Informing Cabrillo’s Response to the Basic Skills Initiative

Presented February, 22 2008

• Developmental Education?

• Baseline measures?”Poppy Copy” p.102

• Student performance.Longitudinal studies

• Course offeringsCount sections Student / Faculty

hours

For Cabrillo…

• 200 level? Only? MIS code CB08=“P” or “B”

• 100 level?

What percent of student/faculty hours?

(Questions 2,3, & 9)

Course Offerings

FTEF8%

20%

72%

Faculty/Student hours by course level

(Faculty open lab hours not included)

FTES 6%

22%

72%

200 Level

100 Level

Transfer

MATH

46%

17%

37%

ENGL

33%

12%

55%

READ

64%

7%

28%

CG

9%

54%

34%

CG15.

69.

12.200 Level

100 Level

Transfer

ALL COLLEGE

72%

6%

22%

ESL and LS programs consist only of 200 level courses.

Program FTES by Level

Averaged from nine major terms, Fall 2004 – Spring 2007.

MATH

47%

38%14%

ENGL

10%

26%

64%

CG15.7

69.0

12.3200 Level

100 Level

Transfer

READ

65%25%

10%

CG

12%

69%

16%

Cabrillo ALL

8%

20%

72%

ESL and LS programs consist only of 200 level courses.

Percent of program FTEF by level

Averaged from nine major terms, Fall 2004 – Spring 2007.

ENGL

56%

43%

54%

0% 100%

200 Level

100 Level

Transfer

MATH

70%

63%

76%

0% 100%

200 Level

100 Level

Transfer

READ

69%

50%

40%

0% 100%

200 Level

100 Level

Transfer

ESL

0%

0%

26%

0% 100%

200 Level

100 Level

Transfer

LS

0.0%

0.0%

100.0%

0% 100%

200 Level

100 Level

Transfer

CG

10%

29%

26%

0% 100%

200 Level

100 Level

Transfer

Cabrillo ALL

48%

44%

52%

0% 100%

200 Level

100 Level

Transfer

Percent of FTEF, by level, taught by Contract Faculty

How many students each term?

(Question 4)

Averaged from nine terms – Fall 2000 - Fall 2004

0 100 200 300 400 500 600 700

Math

English

Reading

ESL

200 level

100 level

Entry headcount, per term

0 100 200 300 400 500 600 700 800

Combined

Math, Reading, English & ESL

Averaged from nine terms – Fall 2000 - Fall 2004

Entry headcount, per term

Math, Reading, English & ESL

0 200 400 600 800 1000 1200

Math

English

Reading

ESL

200 level

100 level

0 200 400 600 800 1000 1200 1400

Combined

• Math ‘entry-cohorts’ formed from students enrolled in 200-level math in a given term.

• English ‘entry-cohorts’ formed ….

Subject-specific

‘Entry Cohorts’ formed …

• ‘Entry-cohorts’ formed from students enrolled in at least one 200-level Math, Reading, or English course in a given term. (Students may have a mix of 200-level and 100 level courses.)

Combined

‘Entry Cohorts’ formed …

Slide added after the Feb.22.2008 presentation.

100 level and 200 level students’ performance examined separately.

• Students are first assigned to 200 level ‘entry cohorts’.

• Anyone already included in a 200 level ‘entry cohort’ is excluded in forming the 100 level ‘entry cohorts’

Slide added after the Feb.22.2008 presentation.

• Data on progress of students from200 level to 100 level to Transfer level, and beyond, including:

– percent of cohort success, at each level– Success/Retention rates, at each level– students Full-Time/Part-Time status, at start and the

following Fall– Numbers of enrollments into which courses for 100 and

200 level– percent of cohort receiving Degree/Awards– percent of cohort enrollment at 4-year college/university

What’s in the reports?

Available at: http://pro.cabrillo.edu

100 level• Combined• Math• English • Reading

200 level• Combined

(Math,English & Reading)

• Math• English • Reading• ESL • Learning Skills • Counseling & Guidance

MATH ENGL READ ESL200 level 59% 38% 38% 18%100 level 76% 54% 5%

Ask a 200/100 level student, are you taking ?

Percent of cohort members enrolled in:

Among 100 Level entrants

MATH 37%ESL 14%

MATH-ENGL-READ 13%ENGL-READ 12%

READ 7%ENGL 6%

MATH-ENGL 3%MATH-READ 3%

ENGL-READ-ESL 2%MATH-ENGL-READ-ESL 1%

MATH-ESL 1%READ-ESL 1%

Cross-membership among cohorts …

Among 200 Level entrants

MATH 43%MATH-ENGL 30%

ENGL 21%MATH-ENGL-READ 2%

READ 2%ENGL-READ 1%MATH-READ 1%

200 Level cohort ethnicity

Chart(Smart Cohort-Original)

Hispanic46.3%

Filipino1.5%Asian

4.7%

Am. Ind.1.0%

Af. Am.2.4%

Other4.0%

White40.1%

Entry cohorts

Math, Reading, & English.

Hispanic19.9%

Other4.0%

Filipino1.5%Asian

3.1%

Am. Ind.1.1%

Af. Am.1.4%

White69.0%

Entry cohorts

100 Level cohort ethnicity

Math, Reading, & English.

Student Progress?(Questions 8,10,11,12,13)

Enrolled the following Fall200 level Success100 level SuccessTransfer level Success (any)Transfer level Success (in this/these disciplines)Degree/AwardTransferred to a 4-year university

0

100

200

300

400

500

600

700

800

He

ad

co

un

t

100 level entrants

200 level entrants

Cohort achievement at milestones

Math, English & Reading combined cohorts (averages)

200 level cohorts

0

100

200

300

400

500

600

700

Math, English & Reading combined cohorts (averages)

Cohort achievement at milestones

200 Level entrants

0

100

200

300

400

500

600

700

White

Other

Hispanic

Filipino

Asian

Am. Ind.

Af.Am.

Cohort members remaining

Math, English & Reading

200 Level - Math, Reading & English combined

0%

20%

40%

60%

80%

100%

Eth

nic

ity

of

tho

se

re

ma

inin

g

White

Other

Hispanic

Filipino

Asian

Am. Ind.

Af.Am.

200 level cohorts, and milestones

15%

25%

35%

45%

55%

65%

College

200 l

evel e

ntra

nts

Enrolle

d foll

owing

Fall

200 l

evel S

ucces

s

100 l

evel S

ucces

s

Trans

leve

l Suc

cess

(ANY)

Trans

leve

l Suc

cess

(THIS

)

Degree

/Award

Trans

ferre

d 4-

year

Pe

rce

nt

of

tota

l co

ho

rts

Hispanic

White

External Resources• http://www.cccbsi.org/

Basic Skills Initiative

• http://www.rpgroup.orgRPgroup – The Research and Planning Group for California Community Colleges

Local Resources• http://www.cabrillo.edu/associations/facultysenate/em.scholars.html

Emerging Scholars Page (From the Faculty Senate page)

• PROhttp://pro.cabrillo.edu

THANK YOU

Planning & Research -February 2008