1. California Community College Basic Skills Initiative

2. How Many Are Enrolled in Basic Skills Classes?
BSI June Regional Meetings
How Many Are Enrolled in Basic Skills Classes?
70-85% assess into basic skills
27.4% take basic skills classes
Where are the rest?
Joan or Wade

3. What is the cost of remediation?
The Cost of Remedial Education by Dr. Vicki Murray 2008

4. What is the cost of remediation?
Diploma to Nowhere by Strong Schools 2008

5. What are the CCC’s Doing?
An Analysis of Basic Skills Action Plans

6. Area B - Program Component
integrated counseling and instruction 43% (44/103 colleges)
B 3.1
41% (42/103 colleges) identified a proactive counseling advising structure that includes intensive monitoring and advising
Planned actions
increasing counseling through additional hires
designating counselors to students w/ basic skills needs
increasing office hours
collaborations with instruction through “early alert” programs
better communication about student services & workshops and increasing workshops

7. What are the CCC’s Doing?
An Analysis of Basic Skills Action Plans – 11 Highest and 11 lowest Colleges – A difference of 44.6%

8. More Info on the two groups
Both high and low completion rates were found at
Geographically diverse
FTES ranging from very small to very large
Urban and rural colleges
Some in each group were close to 4 year institutions
Some in each group were far from 4 year institutions
(1 of the highest rates did not have an action plan; 2 of the lowest had unusable plans)

9. More Info on difference between the 2 groups
An examination of the more successful colleges revealed their Basic Skills Plans had nothing in common with the lowest colleges Basic Skills Plans

10. So does ANYTHING Work??

11. Mr. Anderson, may I be excused?
We put basic skills students in exactly the same learning environments in which they have failed to learn for years and expect them to succeed.
Mr. Anderson, may I be excused?
My brain is full.

12. We put basic skills FACULTY in exactly the same learning environment in which they have failed to learn for years and expect them to succeed.
Next time don’t suck so hard.

13. FIG Action Plan Ask a research question/Identify a problem
Create a hypothesis
Review the secondary research
Create outcomes
Conduct primary research
Review and evaluate
Disseminate findings

14. Chaffey College – Who Are Our Students?
96% of students assessed are under-prepared in either math, reading, or writing
65% are deficient in all 3 categories
31% are first generation college students
21% have been out of school 5 or more years
Over 80% declare transfer as their goal

15. Basic Skills Success Rates
Success is defined as an A, B, C, or CR grade. Success Rate is computed by dividing successful grades (A, B, C, and CR grades) by grades on record (A, B, C, D, F, CR, NC, I, and W grades)
Success Rates
57.2%
56.2%
54.9%

16. Creation of Success Centers
Instructional Program
Faculty Leadership
Serve all students and faculty
Student-centered learning community
Creation of new faculty positions; Multiple Levels of staff support
[INSERT BACKGROUND GRAPHIC]

17. Learning Center Pedagogy
Promotes individualized instruction and learning
Promotes collaborative learning
Ensures a risk-free environment
De-emphasizes grades and judgment
Promotes affective development of the learner
Promotes a sense of community with the institution
Supports and imitates the values of the classroom

18. Unduplicated Number and Percent of Students Who Accessed into Success Centers Annually
“Percentage of Student Population Each Semester Who Accessed Success Centers” was determined by dividing the number of students who accessed success centers each semester by total unduplicated student population reported on end-of-term MIS submission.
Number of Students Each Year Who Access the Success Centers (Annual)
Accessed Success Center
7,573
11,712
12,526
11,991
12,746
Unduplicated Headcount
28,312
31,531
28,741
27,596
27,857

19. Relationship between Success Center Access and Success in Transfer Courses: 2004 – 2005
Keith Wurtz
The ES is .28 and p < On average, students who accessed the success center for a transfer level course had a 10% higher success rate than students in the sections who did not access a success center.

20. Relationship between Success Center Access and Success for Basic Skills Students
Keith Wurtz
Compares EOPS Students who accessed Success Center to other EOPS Students who did not access a success center. This is not be section. The ES is .14 and p < On average, students who accessed the success center had a 6% higher success rate than students in the sections who did not access a success center.

21. Percent of Degree & Certificate Earners Who Completed at Least One “Basic Skills” Course
Degree and certificate earners were identified by the annual period (Summer, Fall, Spring semesters) in which the degree/certificate was awarded. To determine whether the degree/certificate earner successfully completed at least one pre-collegiate level course, I examined the five year window of course-taking behavior that preceded degree/certificate award (e.g., if the student earned a degree/certificate in , I examined all course activity from Summer 1998 through Spring 2003). If the student successfully completed at least one pre-collegiate course (based upon examination of MIS data element CB08 (course-basic-skills-status), I flagged the student as a degree/certificate earner who had completed at least one pre-collegiate skill level course.

22. Percent of Transfer Students
Percent of Students Who Completed at Least One “Basic Skills” Course Who Subsequently Transferred to a Four-Year Institution
Percent of Transfer Students
Using NSC data, identified cohorts by transfer year and examined five year window prior to transfer to determine whether student had successfully completed at least foundation skills course. As the data indicates, the percentage of transfer students who have completed at least one foundation skills course in the five years has gradually increased.

23. Puente Student Profile
Latino students: highest dropout rate in community colleges (94.1% of Latinos in CA won’t complete their AA Degree)
From families with no college experience
From low-income areas
Have a record of low performance for participation in college-track classes
Most test at pre-transfer level English course skill level

24. Puente Student Profile
Fluent English speakers
Many are second or third generation Mexican/Americans
 Generally avoid counselors and English classes
Inexperienced writers
Grade point averages are quite low
Unclear career goals
Few are likely to transfer to four-year colleges and universities

25. Integrates Three Areas of Service
Teaching
Counseling
Mentoring
Today:
65 community colleges
36 high schools

26. Puente Works!
Only 7% of the first-time freshmen who enter CA community colleges with the goal of transferring actually do so.
Among Puente students who have transferred to the UC, 95.6% graduate within four years, as compared with 73% for all transfer students and 62% for Chicano transfer students

27. Puente Works!
Nearly twice as many Puente community college students transfer to four-year colleges or universities as do underrepresented students statewide.
Term-to-term retention rate of Puente students is 92%, compared with 60% for community college students statewide.
Among students who have transferred, 91% believe that the Puente class prepared them for college-level reading and writing and 83% believe their Puente counselor did a good job preparing them for transfer.

28. We need an educated California!

29. Thank you Additional Questions and Comments