ASA 1/26/2006 A CHIEVING THE D REAM SM Student Success February 1, 2006 Integrating the Project into the Core College Operations

QEP Components It must target the improvement of student learning It should have specific, well-defined goals that lead to measurable results It should address critical issues essential to the institution

QEP Components It should include evidence of careful analysis of the institutional context It should include a viable implementation plan that includes the necessary resources It should include a fully developed evaluation plan

Why course completion? Basic student retention data must account for at least 2 important variables: –Student intent to persist –Environmental variables Course completion data accounts for student intent. Course completion leads to retention which leads to graduation.

How the data were analyzed Student success rate Withdrawal rate Compare student success by: –Courses taught by full-time faculty vs adjunct –By campus –Online vs traditional –“Early-term” vs “Longer-term” students –Student age groups, gender, race

Data analysis - continued Institution-wide By campus Developmental English and Math Gatekeeper English and Math Online

College Credit Course Success By Race Fall 2004 White African- AmericanOther MinorityTotal Number% % % % Success % % % % Nonsuccess % % % % Withdraw % %6039.4% % Total % % % %

College Credit Course Success Fall & Under* & OverTotal Number% % % % % Success % % % % % Nonsuccess % % % % % Withdraw1065.0% % % % % Total % % % % % By Age * 39% (N=830 grades) of the 2,104 grades attributed to dual enrolled high school students. Success rate less dual enrolled students = 71%.

Observations College Credit Courses The success rate for adjuncts (77%) is slightly higher than that of FT instructors (71%). The success rate for online courses (67%) is lower than that of traditional courses (76%). The withdrawal rate for online courses (14%) is higher than that of traditional courses (8%). The success rate for year old students (69%) is less than that of (76%) and students 30 and older (82%). The success rate for African-American students (70%) is lower than that of white students (77%). The fewer credits accumulated, the lower the success rate. Students with less than 16 accumulated credits have the lowest success rate m (70%) compared to credits (77%) and 31+ credits (81%).

By Campus Developmental ENG Fall 2004 ChesapeakeNorfolkPortsmouthVa BeachTotal Number% % % % % Success % % % % % Nonsuccess7415.8% % % % % Withdraw194.1%9213.2%5812.2%937.5%2629.1% Total % % % % % Developmental MTH Fall 2004 ChesapeakeNorfolkPortsmouthVa BeachTotal Number% % % % % Success % % % % % Nonsuccess % % % % % Withdraw669.8% %315.4%2458.1%4939.4% Total % % % % % Developmental Course Success

By Race Developmental ENG Fall 2004 WhiteAfrican-AmericanOther MinorityTotal Number% % % % Success % % % % Nonsuccess % %7824.9% % Withdraw978.6%1389.6%278.6%2629.1% Total % % % % Developmental MTH Fall 2004 WhiteAfrican-AmericanOther MinorityTotal Number% % % % Success % % % % Nonsuccess % % % % Withdraw2508.7% %599.5%4939.4% Total % % % % Developmental Course Success

Observations Developmental Courses ● The Chesapeake Campus success rate in dev. ENG (80%) is more than 10 percentage points higher when compared to the other three campuses. ● The Portsmouth Campus success rate in dev. MTH is more than 10 percentage points higher when compared to the other three campuses. The Va. Beach Campus has an unusually high dev. MTH nonsuccess rate (42%) compared to the other three campuses. ● When examined by FT faculty, dev. ENG success rates range from a high of 77% at Chesapeake to a low of 44% at Portsmouth. ● When examined by FT faculty, dev. MTH success rates range from a high of 69% at Portsmouth to a low of 47% at Virginia Beach. ● Dev. ENG courses taught online have a lower success rate (58%) than traditional delivery courses (66%). Dev. MTH courses taught online have a lower success rate (45%) than traditional delivery courses (53%).

Observations Developmental Courses – continued ● The withdrawal rate for online dev. ENG courses (17%) is about twice that of traditional dev. ENG courses (9%), and the online dev. MTH withdrawal rate (27%) is three times the rate of traditional courses (8%). ● Less than 50% of minority students enrolled in dev. MTH are successful. ● For males, the success rate (46%) and nonsuccess rate (45%) are almost identical in dev. MTH. ● The success rates for dev. ENG (64%) and dev. MTH (48%) are lowest among the year age group and highest for those 30 and older. ● The success rate for developmental courses is lowest for students with 15 or fewer accumulated credits.

Gatekeeper Course Success By Campus Gatekeeper ENG* Course Success Rate By Campus Fall 2004 ChesapeakeNorfolkPortsmouthVa BeachTotal Number% % % % % Success % % % % % Nonsuccess %7121.6% % % % Withdraw386.4%4914.9%5614.0%1578.6%3009.5% Total % % % % % *Gatekeeper ENG = ENG 111 Gatekeeper MTH* Course Success Rate By Campus Fall 2004 ChesapeakeNorfolkPortsmouthVa BeachTotal Number% % % % % Success % % % % % Nonsuccess8830.3%6528.4%4323.4% % % Withdraw4615.9%2611.4%126.5% % % Total % % % % % * Gatekeeper MTH = MTH 158, MTH 163

Observations Gatekeeper Courses ● Similar to statistics for developmental ENG and MTH, the Chesapeake Campus has the highest success rate for gatekeeper ENG (75%) and the Portsmouth Campus has the highest success rate for gatekeeper MTH (70%). ● The gatekeeper ENG success rate is lowest for the year age group (64%) and those with less than 16 accumulated credits (70%). ● About 27% of students enrolled in gatekeeper MTH courses are unsuccessful, and 13% withdraw. ● The gatekeeper MTH success rate for males (53%) is much lower than for females (65%). ● The gatekeeper MTH success rate is lowest for the year age group (56%) and those with less than 16 accumulated credits (57%).

Common Threads ● Students with less than 16 accumulated credits and in the year age group tend to have a lower success rate. ● Online courses tend to have higher withdrawal rates, particularly in dev. MTH and ENG. ● Males and minorities tend to have a lower success rate in MTH (both dev. and gatekeeper). Observations