1. 1 Foothill College Basic Skills College Hour Rob Johnstone, Ph.D. 10/8/03

2. 2 Section 1 Background Statistics, Placement Status

3. 3 1.1 – Placement Status of Core Transfer Students, Fall 2002 Data Excerpted from P12 Summary Tables Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher.

4. 4 1.2 – English Placement Status of Core Transfer Students, Fall 2002 Data Excerpted from P12 Summary Tables Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher – 1,679 had taken the English Placement test.

5. 5 1.3 – ESL Placement Status of Core Transfer Students, Fall 2002 Data Excerpted from P12 Summary Tables Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher – 909 had taken the ESL Placement test.

6. 6 1.4 – Math Placement Status of Core Transfer Students, Fall 2002 Data Excerpted from P12 Summary Tables Note: Analysis includes 5,678 students from Fall 2001 who were taking 6+ units and did not already have an AA degree or higher – 3,085 had taken the Math Placement test.

7. 7 Section 2 Demographics of Basic Skills Students, 2002S – 2003W

8. 8 2.1 – Age Groups of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

9. 9 2.2 – Ethnicity of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

10. 10 2.3 – Gender of Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

11. 11 2.4 – District of Residence for Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

12. 12 2.5 – Visa Type for Basic Skills Students, 2002S – 2003W Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses. Data Excerpted from A007 Summary Tables

13. 13 2.6 – Rate of DRC/STEP Usage of Basic Skills Students, 2002S – 2003W Data Excerpted from A007 Summary Tables Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses.

14. 14 Section 3 Basic Skills Task Force Key Questions, 2002-2003

15. 15 3.1 – What are the success rates of Basic Skills students? Math –200: 61% –101: 57% –105: 58% English – 100: 71% – 110: 72% ESL –130s: 66% –140s: 72% –150s: 80% –160s: 84% –025: 79% Note: Math/Eng based on 96-97 to 01-02 fiscal years, ESL based on 01-02 only (alternate credit issues) Data Excerpted from Executive Summary P21

16. 16 3.2 – What are the retention rates of Basic Skills students? Math –200: 81% –101: 79% –105: 79% English – 100: 84% – 110: 84% ESL –130s: 87% –140s: 82% –150s: 92% –160s: 93% –025: 95% Data Excerpted from Executive Summary P21 Note: Math/Eng based on 96-97 to 01-02 fiscal years, ESL based on 01-02 only (alternate credit issues)

17. 17 3.3 – What are the persistence rates of Basic Skills students? Pre-Collegiate Math Persistence = 30% Pre-Collegiate English Persistence = 43% Pre-Collegiate ESL Persistence = 47% Note: These persistence rates represent the percentage of students who took any Pre-Collegiate course in the relevant department in Fall or Winter Quarter of FY9697 to FY0102 and then also took a course from that department in the subsequent quarter. Data Excerpted from Executive Summary P21

18. 18 3.4A – What are the success rates in B.Skills courses by ethnicity? Math Asian: 73% Black: 44% Filipino: 57% Hispanic : 49% White: 64% Other: 62% English Asian: 75% Black: 57% Filipino: 72% Hispanic : 65% White: 77% Other: 75% ESL Asian: 85% Hispanic : 65% Other: 80% Data Excerpted from Executive Summary P21

19. 19 3.4B – What are the persistence rates by ethnicity? Math Asian: 36% Black: 22% Filipino: 28% Hispanic : 27% White: 31% Other: 32% English Asian: 49% Black: 27% Filipino: 42% Hispanic : 36% White: 47% Other: 44% ESL Asian: 52% Hispanic : 35% Other: 46% Data Excerpted from Executive Summary P21

20. 20 3.5 – How does Alternate Credit Affect Success/Persistence? English 100 –Persistence: 54% Alt Credit, 44% D/F/W –Eng 100 Success: 33% Alt Credit, 27% DFW –Eng 110 Success: 18% Alt Credit, 16% DFW –Eng 1A Success: 15% Alt Credit, 11% DFW English 110 –Persistence: 81% Alt Credit, 49% DFW –Eng 110 Success: 54% Alt Credit, 27% DFW –Eng 1A Success: 42% Alt Credit, 22% DFW Data Excerpted from Executive Summary P07

21. 21 3.6 – How many students are placed into Basic Skills and do not enroll, or enroll in non- Basic Skills courses?

22. 22 Data Excerpted from Executive Summary P14 3.6 – Placement Outcomes

23. 23 3.7 – Do students who complete their Basic Skills courses have a higher rate of success than those who don’t?

24. 24 Data Excerpted from Executive Summary P13 3.7A – English Course Completion and BSS Success

25. 25 Data Excerpted from Executive Summary P13 3.7B – English Placement and BSS Success

26. 26 Data Excerpted from Executive Summary P55 3.7C – Math Level and Econ 1/Actg 1/Astr 10

27. 27 3.8 – Does our existing curriculum adequately prepare students for the sequence of classes they need to take?

28. 28 Data Excerpted from Executive Summary P110 3.8A – Math Sequence Progression, 1999-2000 Entering Cohort Starting in Math 200 –Pass 200: 67% –Pass 101: 37% –Pass 105: 16% –Pass CL: 9% Starting in Math 101 –Pass 101: 78% –Pass 105: 39% –Pass CL: 22% Starting in Math 105 –Pass 105: 70% –Pass CL: 30%

29. 29 Data Excerpted from Executive Summary P110 3.8B – English Sequence Progression, 1999-2000 Entering Cohort Starting in Eng 100 –Pass 100: 83% –Pass 110*: 52% –Pass 1A: 39% –Pass 1B: 22% Starting in Eng 110 –Pass 110: 85% –Pass 1A: 50% –Pass 1B: 33% Starting in Eng 1A –Pass 1A: 88% –Pass 1B: 57%

30. 30 Data Excerpted from Executive Summary P110 3.8C – ESL Sequence Progression, 1999-2000 Entering Cohort Starting in ESL 150s –Pass 150s: 91% –Pass 160s: 56% –Pass 25: 39% –Pass 26: 29% Starting in ESL 160s –Pass 160s: 93% –Pass 25: 73% –Pass 26: 58% Starting in ESL 26 –Pass 25: 96% –Pass 26: 68%

31. 31 3.9 – Is a student who took a Basic Skills sequence course last quarter more likely to pass the next course in the sequence than a student who waits 3+ quarters?

32. 32 3.9-Time Lag/Success in BS Sequence Courses Data Excerpted from Executive Summary P85B

33. 33 3.10 – Does prior course grade relate to future course success in Basic Skills sequence courses?

34. 34 3.10A - Prior Course Grade and Success: Math Data Excerpted from Executive Summary P85

35. 35 3.10B - Prior Course Grade and Success: Eng 110 Data Excerpted from Executive Summary P85

36. 36 3.10C - Prior Course Grade and Success: Eng 1A Data Excerpted from Executive Summary P85

37. 37 3.11 – How does course load affect the success of Basic Skills/ESL students?

38. 38 3.11A – Success and Number of Units: English Data Excerpted from Executive Summary P85

39. 39 3.11B – Success and Number of Units: ESL Data Excerpted from Executive Summary P85

40. 40 3.11C – Success and Number of Units: Math Data Excerpted from Executive Summary P85