ESL Tracking Study – Basic Skills and NonCredit

1. ESL Tracking Study – Basic Skills and NonCredit Presented to Basic Skills Workgroup February 15, 2007 By: Institutional Research and Planning Michelle Barton – Presenter Dick Borden – Research Analyst

2. Purpose & Overview • Initial sharing of data as part of our discussion about our Basic Skills students. • Information presented will be at the “general” level.

3. Purpose & Overview • Cohort Study of Entering ESL Basic Skill Students • Demographics • Course Flow (progress) • Term-to-term persistence • NonCredit to Credit ESL Flow • Initial results of the NonCredit ESL Survey conducted at Escondido

4. Before we get started… Cohort Tracking • Cohort “A group of students who share a common characteristic (e.g., enrolled in a specific Basic Skills course)” • Cohorts are discipline specific • English • ESL • Math • Reading • Tracked over four years (twelve semesters)

5. Before we get started… Cohort Tracking • For each discipline, students are placed into a cohort based on two factors: • Term of first attempt in a course • Level of first course (i.e., Basic Skills (0-49), AA Degree Applicable (50-99), Transfer Level (100) • Therefore, we are looking at “entry” cohorts • Cohorts 1995-96 through 2002-2003, then combined them.

6. Before we get started… Cohort Tracking • What did we look at? • Demographics • Performance • Success/NonSuccess • Flow through levels within the Discipline • Courses taken outside of the discipline • Term-to-term Persistence

7. All information is descriptive Not intended to draw conclusions about cause and effect And Finally…

8. Credit ESL Basic Skills Cohort Tracking Studies: Demographics, Progress & Persistence

9. What is the demographic profile of our Credit ESL Basic Skills students?

10. ESL Basic Skills Students • Demographics • Tables.ppt

11. ESL Basic Skills Students – Demographics - Summary • Gender • BS – More females • Transfer – More females • Ethnicity • BS – 65% Hispanic; 25% Asian/Pac Isl • Transfer – 25% Hispanic; 57% Asian/Pac Isl • Age • BS – Evenly distributed over age groups • Transfer – Over 70% younger than 25 • FT-PT status • BS - 14% FT • Transfer – 73% • Financial Aid status • 10% on Financial Aid first semester

12. Do our ESL students progress through the ESL course sequence (or levels)?

13. Credit ESL Basic Skills - Progress

14. Credit ESL Basic Skills - Progress

15. Credit ESL Basic Skills - Progress

16. Credit ESL Basic Skills - Progress Summary • 76% passed a Basic Skills ESL course • 9% passed an AA level ESL course (may not be part of sequence) • 30% passed a Transfer level ESL course • Average terms to successful completion of transfer course = 3.02 (one academic year).

17. What other “types” of courses did they take?

18. Credit ESL Basic Skills - Progress

19. Credit ESL Basic Skills - Progress

20. Credit ESL Basic Skills - Progress

21. Credit ESL Basic Skills - Progress Summary • Generally, Credit ESL Basic Skills students did not enroll inEnglish or Reading courses over the course of the study • Some enrollments in Basic Skills and AA math • Half enrolled in “Other” Transfer – Avg Successful units over 20.12 – (For those that did enroll very successful)

22. Credit ESL Basic Skills - Progress What if we looked at just those that passed their Basic Skills ESL course?

23. Credit ESL Basic Skills - Progress What if we looked at just those that never passed their Basic Skills ESL course?

24. Do ESL Basic Skills students persist from term-to-term?

25. Credit ESLTerm-to-Term Persistence Fall and Spring

26. Credit ESL Basic Skills Summary • Demographics • Profile different for Basic Skills entering cohorts vs. Transfer entering cohorts • Course Flow • 30% successfully pass transfer level ESL within four years of attempting Credit Basic Skills ESL course

27. Credit ESL Basic Skills Summary • Other Courses • In general, ESL Basic Skills students did not enroll in reading or English courses • They did enroll in some Math and “Other” subjects • Success in Basic Skills ESL • Complete more units than non-successful • Persist from term-to-term* • Not Successful in Basic Skills ESL • Did not attempt transfer level “other” • Did not persist

28. NonCredit ESL Progress from NonCredit to Credit

29. NonCredit ESL NonCredit to Credit ESL

30. NonCredit ESL – Course Flow • Tracked Fall 2001 entering cohort for five years • Study is limited • Fall 2001 Course = CNED 185 • Students assigned to levels within the section • No way of identifying which levels in database

31. NonCredit ESL – Course Flow • Fall 2001 entering NonCred ESL = 891 • 42 or 4.7% enrolled in Credit ESL Basic Skills over the five year study period • 8 or 0.9% enrolled in ESL AA level • 15 or 1.7% enrolled in ESL Transfer Level • What does this mean? • Students meeting their educational goals in NonCredit • Barriers exists from Credit to NonCredit (e.g., cost of nonresident tuition)

32. EscondidoNonCredit ESL Student Survey Preliminary Results*

33. Escondido NonCredit ESL • SLO Council initiated survey • Asks students NonCredit ESL at the Escondido Center about: • When they need to speak and write English • Length of class meeting times • Challenges that they experience that make it difficult to attend class • Goals • Personal • Career • Immediate • Interest in other courses (ESL and other subjects)

34. Escondido NonCredit ESL • Survey includes a few yes/no questions and open-ended questions • 79 completed the survey during later part of Spring 2006 term • 459 at the beginning of Fall 2006

35. Escondido NonCredit ESL • Preliminary results presented today • Yes/No • Preliminary open-ended • Need help translating the responses • Survey results for Spring and Fall are similar • Today’s presentation Fall 2006 data

36. NonCredit ESLEscondido Survey Results

37. Escondido NonCredit ESL • Top “other” responses: • Doctor/clinic/hospital • School/high school/Palomar • All the time/everywhere/friends

38. Escondido NonCredit ESL

39. Escondido NonCredit ESL While 95% indicated that they planned to take classes next semester, 43% indicated that they had attended last semester.

40. Escondido NonCredit ESL • Challenges for attending (initial) • Work (most popular response) • No challenges • Not enough time • Children/Family • Transportation • Expenses

41. Personal Goals

42. Career Goals • Top seven • Mechanic (42) • Computer-related (27) • Nurse (18) • Cosmetology (16) • Teacher (11) / English teacher (6) • Accounting (9) • Medical Assisting (7) / Dental Assisting (4) • Many more careers identified

43. Over next year, most important goal at Palomar • Take more English • Learn more English • Move to next level in English All totaled = 324 responses

44. Interest in Other ESL Courses

45. Interest in Other Subjects • Computers (132) • Math (61) • More ESL (43) • Cosmetology (17) • Mechanic (13) • History (11) • French (10)

46. Summary • Students indicated that they need to speak and write in a variety of venues. Work was top response. • Most indicated that the length of ESL class course just right. However, one quarter indicated too short.

47. Summary • Goals • Personal: Learn English / Better job • Career: Mechanics / Computer-related • Most important over next year: Learn English • Other Subjects • Computers • Math • More ESL

48. Wrap Up • Entering Credit Basic Skills Cohort • NonCredit to Credit ESL • Escondido NonCredit ESL survey