Report of Achieving the DreamData Team

September 16, 2009

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Contents

Methodology

Zero-level Courses with Observations

1000-level Courses with Observations

Fall 2009 AtD Cohort Profile

Retention of Fall 2008 AtD Cohort

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Methodology

Student success equals a grade of A, B, C, or S. Zero-level courses selected to track, study, and develop

strategies to improve are: College Writing II Reading II Study Skills Basic Math Elementary Algebra Intermediate Algebra

1000-level courses selected to track, study, and develop strategies to improve are:

English Composition I History to the Civil War College Algebra Introduction to Psychology American Federal Government

Zero-Level Course Observations:

All six selected courses increased in the number of students enrolled for Spring 2009 over Spring 2008

Four of the six courses increased in successful completion rates for the same time period

Spring 2009 successful completion rates for five of the courses remain below the 4-year average for the respective course

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Zero-Level Course Observations:

Spring 2009 successful completion rates for Basic Math and Intermediate Algebra increased from Spring 2008.

Increase of 3 percentage points in Basic Math Slight increase of 0.4 percentage points in Intermediate Algebra

Spring 2009 successful completion rate for Elementary Algebra declined approximately 6 percentage points from Spring 2008.

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Zero-Level Course Observations:

Spring 2009 successful completion rates for College Writing II and College Reading II increased from Spring 2008.

Increase of 9.5 percentage points in College Reading II Slight increase of 0.8 percentage points in College Writing II

Spring 2009 successful completion rate for Study Skills declined approximately 4 percentage points from Spring 2008.

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Zero-Level Course Observations:

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Zero-Level Course Observations:

1000-Level Course Observations:

Four of the five selected courses increased in the number of students enrolled for Spring 2009 over Spring 2008

English Composition I, American Federal Government, and Intro to Psychology increased more than 10 percentage points

Three of the five courses increased in successful completion rates for the same time period

Spring 2009 successful completion rates for four of the courses is an increase from the 4-year average for the respective course

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Spring 2009 successful completion rates for College Algebra, American Federal Govt, and Intro to Psychology increased from Spring 2008.

6.9 percentage point increase in College Algebra 2.6 percentage point increase in American Federal Govt 2.4 percentage point increase in Intro to Psychology

Spring 2009 successful completion rate for English Composition I and U.S. History to the Civil War declined from Spring 2008.

-1.7 percentage point decline in English Composition I -3.4 percentage point decline in U.S. History to the Civil War

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1000-Level Course Observations:

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1000-Level Course Observations:

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1000-Level Course Observations:

Authorized Use of Communications Lab in Fall 2008

# Total Students # Students Persisting to Spring 2009

% Pesisting to Spring 2009

Did Not Use Comm Lab

10,043 5,855 58.3%

Did Use Comm Lab 2,628 1,933 73.6%

13Students who did not use the Comm Lab had an average Fall 2008 GPA of 2.2

Persistence for all Fall 2008 students to Spring 2009 is 61.8%

Methodology

AtD Cohort includes all students who enter OCCC for the first-time in the fall semester. (New to higher education and new transfer to OCCC)

Persistence is defined as a student in Fall AtD Cohort attending 1 or more classes in the following Spring. (Fall 2008 to Spring 2009)

Retention is defined as a student in Fall AtD Cohort attending 1 or more classes in the following Fall. (Fall 2008 to Fall 2009)

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AtD Fall 2009 Cohort Demographics

3,803 students are first-time to OCCC (29% of All Fall 2009)

54% are Female 70% are 18–24 years old Black/African Americans (14%) represent the largest

ethnic/racial minority followed by Hispanic/Latinos (10%)

Whites represent 54% of total cohort 47% are part-time (Less than 12 credit hours)

77% fall into one of two EFC groups: 33% in $0 - $1,500 44% in Did Not Apply for Financial Aid

54% enrolled in 1 or more developmental courses with over 12% enrolling in 3 or more

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AtD Fall 2009 Cohort Demographics

Compared to ALL Fall 2009 students: Slightly higher percentage males (3 percentage points)

Higher percentage 18 – 24 year olds (14 percentage points)

Higher percentage of ethnic minorities (4 percentage points)

Higher percentage are full-time (11 percentage points)

Lower percentage Did Not Apply for Financial Aid (8 percentage points)

Higher percentage enrolled in 1 or more developmental courses (24 percentage points)

Fall 2009 AtD Cohort has the highest percentage of males since the beginning Fall 2004 Cohort

Percentage of students who identify as minority ethnicity/race has steadily increased across the 6 cohorts (Fall 2004 = 29% and Fall 2009 = 36%)

The percentage of students who do not apply for Financial Aid declined again in the Fall 2009 Cohort (Fall 2004 = 54%; Fall 2008 = 48%; and Fall 2009 = 44%)

The number and percentage of students enrolled in 1 or more developmental course increased with the Fall 2009 Cohort from the Fall 2008 Cohort (Fall 2008 = 1,317/42% and Fall 2009 = 2,035/54%)

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AtD Fall 2009 Cohort Profile Comparisons

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AtD Fall 2008 Cohort Retention

38% of the Fall 2008 Cohort enrolled in one or more class in Fall 2009 (as of September 7, 2009)

Females are retained at a higher rate (40%) than males (35%)

18-24 year olds were retained at a higher rate (39.2%)

than the overall retention rate (37.8%)

Asians are retained at a much higher rate (59%) than the overall retention rate, while Black/African Americans are retained at a lower rate (26%)

Full-time students are retained at a much higher rate (49%) than part-time students (28%)

AtD Fall 2008 Cohort Retention

Students who did not apply for Financial Aid were retained at a much lower rate (34%) than those who did regardless of EFC category

Students who received a high school diploma were retained at a higher rate (40%) than students who received a GED (32%) or were admitted with no credentials (30%)

Students with an academic standing of good were retained at a substantially higher rate (44%) than those on or admitted on probation (24%) or those admitted on suspension (21%)

AtD Fall 2008 Cohort Retention

AtD Fall 2008 Cohort Retention

Retention rates that are lower than the aggregate Fall 2009 AtD Cohort

Males – 34.5% 25-29 year olds – 30.1% 30-34 – 34.7% Black/African American – 25.5% Native American/Alaskan – 33.5% Part-time – 28% Did Not Apply Fin Aid – 33.7% GED – 31.8% Did Not Graduate – 22.6% No Credentials – 29.9% Probation – 24.2% Suspension – 21.2%

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Comparison of AtD Persistence and Retention for Fall Cohorts

Fall 2008 shows a continued change in the direction of overall retention rates

Falls 2005 and 2006 retention rates declined from our beginning Fall 2004 cohort; however Fall 2007 indicated the beginning of a change in this downward trend

Fall 2008 retention rates continue this new direction with a 2.1 percentage point increase from Fall 2007

Persistence also changed direction starting with the Fall 2007 Cohort and continued with the Fall 2008 Cohort

Overall, Fall 2008 Cohort increased 2.5 percentage points in persistence and 2.1 percentage points in retention from the Fall 2007 Cohort

The persistence rate for 18-24 year olds increased 1.8 percentage points and the retention rate increased by 2.7 percentage points

Although the persistence rate for 25-29 year olds increased by 3.4 percentage points, the retention rate decreased 5.0 percentage points

Persistence rate for males increased 2.6 percentage points; however the retention rate only increased 0.9 percentage points

Comparison of AtD Falls 2007 & 2008 Cohorts Persistence and Retention

Persistence rate for all ethnic/racial minorities increased 4.6 percentage points; however, the retention rate increased only 2.3 percentage points

Persistence rate for Black/African American students increased 3.4 percentage points, the retention rate decreased 5.0 percentage points

Persistence rate for all Hispanic/Latino students increased 4.5 percentage points; however, the retention rate increased 6.0 percentage points

Full-time students persisted 1.2 percentage points higher and were retained 3.2 percentage points higher.

Comparison of AtD Falls 2007 & 2008 Cohorts Persistence and Retention

Comparison of AtD Persistence and Retention for Fall Cohorts