Achieving the Dream Data Summit
|
|
- Beatrix Carr
- 5 years ago
- Views:
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/
Basic Skills Initiative Project Proposal Date Submitted: March 14, Budget Control Number: (if project is continuing)
Basic Skills Initiative Project Proposal 2016-2017 Date Submitted: March 14, 2016 Check One: New Proposal: Continuing Project: X Budget Control Number: (if project is continuing) Control # 87-413 - EOPS
More informationStatus of Women of Color in Science, Engineering, and Medicine
Status of Women of Color in Science, Engineering, and Medicine The figures and tables below are based upon the latest publicly available data from AAMC, NSF, Department of Education and the US Census Bureau.
More informationSTEM Academy Workshops Evaluation
OFFICE OF INSTITUTIONAL RESEARCH RESEARCH BRIEF #882 August 2015 STEM Academy Workshops Evaluation By Daniel Berumen, MPA Introduction The current report summarizes the results of the research activities
More informationPort Graham El/High. Report Card for
School: District: Kenai Peninsula Grades: K - 12 School Enrollment: 20 Title I School? No Title 1 Program: Accreditation: Report Card for 2008-2009 A Title 1 school receives federal money in support low-achieving
More informationEducational Attainment
A Demographic and Socio-Economic Profile of Allen County, Indiana based on the 2010 Census and the American Community Survey Educational Attainment A Review of Census Data Related to the Educational Attainment
More informationUniversity of Utah. 1. Graduation-Rates Data a. All Students. b. Student-Athletes
University of Utah FRESHMAN-COHORT GRADUATION RATES All Students Student-Athletes # 2009-10 Graduation Rate 64% 64% Four-Class Average 61% 64% Student-Athlete Graduation Success Rate 87% 1. Graduation-Rates
More information12-month Enrollment
12-month Enrollment 2016-17 Institution: Potomac State College of West Virginia University (237701) Overview 12-month Enrollment Overview The 12-Month Enrollment component collects unduplicated student
More informationRaw Data Files Instructions
Raw Data Files Instructions Colleges will report the above information for students in the Main Cohort for each of the reporting timeframes and the system will calculate the sub cohorts and metrics based
More informationBest Colleges Main Survey
Best Colleges Main Survey Date submitted 5/12/216 18::56 Introduction page 1 / 146 BEST COLLEGES Data Collection U.S. News has begun collecting data for the 217 edition of Best Colleges. The U.S. News
More informationFile Print Created 11/17/2017 6:16 PM 1 of 10
Success - Key Measures Graduation Rate: 4-, 5-, and 6-Year 9. First-time, full-time entering, degree-seeking, students enrolled in a minimum of 12 SCH their first fall semester who have graduated from
More informationIowa School District Profiles. Le Mars
Iowa School District Profiles Overview This profile describes enrollment trends, student performance, income levels, population, and other characteristics of the public school district. The report utilizes
More informationStudent Support Services Evaluation Readiness Report. By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist. and Evaluation
Student Support Services Evaluation Readiness Report By Mandalyn R. Swanson, Ph.D., Program Evaluation Specialist and Bethany L. McCaffrey, Ph.D., Interim Director of Research and Evaluation Evaluation
More informationKansas Adequate Yearly Progress (AYP) Revised Guidance
Kansas State Department of Education Kansas Adequate Yearly Progress (AYP) Revised Guidance Based on Elementary & Secondary Education Act, No Child Left Behind (P.L. 107-110) Revised May 2010 Revised May
More informationLos Angeles City College Student Equity Plan. Signature Page
Los Angeles City College Student Equity Plan Signature Page Los Angeles Community College Los Angeles City College President, Board of Trustees Date District Chancellor: College President: Academic Senate
More informationData Diskette & CD ROM
Data File Format Data Diskette & CD ROM Texas Assessment of Academic Skills Fall 2002 through Summer 2003 Exit Level Test Administrations Attention Macintosh Users To accommodate Macintosh systems a delimiter
More informationREADY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE
READY OR NOT? CALIFORNIA'S EARLY ASSESSMENT PROGRAM AND THE TRANSITION TO COLLEGE Michal Kurlaender University of California, Davis Policy Analysis for California Education March 16, 2012 This research
More informationPUBLIC INFORMATION POLICY
CALIFORNIA STATE POLYTECHNIC UNIVERSITY, POMONA Landscape Architecture College of Environmental Design PUBLIC INFORMATION POLICY Landscape Architecture Accreditation Board (LAAB) accredited programs are
More informationStrategic Plan Dashboard Results. Office of Institutional Research and Assessment
29-21 Strategic Plan Dashboard Results Office of Institutional Research and Assessment Binghamton University Office of Institutional Research and Assessment Definitions Fall Undergraduate and Graduate
More informationShelters Elementary School
Shelters Elementary School August 2, 24 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 23-24 educational progress for the Shelters
More informationRace, Class, and the Selective College Experience
Race, Class, and the Selective College Experience Thomas J. Espenshade Alexandria Walton Radford Chang Young Chung Office of Population Research Princeton University December 15, 2009 1 Overview of NSCE
More informationFrank Phillips College. Accountability Report
Frank Phillips College Accountability Report January 2016 Accountability System, January 2016 1 of 22 Participation - Key Measures Enrollment 1. Fall Headcount (Unduplicated) Fall 2000 Fall 2014 Fall 2015
More informationTransportation Equity Analysis
2015-16 Transportation Equity Analysis Each year the Seattle Public Schools updates the Transportation Service Standards and bus walk zone boundaries for use in the upcoming school year. For the 2014-15
More informationNATIONAL CENTER FOR EDUCATION STATISTICS
NATIONAL CENTER FOR EDUCATION STATISTICS Palm Desert, CA The Integrated Postsecondary Education Data System (IPEDS) is the nation s core postsecondary education data collection program. It is a single,
More informationEvaluation of a College Freshman Diversity Research Program
Evaluation of a College Freshman Diversity Research Program Sarah Garner University of Washington, Seattle, Washington 98195 Michael J. Tremmel University of Washington, Seattle, Washington 98195 Sarah
More informationA Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education
A Guide to Adequate Yearly Progress Analyses in Nevada 2007 Nevada Department of Education Note: Additional information regarding AYP Results from 2003 through 2007 including a listing of each individual
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary
More informationhttps://secure.aacte.org/apps/peds/print_all_forms.php?view=report&prin...
1 of 35 4/25/2012 9:56 AM A» 2011 PEDS» Institutional Data inst id: 3510 Institutional Data A_1 Institutional Information This information will be used in all official references to your institution. Institution
More informationDemographic Survey for Focus and Discussion Groups
Appendix F Demographic Survey for Focus and Discussion Groups Demographic Survey--Lesbian, Gay, and Bisexual Discussion Group Demographic Survey Faculty with Disabilities Discussion Group Demographic Survey
More informationMiami-Dade County Public Schools
ENGLISH LANGUAGE LEARNERS AND THEIR ACADEMIC PROGRESS: 2010-2011 Author: Aleksandr Shneyderman, Ed.D. January 2012 Research Services Office of Assessment, Research, and Data Analysis 1450 NE Second Avenue,
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.
More information46 Children s Defense Fund
Nationally, about 1 in 15 teens ages 16 to 19 is a dropout. Fewer than two-thirds of 9 th graders in Florida, Georgia, Louisiana and Nevada graduate from high school within four years with a regular diploma.
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD
More informationAccess Center Assessment Report
Access Center Assessment Report The purpose of this report is to provide a description of the demographics as well as higher education access and success of Access Center students at CSU. College access
More informationThe following resolution is presented for approval to the Board of Trustees. RESOLUTION 16-
1. Adoption of Wright State 2016 Campus Completion Plan The following resolution is presented for approval to the Board of Trustees. RESOLUTION 16- WHEREAS, Section 3345.81 of the Ohio Revised Code requires
More information08-09 DATA REVIEW AND ACTION PLANS Candidate Reports
08-09 DATA REVIEW AND ACTION PLANS Candidate Reports Data Observations Implications for Change Action for Change Admitted to TEP Only ~24% of students Recruit more secondary majors Develop recruitment
More informationACHE DATA ELEMENT DICTIONARY as of October 6, 1998
ACHE DATA ELEMENT DICTIONARY as of October 6, 1998 Element Title: Reference Numbers: Institution FICE Code FICE ST010, GR010 The identification number for each reporting institution will be the institution's
More informationAlbany Technical College Overview Goals Student Success and Implementation Team Conclusion Next Steps...
?33333 Dr. Josephine Reed-Taylor Chief Academic Officer Technical College System of Georgia 1800 Century Place, NE Atlanta, Georgia 30345-4304 December 2015 Contents Albany Technical College... 8 Overview...
More informationEnrollment Trends. Past, Present, and. Future. Presentation Topics. NCCC enrollment down from peak levels
Presentation Topics 1. Enrollment Trends 2. Attainment Trends Past, Present, and Future Challenges & Opportunities for NC Community Colleges August 17, 217 Rebecca Tippett Director, Carolina Demography
More informationRAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI
RAISING ACHIEVEMENT BY RAISING STANDARDS Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI Agenda Introductions Definitions History of the work Strategies Next steps Debrief
More information5 Programmatic. The second component area of the equity audit is programmatic. Equity
5 Programmatic Equity It is one thing to take as a given that approximately 70 percent of an entering high school freshman class will not attend college, but to assign a particular child to a curriculum
More informationFacts and Figures Office of Institutional Research and Planning
Facts and Figures 2008-2009 Office of Institutional Research and Planning Office of Institutional Research Fall 2009 Facts at a Glance Credit Headcount Enrollments Headcount Ethnicity Headcount Percent
More informationLIM College New York, NY
C O L L E G E P R O F I L E - O V E R V I E W LIM College New York, NY The Laboratory Institute of Merchandising, founded in 1939, is a private institute. Its facilities are located in Manhattan. Web Site
More informationFinancial aid: Degree-seeking undergraduates, FY15-16 CU-Boulder Office of Data Analytics, Institutional Research March 2017
CU-Boulder financial aid, degree-seeking undergraduates, FY15-16 Page 1 Financial aid: Degree-seeking undergraduates, FY15-16 CU-Boulder Office of Data Analytics, Institutional Research March 2017 Contents
More informationAn Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District
An Empirical Analysis of the Effects of Mexican American Studies Participation on Student Achievement within Tucson Unified School District Report Submitted June 20, 2012, to Willis D. Hawley, Ph.D., Special
More informationNational Survey of Student Engagement Spring University of Kansas. Executive Summary
National Survey of Student Engagement Spring 2010 University of Kansas Executive Summary Overview One thousand six hundred and twenty-one (1,621) students from the University of Kansas completed the web-based
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan
More informationAnnual Report to the Public. Dr. Greg Murry, Superintendent
Annual Report to the Public Dr. Greg Murry, Superintendent 1 Conway Board of Education Ms. Susan McNabb Mr. Bill Clements Mr. Chuck Shipp Mr. Carl Barger Dr. Adam Lamey Dr. Quentin Washispack Mr. Andre
More informationECON 365 fall papers GEOS 330Z fall papers HUMN 300Z fall papers PHIL 370 fall papers
Assessing Critical Thinking in GE In Spring 2016 semester, the GE Curriculum Advisory Board (CAB) engaged in assessment of Critical Thinking (CT) across the General Education program. The assessment was
More informationKahului Elementary School
Kahului Elementary Code: 405 Status and Improvement Report Year 2014-15 Focus On Standards Grades K-5 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary
More informationTRANSFER APPLICATION: Sophomore Junior Senior
: Sophomore Junior Senior 2714 W Augusta Phone: 773.534.9718 Fax: 773.534.4022 Email: admissions@chiarts.org Web: www.chiarts.org CPS Mail Run: G.S.R. #35 FRESHMAN APPLICATION STEPS Thank you for your
More informationFinal. Developing Minority Biomedical Research Talent in Psychology: The APA/NIGMS Project
Final Report Developing Minority Biomedical Research Talent in Psychology: A Collaborative and Systemic Approach for Strengthening Institutional Capacity for Recruitment, Retention, Training, and Research
More informationUniversity of Maine at Augusta Augusta, ME
C O L L E G E P R O F I L E - O V E R V I E W University of Maine at Augusta Augusta, ME U Maine at Augusta, founded in 1965, is a public university. Its 165-acre campus is located in Augusta, 50 miles
More informationIdaho Public Schools
Advanced Placement: Student Participation 13.5% increase in the number of students participating between 25 and 26 In 26: 3,79 Idaho Public School Students took AP Exams In 25: 3,338 Idaho Public School
More information2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, More Than a Test: The SAT and SAT Subject Tests
2012 New England Regional Forum Boston, Massachusetts Wednesday, February 1, 2012 More Than a Test: The SAT and SAT Subject Tests 1 Presenters Chris Lucier Vice President for Enrollment Management, University
More informationComing in. Coming in. Coming in
212-213 Report Card for Glenville High School SCHOOL DISTRICT District results under review by the Ohio Department of Education based upon 211 findings by the Auditor of State. Achievement This grade combines
More informationEffective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students
Critical Issues in Dental Education Effective Recruitment and Retention Strategies for Underrepresented Minority Students: Perspectives from Dental Students Naty Lopez, Ph.D.; Rose Wadenya, D.M.D., M.S.;
More informationSunnyvale Middle School School Accountability Report Card Reported Using Data from the School Year Published During
Sunnyvale Middle School School Accountability Report Card Reported Using Data from the 2014-15 School Year Published During 2015-16 By February 1 of each year, every school in California is required by
More informationFostering Equity and Student Success in Higher Education
Fostering Equity and Student Success in Higher Education Laura I Rendón Professor Emerita University of Texas-San Antonio Presentation at NTCC 22 nd Annual Fall Leadership Conference Gainsesville, TX September
More information10/6/2017 UNDERGRADUATE SUCCESS SCHOLARS PROGRAM. Founded in 1969 as a graduate institution.
UNDERGRADUATE SUCCESS SCHOLARS PROGRAM THE UNIVERSITY OF TEXAS AT DALLAS Founded in 1969 as a graduate institution. Began admitting upperclassmen in 1975 and began admitting underclassmen in 1990. 1 A
More informationData Glossary. Summa Cum Laude: the top 2% of each college's distribution of cumulative GPAs for the graduating cohort. Academic Honors (Latin Honors)
Institutional Research and Assessment Data Glossary This document is a collection of terms and variable definitions commonly used in the universities reports. The definitions were compiled from various
More informationGraduate Division Annual Report Key Findings
Graduate Division 2010 2011 Annual Report Key Findings Trends in Admissions and Enrollment 1 Size, selectivity, yield UCLA s graduate programs are increasingly attractive and selective. Between Fall 2001
More informationKENT STATE UNIVERSITY
KENT STATE UNIVERSITY Regents STARTALK Teacher Leadership Academy: Chinese, Russian Director: Brian J. Baer / Co-director: Theresa A. Minick Program Dates: Thursday, July 7 - Saturday, July 16 Summer 2016
More informationExecutive Summary. Hamilton High School
Executive Summary Hamilton High School Hamilton School District Dr. Kathleen Cooke, Superintendent W220 N6151 Town Line Rd. Sussex, WI 53089 TABLE OF CONTENTS Introduction 1 Executive Summary 2 Description
More informationBellevue University Bellevue, NE
C O L L E G E P R O F I L E - O V E R V I E W Bellevue University Bellevue, NE Bellevue, founded in 1966, is a private university. Its campus is located in Bellevue, in the Omaha metropolitan area. Web
More informationServing Country and Community: A Study of Service in AmeriCorps. A Profile of AmeriCorps Members at Baseline. June 2001
Serving Country and Community: A Study of Service in AmeriCorps Cambridge, MA Lexington, MA Hadley, MA Bethesda, MD Washington, DC Chicago, IL Cairo, Egypt Johannesburg, South Africa A Profile of AmeriCorps
More informationUpward Bound Math & Science Program
Upward Bound Math & Science Program A College-Prep Program sponsored by Northern Arizona University New for Program Year 2015-2016 Students participate year-round each year beginning in 2016 January May
More informationPsychometric Research Brief Office of Shared Accountability
August 2012 Psychometric Research Brief Office of Shared Accountability Linking Measures of Academic Progress in Mathematics and Maryland School Assessment in Mathematics Huafang Zhao, Ph.D. This brief
More informationSUNY Downstate Medical Center Brooklyn, NY
C O L L E G E P R O F I L E - O V E R V I E W SUNY Downstate Medical Center Brooklyn, NY SUNY Health Science Center at Brooklyn, founded in 1858, is a public, upper-division institution. Its 13-acre campus
More informationEDUCATIONAL ATTAINMENT
EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.
More informationJunior (61-90 semester hours or quarter hours) Two-year Colleges Number of Students Tested at Each Institution July 2008 through June 2013
Number of Students Tested at Each Institution July 2008 through June 2013 List of Institutions Number of School Name Students AIKEN TECHNICAL COLLEGE, SC 119 ARKANSAS NORTHEASTERN COLLEGE, AR 66 ASHLAND
More informationInstitution of Higher Education Demographic Survey
Institution of Higher Education Demographic Survey Data from all participating institutions are aggregated for the comparative studies by various types of institutional characteristics. For that purpose,
More informationSt. John Fisher College Rochester, NY
C O L L E G E P R O F I L E - O V E R V I E W St. John Fisher College Rochester, NY St. John Fisher is a church-affiliated, liberal arts college. Founded in 1948 as a men's college, it adopted coeducation
More informationAPPLICANT INFORMATION. Area Code: Phone: Area Code: Phone:
MARQUETTE UNIVERSITY HEALTH CAREERS OPPORTUNITY PROGRAM College Science Enrichment Program (CSEP) & Pre-Enrollment Support Program (PESP) Website: http://www.mu.edu/hcop INSTRUCTIONS: Please type or print
More informationUDW+ Student Data Dictionary Version 1.7 Program Services Office & Decision Support Group
UDW+ Student Data Dictionary Version 1.7 Program Services Office & Decision Support Group 1 Table of Contents Subject Areas... 3 SIS - Term Registration... 5 SIS - Class Enrollment... 12 SIS - Degrees...
More informationQueens University of Charlotte
IHE Bachelor Performance Report Queens University of Charlotte 2004-2005 Overview of the Institution Queens University of Charlotte, located in Charlotte, North Carolina, is a private, co-educational,
More informationUniversity of Arizona
Annual Report Submission View Questionnaire (Edit) University of Arizona Annual Report Submission for the year 2009. Report has been submitted 1 times. Report was last submitted on 11/30/2009 7:12:09 PM.
More informationInterview Contact Information Please complete the following to be used to contact you to schedule your child s interview.
Cabarrus\Kannapolis Early College High School Interview Contact Information Please complete the following to be used to contact you to schedule your child s interview. Student Name Student Number Middle
More informationWhat is related to student retention in STEM for STEM majors? Abstract:
What is related to student retention in STEM for STEM majors? Abstract: The purpose of this study was look at the impact of English and math courses and grades on retention in the STEM major after one
More informationNew Jersey Institute of Technology Newark College of Engineering
New Jersey Institute of Technology Newark College of Engineering AND IN ELECTRICAL AND COMPUTER ENGINEERING Program Review Last Update: Nov. 23, 2005 MISSION STATEMENTS DOCTOR OF PHILOSOPHY IN ELECTRICAL
More informationValue of Athletics in Higher Education March Prepared by Edward J. Ray, President Oregon State University
Materials linked from the 5/12/09 OSU Faculty Senate agenda 1. Who Participates Value of Athletics in Higher Education March 2009 Prepared by Edward J. Ray, President Oregon State University Today, more
More informationCAMPUS PROFILE MEET OUR STUDENTS UNDERGRADUATE ADMISSIONS. The average age of undergraduates is 21; 78% are 22 years or younger.
CAMPUS PROFILE MEET OUR STUDENTS Freshmen are defined here as all domestic students entering in fall quarter from high school. These statistics include information drawn from records available at UC Davis.
More informationSection V Reclassification of English Learners to Fluent English Proficient
Section V Reclassification of English Learners to Fluent English Proficient Understanding Reclassification of English Learners to Fluent English Proficient Decision Guide: Reclassifying a Student from
More informationSamuel Enoka Kalama Intermediate School
Code: 420 Samuel Enoka Kalama Intermediate Status and Improvement Report Year 2014-15 Focus On Standards Grades 6-8 Contents This Status and Improvement Report has been prepared as part of the Department's
More informationUW-Waukesha Pre-College Program. College Bound Take Charge of Your Future!
UW-Waukesha Pre-College Program College Bound 2017 Take Charge of Your Future! This is a great program to increase your knowledge on various subjects. Students will be engaged in workshops and hands-on
More informationJohn F. Kennedy Middle School
John F. Kennedy Middle School CUPERTINO UNION SCHOOL DISTRICT Steven Hamm, Principal hamm_steven@cusdk8.org School Address: 821 Bubb Rd. Cupertino, CA 95014-4938 (408) 253-1525 CDS Code: 43-69419-6046890
More information2012 ACT RESULTS BACKGROUND
Report from the Office of Student Assessment 31 November 29, 2012 2012 ACT RESULTS AUTHOR: Douglas G. Wren, Ed.D., Assessment Specialist Department of Educational Leadership and Assessment OTHER CONTACT
More information2018 Great Ideas Conference SAMPLE SUBMISSION FORM
2018 Great Ideas Conference SAMPLE SUBMISSION FORM To prepare for completing the required online form, use this sample to gather proposal details and complete content leader information for each presenter/co-presenter
More informationIt s not me, it s you : An Analysis of Factors that Influence the Departure of First-Year Students of Color
It s not me, it s you : An Analysis of Factors that Influence the Departure of First-Year Students of Color Berenice Sánchez Keeley Copridge Jana Clark Jim Cole, Ph.D. Learning Outcomes 1. Participants
More informationThe Achievement Gap in California: Context, Status, and Approaches for Improvement
The Achievement Gap in California: Context, Status, and Approaches for Improvement Eva L. Baker, EdD - University of California, Los Angeles, Center for Research on Evaluation, Standards, and Student Testing
More informationEvaluation of Teach For America:
EA15-536-2 Evaluation of Teach For America: 2014-2015 Department of Evaluation and Assessment Mike Miles Superintendent of Schools This page is intentionally left blank. ii Evaluation of Teach For America:
More informationA Diverse Student Body
A Diverse Student Body No two diversity plans are alike, even when expressing the importance of having students from diverse backgrounds. A top-tier school that attracts outstanding students uses this
More informationNational Collegiate Retention and. Persistence-to-Degree Rates
National Collegiate Retention and Persistence-to-Degree Rates Since 1983, ACT has collected a comprehensive database of first-to-second-year retention rates and persistence-to-degree rates. These rates
More informationValidation Requirements and Error Codes for Submitting Common Completion Metrics
Validation Requirements and s for Submitting Common Completion s March 2015 Overview To ensure accurate reporting and quality data, Complete College America is committed to helping data submitters ensure
More informationCampus Diversity & Inclusion Strategic Plan
Campus Diversity & Inclusion Strategic Plan 1 Table of Contents Message from the President... 3 Executive Summary... 4 Goals of the 2020 Vision Plan... 5 Functional Definition of Diversity... 7 Four Dimensions
More informationOFFICE OF ENROLLMENT MANAGEMENT. Annual Report
2014-2015 OFFICE OF ENROLLMENT MANAGEMENT Annual Report Table of Contents 2014 2015 MESSAGE FROM THE VICE PROVOST A YEAR OF RECORDS 3 Undergraduate Enrollment 6 First-Year Students MOVING FORWARD THROUGH
More informationMeeting these requirements does not guarantee admission to the program.
.Eastern Connecticut State University, School of Education & Professional Studies Committee on Admission and Retention in Education (CARE) UNDERGRADUATE ELEMENTARY Teacher Certification Application Application
More informationRtI: Changing the Role of the IAT
RtI: Changing the Role of the IAT Aimee A. Kirsch Akron Public Schools Akron, Ohio akirsch@akron.k12.oh.us Urban Special Education Leadership Collaborative November 3, 2006 1 Introductions Akron Public
More informationStudent Mobility Rates in Massachusetts Public Schools
Student Mobility Rates in Massachusetts Public Schools Introduction The Massachusetts Department of Elementary and Secondary Education (ESE) calculates and reports mobility rates as part of its overall
More informationNCEO Technical Report 27
Home About Publications Special Topics Presentations State Policies Accommodations Bibliography Teleconferences Tools Related Sites Interpreting Trends in the Performance of Special Education Students
More informationSFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation
SFY 2017 American Indian Opportunities and Industrialization Center (AIOIC) Equity Direct Appropriation Report to the Legislature as required by 2016 Minnesota Session Laws, Chapter 189, H.F. 2749, Article
More information