Reading Faculty (Full-Time vs. Adjunct) Dorothy Scully retired Spring 2013 (replacement position) Janelle Gray retired Spring 2014 (replacement position/growth position) Sarah Hawes hired Spring 2014 (to replace Dorothy Scully) John Clanton hired Spring 2015 (separation date December 2015)
Reading Faculty (Full-Time vs. Adjunct) No Replacement Position
Average Beginning Fill Rates (Reading 40, 82, 184 and Spelling 32) 12% Higher Than College-Wide Average Enrollment Trends Reading/Spelling Beginning Fill Rate131%123%119%117% Census Fill Rate112%106%103%102% Retention Rate81%85%86%85% Success Rate65%71%72%71% COLLEGE Beginning Fill Rate112%111%104%100% Census Fill Rate99%97%90%86% Retention Rate80%82% 78% Success Rate62%65% 62% Source: 2015 Program Review
Census Fill Rate ( ) 12% Higher Than College-Wide Average Source: Program Review 2015
Reading Retention Rates ( ) 5% Higher Than College-Wide Average Source: Program Review 2015
Reading Success Rate ( ) 10% Higher Than College-Wide Average Source: Program Review 2015
Bottlenecks Waitlists in Reading 40 are partly the result of the English 49/Reading 40 co-requisite. Many of the waitlisted students who are unable to enroll in Reading 40 must then drop (or are unable to add) English 49.
Bottlenecks The number of English 49 sections continues to grow, which requires concurrent growth in the number of Reading 40 sections.
Reading Classes Serve Non-Traditional Students Reading courses function as a logical transition between the ESL sequence and the English sequence, and the Reading Department continues to serve a high number of ESL students. The Reading Department receives many of its students from Student Services programs such as EOP&S, CalWorks, CARE, and Disability Services as Reading 40 continues to serve as a point-of-entry for many non-traditional students.
Reading Courses Contribute to Student Success In 2012, the success rate for English 50 students who had taken Reading 40 was 16% higher than the general student population. 75% pass rate vs 63% pass rate