1. Helen Burn hburn@highline.edu Student Achievement Database: Exploring Precollege Mathematics Achievement Helen Burn, Ph.D. Department of Mathematics Highline Community College

2. Tipping Point Research Building Pathways to Success for Low-Skill Adult Students: Lessons for Community College Policy and Practice from a Longitudinal Student Tracking Study (Prince & Jenkins, 2005) http://www.sbctc.ctc.edu/docs/data/research_reports/resh_06-2_tipping_point.pdf Higher educational attainment = higher earnings Benefits of one year of college + credential $7,000 for students who started in ESL $8,500 for those who started in ABE or GED $2,700 and $1,700 for those entering with a GED or high school diploma, respectively

3. Momentum Points Milestones along the way to “tipping”: Completing pre-college math or English credits Completing college-level quantitative course Attaining 15 college-level credits Attaining 30 college-level credits Attaining degree or certificate (tipping). Certain certificates counted if 45 or more credits also earned. Student Achievement Database website: http://www.sbctc.ctc.edu/college/e_studentachievement.aspx http://www.sbctc.ctc.edu/college/e_studentachievement.aspx Data dictionary: http://www.sbctc.ctc.edu/college/_d_datawarehouse.aspx http://www.sbctc.ctc.edu/college/_d_datawarehouse.aspx

4. Variables of Interest for Math

5. Highline’s Analysis Precollege Math Momentum Point Achievement of Eligible Students*, by Cohort 2005-06 (n=13028) 2006-07 (n=13761) 2007-08 (n=14370 Attained 5-credits college-level quantitative credits QuantCourse_Point = 19% Attempted precollege math momentum points (PcMP) CollegeReady PreMath_Attempted = 113%12%13% Attained at least one precollege math momentum point (PCMP) CollegeReady PreMath_Points ne 0 9%8%9% *I omitted 5045 (11%) students who had previously earned five college-level quantitative credits (QuantCoursesEarnedPrior = 1). The remaining students are considered “eligible” for precollege math points [PcMP]

6. Many types of students attempt* PcMP: Who Attempts PcMP? (LastPurpAttend by Cohort) A0506A0607A0708 Transfer98610281091 Prof-Tech467422451 Other103153161 HS/GED343744 Enrichment211726 Missing605684 TOTAL167117131857 *Variable = CollegeReadyMath_Attempted ne 0

7. How many PcMP do eligible students attain in a year?

8. 2007-08 Attempted and Attained, by Gender and Age Percent who attempted and attained at least one PcMP, by age and gender

9. Limitation “Attempt” is a dichotomous variable (0-no, 1- yes). Students who attain 3 PcMP could do it with 1, 2, or 3 attempts. Solution: Create “# attempts” variable using transcript data.

10. 2007-08 PcMP Attempt and Attain Data Precollege Math Momentum Points Attained # Attempts 0123Total 1 557 (44%)699 (56%)*001256 2 65 (14%)208 (44%)196 (42%)*0469 3 7 (6%)30 (26%)39 (33%)41 (35%)*117 4 06 (60%)2 (20%) 10 Total 629943237431852 * Shaded cells are “success”: attempts = attained Highline plans to track the “one-one” group

11. Subgroup Analysis of “one-one” group 2007-08 Percent Attained One PcMP, on one attempt, by gender and age.

12. Additional Variables Created by Highline Pcmathattempts - # precollege math attempts MathPlace - Highest math placement (1, 2, or 3 levels below college level) WritPlace - Highest writing placement (1, 2, or 3 levels below college level) ReadPlace - Highest reading placement (1, 2, or 3 levels below college level) MP311status – refers to Achieving the Dream moniker (3 levels below college in math and one level below college in writing or reading)

13. Student Achievement Dashboard for Precollege Mathematics A0506A0607A0708 18-19 Males51%47%41% Place 3 levels below in Math 50%48%53% Hispanic/Latino53%46% African-American46%47%49% 25-29 Females67% 59% Percent of students who attempted and successfully completed one pre- college math course during the year (attained the grade needed to advance to the next course

14. Helen Burn hburn@highline.edu hburn@highline.edu hburn@highline.edu www.flightline.highline.edu/hburn Each college has its unique Student Achievement Data. The value to me of the database is that it broadens focus from single courses to overall course-taking patterns that can be tracked easily over time.