Del Mar College Developmental Education Needs of First-Time-In-College Students and High School Graduates

Summer/Fall 1999 New Students Statewide Of the 158,903 new students enrolled in Texas public colleges and universities in Summer and Fall 1999, 67 percent were enrolled in community colleges. Of the 158,903 new students enrolled in Texas public colleges and universities in Summer and Fall 1999, 67 percent were enrolled in community colleges. Thirty-one percent were enrolled in universities. Thirty-one percent were enrolled in universities. Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003

Summer/Fall 1999 New Students Statewide

Of the 158,903 new students enrolled in Texas public colleges and universities in Summer and Fall 1999, 40 percent of those enrolled in community colleges were assessed as requiring math developmental course work. Of the 158,903 new students enrolled in Texas public colleges and universities in Summer and Fall 1999, 40 percent of those enrolled in community colleges were assessed as requiring math developmental course work. Of those enrolled in universities, 19 percent were assessed as requiring math developmental course work. Of those enrolled in universities, 19 percent were assessed as requiring math developmental course work.

New Students Statewide Requiring Developmental Math, Within School Type

Summer/Fall 1999 New Students Statewide Requiring Developmental Math Statewide, 82 percent of the new students requiring mathematics developmental education are enrolled in two-year colleges.

New Students Statewide Requiring Developmental Math, by School Type

New Students Statewide Requiring Developmental Math, by Ethnicity About one-half of the students requiring mathematics developmental education are White, about one-third are Hispanic, and about one-sixth are African-American. A greater percentage of African-American and Hispanic students require developmental math.

New Students Statewide Requiring Developmental Math, by Ethnicity

New Students Statewide Requiring Developmental Math, by Age Older students are not more likely than their younger counterparts to require mathematics developmental education. Seventy-four percent of students requiring mathematics developmental education are 19 or younger; 83 percent are 21 or younger. After age 24, the percentages requiring mathematics developmental education decrease with age, and people over 50 are less likely to require mathematics developmental education than any other age group. Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003

New Students Statewide Requiring Developmental Math, by High School Program Encouraging more students to enroll in the Recommended High School Program should help reduce the demand for mathematics developmental education, but not eliminate it. The existing data are encouraging, indicating that fewer students who have taken an advanced or recommended high school curriculum are required to complete mathematics developmental education. Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003

New Students Statewide Requiring Developmental Math, by High School Program

2004 ACT-Tested High School Graduates Meeting College Algebra Benchmark by Race/Ethnicity Only 40 percent of ACT-tested 2004 high school graduates met ACTs College Readiness Benchmark demonstrating their readiness for their first credit-bearing college course in Algebra. When disaggregated by race/ethnicity, the college readiness numbers are even more sobering. Only 24 percent of Hispanic students, and 11 percent of Black students, are ready for college Algebra. Source: ACT, Crisis at the Core: Preparing All Students for College and Work, 2004

2004 ACT-Tested High School Graduates Meeting College Algebra Benchmark by Race/Ethnicity Source: ACT, Crisis at the Core: Preparing All Students for College and Work, 2004

New Students Statewide Requiring Developmental Math, After Two Years StatusAll Students Received degree or certificate, and no longer enrolled 452 (1%) Completed math DE, still enrolled but not been awarded a degree or certificate 9,967 (19%) Completed math DE but had not received a degree or certificate and were no longer enrolled 4,287 (8%) Not yet completed math DE but still enrolled 13,678 (26%) Not yet completed math DE and not enrolled 24,491 (46%)

Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Work Compared to students at most other Texas public community colleges, more Del Mar College students require developmental math, and fewer require developmental writing and reading. Compared to students at most other Texas public community colleges, more Del Mar College students require developmental math, and fewer require developmental writing and reading. Compared to national averages, many more Del Mar College students require developmental math, and substantially more require developmental writing and reading. Compared to national averages, many more Del Mar College students require developmental math, and substantially more require developmental writing and reading.

SubjectDel Mar College 1 Statewide 2 National 3 Math64.3%61.8%22.0% Writing40.4%14.0% Reading37.7%20.0% 1 Del Mar College institutional data files 2 Hunter Boylan, An Evaluation of Developmental Education in Texas Public Colleges and Universities 3 U.S. Department of Education, National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, public 2-year colleges 29.3% 30.8 % Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Work

Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Work by Fall Semester and Subject Fall Math54.0%73.0%63.0%61.0% 74.0% Writing23.0%32.0%31.0%32.0% 35.0% Reading30.0%31.0%29.0%28.0% 30.0% Any61.0%75.0%67.0%65.0%73.0%76.0%

Developmental Status of DMC District High School Graduates Enrolled at Del Mar College as of Fall 2003 Thirty-one percent of high school grads enrolled at Del Mar College within three months of graduation. Of these students who attended Del Mar, 73 percent of high school graduates were assessed as requiring developmental course work in one or more subjects, and 71 percent required developmental math. Thirty-one percent of high school grads enrolled at Del Mar College within three months of graduation. Of these students who attended Del Mar, 73 percent of high school graduates were assessed as requiring developmental course work in one or more subjects, and 71 percent required developmental math. ISDs in the Del Mar College District include Corpus Christi, Calallen, Flour Bluff, Tuloso- Midway, and West Oso. ISDs in the Del Mar College District include Corpus Christi, Calallen, Flour Bluff, Tuloso- Midway, and West Oso.

Developmental Status of All DMC District High School Graduates Enrolled at Del Mar College as of Fall 2003

Math Developmental Status of Fall 2000 First-Time-in- College Students After Three Years Arithmetic and Geometry Level 1 (Math 0370)Students Cumulative Percent Total % Passed Level % Passed Level % Passed Level % Passed College Level147.0% Did Not Pass Level %

Math Developmental Status of Fall 2000 First-Time-in- College Students After Three Years Elementary Algebra Level 2 (Math 0371)Students Cumulative Percent Total % Passed Level % Passed Level % Passed College Level277.3% Did Not Pass Level %

Math Developmental Status of Fall 2000 First-Time-in- College Students After Three Years Extended Intermediate Algebra Level 3 (Math 0372/0373)Students Cumulative Percent Total % Passed Level % Passed College Level5718.8% Did Not Pass Level %

Del Mar College Developmental Student Outcomes Developmental students have higher retention rates than non-developmental students. Developmental students have higher retention rates than non-developmental students. Developmental students take longer to prepare for college-level work. Developmental students take longer to prepare for college-level work. Non-developmental students, who have already reached college level, are much more likely to transfer or graduate. Non-developmental students, who have already reached college level, are much more likely to transfer or graduate.

Fall 2000 FTICs Graduated, Transferred, or Still Enrolled, as of Fall 2003

Del Mar College Completers Who Began as Developmental Students One of the most important measures of the success of a colleges developmental education program is the percentage of graduates who were at some point assessed as requiring developmental education. One of the most important measures of the success of a colleges developmental education program is the percentage of graduates who were at some point assessed as requiring developmental education. This measure is especially important to a college like Del Mar, which has open admissions and enrolls many developmental students. This measure is especially important to a college like Del Mar, which has open admissions and enrolls many developmental students. Studies show that this measure varies among colleges from 10 to 50 percent 1. At Del Mar College, an average of well over 60 percent of all graduates were enrolled at some time in developmental course work. Studies show that this measure varies among colleges from 10 to 50 percent 1. At Del Mar College, an average of well over 60 percent of all graduates were enrolled at some time in developmental course work. 1 Source: Boylan report