Report of Achieving the Dream Data Team February 24, 2010

Contents Methodology Zero-level Courses with Observations Persistence of Fall 2009 AtD Cohort Cooperative Learning

Methodology Student success equals a grade of A, B, C, or S. Zero-level courses selected to track, study, and develop strategies to improve are: College Writing II Reading II Study Skills Basic Math Elementary Algebra Intermediate Algebra

Methodology 1000-level courses selected to track, study, and develop strategies to improve are: English Composition I U.S. History to the Civil War College Algebra Introduction to Psychology American Federal Government

Methodology Additional 1000-level courses selected to track, study, and develop strategies to improve are: Math for Health Careers Introductory Nutrition General Biology Human Anatomy & Physiology General Chemistry I Intro to Computers/Applications English Composition II U.S. History Since the Civil War Introduction to Sociology

Zero-Level Course Observations: All six selected courses increased in the number of students enrolled for Fall 2009 over Fall 2008 75.2% Basic Math 42.2% Elementary Algebra 35.7% College Writing II 35.4% College Reading II 26.2% Study Skills 25.8% Intermediate Algebra Three of the six courses increased in successful completion rates for the same time period

Zero-Level Course Observations: Fall 2009 successful completion rates for two of the courses are above the 3-year average for the respective course; two are basically equal to the 3-year average; and two remain below. Fall 2009 successful completion rates for Learning Skills courses increased from Fall 2008. Increase of 6 percentage points in College Reading II (35.4% increase in enrollment) Increase of 4 percentage points in Study Skills (26.2% increase in enrollments) Increase of 1.5 percentage points in College Writing II (35.7% increase in enrollments)

Zero-Level Course Observations: Fall 2009 successful completion rate for developmental Math courses varied: Elementary Algebra increased 2.4 percentage points from Fall 2008, which is an increase from Fall 2007 of 8.5 percentage points. This occurred while experiencing a 17% growth over the three years. Basic Math remained relatively unchanged from Fall 2008 while experiencing the largest increase in students of all the developmental courses (75.2%) Intermediate Algebra declined 2.4 percentage points from Fall 2008, but remained basically stable with Fall 2007 success rate.

Zero-Level Course Observations: Online course success continues to lag far behind traditional course success: Elementary Algebra – 26.7 percentage points lower College Reading II – 21.8 percentage points lower College Writing II – 18.4 percentage points lower Study Skills – 16.9 percentage points lower Intermediate Algebra – 7.2 percentage points lower

Zero-Level Course Observations:

Zero-Level Course Observations:

1000-Level Course Observations: All of the five original courses increased in the number of students enrolled for Fall 2009 over Fall 2008 Intro to Psychology – 17.5% English Composition I – 17.1% College Algebra – 14.2% U.S. History to the Civil War – 10.8% American Federal Government – 5.4% Two of the five courses increased in successful completion rates for the same time period; two remained basically even; and one declined Fall 2009 successful completion rates for four of the courses is an increase from the 3-year fall average for the respective course

1000-Level Course Observations: Fall 2009 successful completion rates for College Algebra and Intro to Psychology increased from Fall 2008. 0.8 percentage point increase in College Algebra (1.2 percentage point increase in Fall 2008 from Fall 2007) 1.7 percentage point increase in Intro to Psychology (0.5 percentage point increase in Fall 2008 from Fall 2007) Fall 2009 successful completion rate for U.S. History to the Civil War and American Federal Government remained basically even with Fall 2008.

1000-Level Course Observations: Fall 2009 successful completion rate for English Composition I declined 3.1 percentage points from Fall 2008 after experiencing a 2.3 percentage point increase from Fall 2007 to Fall 2008. Online course success continues to lag far behind traditional course success; however, not as much as seen in developmental courses: U.S. History to the Civil War II – 14.9 percentage points lower American Federal Government – 14.7 percentage points lower College Algebra – 9.7 percentage points lower Intro to Psychology – 9.4 percentage points lower English Composition I – 5.3 percentage points lower

1000-Level Course Observations: Although online course success rates are low, it is worth noting that two courses have show a steady improvement from Fall 2007 to Fall 2009. American Federal Government has increased from 31.6% in Fall 2007 to 37.7% in Fall 2008 to 49.4% in Fall 2009; during this time enrollment doubled in online sections College Algebra has increased from 45.3 in Fall 2007 to 45.9 in Fall 2008 to 49.7 in Fall 2009 As noted in previous presentations sections taught in a two, five, or 8 week format are more successful than 16 week courses; however, in College Algebra this is not the case. 8 weeks section in College Algebra have a lower success rate than 16 week (10 to 17 percentage points lower)

Methodology AtD Cohort includes all students who enter OCCC for the first-time in the fall semester. (New to higher education and new transfer to OCCC) Persistence is defined as a student in Fall AtD Cohort attending 1 or more classes in the following Spring. (Fall 2008 to Spring 2009)

AtD Fall 2009 Cohort Demographics Compared to ALL Fall 2009 students: Slightly higher percentage males (3 percentage points) Higher percentage 18 – 24 year olds (14 percentage points) Higher percentage of ethnic minorities (4 percentage points) Higher percentage are full-time (11 percentage points) Lower percentage Did Not Apply for Financial Aid (8 percentage points) Higher percentage enrolled in 1 or more developmental courses (24 percentage points)

AtD Fall 2009 Cohort Profile Comparisons Fall 2009 AtD Cohort has the highest percentage of males since the beginning Fall 2004 Cohort Percentage of students who identify as minority ethnicity/race has steadily increased across the 6 cohorts (Fall 2004 = 29% and Fall 2009 = 36%) The percentage of students who do not apply for Financial Aid declined again in the Fall 2009 Cohort (Fall 2004 = 54%; Fall 2008 = 48%; and Fall 2009 = 44%) The number and percentage of students enrolled in 1 or more developmental course increased with the Fall 2009 Cohort from the Fall 2008 Cohort (Fall 2008 = 1,317/42% and Fall 2009 = 2,035/54%)

AtD Fall 2009 Cohort Persistence Although females continue to persist at a higher rate (62%) than males (58%), the gap continues to narrow from its high in the Fall 2007 Cohort (5.5 percentage points in Fall 2007 to 4.9 percentage points in Fall 2008 to 3.9 in Fall 2009 18-24 year olds persisted at a slightly higher rate (60.4%) than the overall persistence rate (60.2%) Full-time students continue to persist at a much higher rate (70%) than part-time students (49%)

AtD Fall 2009 Cohort Persistence Students who did not apply for Financial Aid persisted at a much lower rate (49%) than those who did regardless of EFC category Students who received a high school diploma persisted at a higher rate (61%) than students who received a GED (57%) or were admitted with no credentials (47%) Students who successfully completed SCL 1001 persisted at a much higher rate (89.8%) than the overall persistence rate New students to higher education persist at a higher rate (62%) than New Transfer students (55%) OKC-Go! students, which is a subset of the New students, persisted at 77%

AtD Fall 2009 Cohort Persistence Asians (67.9%) and Hispanic/Latinos (66.2%) continue to persist at a much higher rate than the overall persistence rate There continues to be a gap in persistence rates for students who identify themselves as part of one of the following ethnicity/racial groups: Black/African American – 7.5 percentage points lower Native American/Alaskan – 5.5 percentage points lower Native Hawaiian/Pacific Islander – 5.7 percentage points lower Two or More Races – 1.7 percentage points lower

AtD Fall 2009 Cohort Persistence

AtD Fall 2009 Cohort Persistence Persistence rates that are lower than the aggregate Fall 2009 AtD Cohort Males – 58.1% 25-29 year olds – 59.9% 30-34 – 59.5% Black/African American – 52.7% Native American/Alaskan – 54.7% Part-time – 49.2% Did Not Apply Fin Aid – 49.3% GED – 57.1% No Credentials – 47.3% Probation – 39.6% Suspension – 44.3% New Transfer – 54.7%

Comparison of AtD Persistence for Fall Cohorts

AtD Cooperative Learning Eleven faculty used cooperative learning in one or more courses during Fall 2009. Students in eighteen courses, some with multiple sections, learned in a cooperative learning environment. CS 1153 ENGL 1103, 1113, and 1213 HIST 1483 and 1493 LS 0023, 0033, 0203, and 0213 MATH 1513, 1533, and 2214 AOT 2443 and 2553 SCL 1001 CAT 1023 POLSC 2223

AtD Cooperative Learning Comparing sections that were taught in Fall 2009 using cooperative learning to sections within the same course that did not use it, the following findings were noted: Four of the courses did not have a comparison section in Fall 2009 Ten of the fourteen courses that did have comparison sections showed a 5 percentage point or higher increase Three of the fourteen showed only slight difference One of the fourteen showed a five percentage point decrease

AtD Cooperative Learning Comparing sections that were taught using cooperative learning in Fall 2009 to sections taught by the same instructor in Fall 2008 not using cooperative learning: Two courses could not be shown on the table due to inability to mask instructor information Ten of the 17 courses showed an increase when taught with cooperative learning; of those, nine showed a 5 percentage point or higher increase Seven did not show an improvement; of those, two showed a five percentage point or more decrease

AtD Cooperative Learning Persistence rates of students attending Fall 2009 sections that used the cooperative learning compared to persistence rates of students attending sections of the same course that did not use cooperative learning: Four courses had no comparison data In eight of the fourteen courses, students persisted at a higher rate in the cooperative learning sections; of those eight courses, students persisted five percentage points or higher in seven In six of the fourteen courses, students persisted at a lower rate in the cooperative learning sections; of those six courses, student persistence rates were five percentage points or more lower in two courses