Informing Cabrillo’s Response to the Basic Skills Initiative

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

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

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

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

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

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

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

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

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

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

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

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

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

16. 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.)

17. 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.

18. 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

19. 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

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

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

22. 200 Level cohort ethnicity Math, Reading, & English.

23. 100 Level cohort ethnicity Math, Reading, & English.

24. 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

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

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

27. Cohort members remaining Math, English & Reading

30. 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

31. THANK YOU Planning & Research -February 2008