1. Janet Fulks, ASCCC Rob Johnstone, RP Jennifer Finton, ASCCC research
Creating an Accurate Picture of Student Success in ESL and Basic Skills
Janet Fulks, ASCCC
Rob Johnstone, RP
Jennifer Finton, ASCCC research
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2. What do we mean by basic skills?
Bellevue College - Usually refers to a level of competency-specifically in reading, writing, and mathematics- which is required for successful college-level work in all fields of study.
Literature Review - Basic skills are those foundational skills in reading, writing, mathematics, and English as a Second Language, as well as learning and study skills which are necessary for students to succeed in college- level work.
UK - We define basic skills as the ability to read, write and speak in English, and to use mathematics at a level necessary to function at work and in society in general.
Title 5
math
reading
writing
ESL
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3. How should we define basic skills?
College
Society
Work
Citizenry
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4. Defining courses using coding; CB codes or Course Basic
You may not have heard of these codes but you have used them and whoever input them to your data management system probably did not have the same level of understanding
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5. Uses of Course Coding
The following represent a few reports created purely on the MIS * coding without ever referencing the Course Outline of Record: Allocation or Funding to the colleges Census data FTES counts for apportionment FTEF counts for staffing reports Equity reporting (?) Reporting to the federal database IPEDS Report to the California database CPEC Report to the state legislature ARCC – Accountability report for California Community Colleges * MIS = Management Information Systems
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6. Types of Coding – TOPs Taxonomy of Program
Every course is classified within a Taxonomy of Program (TOPs) code. For instance, TOPs coding identifies the program of study such as 0401 = general biology, 1701 = mathematics, 1502 = English. The program is not the one defined by your institution, but rather the program taxonomy at the Chancellor’s Office. This program classification is then translated into federal program coding and data elements for national reporting called CIP codes.
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7. CB Coding - Course Basic Data Elements
Every course is described or defined by course basic codes (CB coding) that assign data elements to allow reporting and analysis according to specific curriculum functions.
Some examples:
Repeatability (CB 12)
Course title (CB 02)
Course Prior to Transfer (CB21)
TOPs code (CB03)
Noncredit Category (CB22)
Credit status (CB 04)
Transfer status (CB 05)
Part of a Program (CB24)
Basic skills/ Degree applicable (CB 08)
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8. Where does this course coding go?
Local colleges input these descriptions (coding) and send it to the CCCCO.
The CCCCO MIS database interfaces all other reporting.
The CCCCO sends data to the federal government (IPEDS reporting) and California Postsecondary Education Commission (CPEC)
This data is public information therefore provided to any researchers , the Legislative Analyst’s Office (LAO) or the Calif. Department of finance (DOF), etc.
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9. CCC MIS Database Courses Emp. Assign. EOPS DSPS Emp. Demo. Matric.
Student
Demographics
(SB)
VTEA
Calendar
Assignments
Enrollments
(SX)
Sessions
PBS
Sections
Pgm.
Awds.
Fin.
Aid
Courses
Cal-
WORKs
Assess.
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10. How is the data used? The data, based upon the coding, can be used to
Justify funding increases or decreases
Provide a rationale for policies
Provide accountability for expenditures such as Perkins and Basic Skills Initiative Dollars
Program review
Educational improvement
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11. OLD CB 21
CB 21 used to be courses prior to college/transfer; what did that mean?
A = one level below
B= two levels below
C = three levels below
Y = four or more or transfer
* There was no statewide review to examine curriculum – Are 4 levels enough? Does everyone identify the same course as college?
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12. Basic Skills Supplemental Report
ARCC Report
Basic Skills Supplemental Report
Basic Skills Success and Basic Skills progress by discipline
Math (4 levels credit
Reading (4 levels)
Writing/English (4 levels)
ESL (writing, reading, speaking/listening, 6 levels; integrated)
Plus number of sections & assessment levels & noncredit
Basic Skills Success
Basic Skills Progress – progress up the levels CB
C to B to A to college level
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13. What if the coding is not consistent with the curriculum?
A look at one discipline - mathematics.
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14. Examining Basic Skills -Mathematics Basics
Problem-solving
Appropriate Computational Skills
Applying Math to Everyday Situations
Geometry
Measurement
Alertness to Reasonableness of Results
Reading, Interpreting, and Constructing Tables, Charts, and Graphs
Estimation and Approximation
Using Mathematics to Predict
Computer Literacy
Problem-solving—the principal reason for studying mathematics: posing questions, analyzing, translating and illustrating results, drawing diagrams, using trial and error, applying rules of logic, recognizing relevant facts, subjecting conclusions to scrutiny.
Applying Math to Everyday Situations—interrelated with all computation activities: use everyday situations, translate them into math expressions, solve, interpret results in light of initial situation.
Alertness to Reasonableness of Results—calculating devices in society make this skill essential.
Estimation and Approximation—techniques for estimating quantity, length, distance, weight, etc.; know when result is precise enough for purpose at hand.
Appropriate Computational Skills—addition, subtraction, multiplication, division with whole numbers and decimals and simple fractions; complicated computations will usually be done with a calculator; knowledge of single digit number facts and mental arithmetic; use of percents should be developed and maintained.
Geometry—concepts of point, line, plane, parallel, perpendicular, basic properties of simple geometric figures with emphasis on measurement and problem solving; recognize similarities and differences among objects.
Measurement—minimally: measure distance, weight, time, capacity, temperature, angles; calculate simple areas, volumes; use both metric and customary systems with appropriate tools.
Reading, Interpreting, and Constructing Tables, Charts, and Graphs—condense numerical information into manageable/meaningful terms and use conclusions with simple tables, maps, charts, graphs.
Using Mathematics to Predict—elementary notions of probability to determine likelihood of future events; identify immediate past experience that does not affect the likelihood of future events; use math to help make predictions.
Computer Literacy—understand what computers can/cannot do.
Source: Reclaiming Real "Basic Skills" in Mathematics Education
by Nakonia (Niki) Hayes
Source: Reclaiming Real "Basic Skills" in Mathematics Education
by Nakonia (Niki) Hayes
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15. Examining Basic Skills –Considering Common Math Courses
(Spiral curriculum in California)
Intermediate algebra (non- transferable/H.S.)
Algebra – Commonly taught in JHS
Pre-algebra – Elementary and JHS
Mathematics or Arithmetic - Elementary
Number Sense – Pre-kindergarten/K-1
Math is the best defined nationally and statewide. California has a spiral curriculum = from Kindergarten up algebra basics, geometry, etc are taught in increasingly more complex depth as part of the overall curriculum.
These courses are taught at Community colleges and Adult education programs
Which of these are taught at the CCC’s?
What levels are these math courses ?
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16. Defining courses using coding; CB codes or Course Basic
You may not have heard of these codes but you have used them and whoever input them to your data management system probably did not have the same level of understanding
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17. Sample Coding –Credit Courses
Myrna - What is wrong with this coding? No common starting point – One school calls Int Alg 1 another calls Elementary algebra 1. A third calls both 1

18. CB 21: Courses Prior to Transfer
CB 21 used to be courses prior to college/transfer; what did that mean?
What is transfer level?
What is college level?
Prior to Fall 2009 graduation requirements
Currently
graduation requirements = intermediate algebra (grade level?)
Currently Title 5 allows Algebra as degree applicable which then dictates that this is equivalent to college level .
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19. Coding Problems Some CB coding was incorrect
All coded at the same CB 21 level
CB 21 coded backwards or inconsistently
Some courses are incorrectly identified as transfer (CB 05)
Some courses are incorrectly identified as degree applicable – contrary to Title 5 (CB 08)
Some courses are NOT identified as Basic Skills when they were basic skills
Some courses were placed in the wrong TOP codes
Myrna

20. ASCCC Research on Changes in CB 04 (degree applicability) & CB 08 (basic skills): the codes interact.
§ Types of Courses Appropriate to the Associate Degree. (See handout for full language)
 …associate degree shall permit only courses that conform to the standards specified in section 55002(a) and that fall into the following categories to be offered as degree-applicable credit courses:
(a) All lower division courses accepted toward the baccalaureate degree by the CSU or UC or designed to be offered for transfer.
(b) Courses that apply to the major or area of emphasis in non-baccalaureate CTE
(c) English composition or reading courses not more than one level below transfer
(d) All mathematics courses above and including Elementary Algebra.
(e) Credit courses in English and mathematics taught in or on behalf of other departments
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21. ASCCC Research on Math Degree Applicability and Basic Skills Designations
Methodology
Math courses were classified as either “Not Basic Skills” or “Basic Skills” and transferable.
This study looked at success rate differences and possible implications of re-coding lower level math courses from Not Basic Skills to Basic Skills.
The courses chosen for re-coding are shown in Table 1 of the handout.
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22. ASCCC Research on Math Degree Applicability and Basic Skills Coding
Results
238 courses were re-coded from Not Basic Skills to Basic Skills.
Statewide Basic Skills math success rate was 47.95% and 46.92% when re-coded. Success rate statewide for all math courses, both Basic Skills and Not Basic Skills, was 51.63%.
After re-coding
14 colleges had no changes in their math course classification
35 colleges remained within 2% of the original coding success rate
41 colleges had lower course success rates ≧ 2% of the original rate
19 colleges had higher success rates ≧ 2% of the original rate
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23. ASCCC Research on Math Degree Applicability and Basic Skills Coding
Comparison between colleges with the highest and lowest Basic Skills success rates
The 11 colleges with the highest Basic Skills course completion rates, 16 math courses were re-coded from Not Basic Skills to Basic Skills
The 13 colleges with the lowest Basic Skills course completion rates, 24 math courses were re-coded from Not Basic Skills to Basic Skills
One college in each of these groups did not have any math courses re-coded.
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24. ASCCC Research on Math Degree Applicability and Basic Skills Coding
Re-coding math courses had a positive effect on the math success rates in those colleges with the lowest completion rates. Only one college’s success rate dropped with the new coding.
In those colleges with the highest Basic Skills course completion rates, the re-coding did not improve their math Basic Skills course success rate for the majority of the colleges. Six colleges saw a drop in their math Basic Skills course success rates. Three colleges remained unchanged in their math Basic Skills course success rates and only one had an improved rate with the new math coding.
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25. CB 21 Rubrics Created to Describe Levels Courses Prior to TRANSFER
Discipline
Credit
Noncredit
Likely bridge noncredit to credit
Math
Four levels CB 21 A, B, C, D
Six levels CB 21
A, B, C, D, E, F
Levels C & D
English
Seven levels CB 21 A, B, C, D, E, F, G
Level B or C
Reading
Four levels CB 21
A, B, C, D
Five levels CB 21
A, B, C, D, E
Level A or B
ESL
6 levels ESL Reading CB 21
8 levels ESL Integrated CB 21
A,B,C,D,E, F, G, H
Includes vocational and Cultural skills
Most noncredit end 2 levels prior to English 1 A at Level B
6 levels ESL Writing CB 21
6 levels ESL Speaking & Listening CB 21
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26. TOP Code Problems in Math
Previous Available Math TOP codes:
1701 – Math
– Career Technical Computational Skills (still undetermined)
B – Pre-Algebra (Basic Math/Arithmetic)
B – Elementary Algebra (if it is not degree-applicable)
Currently changed to
– Mathematics, General
* – Mathematics Skills to Support Traditional Mathematics Courses
Designed to clarify and develop specific supplementary skills to help students succeed in particular concepts fundamental to mathematics, such as factoring, math anxiety, word problems, scientific and graphing calculators, etc.
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27. Other Disciplines needing coding corrections - ESL
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28. Remember These Codes are Used for A Lot of Functions
Research Questions
Legislative Analyst Office (LAO)
Department of Finance (DOF)
California Postsecondary Education Commission (CPEC)
California Student Aid Commission
Public Policy Institute
UC/CSU
Legislature – Committees and individual members
Community College Organizations
Newspapers
Labor Unions
Data Matches
Transfer to UC/CSU/NSC match
Dept. of Social Services
EDD/UI Match/Wage Study
Accountability Reporting
Justification & Funding
Matriculation
EOPS
DSPS
Career Technical Education (CTE)
Perkins Core Indicator Reports
Perkins Allocations
BOGW Administrative Funding
Federal Integrated Postsecondary
Education Data System
(IPEDS) Reporting
CCC Data Mart
Annual Staffing Report
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29. Coding Makes a BIG Difference in Outcomes Reports
Coding Makes a BIG Difference in Outcomes Reports! What will you do at your college? How will you define basic skills?
Thanks
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