Benchmark Data Table of Contents Student Cohort Profile Goal 1: - - PowerPoint PPT Presentation

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Benchmark Data Table of Contents Student Cohort Profile Goal 1: - - PowerPoint PPT Presentation

Dec 10, 2022 261 likes •931 views

Tulsa Community College Benchmark Data Table of Contents Student Cohort Profile Goal 1: Developmental courses Goal 2: Gatekeeper courses Goal 3: Complete courses successfully Goal 4: Re-enrollment (persistence) Goal 5:

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SLIDE 1

Tulsa Community College

Benchmark Data

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Table of Contents

  • Student Cohort Profile
  • Goal 1: Developmental courses
  • Goal 2: Gatekeeper courses
  • Goal 3: Complete courses successfully
  • Goal 4: Re-enrollment (persistence)
  • Goal 5: Completions
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TCC Cohort Profile

Fall 2004 Cohort 1,972 First-time to TCC Students

*includes students who withdrew after final add/drop date (All statistically significant differences are calculated at the 95% confidence level or higher.)

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Gender

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Age

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Campus of Primary Attendance

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Ethnicity

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Enrollment Status

47% of cohort took 12 credit hours during entry semester.

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Degree Type

*at entry semester

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Financial Aid

$1700 average during entry semester.

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Academic Preparation

  • 60% reported ACT scores; average ACT

composite score = 19.6

  • 77% were tested for remedial needs
  • 18% enrolled in developmental

English/writing

  • 29% enrolled in developmental reading
  • 67% enrolled in developmental math
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Successfully complete developmental courses and progress to credit-bearing courses (success = “C” or better)

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30% 40% 17% 13%

Developmental Placement

(based on entry-level assessment)

591 788 329 263

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83% 6% 11%

Writing Placement

(based on entry-level assessment)

218

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Reading Placement

(based on entry-level assessment)

71% 13% 16%

1404 263 305

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Math Placement

(based on entry-level assessment)

33% 2% 7% 58%

648 48 143 1133

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Where are our students succeeding?

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Success Rate with a “C” or Better

(based on number of attempts)

Intermediate Algebra……………. 45% Beginning Algebra………………. 49% Basic Math ..……………………… 63% Writing II ..………………………… 61% Writing I…………………………… 65% Reading II…………………………. 64% Reading I …………………………. 64%

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Who is succeeding

with a “C” or better?

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Developmental Course Success by Gender

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Intermediate Algebra Success

(based on number of attempts)

248

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Beginning Algebra Success

(based on number of attempts)

196 375

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Basic Math Success

(based on number of attempts)

210 445

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Writing II Success

(based on number of attempts)

87 130

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Writing I Success

(based on number of attempts)

79 111

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Reading II Success

(based on number of attempts)

202

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Reading I Success

(based on number of attempts)

91 164

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Developmental Course Success by Ethnicity

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Basic Math Success

(based on number of attempts)

80 10 100 430 22 44

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How many students persisted from developmental coursework into College Algebra or Freshman Comp?

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Persist to College Level?

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Developmental Course Summary

  • Females were significantly more successful in

all developmental course work

  • African Americans who enrolled in Basic

Math faced significantly greater challenge

  • No significant differences by age, degree type,
  • r enrollment status
  • Most students who required remediation did

not persist to College Algebra

  • Over half of students requiring writing

remediation did persist to Freshman Comp I

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Enroll in and Successfully complete gatekeeper courses (success = “C” or better)

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Gatekeeper Course Success

93 175 368 1189 272

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Gatekeeper Course Success

1823 1251 974 1345 394

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What differences exist based

  • n gender, ethnicity, age,

enrollment status, or degree type?

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Freshman Composition by Gender

757 1066 473 778

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Intro to Psychology by Ethnicity

144 28 101 842 43 31

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Freshman Comp II by Age

990 117 68 51 25

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American Federal Government by Age

1038 138 80 62 27

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Psychology by Enrollment Status Psychology by Enrollment Status

899 290

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College Algebra by Degree Type

302 133 49

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Gatekeeper Course Summary

  • 10 Gatekeeper courses were identified based
  • n enrollment frequency and/or success rate
  • Female students were more successful in

Freshman Comp I and II

  • African Americans, and more specifically

African American males were most at risk

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Complete the courses taken with a grade of “C” or higher

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Percent C or Higher by Gender

2649 4499

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Percent C or Better by Ethnicity

802 204 595 5103 266 176

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Percent C or Better by Age

5213 766 482 459 228

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Grade Summary

  • Females significantly more successful
  • African Americans are less likely to attain

a “C” or higher

  • Among non-traditional student, success

increases as age increases

  • No difference was found between full-time

and part-time students

  • UT students had a higher cumulative GPA

(2.43) than WD students (2.26)

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SLIDE 49

Re-enroll from one semester to the next

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Persist or Graduate

1972 1485 989 968 781 717

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Persist or Graduate by Gender

20 40 60 80 100 71% 46% 45% 36% 33% 100% 78% 53% 52% 42% 39%

Persistence Rate

Male (N=800) Female (N=1172)

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Persist or Graduate by Ethnicity

*The one Native Hawaiian was removed from the dataset

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Persist or Graduate by Minority Ethnicity

20 40 60 80 100

Persistence Rate

Native American (N=222) Asian (N=46) African American (N=201) Hispanic (N=74)

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Persist or Graduate by Degree Type

20 40 60 80 100

Persistence Rate

University Transfer (N=649) Workforce Development (N=268) Undeclared (N=103) Degree Code Missing (N=952)

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Summary of Persistence

  • Females were significantly more likely to

persist

  • African Americans were less likely to persist

from Fall to Fall and from entry semester to last Spring semester

  • African American males were at highest risk

for drop out

  • Students 21-24 years and 30-39 years were

most likely to persist

  • Students with unidentified majors do not

persist

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Degree or Certificate Completion

(within 3 years)

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Total Completions over 3 years

222 Completions by 212 Students

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Did they Graduate?

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Graduation Rate by Number of Developmental Areas Required

591 789 329 263

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Graduation Rate By Writing Placement

1628 126 218

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Graduation Rate by Reading Placement

1404 263 305

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Graduation Rate By Math Placement

648 48 143 1133

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Summary of Completions

  • 212 students earned 222 degrees and

certificates, yielding an 11% graduation rate (within 3 years)

  • University Transfer majors had a higher

completion rate than Workforce Development students

  • Students needing more than one area of

developmental coursework are less likely to graduate

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Next Steps: What do we do with these data?

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Next Steps

  • Today: Identify and prioritize challenges

to student success based on these data

  • November: Begin to identify barriers to

success related to these challenges

  • Spring: Begin to develop interventions

around these challenges

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Not everything that counts can be counted, and not everything that can be counted counts.

Albert Einstein