Michelle Hodara & Jacqueline Raphael Education Northwest Developmental Education Work Group

1. Developmental Education Participation Rates and Outcomes of Oregon Public High School Students at the Oregon Community Colleges Michelle Hodara & Jacqueline Raphael Education Northwest Developmental Education Work Group January 10th, 2014

2. OR CCR Research Alliance

3. Developmental Education Study • Support the 40-40-20 goal by providing a baseline statewide picture of the participation rates, characteristics, and outcomes of high school students in developmental education • Inform changes to developmental policy and practice • Provide each institution with findings on their population of high school students participating in developmental education

4. AS

5. Data Sources Sample: 122,255 Oregon public high school students at the Oregon community colleges after high school exit

6. Sample Characteristics • First college entry • 45% enrolled during HS and continued after HS exit • 36% enrolled within one year after HS exit • 10% enrolled two years after HS exit • 10% enrolled 3-7 years after HS exit • Graduation status • 83% HS graduates • 4% dropped out • 13% unknown status

7. Is developmental education participation at your college higher or lower than the statewide average, or similar?

8. How do participation rates vary by subject? How do they change over time?

9. Are there differences in remediation rates between districts?

10. How do course participation rates vary for students from different racial/ethnic backgrounds?

11. What types of courses have the highest proportions of low-income students, students with a LEP status, and students with an IEP in high school participated in?

12. Tracking outcomes by math course starting level • 2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years

13. Tracking outcomes by English course starting level • 2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years

14. Tracking outcomes by English course starting level • 2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years

15. After five to seven years, what proportion of students are still in college or have earned a degree by math course starting level?

16. After five to seven years, what proportion of students are still in college or have earned a degree by English course starting level?

17. How does degree attainment differ by math course starting level?

18. How does degree attainment differ by English course starting level?

19. What have we learned? • Developmental education participation is high and has not changed over time • 2 in 3 high school students enroll in it • Students of color and low-income students are much more likely to start college in developmental education • 3 in 4 Black, Latino, and American Indian students enroll in it • 4 in 5 Pell-grantees enroll in it • The lower students start in developmental education the less likely they persist and earn a credential • Less than 20% of students who start college in the lowest levels of developmental education persist

20. Questions about your college’s data • Do the findings match your experiences at your college? • What surprised you about your college’s data? • What have you learned from the Developmental Education Work Group that might explain your college’s findings? • How can you use your college’s data on your campus to inform the redesign of developmental education? • What questions do you have, and what follow-up analyses are you interested in?