PRESENTED TO BASIC SKILLS COMMITTEE PRESENTED ON MAY 29, 2008 PRESENTED BY NATHAN R. DURDELLA, Ph.D. CAROLINE Q. SHELDON, Ph.D. OFFICE OF INSTITUTIONAL RESEARCH BSI Baseline Data at Santa Monica College: Historical Trends and Observations

Overview What are the BSI baseline measures? How did we exceed the standard measures? What can we say overall? What do the data say about our students? Summary: What are our observations? Discussion: What are your thoughts?

What are the BSI baseline measures? Integral part of the college’s self-assessment Intended to provide a broad overview of basic skills Aggregate data on students, courses, and staffing Operationally defined within parameters of MIS data Current reporting mechanisms Selected fall terms (Fall 2004-Fall 2006)

What additional measures did we analyze? Additional recommended measures  More difficult to identify, more meaningful discussion  Level of measurement: Cross-sectional and historical analysis of measures by discipline ( Fall 2004-Fall 2006) Locally developed measures  More fruitful discussion  Cross-sectional and historical analysis of students by race/ethnicity, gender (Fall 2004-Fall 2006)

What are the overall observations? Increase in number, percent of math, English offerings with concomitant increase in enrollment Increases in retention rates in all courses, with greatest increases in ESL and counseling Slight increase in persistence rate in math, ESL Slight increase in percentage of basic skills courses taught by full-time faculty in English, ESL Female students generally have higher course success, retention rates but not persistence rates In general, Asian and white students outperform African American and Latino students

Trends in Course Sections and Enrollment Increase in number and percent of all sections in ENGL and MATH Increase in students enrolled in ENGL and MATH courses Course Sections ENGLESLMATHCOUN F04F06F04F06F04F06F04F06 Number Percent Students Enrolled ENGLESLMATHCOUN F04F06F04F06F04F06F04F06 Unduplicated Headcount

Trends in Course Success, Retention, Persistence Increase in course success rate in ESL and Counseling Slight increase in course retention rates in English, Math, and Counseling Slight increase in persistence rates across the board Course Retention and Success ENGLESLMATHCOUN F04F06F04F06F04F06F04F06 % Succeeded % Retained Fall-t0-Fall Persistence ENGLESLMATHCOUN F04F06F04F06F04F06F04F06 % Persisted to Next Fall

Observations of Differences in Gender Female students have higher course success and retention rates Math is an exception, with a greater percent of male students being retained and persisting to the next fall term Measures ENGLESLMATH Fall 06 FMFMFM % Succeeded % Retained % Persisted to Next Fall

Observations of Differences in Race/Ethnicity ENGLESLMATH Fall 06 AsianBlackLatinoWhiteAsianBlackLatinoWhiteAsianBlackLatinoWhite % Succeeded % Retained % Persisted to Next Fall

Summary: What can we say at this time? BSI baseline measures, including recommended and local measures, provide a broad overview of course offerings, staffing, and student performance in basic skills courses More section offerings, students in math, English Students were retained at greater rates in all courses, and succeeded at greater rates in ESL and counseling, Students persisted at greater rates in math, ESL Students who identified as female or Asian or white generally had higher course success, retention rates Upcoming analytical activities include repeating analyses to update baseline measures for Fall 2007 and developing capacity and framework to augment baseline data

DISCUSSION Thank you for your participation!