Effects of Counseling 100 on College Success Rates at de Anza Community College Report for Andrew LaManque, de Anza College By Judith Zachariasen Geography.

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Presentation transcript:

Effects of Counseling 100 on College Success Rates at de Anza Community College Report for Andrew LaManque, de Anza College By Judith Zachariasen Geography 12, Foothill College December 2008

Approach to Addressing Problem Question: Does taking C100 increase likelihood of success in math courses at de Anza College, especially for students from school districts with relatively poor preparation Assumption: Enrollment in basic math is a proxy for poor preparation Approach: Acquire enrollment data by zip code (LaManque data) Find percentages of students who take C100 (Boolean query) Find zip codes/districts with high basic math enrollment (Boolean query) Determine math success rates (Boolean query) Spatial intersect of districts with high C100 enrollment and math success Determine math success rates in high basic math zip codes (Boolean query) Compare math success of C100 students and non-C100 students in high basic math zip codes

Approach to Addressing Problem Flow Chart 1

School Districts with Greater than 70% C100 Enrollment Spatial “Intersect” queries yields large areas and unrepresentative districts “Contain” queries reject most districts Analysis by zip code may b preferable to school district, given these input data.

Zip Codes and Districts with High Percentages of Basic Math Enrollment 11 of 25 zip codes have greater than 50% enrollment in Basic Math Districts that intersect cover much greater area Zip code based data may not represent district as a whole

High C100 Enrollment and Success in Math

Passing Rates in Math Relative to C100 Enrollment 75% of zip codes had higher math passing rates among students that had taken C100 than among those who had not

Counseling 100 and Math Success for Poorly Prepared Students Among zip codes with high numbers of students with poor math preparation, only half had greater rates of success among C100 than non-C100 students C100 may not benefit poorly prepared students as much as others