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-000 18.8% 33.6% 13.3% 27.2% 14.6% 22.0% 23.1% 19.4% 16.4% 23.5% out of MATH-10 9.3% 8.9% 5.9% 11.0% 15.5% 11.3% 9.4% 9.9% 16.9% 10.5% out of MATH-20 23.0% 20.2% 24.6% 28.7% 30.1% 26.6% 29.0% 27.8% 27.5% 27.7% out of MATH-70 18.9% 5.2% 21.7% 14.8% 11.7% 15.3% 20.0% 16.5% 13.6% 15.4% out of MATH-71 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% out of MATH-72 0.7% 0.2% 0.0% 0.5% 1.0% 0.0% 1.6% 0.7% 0.8% 0.6% out of MATH-89 0.1% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% out of MATH-90 5.5% 1.4% 5.9% 2.1% 1.9% 3.4% 3.9% 3.6% 4.7% 2.9% out of MATH-121/122 1.8% 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 874 639 203 8,679 103 177 255 6,799 360 18,089 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-000 29.7% 27.4% 16.7% 25.9% 20.4% 24.3% 13.3% 14.0% 24.7% 21.3% out of ENGL-49 23.2% 26.8% 27.1% 33.9% 31.1% 32.2% 29.4% 26.1% 25.8% 29.9% out of ENGL-50 17.4% 16.6% 28.6% 23.0% 26.2% 21.5% 43.9% 36.0% 25.8% 27.8% out of ENGL-101 1.6% 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
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 9-2-2015 for MJC Basic Skills Courses Fall 2014 Fall 2014 Spring 2015 Spring 2015 Enrollment Count Success Rate Enrollment Count Success Rate Modesto Total 2,269 62.41% 2,227 60.17% ENGLISH basic skills 1,148 57.40% 1,163 54.34% African-American 41 46.34% 59 37.29% American Indian/Alaskan Native 6 50.00% 5 40.00% Asian 82 56.10% 80 61.25% Hispanic 619 57.35% 693 55.41% Multi-Ethnicity 15 40.00% 14 42.86% Pacific Islander 23 65.22% 19 52.63% Unknown 18 50.00% 18 44.44% White Non-Hispanic 344 59.88% 275 54.91% Mathematics basic skills 567 63.84% 511 63.01% African-American 29 44.83% 15 53.33% American Indian/Alaskan Native 6 66.67% 3 66.67% Asian 26 76.92% 22 59.09% Hispanic 288 63.54% 273 62.64% Multi-Ethnicity 13 84.62% 12 41.67% Pacific Islander 5 100.00% 5 60.00% Unknown 12 66.67% 15 60.00% White Non-Hispanic 188 62.77% 166 66.87% 2
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 378 203 133 African-American 31 15 9 American Indian/Alaskan Native 6 1 1 Asian 33 16 13 Hispanic 137 72 45 Pacific Islander 8 7 6 Unknown 52 30 19 White Non-Hispanic 111 62 40 Fall 2009 to Spring 2015 3 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 125 274 173 106 15 13 4 29 African-American 12 11 5 3 1 1 American Indian/Alaskan Native 1 2 1 1 1 Asian 7 19 14 12 3 5 Hispanic 38 90 55 37 4 4 2 8 Pacific Islander 1 4 2 1 1 Unknown 33 53 34 22 5 2 1 7 White Non-Hispanic 33 95 62 30 5 4 1 6 The data source for the above tables is the CCC Basic Skills Progress Tracker. 3
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 378 203 133 109 35.2% 28.8% African-American 31 15 9 8 29.0% 25.8% American Indian/Alaskan Native 6 1 1 0 16.7% -- Asian 33 16 13 12 39.4% 36.4% Hispanic 137 72 45 33 32.8% 24.1% Pacific Islander 8 7 6 4 75.0% -- Unknown 52 30 19 17 36.5% 32.7% White Non-Hispanic 111 62 40 35 36.0% 31.5% Fall 2009 to Spring 2015 3 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 & 134 130 & 134 Students Students Students Students Students Success Students Success Mathematics Modesto Total 125 274 173 106 61 39 22.3% 14.2% African-American 12 11 5 3 2 1 18.2% 9.1% American Indian/Alaskan Native 1 2 1 1 1 1 -- -- Asian 7 19 14 12 8 4 -- -- Hispanic 38 90 55 37 18 13 20.0% 14.4% Pacific Islander 1 4 2 1 1 0 -- -- Unknown 33 53 34 22 15 10 28.3% 18.9% White Non-Hispanic 33 95 62 30 16 10 16.8% 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
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 610 452 366 277 60.0% 45.4% African-American 25 16 14 5 56.0% 20.0% American Indian/Alaskan Native 13 9 7 4 53.8% 30.8% Asian 40 35 31 23 77.5% 57.5% Hispanic 197 136 106 80 53.8% 40.6% Pacific Islander 9 6 5 3 55.6% -- Unknown 98 75 65 54 66.3% 55.1% White Non-Hispanic 228 175 138 108 60.5% 47.4% Fall 2009 to Spring 2015 2 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 446 293 251 206 163 129 36.5% 28.9% African-American 16 7 6 3 4 2 25.0% 12.5% American Indian/Alaskan Native 6 4 3 2 2 2 -- -- Asian 26 14 12 11 9 8 34.6% 30.8% Hispanic 143 94 82 73 59 41 41.3% 28.7% Pacific Islander 11 10 6 3 7 4 63.6% 36.4% Unknown 61 41 36 29 23 21 37.7% 34.4% White Non-Hispanic 183 123 106 85 59 51 32.2% 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 9-10-2015 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
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 2.0 39.7% 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 3945 3634 7579 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 55 42 97 30.7% 2.0 and above 109 77 186 58.9% No GPA 19 14 33 10.4% Asian Total 183 133 316 Black Below 2.0 71 88 159 52.8% 2.0 and above 54 38 92 30.6% No GPA 23 27 50 16.6% Black Total 148 153 301 Filipino Below 2.0 19 7 26 34.7% 2.0 and above 25 17 42 56.0% No GPA 2 5 7 9.3% Filipino Total 46 29 75 Hispanic Below 2.0 625 774 1399 43.2% 2.0 and above 641 873 1514 46.7% No GPA 149 177 326 10.1% Hispanic Total 1415 1824 3239 Native American Below 2.0 20 8 28 49.1% 2.0 and above 13 6 19 33.3% No GPA 8 2 10 17.5% Native American Total 41 16 57 Pacific Islander Below 2.0 20 14 34 39.1% 2.0 and above 25 24 49 56.3% No GPA 2 2 4 4.6% Pacific Islander Total 47 40 87 Two or more Below 2.0 21 7 28 56.0% 2.0 and above 14 3 17 34.0% No GPA 5 5 10.0% Two or more Total 40 10 50 White Below 2.0 597 456 1053 34.9% 2.0 and above 858 819 1677 55.5% No GPA 158 131 289 9.6% White Total 1613 1406 3019 Unknown Below 2.0 140 9 149 34.3% 2.0 and above 233 10 243 55.9% No GPA 39 4 43 9.9% Unknown Total 412 23 435 Grand Total 3945 3634 7579 6
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 2.0 538 429 967 41.7% 0 to 3 units 2.0 and above 374 209 583 25.2% No GPA 405 362 767 33.1% 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 2.0 295 272 289 174 252 269 291 164 547 541 580 338 49.4% 45.5% 35.2% 25.7% 2.0 and above 2.0 and above 2.0 and above 2.0 and above 309 302 503 484 252 346 566 494 561 648 1069 978 50.6% 54.5% 64.8% 74.3% Grand Total 3945 3634 7579 7
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 2009 18,597 13,297 9,983 71.5% 53.7% Fall 2010 18,757 13,464 9,652 71.8% 51.5% Fall 2011 17,519 12,750 9,351 72.8% 53.4% Fall 2012 17,223 12,571 8,986 73.0% 52.2% Fall 2013 17,185 12,841 74.7% -- 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 SP14 0.5 to 3 48.2% 46.9% 48.8% 48.2% 48.8% 3.5 to 6 62.1% 62.7% 65.3% 62.6% 64.7% 6.5 to 9 74.9% 74.6% 75.5% 76.1% 76.5% 9.5 to 12 82.7% 82.2% 82.3% 83.7% 83.0% More than 12 90.1% 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 F14 0.5 to 3 35.1% 33.4% 34.6% 32.2% -- 3.5 to 6 46.9% 43.8% 47.7% 46.3% -- 6.5 to 9 58.4% 53.0% 55.5% 54.7% -- 9.5 to 12 61.6% 58.7% 60.0% 59.4% -- More than 12 67.4% 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
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
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 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Ref. Group 5 YR Avg Filipino Size Rate Size Rate Size Rate Size Rate Size Rate Females All 2,404 44.4% 2,435 42.8% 2,523 43.9% 2,925 42.6% 2,976 41.9% 43.1% 34.9% Female 1,374 45.5% 1,387 42.8% 1,388 44.2% 1,624 42.5% 1,649 42.9% 43.6% Male 1,027 43.1% 1,032 42.5% 1,125 43.6% 1,268 43.0% 1,219 40.0% 42.4% 38.7% African American 73 32.9% 74 37.8% 63 38.1% 104 40.4% 80 28.8% 35.6% DI American Indian/Alaska Native 32 31.3% 25 44.0% 25 44.0% 32 56.3% 31 22.6% 39.6% Asian 200 51.0% 147 43.5% 181 42.5% 208 51.4% 154 47.4% 47.2% Filipino 28 53.6% 42 57.1% 40 40.0% 44 52.3% 41 39.0% 48.4% Hispanic 728 38.7% 676 35.8% 751 37.5% 873 36.8% 948 40.8% 37.9% DI Pacific Islander 52 50.0% 25 20.0% 39 43.6% 38 39.5% 43 39.5% 38.5% DI White 1,076 47.5% 1,039 47.0% 1,072 48.7% 1,263 46.2% 1,253 43.4% 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 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Ref. Group 5 YR Avg Asian Size Rate Size Rate Size Rate Size Rate Size Rate Males All 2,404 78.9% 2,435 76.7% 2,523 77.9% 2,925 76.6% 2,976 79.6% 77.9% 62.9% Female 1,374 78.1% 1,387 75.4% 1,388 77.6% 1,624 75.9% 1,649 79.6% 77.3% Male 1,027 79.9% 1,032 78.4% 1,125 78.0% 1,268 77.4% 1,219 79.7% 78.7% African American 73 74.0% 74 77.0% 63 81.0% 104 70.2% 80 70.0% 74.4% American Indian/Alaska Native 32 75.0% 25 76.0% 25 76.0% 32 71.9% 31 77.4% 75.3% Asian 200 82.0% 147 77.6% 181 79.0% 208 79.3% 154 82.5% 80.1% Filipino 28 85.7% 42 81.0% 40 72.5% 44 65.9% 41 75.6% 76.1% Hispanic 728 78.7% 676 75.3% 751 76.7% 873 73.7% 948 79.3% 76.7% Pacific Islander 52 78.8% 25 68.0% 39 76.9% 38 71.1% 43 81.4% 75.2% White 1,076 79.1% 1,039 77.3% 1,072 77.9% 1,263 78.6% 1,253 80.4% 78.7% 64.1% 10
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 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Ref. Group Size Rate Size Rate Size Rate Size Rate Size Rate 5 YR Avg Filipino Females All 2,404 68.3% 2,435 67.4% 2,523 68.1% 2,925 69.3% 2,976 69.0% 68.4% 55.0% Female 1,374 68.9% 1,387 67.8% 1,388 68.0% 1,624 68.8% 1,649 70.0% 68.7% Male 1,027 67.7% 1,032 66.8% 1,125 68.2% 1,268 69.8% 1,219 67.0% 67.9% 60.1% African American 73 54.8% 74 60.8% 63 58.7% 104 59.6% 80 55.0% 57.8% DI American Indian/Alaska Native 32 53.1% 25 56.0% 25 60.0% 32 71.9% 31 54.8% 59.2% DI Asian 200 67.5% 147 71.4% 181 67.4% 208 77.4% 154 77.3% 72.2% Filipino 28 85.7% 42 66.7% 40 67.5% 44 75.0% 41 80.5% 75.1% Hispanic 728 66.1% 676 64.6% 751 65.6% 873 64.4% 948 65.1% 65.2% Pacific Islander 52 67.3% 25 40.0% 39 61.5% 38 57.9% 43 79.1% 61.2% White 1,076 70.1% 1,039 68.4% 1,072 71.0% 1,263 72.1% 1,253 71.9% 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 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Ref. Group 5 YR Avg Filipino Size Rate Size Rate Size Rate Size Rate Size Rate Females All 1,997 39.7% 2,149 37.9% 2,172 39.3% 2,314 42.6% 2,252 39.7% 39.8% 33.7% Female 1,222 42.6% 1,289 39.2% 1,266 40.9% 1,377 44.2% 1,276 43.9% 42.2% Male 775 35.2% 852 35.9% 902 37.0% 925 40.5% 919 34.1% 36.5% 39.4% African American 91 22.0% 108 24.1% 82 28.0% 112 35.7% 87 29.9% 27.9% DI American Indian/Alaska Native 35 34.3% 27 25.9% 28 28.6% 19 42.1% 29 31.0% 32.4% DI Asian 201 40.3% 170 47.6% 157 47.1% 157 48.4% 142 46.5% 46.0% Filipino 29 44.8% 38 47.4% 31 48.4% 36 47.2% 29 58.6% 49.3% Hispanic 696 37.6% 740 35.8% 718 35.4% 767 41.5% 826 35.1% 37.1% DI Pacific Islander 35 51.4% 39 17.9% 34 44.1% 40 30.0% 39 43.6% 37.4% DI White 767 42.4% 768 40.8% 730 43.6% 726 43.7% 716 47.1% 43.5% Remedial English shows DI for African American, Native American, Hispanic and Pacific Islander students. 11
Remedial English 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 Ref. Group 5 YR Avg Filipino Size Rate Size Rate Size Rate Size Rate Size Rate Females All 1,997 39.7% 2,149 37.9% 2,172 39.3% 2,314 42.6% 2,252 39.7% 39.8% 33.7% Female 1,222 42.6% 1,289 39.2% 1,266 40.9% 1,377 44.2% 1,276 43.9% 42.2% Male 775 35.2% 852 35.9% 902 37.0% 925 40.5% 919 34.1% 36.5% 39.4% African American 91 22.0% 108 24.1% 82 28.0% 112 35.7% 87 29.9% 27.9% DI American Indian/Alaska Native 35 34.3% 27 25.9% 28 28.6% 19 42.1% 29 31.0% 32.4% DI Asian 201 40.3% 170 47.6% 157 47.1% 157 48.4% 142 46.5% 46.0% Filipino 29 44.8% 38 47.4% 31 48.4% 36 47.2% 29 58.6% 49.3% Hispanic 696 37.6% 740 35.8% 718 35.4% 767 41.5% 826 35.1% 37.1% DI Pacific Islander 35 51.4% 39 17.9% 34 44.1% 40 30.0% 39 43.6% 37.4% DI White 767 42.4% 768 40.8% 730 43.6% 726 43.7% 716 47.1% 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 9/11/2015. 12