Achieving the Dream Data Summit

Transcription

1 Basic Skills 1. What percent of students are assessed into basic skills? Our most recent data for fall 2015 is based on students currently enrolled in at least 0.5 credits (N = 18,089). In this cohort 5,350 students (29.6%) were assessed into a transferable, college level English (ENGL-101 or higher). Only 657 students (3.6%) were assessed into a transferable, college level Math (above MATH-90). About 19% have no assessment at this time. The remaining students are placed into basic skills in math (77.8%) or English (51.2%). The table below shows placement in basic skills by ethnic groups. Readers will notice a higher percentage of Hispanic and Multi-racial students are placed into basic skills math while Asian, African American, Native American and Pacific Islanders as well as Hispanic and Multi-racial students have higher percentages placed into basic skills English. Asian African Am Filipino Hispanic Native Am Pac Islander Two or More White Unknown Grand Total Math Basic Skills 70.8% 68.1% 65.5% 82.2% 72.8% 75.1% 83.1% 74.4% 75.3% 77.8% English Basic Skills 53.0% 54.1% 43.8% 59.9% 51.5% 56.5% 42.7% 40.1% 50.6% 51.2% 2. What is the most common level students are assessed into? What is the overall percent for that level? Based on the above cohort of currently enrolled students in fall 2015, the most common placement for math is MATH-70 elementary algebra with 27.7% of students assessed out of MATH-20. The most common placement for English is ENGL-50 Basic composition and reading with 29.9% of students assessed out of ENGL-49. The tables below illustrate these data by ethnic groups. MJC Fall 2015 Enrolled students with >= 0.5 credits as of Aug 27 MATH_PLACEMENT Asian African Am Filipino Hispanic Native Am Pac Islander Two or More White Unknown Grand Total No assessment 20.3% 28.5% 25.1% 13.8% 22.3% 18.6% 9.8% 20.0% 15.3% 17.2% RETAKE 1.6% 1.4% 1.5% 1.6% 2.9% 2.3% 2.4% 1.0% 3.1% 1.4% MATH % 33.6% 13.3% 27.2% 14.6% 22.0% 23.1% 19.4% 16.4% 23.5% out of MATH % 8.9% 5.9% 11.0% 15.5% 11.3% 9.4% 9.9% 16.9% 10.5% out of MATH % 20.2% 24.6% 28.7% 30.1% 26.6% 29.0% 27.8% 27.5% 27.7% out of MATH % 5.2% 21.7% 14.8% 11.7% 15.3% 20.0% 16.5% 13.6% 15.4% out of MATH % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% out of MATH % 0.2% 0.0% 0.5% 1.0% 0.0% 1.6% 0.7% 0.8% 0.6% out of MATH % 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% out of MATH % 1.4% 5.9% 2.1% 1.9% 3.4% 3.9% 3.6% 4.7% 2.9% out of MATH-121/ % 0.6% 2.0% 0.3% 0.0% 0.6% 0.8% 0.9% 1.7% 0.7% Grand Total percent 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% Grand Total count , , ,089 ENGL_PLACEMENT Asian African Am Filipino Hispanic Native Am Pac Islander Two or More White Unknown Grand Total No assessment 28.0% 28.5% 27.1% 15.9% 20.4% 20.9% 11.8% 21.3% 20.6% 19.2% ENGL % 27.4% 16.7% 25.9% 20.4% 24.3% 13.3% 14.0% 24.7% 21.3% out of ENGL % 26.8% 27.1% 33.9% 31.1% 32.2% 29.4% 26.1% 25.8% 29.9% out of ENGL % 16.6% 28.6% 23.0% 26.2% 21.5% 43.9% 36.0% 25.8% 27.8% out of ENGL % 0.8% 0.5% 1.2% 1.9% 1.1% 1.6% 2.6% 3.1% 1.8% Grand Total 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 1

2 3. Which basic skills courses have a success rate below 60%? ENGL-49 has an overall course success rate of 46.5% (Fall 14) and 42.9% (Spring 15). ENGL-50 has an overall course success rate of 61.4% (Fall 14) and 64.1% (Spring 15). MATH-10 has an overall course success rate of 71.4% (Fall 14) and 65.5% (Spring 15). MATH-20 has an overall course success rate of 63.1% (Fall 14) and 63.5% (Spring 15). MATH-70 has an overall course success rate of 57.6% (Fall 14) and 61.6% (Spring 15). The data source for the above course success rates is Student Success & Retention (Crystal Reports). The table below illustrates basic skills success rates by ethnic group from the CCC Data Mart. Readers will note that nearly all groups have low success in English while African American students have lower success in math compared to other groups. CCC Data Mart for MJC Basic Skills Courses Fall 2014 Fall 2014 Spring 2015 Spring 2015 Enrollment Count Success Rate Enrollment Count Success Rate Modesto Total 2, % 2, % ENGLISH basic skills 1, % 1, % African-American % % American Indian/Alaskan Native % % Asian % % Hispanic % % Multi-Ethnicity % % Pacific Islander % % Unknown % % White Non-Hispanic % % Mathematics basic skills % % African-American % % American Indian/Alaskan Native % % Asian % % Hispanic % % Multi-Ethnicity % % Pacific Islander % % Unknown % % White Non-Hispanic % % 2

3 4. Of those students assessed into the lowest level, what percent make it to college level? Using a cohort of Fall 2009 students enrolled in ENGL-49 (two levels below transfer) we see that 378 students started in ENGL-49. Out of 378, only 133 students (35.1%) enrolled in a transferable English course within six years. Using a cohort of Fall 2009 students enrolled in MATH-10 and 20 (three levels below transfer) we see that 274 students started in MATH-20 and 125 in MATH-10. Only 61 students (22%) enrolled in a transferable math course within six years. See the tables below for data by ethnic groups. Fall 2009 to Spring 2015 Two Levels Below One Level Below Transferable MENGL-49 MENGL-50 MENGL-101 Students Students Students English - Writing Total African-American American Indian/Alaskan Native Asian Hispanic Pacific Islander Unknown White Non-Hispanic Fall 2009 to Spring Levels Below 2 Levels Below 1 Level Below Transferable MATH-10 MATH-20 MATH-70 MATH-90 MATH-101 MATH-121 MATH-130 MATH-134 Students Students Students Students Students Students Students Students Mathematics Modesto Total African-American American Indian/Alaskan Native Asian Hispanic Pacific Islander Unknown White Non-Hispanic The data source for the above tables is the CCC Basic Skills Progress Tracker. 3

4 5. Of those students assessed into the lowest level, what percent pass college level? Using the same cohorts as item 4 above, we see the success rates for students enrolled in the college level course by ethnic groups below. Fall 2009 to Spring 2015 Two Levels Below One Level Below Transferable Transferable Transferable Transferable MENGL-49 MENGL-50 MENGL-101 MENGL-101 MENGL-101 MENGL-101 Students Students Students Success Students Success English - Writing Total % 28.8% African-American % 25.8% American Indian/Alaskan Native % -- Asian % 36.4% Hispanic % 24.1% Pacific Islander % -- Unknown % 32.7% White Non-Hispanic % 31.5% Fall 2009 to Spring Levels Below 2 Levels Below 1 Level Below Transferable Transferable MATH-10 MATH-20 MATH-70 MATH-90 MATH 101, 121, MATH 101, 121, 130 & & 134 Students Students Students Students Students Success Students Success Mathematics Modesto Total % 14.2% African-American % 9.1% American Indian/Alaskan Native Asian Hispanic % 14.4% Pacific Islander Unknown % 18.9% White Non-Hispanic % 10.5% Readers will note that African American and Hispanic students have lower success rates in transferable English (ENGL-101) compared to other student groups. The success rates in transferable math are low for all groups. 4

5 6. Of those students assessed into the most common level, what percent make it to college level? Using the same cohorts as items 4 and 5, the following tables illustrate progress to college level courses starting in ENGL-50 and MATH-70, our most common placements across the college. Readers will see that about 60% of students starting in ENGL-50 during Fall 2009 enrolled into transferable English within six years. While 36.5% of students starting in MATH-70 during Fall 2009 enrolled into transferable math within six years. See tables below from the Basic Skills Progress Tracker. Fall 2009 to Spring 2015 English - Writing Total One Level Below One Level Below Transferable Transferable Transferable Transferable MENGL-50 MENGL-50 MENGL-101 MENGL-101 MENGL-101 MENGL-101 Students Success Students Success Students Success % 45.4% African-American % 20.0% American Indian/Alaskan Native % 30.8% Asian % 57.5% Hispanic % 40.6% Pacific Islander % -- Unknown % 55.1% White Non-Hispanic % 47.4% Fall 2009 to Spring Levels Below 1 Level Below MATH-70 MATH-90 MATH 101, 121, 130 & 134 All Transfer Students Success Students Success Students Success Students Success Mathematics Modesto Total % 28.9% African-American % 12.5% American Indian/Alaskan Native Asian % 30.8% Hispanic % 28.7% Pacific Islander % 36.4% Unknown % 34.4% White Non-Hispanic % 27.9% 7. Of those students assessed into the most common level, what percent pass to college level? The tables above for item #6 show the success rates for math (11.4%) and English (45.4%) in college level courses. Readers will note that African American, Pacific Islander and Native American students have lower success in transferable English, while all groups struggle with success in transferable math. 8. A quick question: how many of our students are in basic skills in 2015 Fall? All Transfer Using the Student Demographic Detail extract as of there are 18,242 students enrolled at census this fall. Of those, 403 (2.2%) are taking zero units or non-credit courses only. There are 1,650 students enrolled at census in Basic Skills (9%). The remaining 16,189 (88.7%) are not in basic skills. 5

6 First Term GPA 1. What percent of students complete their first semester with a GPA below 2.0? Frist Term GPA Fall 2009 Fall 2014 Grand Total Below % 38.7% 39.2% 2.0 and above 50.0% 51.4% 50.7% No GPA 10.3% 10.0% 10.1% Grand Total 100.0% 100.0% 100.0% Headcount Based on a query of student demographic detail for all first time students in Fall 2009 (N = 3945) and Fall 2014 (N = 3634), we find about 39% of students have a first term GPA below 2.0. The table below shows these data disaggregated by ethnic groups. Readers will notice a higher percentage of African American/Black, Hispanic, Native American and Multi-racial students have first term GPAs below 2.0. ETHNIC GROUP 1st Term GPA Fall 2009 Fall 2014 Total % within ethnic group Asian Below % 2.0 and above % No GPA % Asian Total Black Below % 2.0 and above % No GPA % Black Total Filipino Below % 2.0 and above % No GPA % Filipino Total Hispanic Below % 2.0 and above % No GPA % Hispanic Total Native American Below % 2.0 and above % No GPA % Native American Total Pacific Islander Below % 2.0 and above % No GPA % Pacific Islander Total Two or more Below % 2.0 and above % No GPA % Two or more Total White Below % 2.0 and above % No GPA % White Total Unknown Below % 2.0 and above % No GPA % Unknown Total Grand Total

7 2. What percent of students complete their first semester with a GPA below 2.0 disaggregated by number of units taken in the term? The more credits (units) attempted, the fewer students with low 1 st term GPA. See table below. Unit Load in 1st Term 1st Term GPA Fall 2009 Fall 2014 Total % within group Below % 0 to 3 units 2.0 and above % No GPA % 3.5 to 6 units 6.5 to 9 units 9.5 to 12 units More than 12 units Below 2.0 Below 2.0 Below 2.0 Below % 45.5% 35.2% 25.7% 2.0 and above 2.0 and above 2.0 and above 2.0 and above % 54.5% 64.8% 74.3% Grand Total

8 Persistence 1. What percent of students persist from the first fall to the next spring semester? 2. What percent of students persist from the first fall to the subsequent fall semester? The following data and tables use the Student Demographic Detail to identify students enrolled with at least 0.5 credits in each term. This excludes non-credit enrollments. Starting Term # Enrolled > 0 units # Persist 1st Spring # Persist 2nd Fall % Persist Spring % Persist Fall Fall ,597 13,297 9, % 53.7% Fall ,757 13,464 9, % 51.5% Fall ,519 12,750 9, % 53.4% Fall ,223 12,571 8, % 52.2% Fall ,185 12, % -- Fall to Spring persistence is increasing from 71.5% to 74.7% over the past five years. Fall to Fall persistence varies between 51.5% and 53.7% in the same period of time. The next two tables compare persistence rates by unit load in the first fall term. Persistence Rate to 1st Spring Attempted Units 1st Fall F09 to SP10 F10 to SP11 F11 to SP12 F12 to SP13 F13 to SP to % 46.9% 48.8% 48.2% 48.8% 3.5 to % 62.7% 65.3% 62.6% 64.7% 6.5 to % 74.6% 75.5% 76.1% 76.5% 9.5 to % 82.2% 82.3% 83.7% 83.0% More than % 88.6% 88.9% 89.6% 90.8% Grand Total 71.5% 71.8% 72.8% 73.0% 74.7% Persistence Rate to 2nd Fall Attempted Units 1st Fall F09 to F10 F10 to F11 F11 to F12 F12 to F13 F13 to F to % 33.4% 34.6% 32.2% to % 43.8% 47.7% 46.3% to % 53.0% 55.5% 54.7% to % 58.7% 60.0% 59.4% -- More than % 65.4% 66.8% 65.0% -- Grand Total 53.7% 51.5% 53.4% 52.2% -- Readers will note that students with higher unit loads also show higher persistence rates, consistently. The next two tables show persistence rates by ethnic groups. 8

9 Persistence Rate to 1st Spring Ethnic Group F09 to SP10 F10 to SP11 F11 to SP12 F12 to SP13 F13 to SP14 Asian 75.0% 74.9% 75.5% 73.9% 75.3% African Am 67.0% 61.3% 67.1% 63.7% 63.5% Filipino 73.2% 72.9% 75.6% 70.3% 75.0% Hispanic 70.2% 72.9% 73.4% 73.9% 75.8% Native Am 72.3% 72.7% 75.2% 64.3% 77.4% Pacific Isl 74.6% 69.3% 73.6% 75.3% 69.5% Multi-Racial 59.0% 69.2% 68.7% 74.9% 76.2% White 71.7% 71.0% 72.1% 72.4% 74.6% Unknown 74.1% 73.8% 74.7% 76.0% 72.6% Grand Total 71.5% 71.8% 72.8% 73.0% 74.7% Persistence Rate to 2nd Fall Ethnic Group F09 to F10 F10 to F11 F11 to F12 F12 to F13 F13 to F14 Asian 58.1% 56.6% 57.7% 53.7% -- African Am 45.9% 40.7% 40.6% 38.9% -- Filipino 60.6% 55.8% 53.9% 54.5% -- Hispanic 53.6% 52.6% 54.9% 54.5% -- Native Am 58.9% 53.5% 50.4% 45.2% -- Pacific Isl 52.7% 49.2% 50.6% 52.4% -- Multi-Racial 38.6% 48.1% 53.4% 55.0% -- White 53.1% 50.6% 52.4% 50.3% -- Unknown 56.1% 52.6% 54.9% 54.1% -- Grand Total 53.7% 51.5% 53.4% 52.2% -- Readers will notice that African American students have the lowest persistence rate for both fall to spring and fall to fall. On average, 64% of African American students persist to the first spring and 41% persist to the next fall semester. These rates are more than two standard deviations below the mean for the entire cohort of students. Conversely, Asian students show the highest persistence rates, nearly one standard deviation above the mean. 9

10 Completion metrics from our Scorecard COMPLETION RATE (STUDENT PROGRESS AND ATTAINMENT RATE) Definition: The percentage of firsttime students with minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry: Earned AA/AS or credit Certificate (Chancellor s Office approved) Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) Achieved Transfer Prepared (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0) Completion Overall Ref. Group 5 YR Avg Filipino Size Rate Size Rate Size Rate Size Rate Size Rate Females All 2, % 2, % 2, % 2, % 2, % 43.1% 34.9% Female 1, % 1, % 1, % 1, % 1, % 43.6% Male 1, % 1, % 1, % 1, % 1, % 42.4% 38.7% African American % % % % % 35.6% DI American Indian/Alaska Native % % % % % 39.6% Asian % % % % % 47.2% Filipino % % % % % 48.4% Hispanic % % % % % 37.9% DI Pacific Islander % % % % % 38.5% DI White 1, % 1, % 1, % 1, % 1, % 46.6% The above data table shows a five year trend of our Scorecard measure for ALL first time students completing within six years from the starting cohort. Rates are averaged over the five years then compared to 'reference groups' to determine Disproportionate Impact (DI). The right column compares outcomes to the highest performing group, in this case Filipino Females. This comparison shows DI for African American, Hispanic and Pacific Islander students. Note the rows showing students by age group are suppressed (hidden). A similar table for completion by Prepared students shows DI for African American and Pacific Islander students (see attachment). The completion table for Remedial students shows DI for African American and Hispanic students (see attachment). Persistence metrics from our Scorecard Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and enroll in first three consecutive primary semester terms anywhere in the CCC system. Persistence Overall Ref. Group 5 YR Avg Asian Size Rate Size Rate Size Rate Size Rate Size Rate Males All 2, % 2, % 2, % 2, % 2, % 77.9% 62.9% Female 1, % 1, % 1, % 1, % 1, % 77.3% Male 1, % 1, % 1, % 1, % 1, % 78.7% African American % % % % % 74.4% American Indian/Alaska Native % % % % % 75.3% Asian % % % % % 80.1% Filipino % % % % % 76.1% Hispanic % % % % % 76.7% Pacific Islander % % % % % 75.2% White 1, % 1, % 1, % 1, % 1, % 78.7% 64.1% 10

11 There is no DI for student groups on Persistence overall or Remedial; however the Prepared students show DI for African American students (see attached). 30 Units metrics from our Scorecard Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and earned at least 30 units in the CCC system. 30 Units Overall Ref. Group Size Rate Size Rate Size Rate Size Rate Size Rate 5 YR Avg Filipino Females All 2, % 2, % 2, % 2, % 2, % 68.4% 55.0% Female 1, % 1, % 1, % 1, % 1, % 68.7% Male 1, % 1, % 1, % 1, % 1, % 67.9% 60.1% African American % % % % % 57.8% DI American Indian/Alaska Native % % % % % 59.2% DI Asian % % % % % 72.2% Filipino % % % % % 75.1% Hispanic % % % % % 65.2% Pacific Islander % % % % % 61.2% White 1, % 1, % 1, % 1, % 1, % 70.7% The above table shows DI for African American and Native American students overall. Prepared students show DI for African American and Hispanic students (see attached). Remedial students show DI for African American and Native American students (see attached). Remedial English and Math Outcomes in Basic Skills Education are reported for Math, English and/or ESL. Definition: The percentage of credit students who attempted a course designated at levels below transfer in: Math and successfully completed a college-level course in Math within six years. English and successfully completed a college-level course in English within six years. The cohort is defined as the year the student attempts a course at levels below transfer in Math, English and/or ESL at that college. Remedial English Ref. Group 5 YR Avg Filipino Size Rate Size Rate Size Rate Size Rate Size Rate Females All 1, % 2, % 2, % 2, % 2, % 39.8% 33.7% Female 1, % 1, % 1, % 1, % 1, % 42.2% Male % % % % % 36.5% 39.4% African American % % % % % 27.9% DI American Indian/Alaska Native % % % % % 32.4% DI Asian % % % % % 46.0% Filipino % % % % % 49.3% Hispanic % % % % % 37.1% DI Pacific Islander % % % % % 37.4% DI White % % % % % 43.5% Remedial English shows DI for African American, Native American, Hispanic and Pacific Islander students. 11

12 Remedial English Ref. Group 5 YR Avg Filipino Size Rate Size Rate Size Rate Size Rate Size Rate Females All 1, % 2, % 2, % 2, % 2, % 39.8% 33.7% Female 1, % 1, % 1, % 1, % 1, % 42.2% Male % % % % % 36.5% 39.4% African American % % % % % 27.9% DI American Indian/Alaska Native % % % % % 32.4% DI Asian % % % % % 46.0% Filipino % % % % % 49.3% Hispanic % % % % % 37.1% DI Pacific Islander % % % % % 37.4% DI White % % % % % 43.5% Remedial Math shows DI for African American, Native American, Hispanic and Pacific Islander students. This version was prepared by Marc Beam and updated on 9/11/