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