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 10 th, 2014

Increase Oregon students’ college and career readiness and success through research, policy, and practice Oregon Department of Education Department of Community College and Workforce Development Oregon University System Oregon Education Investment Board School/district & college/university leaders OR CCR Research Alliance 2

Developmental Education Study Support the 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

AS Ask Questions Pose questions that can be answered empirically Acquire Data/ Evidence Access and organize usable data and research findings Analyze and Interpret Create meaning from data and evidence gathered Arrive at a Decision Use analysis to make a decision

Data Sources ODE HS exit from 2004/05 to 2010/11 CCWD College entry from 2005/06 to 2011/12 NSC College entry from 2005/06 to 2012/13 Sample: 122,255 Oregon public high school students at the Oregon community colleges after high school exit

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

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

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

Are there differences in remediation rates between districts? Districts that send the highest number of students to OR community colleges Proportion of high school students enrolling in colleges from district Proportion of students from district that enrolled in developmental education Portland SD (N=9,239) 8% (9,239 out of 122,255) 68% (6,233 out of 9,239) Salem-Keizer SD (N=8,178) 7% (8,178 out of 122,255) 62% (5,088 out of 8,178) Beaverton SD (N=7,517) 6% (7,517 out of 122,255) 61% (4,616 out of 8,178) Eugene SD (N=4,505) 4% (4,505 out of 122,255) 63% (2,848 out of 4,505) North Clackamas SD (N=4,410) 4% (4,410 out of 122,255) 58% (2,559 out of 4,410)

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

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?

Tracking outcomes by math course starting level 2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years Math starting course level Students starting at this level College math12,01817% 956,4739% 60, 65, 7020,54230% 10, 2012,52318% Excluded courses: % No math16,38924% Total69,197100%

Tracking outcomes by English course starting level 2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years Writing starting course level Students starting at this level College English36,92053% 90, 957,52411% 60, 65, 803,2355% Excluded courses: ,4258% No English/writing16,09323% Total69,197100%

Tracking outcomes by English course starting level 2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years Reading starting course level Students starting at this level College English36,92053% 905,1467% 20-75, 804,1236% No English/reading23,00833% Total69,197100%

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

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

How does degree attainment differ by math course starting level? Starting Level College math Math 95 Math 60, 65, 70 Math 10, 20 Earned a certificate 2%3% Earned an AA/AS 16%13%8%4% Earned an AGS/AAS 5%7% 4% Transferred to a four-year college (NSC) 69%47%29%16% Earned a four- year degree (NSC) 35%21%12%5%

How does degree attainment differ by English course starting level? Starting Level College English Writing 90, 95 Writing 60, 65, 80 Reading 90 Lower than reading 90 Earned a certificate 2% 3% Earned an AA/AS 11%4% 5%3% Earned an AGS/AAS 6%5%4%5%3% Transferred to a four- year college (NSC) 46%19%16%18%14% Earned a four-year degree (NSC) 21%7%6%7%5%

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

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?