Gregory M. Stoup, Cañada College

1. Prerequisites: Research & Implementation Gregory M. Stoup, CañadaCollege 2010 ASCCC Curriculum Institute Santa Clara Marriott • July 8-10, 2010

2. An analysis of the relationship between basic skills and performance in transfer level courses

3. Research Framework Objective: Examine the performance of students in transfer level courses broken out by degree of basic skills remediation in english, reading & math. Approach: Segment students into their remediation level in english, reading & math controlling for their placement in each of the three remediation areas. Then examine each cohort’s performance in a set of intro transfer courses. Research Goal: Determine if performance in the transfer courses is related to their degree of remediation in each basic skills domain controlling for any remediation needs in each of the other basic skills domains.

4. Methodology • Pulled the placement records of all students taking the placements test over the period Fall 2000 – Spring 2009. • Identified all introductory transfer level courses taken by these students. • Determined the level of basic skill remediation for each student at the time of enrollment in each introductory transfer level course • Calculated the performance of students in these transfer courses segmented by their degree of basic skills remediation • Made adjustments to isolate the relationship between a specific basic skill domain (Reading, English or Math) and performance in transfer course.

5. Courses in the Selection Pool

6. Placement patterns have remained fairly stable over the coverage period. Placement of Canada Students

7. The biggest challenge in determining the impact of a specific basic skill domain, like math, on performance in transfer level courses is that most basic skills students require remediation in multiple domains, making it difficult to attribute gains in one basic skills area to the improvements in success at the transfer level.

8. Our approach: Identify students placing at the transfer level in two of the three basic skills domains but below transfer level in the third and then examine the performance in transfer courses for each level below transfer level in the one area of needed remediation.

9. English & Reading placement patters for student placing into Pre-Algebra (three levels below transfer Math) English Placements Reading Placements Let’s examine the performance of the these two cohorts in transfer level courses

10. Performance in Transfer Courses based on the degree of Math remediation (controlling for English & Reading) Average College Success Rate in Transfer Courses = 75.2% N = 184 N = 71 N = 96 N = 693

11. Degree of Improvement associated with each level increase in Math 84.1% 71.8% 70.1% Transfer Level 56.8% Placed; Not Enrolled Taking Concurrently 54.8% Success rates in Introductory Transfer courses MATH 120; MATH 122 40.6% Placed; Not Enrolled Taking Concurrently 38.9% Placed; Not Enrolled Taking Concurrently MATH 110; MATH 111 MATH 811

12. Basic Skills Reading & English Sequences

13. English & Math placement patters for student placing into Developmental Reading (two levels below transfer Reading) English Placements Math Placements Let’s examine the performance of the these two cohorts in transfer level courses

14. Performance in Transfer Courses based on the degree of Reading remediation (controlling for English and Math). Average College Success Rate in Transfer Courses = 75.2% N = 102 N = 203 N = 753

15. Performance in Transfer Courses based on the degree of English remediation (controlling for Reading and Math placements). Average College Success Rate in Transfer Courses = 75.2% N = 96 N = 167 N =821

16. Degree of Improvement associated with each level increase in English & Reading English Reading 77.5% 75.8% 65.9% 64.7% 58.0% Success rates in Introductory Transfer courses 56.9% 48.7% 48.7% Transfer Level 45.1% Placed; Not Enrolled Taking Concurrently 43.9% Placed; Not Enrolled Taking Concurrently ENGL 836; READ 836 ENGL 826; READ 826 Note: preliminary findings on the impact of learning communities on concurrent enrollment suggests that learning communities are associated with even greater improvements in transfer course success. Research forthcoming.

17. Summary Overlay: improvement in success rates associated with each level of increase in the Basic Skills sequence English Reading Math 84.1% 77.5% 75.8% 70.1% Transfer Level 64.7% 56.9% 56.8% Success rates in Introductory Transfer courses 48.7% One Level Below 43.9% 38.9% Two Levels Below Three Levels Below

18. Now let’s look at performance in a few specific transfer course

19. Success rates of students in select transfer level courses (Summer 2000 – Spring 2009) Transfer Level Math Three Level Below in Math + 46.2% + 35.9% N = 32 N = 382 N = 349 N = 37 + 36.9% + 37.1% N = 44 N = 416 N = 57 N = 451

20. Success rates of students in select transfer level courses (Summer 2000 – Spring 2009) Two Levels Below Transfer Level + 27.0% + 22.2% N = 39 N = 585 N = 501 N = 51 + 14.8% + 25.8% N = 498 N = 71 N = 602 N = 48

21. Now for the kicker! Just when you thought you had it all figured out…

22. Success rates of students taking Yoga (Summer 2000 – Spring 2009) Three Levels Below Transfer Level Math Two Levels Below Transfer Level Reading Transfer Level Transfer Level + 25.1% + 19.8% N = 36 N = 315 N = 47 N = 421

23. Lets Discuss