit rates, can result in very small cell sizes. This may explain some very unusual and dramatic changes from year to year and means that extreme caution must be used when interpreting the results. For more information: California Community Colleges Chancellor's Office Scorecard Documentation and Disproportionate Impact Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 9

10 Appendix B: Outcomes by level of Preparedness Year Prepared Size Year Unprepared Size ,056 1,096 1,138 1,309 1,447 Completion Rate by Level of Preparedness Observations: The Completion Rate of prepared students has consistently been higher than the Completion Rate of unprepared students over the last five cohorts. This may be attributed to the additional coursework that unprepared students must successfully complete in order to reach college level coursework. It is interesting to note that the Completion of 30 Units rates for the Prepared and Unprepared cohorts have both been between 6 and 7 (see page 14). Prepared Completion Rate by Gender Unprepared Completion Rate by Gender Prepared Completion Rate by Age Range Unprepared Completion Rate by Age Range < 20 years 20 to 24 years 40+ years < 20 years 20 to 24 years 40+ years Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 10

11 Prepared Completion Rate by Ethnic Group Unprepared Completion Rate by Ethnic Group Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 11

12 Persistence Rate by Level of Preparedness Observations: Compared to the prepared students, the Persistence Rate of unprepared students is more stable and higher over the last five cohort years. This finding corresponds with the Completion Rate finding; unprepared students will have longer course sequence to matriculate through and will not complete a degree/certificate or become transfer prepared as quickly as their prepared peers. Prepared Persistence Rate by Gender Unprepared Persistence Rate by Gender Prepared Persistence Rate by Age Range Unprepared Persistence Rate by Age Range < 20 years 20 to 24 years 40+ years < 20 years 20 to 24 years 40+ years Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 12

13 Prepared Persistence Rate by Ethnic Group Unprepared Persistence Rate by Ethnic Group Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 13

14 30 Unit Completion Rate by Level of Preparedness Observations: For the most recent cohort, the 30 Unit Completion Rate for prepared students is slightly higher than the unprepared. Over the last three cohort years, the 30 Unit Completion Rate for unprepared students who are has been higher compared to their prepared peers. It is interesting to note that although the 30 Unit Completion rate for both cohorts is similar, the rate at which the cohorts complete a certificate, degree or transfer is vastly different (see page 10). Prepared - 30 Unit Completion by Gender Unprepared - 30 Unit Completion by Gender Prepared - 30 Unit Completion by Age Range Unprepared - 30 Unit Completion Age Range < 20 years 20 to 24 years 40+ years < 20 years 20 to 24 years 40+ years Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 14

15 Prepared - 30 Unit Completion by Ethnic Group Unprepared - 30 Unit Completion by Ethnic Group Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 15

16 Appendix C: Cluster Group Comparisons (California Community Colleges Chancellor s Office - Scorecard Peer Grouping) 2015 Student Progress and Achievement Rate/Completion ( ) College Name College Prepared Unprepared for College Overall San Diego City 64.7% 54.2% 55.8% Ventura 69.5% 40.7% 51.4% Evergreen Valley 72.5% 39.8% 50.6% Cypress 71.9% 43.9% 50.4% Grossmont 66.9% 44.1% 48.7% Chabot 67.2% 42.3% 47.4% Mt. San Antonio % 47. Sacramento City 66.6% El Camino 71.3% 37.5% 46.6% Solano 64.9% 37.6% 45.5% Citrus 68.5% 38.8% 44. Reedley 71.6% 36.4% 44. Southwestern 61.5% 38.6% 43.9% Chaffey 66.6% 39.4% 43.2% Butte 66.8% 36.8% 43.1% Cosumnes River 65.5% 35.7% 42.6% Modesto 55.6% 38.2% 41.9% Los Medanos 66.4% 34.6% 40.3% Mt. San Jacinto 62.4% 35.8% 40. Fresno City 66.1% 33.4% 39.8% Shasta 57.9% 30.4% 39.6% Crafton Hills 55.6% 33.6% 38.8% Woodland % 35.1% Average within Cluster Group 65.4% 38.5% 44.6% Standard Deviation 5.9% % Prepared students at CRC have a slightly above average Completion Rate, whereas Unprepared students have a below average Completion Rate. Note: The unprepared" student group represented 77% of the cohort sample. Cosumnes River College Planning and Research Office, 2015 Student Success Scorecard and 5 Year Trends 16