1. Contra Costa Community College District
Board of Trustees Review
of the 2017
Student Success Scorecard
Month 2017
Gregory M Stoup
Office of Research & Planning
Contra Costa Community College District

2. 2017 Student Success Scorecard http://scorecard. cccco. edu/scorecard
Contra Costa
Diablo Valley
Los Medanos
College Profiles
6-Year Cohorts
Source:

3. 2017 Student Success Scorecard http://scorecard. cccco. edu/scorecard
Contra Costa
Diablo Valley
Los Medanos
Transfer Level
Skill Builder
Source:

4. 2016 Student Success Scorecard
Each Scorecard contains over 200 data points per college
Measures both high-order outcomes and momentum points
A few new metrics in the 2017 version
Profiles community colleges not community college districts
This presentation will focus on the primary aggregate metrics
This will serve as a foundation for our review of the equity data

5. Contra Costa Community College District
We’ve created District level equivalents and mapped them to board goals
Scorecard Performance
Contra Costa Community College District
Scorecard Measure
State Average
51.1%
completion rate for all students:
48.0%
completion rate of students assessed into developmental coursework:
48.3%
40.8%
sequence completion rate of students in developmental English:
48.5%
46.9%
Source:
sequence completion rate of students in developmental math:
36.3%
34.2%
17.6%
30.5%
sequence completion rate of students in ESL:
completion rate for CTE students:
52.6%
53.9%

6. Contra Costa Community College District
We’ve created District level equivalents and mapped them to board goals
Scorecard Performance
Scorecard Measures cont.
Contra Costa Community College District
State Average
Transfer Level Achievement
Math 1st Year:
28.5%
17.0%
Math 2nd Year:
41.5%
28.6%
Source:
English 1st Year:
33.8%
37.9%
English 2nd Year :
54.6%
56.3%

7. Source: http://scorecard.cccco.edu/scorecard.aspx

8. Not captured in Scorecard Included in Student Success Scorecard
How much of our student population is captured by the Scorecard?
Percent of First-time students at 4CD captured by the Scorecard Indicators
Not captured in Scorecard
(~52%)
Included in Student Success Scorecard
(across all three cohorts ~48%)
Completion Cohort (~64%)
Source: DOD files for Completion, BSI and CTE matched to research save lists for first-time students, cohort.
Let’s start by examining student completion rates
CTE Cohort (~13%)
Basic Skills Cohort (~23%)

9. = The art of calculating completion More difficult to measure
Who should we count and for how long?
Easy to Quantify
% Students completing (Completion Rate)
divided by =
# Students pursuing completion
# Students completing

10. # Students pursuing completion
The Scorecard looks exclusively at course taking behavior
Definition: The number of first-time students with a minimum of 6 units earned within six years who also attempted any Math or English in the first three years …
… who then achieved any of the following outcomes within six years of entry:
• Earned AA/AS or credit Certificate
• Transfer to four-year institution
• Achieved “Transfer Prepared” Status
# Students pursuing completion
# Students completing

11. How long do we count?
Each cohort is given six years to complete. We add up all those completing each year to get the total number completing for the cohort and use that to calculate the completion rate
The Scorecard provides a six year completion rate 3%
16%
27%
34%
Greg, I don’t know the source of this information. How where these figures derived?
All I did was update the years on the axis.
15% 5%
2010/11
Starting Cohort
2011/12
2012/13
2013/14
2014/15
2015/16
Total Number that Completed in Six Years
Number completing each year

12. Need to consider completion timeline in relation to the economy
Lower completion rate scenario
Starting cohort is larger
Incentive to enter labor force
Higher completion rate scenario
Contraction
Incentive to get credential
Starting cohort is smaller
Expansion
Contraction
Expansion
Leave college & enter Labor Force
Enroll in College & get credential
Leave college & enter Labor Force
Enroll in College & get credential
The incentives for students change based on where we are in the business cycle

13. Five year trend in overall completion rates
4CD
California State Average
Source: 2017 Scorecard.
COMPLETION RATE (STUDENT PROGRESS AND ATTAINMENT RATE)
Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry:
• Earned AA/AS or credit Certificate (Chancellor’s Office approved)
• Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC)
• Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
Outcome (Achieve the following outcome): • A student must successfully transfer to the following segments during an academic year. o University of California o California State University o In-State Private (ISP), Non-Profit and For-Profit o Out-of-State (OOS), Public, Non-Profit and For-Profit
Definition: Completion (SPAR) – The percentage of degree and/or transfer seeking first-time students tracked for six years to determine who succeeded in completing a degree, certificate or transfer related outcome.

14. Overall completion rates by college
DVC
CCC
LMC
Source: 2017 Scorecard
COMPLETION RATE (STUDENT PROGRESS AND ATTAINMENT RATE)
Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry:
• Earned AA/AS or credit Certificate (Chancellor’s Office approved)
• Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC)
• Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
Outcome (Achieve the following outcome): • A student must successfully transfer to the following segments during an academic year. o University of California o California State University o In-State Private (ISP), Non-Profit and For-Profit o Out-of-State (OOS), Public, Non-Profit and For-Profit

15. 2017 completion rates for 113 California Community Colleges broken out be economic region
2017 Scorecard

16. Two student populations with strikingly different experiences
In the Scorecard you will notice the completion rate is also calculated for two subpopulations: prepared and unprepared students
Prepared Students
Unprepared Students
Two student populations with strikingly different experiences

17. # of 4CD students pursuing completion
Size of the prepared vs unprepared populations
Prepared Students
74.9% Complete
26%
# of 4CD students pursuing completion
N = 1,247
N = 934
74%
N = 4,882
Source: 2017 Scorecard, 2010/11 to 2015/16 Cohort.
Unprepared Students
48.3% Complete
N = 3,635
N = 1,754
Note: the State Chancellor’s Office defines unprepared as any completion oriented student whose first course in math or English was below transfer level.

18. Completion rates for Prepared students
4CD
California State Average
Source: 2017 Scorecard.
Completion definition with:
• Lowest attempted English or Math course was ‘Prepared for College Level’ o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL = A, Y in Math, if Y then Math attempted should be T ‘Transferable’ or D ‘Degree Applicable’
o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL = Y in English and English =T ‘Transferable’
o If attempted both Math and English, lowest of Math or English cannot be remedial level for ‘college level’ group.

19. Completion rates for Prepared students
DVC
LMC
CCC
Source: 2017 Scorecard.
Completion definition with:
• Lowest attempted English or Math course was ‘Prepared for College Level’ o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL = A, Y in Math, if Y then Math attempted should be T ‘Transferable’ or D ‘Degree Applicable’
o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL = Y in English and English =T ‘Transferable’
o If attempted both Math and English, lowest of Math or English cannot be remedial level for ‘college level’ group.

20. Completion rates for Unprepared students
4CD
Source: 2017 Scorecard.
Completion definition with:
• Lowest attempted English or Math course was ‘Unprepared for College Level’ o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL= B, C, D in Math
o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL= A, B, C, D in English or
o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL = Y in English and English ≠ T ‘Transferable’
California State Average

21. Completion rates for Unprepared students
DVC
CCC
LMC
Source: 2017 Scorecard.
Completion definition with:
• Lowest attempted English or Math course was ‘Unprepared for College Level’ o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL= B, C, D in Math
o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL= A, B, C, D in English or
o CB 21 COURSE-PRIOR-TO-COLLEGE-LEVEL = Y in English and English ≠ T ‘Transferable’

22. 2017 completion rates for Unprepared students broken out be economic region
2017 Scorecard

23. …easy, peasy, lemon squeezy …
Let’s consider a simplified completion pathway
Starting Cohort
Earning 30 Units
Completion
Completion oriented students
Transferable / Degree-Applicable Units
Degree, Certificate, Transfer, Transfer Prepared
…easy, peasy, lemon squeezy …
* The California Student Success Scorecard defines the starting cohort as The number of first-time students with a minimum of 6 units earned within six years who also attempted any Math or English in the first three years who then achieved any of the following outcomes within six years of entry: Earned AA/AS or credit Certificate, Transfer to any four-year institution, Achieved “Transfer Prepared” Status (earned 60+ transferable units).

24. Of those that didn’t complete, most failed to reach the 30 unit halfway point
- 30%
- 21%
Now let’s disaggregate and compare the pathway progression of prepared and unprepared students
Double check my calculations for the gaps -30% and -21%. I wasn’t 100% certain what I should be using to convey the point you are trying to make.
4,882
3,414
2,688
Halfway point
# in Starting Cohort
# Earning
30 Units
# Completing

25. 4CD Starting Cohort 74% Prepared Students Unprepared Students 26%
# in starting cohort
# earning 30 units
# completing
4CD
Starting Cohort
Moving from 30 units to completion is a larger challenge for unprepared students
74%
26%
Source: 2017 Scorecard, 2010/11 to 2015/16 Cohort. Overall Completion by race/ethnicity. Charts for Board PP, 4CD1.
1,247
940
934
3,635
2,474
1,754
Prepared Students
Unprepared Students

26. A look at pathway progression

27. Not captured in Scorecard Included in Student Success Scorecard
How much of our student population is captured by the Scorecard?
Percent of First-time students at 4CD captured by Scorecard Indicators
Not captured in Scorecard
(~52%)
Included in Student Success Scorecard
(across all three cohorts ~48%)
Let’s now turn our attention to the basic skills improvement rates
Basic Skills Cohort (~23%)

28. Basic Skills course work College level course work
How the Scorecard defines unprepared
Completion Pathway
Unprepared students
Prepared students
Basic Skills course work
College level course work
Basic Skills Sequence
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level
Who then pass the transfer (or degree applicable) course in the same discipline within 6 years
The percent of students attempting any course at any level in the basic skills sequence

29. Scorecard definition of basic skills improvement rate
Basic Skills English Sequence
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level English
The percent of students attempt any course in the basic skills English sequence
Math Sequence
Who then pass the transfer transfer-level English within 6 years
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below or
Transfer Level Math
Degree Applicable
ESL Sequence
6 Levels Below
5 Levels Below
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level English or
College Level

30. Five year trend in Basic Skills English Improvement Rates
4CD
Source: 2017 Scorecard.
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
California State Average
Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in English and successfully completed a college-level course in English within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in English at that college.

31. Five year trend in Basic Skills English Improvement Rates
DVC
LMC
CCC
Source: 2017 Scorecard.
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL

32. 2017 improvement rates for basic skills English broken out by economic region
2017 Scorecard

33. Scorecard definition of basic skills improvement rate
Basic Skills English Sequence
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level English
Math Sequence
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below or
Transfer Level Math
Degree Applicable
The percent of students attempt any course in the basic skills math sequence
ESL Sequence
Who then pass either the transfer transfer-level or degree-applicable math course within 6 years
Transfer Level English
6 Levels Below
5 Levels Below
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below or

34. Five year trend in Basic Skills Math Improvement Rates
4CD
California State Average
Source: 2017 Scorecard.
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in Math and successfully completed a college-level course in Math within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math at that college.

35. Five year trend in Basic Skills Math Improvement Rates
DVC
CCC
LMC
Source: 2017 Scorecard.
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL

36. 2017 improvement rates for basic skills Math broken out be economic region
2017 Scorecard

37. Scorecard definition of basic skills improvement rate
Basic Skills English Sequence
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level English
Math Sequence
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below or
Transfer Level Math
Degree Applicable
ESL Sequence
6 Levels Below
5 Levels Below
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level English or
College Level

38. Five year trend in ESL Improvement Rates
California State Average
4CD
Source: 2017 Scorecard.
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in ESL at that college.

39. Five year trend in ESL Improvement Rates
CCC
DVC
Source: 2017 Scorecard.
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
LMC

40. 2017 improvement rates for ESL broken out be economic region
2017 Scorecard

41. Transfer Level Achievement
New Scorecard metric:
Transfer Level Achievement
Transfer Level Achievement Definition:
The percent of first-time students in who complete 6 units and attempt any Math or English in their first year who complete a transfer-level course in Math or English in their first or second year.
Source:
Definition: The percentage of first-time students who achieve transfer level math or English in their first and second year.
Cohort: Look system-wide to determine first-time status defined as a student who took a credit course in the CCC system for the first time. Students with prior enrollments outside the CCC system are also excluded.
SB01 STUDENT IDENTIFIER STATUS = S (only students with valid SSN)
SX03 ENROLLMENT-UNITS-EARNED >= 6 at your college and/or anywhere in the CCC system during the first year of enrollment. Units earned include completed courses with grade of A, B, C, D, or P.
Attempted a math or English course during their first year:
CB03 COURSE-TOP-CODE = , ,
CB21 COURSE-PRIOR-TO-COLLEGE-LEVEL = A, B, C, D, Y
Outcomes:
Completed transfer math course in first or second year :
CB03 COURSE-TOP-CODE =
CB05 COURSE-TRANSFER-STATUS = A, B, C(N)
Completed transfer English course in first or second year :
CB03 COURSE-TOP-CODE =

42. Source: 2017 Scorecard. http://scorecard.cccco.edu/scorecard.aspx
Definition: The percentage of first-time students who achieve transfer level math or English in their first and second year.
Cohort: Look system-wide to determine first-time status defined as a student who took a credit course in the CCC system for the first time. Students with prior enrollments outside the CCC system are also excluded.
SB01 STUDENT IDENTIFIER STATUS = S (only students with valid SSN)
SX03 ENROLLMENT-UNITS-EARNED >= 6 at your college and/or anywhere in the CCC system during the first year of enrollment. Units earned include completed courses with grade of A, B, C, D, or P.
Attempted a math or English course during their first year:
CB03 COURSE-TOP-CODE = , ,
CB21 COURSE-PRIOR-TO-COLLEGE-LEVEL = A, B, C, D, Y
Outcomes:
Completed transfer math course in first or second year :
CB03 COURSE-TOP-CODE =
CB05 COURSE-TRANSFER-STATUS = A, B, C(N)
Completed transfer English course in first or second year :
CB03 COURSE-TOP-CODE =

43. Not captured in Scorecard Included in Student Success Scorecard
How much of our student population is captured by the Scorecard?
Percent of First-time students at 4CD captured by Scorecard Indicators
Not captured in Scorecard
(~52%)
Included in Student Success Scorecard
(across all three cohorts ~48%)
Let’s now look at our CTE completion rates
CTE Cohort (~13%)

44. Five year trend in CTE Completion Rates
California State Average
4CD
Source: 2017 Scorecard.
CAREER TECHNICAL EDUCATION (CTE) RATE Definition: For five cohort years, the percentage of students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
Definition: For five cohort years, the percentage of students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0).

45. Five year trend in CTE Completion Rates
DVC
CCC
Source: 2017 Scorecard.
CAREER TECHNICAL EDUCATION (CTE) RATE Definition: For five cohort years, the percentage of students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
LMC

46. 2017 improvement rates for CTE Completion rate
broken out be economic region
2017 Scorecard

47. New Scorecard metric: Skills Builder
not a pathways completion measure
cannot create a district level equivalent
cannot rank or sort colleges
Skills Builder Definition:
The median percentage change in wages for students who completed higher level CTE coursework in and left the system without receiving any type of traditional outcome such as transfer to a four year college or completion of a degree or certificate.

48. Source: 2017 Scorecard.
CAREER SKILLS BUILDER STUDENTS
Skills-builders are workers who are maintaining and adding to skill-sets required for ongoing employment and career advancement. Skills-builders successfully complete a limited number of courses, but do not earn a certificate or degree, or transfer to a four-year college.
Definition: The median inflation adjusted wages before and after the year of enrollment for students who completed a SAM A, B, or C course of at least (.5 units) and passed all CTE coursework in a given academic year. These students were no longer enrolled anywhere in the system the following academic year and did not earn an award or transfer to a four year college the year of enrollment or the following year.
Cohort (Students who showed course behavior related to career skills upgrading or industry license/certificate):
• SX 03 ENROLLMENT-COMPLETED-UNITS >= .5 units during a given academic year where at least some units completed had a SAM code of A, B or C.
• SB01 STUDENT IDENTIFIER STATUS = S (only students with valid SSN)
• Student must not be enrolled anywhere in the system the following academic year and did not earn an award or transfer to a four year college the year of enrollment or the following year.
• Did not fail any CTE coursework in the year of enrollment (Grade F, NP, INP, FW).
Outcomes:
• Annual inflation adjusted median percentage change in earnings (1 year before to 1 year after) for all students in the cohort.
*Not all career skills building students with earning wages will be found in the EDDUI wage data. EDDUI data contain wages only for those employed in an occupation covered by Unemployment Insurance in California. This excludes individuals employed by the military or federal government, and those self-employed, employed out of state, unemployed, or not in the workforce after enrollment. The EDDUI data do not indicate the occupation in which an individual was employed, how many hours an individual worked, or part time/full time status. The EDDUI wage files are matched with Social Security Number (SSN). Therefore, students without a valid SSN were not included in the career skills builder metric.

49. Wage improvement rates for Skills Builder students
broken out be economic region
2017 Scorecard
The median percentage change in wages for students who completed higher level CTE coursework in and left the system without receiving any type of traditional outcome such as transfer to a four year college or completion of a degree or certificate

50. Scorecard Performance Contra Costa Community
College District
Scorecard Measure
State Average
CCC
DVC
LMC
The completion rate for all students
45.1
62.2
47.0
51.1%
48.0%
The completion rate of students assessed into developmental education
37.2
55.8
41.4
48.3%
40.8%
The sequence completion rate of student in developmental English
32.3
56.0
44.7
48.5%
46.9%
The sequence completion rate of student in developmental Math
30.5
43.1
33.3
36.3%
34.2%
Source: 2017 Scorecard, 2010/11 to 2015/16 Cohort.
The sequence completion rate of student ESL
22.5
17.5
10.7
17.6%
30.5%
The completion rate for CTE students
42.8
58.9
46.5
52.6%
53.9%

51. Scorecard Performance Contra Costa Community
College District
Scorecard Measures cont.
State Average
CCC
DVC
LMC
Transfer Level Achievement
Math 1st Year:
24.0
30.8
27.0
28.5%
17.0%
Math 2nd Year:
31.6
44.6
40.9
41.5%
28.6%
English 1st Year:
22.4
37.3
33.4
33.8%
37.9%
Definition: The percent of first-time students in who complete 6 units and attempt any Math or English in their first year who complete a transfer-level course in Math or English in their first or second year.
Source:
English 2nd Year:
39.4
60.1
52.6
54.6%
56.3%

52. Ok, your turn …
Any questions?

53. It has been a pleasure
And special thanks to the Contra Costa District research staff who demonstrated outstanding data collection and analysis in support of the findings included in this presentation