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Informing Cabrillo’s Response to the Basic Skills Initiative

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 offerings Count sections Student / Faculty hours. For Cabrillo….

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Informing Cabrillo’s Response to the Basic Skills Initiative

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  1. Informing Cabrillo’s Response to the Basic Skills Initiative Presented February, 22 2008

  2. Developmental Education? • Baseline measures? ”Poppy Copy” p.102

  3. Student performance. Longitudinal studies • Course offerings Count sections Student / Faculty hours

  4. For Cabrillo… • 200 level? Only?MIS code CB08=“P” or “B” • 100 level?

  5. What percent of student/faculty hours?(Questions 2,3, & 9) Course Offerings

  6. Faculty/Student hours by course level (Faculty open lab hours not included)

  7. Program FTES by Level Averaged from nine major terms, Fall 2004 – Spring 2007.

  8. Percent of program FTEF by level Averaged from nine major terms, Fall 2004 – Spring 2007.

  9. Percent of FTEF, by level, taught by Contract Faculty

  10. How many students each term?(Question 4)

  11. Entry headcount, per term Math, Reading, English & ESL Averaged from nine terms – Fall 2000 - Fall 2004

  12. Entry headcount, per term Math, Reading, English & ESL Averaged from nine terms – Fall 2000 - Fall 2004

  13. Subject-specific‘Entry Cohorts’ formed … • Math ‘entry-cohorts’ formed from students enrolled in 200-level math in a given term. • English ‘entry-cohorts’ formed ….

  14. Slide added after the Feb.22.2008 presentation. Combined‘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.)

  15. 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.

  16. What’s in the reports? • 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

  17. 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

  18. Ask a 200/100 level student, are you taking ? Percent of cohort members enrolled in:

  19. Cross-membership among cohorts … Among 200 Level entrants Among 100 Level entrants

  20. 200 Level cohort ethnicity Math, Reading, & English.

  21. 100 Level cohort ethnicity Math, Reading, & English.

  22. 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

  23. Cohort achievement at milestones Math, English & Reading combined cohorts (averages)

  24. Cohort achievement at milestones Math, English & Reading combined cohorts (averages)

  25. Cohort members remaining Math, English & Reading

  26. Local Resources • http://www.cabrillo.edu/associations/facultysenate/em.scholars.html Emerging Scholars Page (From the Faculty Senate page) • PROhttp://pro.cabrillo.edu External Resources • http://www.cccbsi.org/Basic Skills Initiative • http://www.rpgroup.orgRPgroup – The Research and Planning Group for California Community Colleges

  27. THANK YOU Planning & Research -February 2008

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