1 selected findings on basic skills at foothill college research by rob johnstone presented by bob...
TRANSCRIPT
1
Selected Findings on Basic SkillsSelected Findings on Basic Skills
at Foothill Collegeat Foothill College
Research by Rob Johnstone
Presented by
Bob Barr, Executive Director, IR&P, FHDA CCD
2
Section 1What are the success rates of
Basic Skills Students?
3
What are the success rates of Basic Skills students?
• Math – 250 (Arith): 65%– 200 (PreAlg): 58% – 101 (Beg Alg): 57%– 105 (Intrmed Alg:
69%
• English– 100 (Intro Read): 75%– 110 (Intro Write): 73%
• ESL – 130s: 71%– 140s: 67%– 150s: 67%– 160s: 80%– 170s: 78%– 025: 81%
Data Covers 2003-2004 School Year
4
Section 2Does our existing curriculum adequately prepare students for the sequence of classes
they need to take?
5
Math Sequence Progression, 2000-2001 Entering Cohort
• Starting in Math 200– Pass 200: 72%– Pass 101: 37% – Pass 105: 20% – Pass CL: 11%
• Starting in Math 101– Pass 101: 79%– Pass 105: 41%– Pass CL: 24%
• Starting in Math 105– Pass 105: 72%– Pass CL: 32%
Enrollments tracked through Spring 2004
6
English Sequence Progression, 2000-2001 Entering Cohort
• Starting in Eng 100– Pass 100: 79%– Pass 110*: 47%– Pass 1A: 36% – Pass 1B: 21%
• Starting in Eng 110– Pass 110: 86%– Pass 1A: 62%– Pass 1B: 39%
• Starting in Eng 1A– Pass 1A: 90%– Pass 1B: 58%
Enrollments tracked through Spring 2004
7
ESL Sequence Progression, 2000-2001 Entering Cohort
• Starting in ESL 150s– Pass 150s: 87%– Pass 160s: 55% – Pass 25: 32% – Pass 26: 26%
• Starting in ESL 160s– Pass 160s: 94%– Pass 25: 66%– Pass 26: 55%
• Starting in ESL 26– Pass 25: 94%– Pass 26: 61%
Enrollments tracked through Spring 2004
8
Section 3Does prior course grade relate
to future course success in Basic Skills sequence
courses?
9
Prior Course Grade and Non-Success: Math
19%15%
17%
57%
43%
36%
82%
71%
58%
35% 35%33%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Math 101 Math 105 CL MathA Grade in Prior Crse B Grade in Prior CrseC Grade in Prior Crse No Prior Course, 1st attempt
Enrollments tracked from 1998M to 2003S
10
Prior Course Grade and Non-Success: Eng 110
15%
41%
23%24%
0%
10%
20%
30%
40%
50%
60%
70%
A in Eng 100 B in Eng 100 C in Eng 100 No Prior Course, 1stattempt
Enrollments tracked from 1998M to 2003S
11
Prior Course Grade and Non-Success: Eng 1A
11%
26%
40%
9%
28%
45%
11%
26%
35%
22%
0%
10%
20%
30%
40%
50%
60%
70%
A in Eng110
B in Eng110
C in Eng110
A in Eng100
B in Eng100
C in Eng100
A in ESL26
B in ESL26
C in ESL26
No PriorCourse,
1stattempt
Enrollments tracked from 1998M to 2003S
12
Section 4Do students who complete
their Basic Skills courses have a higher rate of success than
those who don’t?
13
English Course Completion and Business & Social Science Non-Success Rates
50%
24%
35%
29%
39%38%
23%
28%
31%
26%23%
11%
23%
18%16%16%
11%
14% 13% 14%
0%
10%
20%
30%
40%
50%
60%
70%
ECON 1 HIST 4 POLI 1 PSYC 1 SOC 1
No
n-S
ucc
ess
Ra
te
Success in English 100 Success in English 110 Success in English 1A Success in English 1B
Enrollments tracked from 1996M to 2002S
14
English/ESL Placement andBusiness & Social Science Non-Success Rates
45%
32%
36% 37%
41%
28%
16%
38%
22%
27%25%
33%
26%
19%
25%
11% 10%
29%
12% 13%
0%
10%
20%
30%
40%
50%
60%
70%
ECON 1 HIST 4 POLI 1 PSYC 1 SOC 1
No
n-S
uccess R
ate
Placed in Pre-collegiate English Placed in Collegiate English
Placed in Pre-collegiate ESL Placed in Collegiate ESL
Enrollments tracked from 1996M to 2002S
15
Math Course Completionand Econ 1/Actg 1/Astr 10 Non-Success
14% 15% 15%
32%
41%
23%
43% 42%
30%
0%
10%
20%
30%
40%
50%
60%
70%
Economics 1 Accounting 1 Astronomy 10
No
n-S
ucc
ess
Rat
e
CL Math Success Math 105 Success Math 200/101 Success
Enrollments tracked from 1996M to 2002S
16
Common Threads for Successfrom Special Basic Skills Programs
• Shift traditional delivery model to more learner-centered model (Barr Learning College vs. Teaching College)
• Utilize cohorts/peer group investment
• Focus on developing study skills early in pre-collegiate course sequences
• Additional student time on task is required; this is an issue for recruiting
• Student confidence in their own abilities is increased