Reading Faculty (Full-Time vs. Adjunct)

Dorothy Scully retired Spring 2013 (replacement position)

Janelle Gray retired Spring 2014 (replacement position/growth position)

Sarah Hawes hired Spring 2014 (to replace Dorothy Scully)

John Clanton hired Spring 2015 (separation date December 2015)

65%

35%

Fall 2015

Full-Time Adjunct

Reading Faculty (Full-Time vs. Adjunct)

No Replacement Position

46%

54%

Spring 2016

Full-Time Adjunct

Average Beginning Fill Rates(Reading 40, 82, 184 and Spelling 32)

12% Higher Than College-Wide Average

Enrollment TrendsReading/Spelling 2011-2012 2012-2013 2013-2014 2014-2015

Beginning Fill Rate 131% 123% 119% 117%

Census Fill Rate 112% 106% 103% 102%

Retention Rate 81% 85% 86% 85%

Success Rate 65% 71% 72% 71%

COLLEGE 2011-2012 2012-2013 2013-2014 2014-2015

Beginning Fill Rate 112% 111% 104% 100%

Census Fill Rate 99% 97% 90% 86%

Retention Rate 80% 82% 82% 78%

Success Rate 62% 65% 65% 62%

Source: 2015 Program Review

Census Fill Rate (2012-2015)

12% Higher Than College-Wide Average

Source: Program Review 2015Re

ading

Averag

e

Colleg

e-Wide

Averag

e80%

85%

90%

95%

100%

105%

110%

Reading Data/College Data

Reading Retention Rates (2012-2015)

5% Higher Than College-Wide Average

Source: Program Review 2015Re

ading

Averag

e

Colleg

e-Wide

Averag

e79%80%81%82%83%84%85%86%

Reading Data/College Data

Reading Success Rate (2012-2015)

10% Higher Than College-Wide Average

Source: Program Review 2015Re

ading

Averag

e

Colleg

e-Wide

Averag

e60%

62%

64%

66%

68%

70%

72%

Reading Data/College Data

Bottlenecks

Waitlists in Reading 40 are partly the result of the English 49/Reading 40 co-requisite.

Many of the waitlisted students who are unable to enroll in Reading 40 must then drop (or are unable to add) English 49.

Bottlenecks

The number of English 49 sections continues to grow, which requires concurrent growth in the number of Reading 40 sections.

Fall 2012 Fall 20150

5

10

15

20

25

Chart Title

English 49 Reading 40

Reading Classes Serve Non-Traditional Students

Reading courses function as a logical transition between the ESL sequence and the English sequence, and the Reading Department continues to serve a high number of ESL students.

The Reading Department receives many of its students from Student Services programs such as EOP&S, CalWorks, CARE, and Disability Services as Reading 40 continues to serve as a point-of-entry for many non-traditional students.

Reading Courses Contribute to Student Success

In 2012, the success rate for English 50 students who had taken Reading 40 was 16% higher than the general student population. 75% pass rate vs

63% pass rateWITH

READ 40W/O READ

4056%58%60%62%64%66%68%70%72%74%76%

English 50 Success Rates