Cosumnes River College 2017 Student Success Scorecard and 5 Year Trends

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1 Cosumnes River College 2017 Student Success Scorecard and 5 Year Trends Overall Findings Background: The Scorecard report examines 10 metrics of success Completion Rate, Persistence Rate, 30 Unit Completion Rate, Basic Skills Progress (English, Math, and ESL), Transfer Level Achievement in Math and English, CTE Completion Rate, and Skills Builders Median Percentage Change in Wages. See Appendix A for complete definitions of each metric. Excluding the Transfer Level English/Math Achievement and the Skills Builder metrics, in each case students are given six years to accomplish the stated outcome. The Transfer Level English and Math Achievement cohorts are first time students who are tracked in their first two years at the college; the transfer level English and math rates are reported after their first and second year. The Skills Builder metric is based on students enrollment in one academic year. Positives: Performance has remained stable and/or increased slightly in several areas: o The cohort s Completion Rate, Persistence Rate, and 30 Unit Completion are higher than the previous cohort year (44.9% vs. 41.8%, 79.6% vs. 74.3% and, 71.4% vs. 67.7%, respectively); both prepared and unprepared student group in the cohort achieved higher rates than the previous cohort year. o Basics Skills English and Basic Skills Math progress rates are marginally higher compared to the previous cohort (42.9% vs. 42.5% and 30.6% vs. 30.0%, 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 higher compared to the previous cohort (30.6% vs. 22.6%). There has been an upward trend over the past five cohort years. o The Year and 2 Year Transfer Level Achievement Rates in English are higher than the previous four cohort years (48.9% 1 Year, and 68.3% 2 Year). o The Year and 2 Year Transfer Level Achievement Rates in Math are slightly higher than the previous cohort (24.1% vs. 23.4% and 37% vs. 36%, respectively). o The CTE Completion Rate for the cohort is slightly higher than the previous cohort year (50.1% vs. 49.8%). o The median percentage increase in wages for Skills Builder students at CRC in was 31.3% (N=823). The largest median gains were observed for students in Automotive and Office Technology/Computer Applications courses. o CRC s Completion Rate for the cohort is marginally higher than average (44.9% vs 44.8%), when compared to similar colleges. Certain student groups appear to be less disproportionately impacted 1. o No student subpopulations were disproportionately impacted with regard to the overall Persistence Rate. o The 30 Unit Completion Rate of students who are African American students has slightly increased compared to the previous cohort year. The difference between the African American students 30 Unit Completion Rate and that of their cohort peers has decreased over the last five years. Areas for future improvement: Performance has decreased in certain areas, and certain student groups appear to be disproportionately impacted. o For the cohort, the Completion Rates for students who are African American and/or 25 years of age or older are lower compared to their cohort peers. African American students 30 unit Completion Rate is lower than their cohort peers. o In terms of Basic Skills Math and English, students who are African American and/or are 40 years or older have consistently not progressed as quickly as their cohort peers. In the cohort, Filipino students, who have not historically been disproportionately impacted in this Basic Skills Math, progressed less quickly than their cohort peers (20% vs. 30.6%). 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 o o o With regard to Basic Skills ESL, students who are 40 years or older consistently progress at a lower rate than their cohort peers. For the last two cohorts ( and ), white students progressed at a lower rate than their cohort peers. Across the past five cohorts ( to ), the 1 year transfer level English achievement rate of students who are 20 years or older was lower than their cohort peers. This finding carried into the second year for students who are 25 years or older. Across the past five cohorts ( to ), the 1 year transfer level math achievement rate of Hispanic, African American, or 20 years old or older students is lower than their cohort peers. This finding was also observed for these students in their second year. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 2

3 SCORECARD Data 5 Year Trends Student Progress and Achievement (Completion) Overall Completion Cohort Size 1,530 1,756 1,925 2,051 1,775 Completion Rate by Gender Completion Rate by Age Range Completion Rate by Ethnic Group Observations: The cohort s Completion Rate is higher than the previous two cohorts. Students who are African American and/or 20 years of age or older continue to achieve a Completion Rate that is lower compared to their cohort peers. Note: The Native American group was composed of less than ten students in the , , , and cohorts. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 3

4 SCORECARD Data 5 Year Trends Persistence (Three Consecutive Semesters) Overall Persistence Cohort Size 1,530 1,756 1,925 2,051 1,775 Persistence Rate by Gender Persistence Rate by Age Range Persistence Rate by Ethnic Group Observations: The cohort s Persistence Rate is the highest over the past five cohorts. With regard to the Persistence Rate, no subpopulations appeared to be disproportionately impacted within the cohort. Note: The Native American group was composed of less than ten students in the , , , and cohorts. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 4

5 SCORECARD Data 5 Year Trends Completion of 30 Units Overall 30 Unit Completion Cohort Size 1,530 1,756 1,925 2,051 1, Unit Completion Rate by Gender 30 Unit Completion Rate by Age Range 30 Unit Completion Rate by Ethnic Group Observations: The 30 unit Completion Rate for African American students was much lower compared to their cohort peers. Note: The Native American group was composed of less than ten students in the , , , and cohorts. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 5

6 SCORECARD Data 5 Year Trends Basic Skills English Progress Basic Skills English Cohort Size 1,199 1,506 1,316 1,110 1,474 Basic English Progress Rate by Gender Basic Skills English Progress Rate by Age Range Basic Skills English Progress Rate by Ethnic Group Observations: African American Students and students 40 years or older have consistently not progressed as quickly as their cohort peers towards completing college level English. Note: The Native American group was composed of less than 10 students in the , , , and cohorts. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 6

7 SCORECARD Data 5 Year Trends Basic Skills Math Progress Basic Skills Math Cohort Size 1,477 1,873 1,901 1,931 1,713 Basic Skills Math Progress Rate by Gender Basic Skills Math Progress Rate by Age Range Basic Skills Math Progress Rate by Ethnic Group Observations: African American Students and students 40 years or older have consistently not progressed as quickly as their cohort peers towards completing college level Math. Native American students in the cohort did not progress as quickly as their cohort peers. Additionally, in the cohort, Filipino students (who have not been historically disproportionately impacted in basic skills math) progressed towards completing college level math at a lower rate than their cohort peers. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 7

8 SCORECARD Data 5 Year Trends Basic Skills ESL Progress Basic Skills ESL Cohort Size Basic Skills ESL Progress Rate by Gender Basic Skills ESL Progress Rate by Age Range Basic Skills ESL Progress Rate by Ethnic Group Observations: ESL Basic Skills Progress Rates appear to be trending upwards. In terms of completing college level English, Basic Skills ESL students who are male, White, and/or 40 or older appear to be disproportionately impacted relative to their ESL cohort peers. Note: Only the Asian, Hispanic, and White ethnic groups consistently had more than 10 students in each cohort. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 8

9 SCORECARD Data 5 Year Trends Transfer Level English Achievement Transfer Level English Achievement Cohort Size 1,155 1,121 1,124 1,224 1,361 Observations: Transfer Level English Achievement rates have increased over the last three cohort years ( , , and ). However, students who are 20 years or older have consistently completed this milestone at a lower rate in Year 1 than their cohort peers; students who are 25 years or older have consistently completed transfer level English by Year 2 at a lower rate than their peers. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 9

10 Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 10

11 SCORECARD Data 5 Year Trends Transfer Level Math Achievement Transfer Level Math Achievement Cohort Size 1,155 1,121 1,124 1,224 1,361 Observations: Transfer Level Math Achievement rates improved slightly over the two most recent cohort years (24.1% vs. 23.4%). However, the transfer level math achievement rates for Hispanic, African American, or students who are 20 years or older are consistently lower than their cohort peers in their first year. This finding was also observed for these student groups in their second year. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 11

12 Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 12

13 SCORECARD Data 5 Year Trends Career Technical Education (CTE) Rate CTE Cohort Size 1,180 1,216 1,424 1,538 1,663 CTE Completion Rate by Gender CTE Completion Rate by Age Range CTE Completion Rate by Ethnic Group Observations: The 40+ age student group has a lower CTE Completion Rate, which appears to be a consistent trend. In the cohort, students who are African American achieved a lower CTE Completion rate than their cohort peers. Note: The Native American cohort was composed of less than 10 students in the cohort. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 13

14 Skills Builder: The chart displays the median earnings change by CTE program for skills builder. These students completed at least 0.5 units in CTE coursework and did not enroll anywhere in the California Community College system the following academic year, nor did they earn an award and/or transfer to a four year institution. The specific disciplines identified in the chart below represent 74.6% (614 out of 823) of the Skills Builders. The overall median earnings change for Cosumnes River College s skills builder students was 31.3%. The largest median earning gains were for skills builder students who completed higher level CTE coursework in in the Automotive Technology (128.9%) and Office Technology/Computer Applications (75.1%). There smallest median gains were for skills builder students in Real Estate courses (8.4%). Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 14

15 Appendix A: Background and Definitions of Student Success Scorecard Metrics Cohort 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. First time students in a given academic year. First time students in a given academic year. 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 Transfer Level English Achievement Transfer Level Math Achievement Basic Skills English Progress Basic Skills Math Progress Basic Skills ESL Progress CTE Rate Students who completed a SAM A, B, or C course of at least (0.5 units) and passed all CTE coursework in a given academic year. These students do not continue enrollment in the following academic year Skill Builders anywhere in the system, nor do they earn an award or transfer to a four year institution. Notes and Caveats 4 year concurrently enrolled students are not included in the cohorts. Percentage of students in the cohort who accomplish an educational goal (certificate, degree, transfer, transfer prepared). 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 in the cohort who complete a transfer level English course in their first and second year. Percentage of students in the cohort who complete a transfer level Math course in their first and second year. 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). The median inflation adjusted wages before and after the year of enrollment Only Chancellor approved certificates (> or = 18 units) are counted in the metrics that assess completion of educational goals. 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 Office of Institutional Effectiveness, 2017 Student Success Scorecard 15

16 Appendix B: Outcomes by level of Preparedness Cohort Year Prepared Cohort Size Cohort Year Unprepared Cohort Size 1,201 1,351 1,484 1,581 1,319 Completion Rate by Level of Preparedness Observations: The Completion rate for the prepared and unprepared students has increased. In the prepared cohort, the Completion rate for students who are African American remains lower than their cohort peers; however, in the unprepared cohort, the Completion rate for African American students increased notably. Additionally, the Completion rate for students who are 40 years or older continue to be lowest among their cohort peers for both prepared and unprepared groups. The prepared Completion rates for Asian students and students who are 20 years or old are lower than the previous cohort year. For the unprepared group, Hispanic students Completion rate decreased from the previous year. 100% 80% 60% 40% 20% Prepared Completion Rate by Gender 0% Cohort Female Male Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 16

17 Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 17

18 Persistence Rate by Level of Preparedness Observations: The Persistence rates for the prepared and unprepared students increased. Within the prepared cohort, the Persistence rate decreased for students who are African American, Hispanic, and between the ages of 20 and 39 from the previous year. The Persistence rate for the unprepared Filipino students decreased notably. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 18

19 Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 19

20 30 Unit Completion Rate by Level of Preparedness Observations: The prepared and unprepared students 30 units completion rates increased higher than the previous four cohort years. Within the prepared cohort, all subgroup populations achieved a higher rate of completion of 30 units than the previous prepared cohort; however, students who are 40 years old or older achieved the 30 unit milestone at a lower rate than their cohort peers. Additionally, within the prepared cohort, Hispanic, Pacific Islander and African American students continue to show a clear upward trend. African American, Native American, and Filipino students in the unprepared achieved the 30 unit milestone at a lower rate than their respective subgroups from the previous cohort year. Moreover, within the unprepared students who are Native American show a clear downward trend; however, given the small sample size of Native American students in the cohort (fewer than 10 students), these results should be interpreted with caution. Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 20

21 Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 21

22 Appendix B: Cluster Group Comparisons (California Community Colleges Chancellor s Office Scorecard Peer Grouping) Student Progress and Achievement Rate/Completion College Name College Prepared Unprepared for College Overall Allan Hancock 63.9 % 37.8 % 47.2 % Butte 69.1 % 38.9 % 45.7 % Chabot Hayward 67.3 % 41.1 % 45.7 % Citrus 71.6 % 44.5 % 50.5 % Columbia 50.3 % 29.6 % 36.2 % Copper Mountain 50.0 % 32.5 % 35.0 % Cosumnes River 68.2 % 36.8 % 44.9 % Crafton Hills 71.1 % 36.1 % 44.7 % Cuyamaca 67.4 % 38.5 % 42.2 % Cypress 77.5 % 46.4 % 53.1 % El Camino 71.7 % 38.2 % 47.8 % Evergreen Valley 73.9 % 40.8 % 49.6 % Feather River 63.4 % 44.9 % 52.4 % Grossmont 61.3 % 42.8 % 46.5 % LA Valley 69.4 % 41.5 % 46.7 % Long Beach 60.6 % 37.8 % 39.9 % Mendocino 68.7 % 29.8 % 35.5 % Mt San Antonio 76.0 % 46.4 % 48.0 % Mt. San Jacinto 62.2 % 38.5 % 42.4 % Norco College 64.3 % 38.5 % 44.1 % Palomar 69.5 % 41.3 % 49.7 % Redwoods 62.2 % 30.9 % 37.0 % Reedley College 73.3 % 38.6 % 46.5 % Rio Hondo 61.2 % 35.5 % 39.6 % Sacramento City 68.3 % 43.8 % 50.2 % Shasta 65.6 % 30.9 % 44.4 % Solano 63.9 % 37.2 % 44.1 % Ventura 70.7 % 42.8 % 53.2 % Woodland 57.1 % 32.3 % 36.5 % Average within Cluster Group 66.2 % 38.4 % 44.8 % Standard Deviation 6.6% 4.9% 5.3% Cosumnes River College Office of Institutional Effectiveness, 2017 Student Success Scorecard 22