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Tulsa Community College Benchmark Data. Table of Contents Student Cohort Profile Goal 1: Developmental courses Goal 2: Gatekeeper courses Goal 3: Complete.

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Presentation on theme: "Tulsa Community College Benchmark Data. Table of Contents Student Cohort Profile Goal 1: Developmental courses Goal 2: Gatekeeper courses Goal 3: Complete."— Presentation transcript:

1 Tulsa Community College Benchmark Data

2 Table of Contents Student Cohort Profile Goal 1: Developmental courses Goal 2: Gatekeeper courses Goal 3: Complete courses successfully Goal 4: Re-enrollment (persistence) Goal 5: Completions

3 TCC Cohort Profile Fall 2004 Cohort 1,972 First-time to TCC Students *includes students who withdrew after final add/drop date (All statistically significant differences are calculated at the 95% confidence level or higher.)

4 Gender

5 Age

6 Campus of Primary Attendance

7 Ethnicity

8 Enrollment Status 47% of cohort took 12 credit hours during entry semester.

9 Degree Type *at entry semester

10 Financial Aid $1700 average during entry semester.

11 Academic Preparation 60% reported ACT scores; average ACT composite score = 19.6 77% were tested for remedial needs 18% enrolled in developmental English/writing 29% enrolled in developmental reading 67% enrolled in developmental math

12 Successfully complete developmental courses and progress to credit-bearing courses (success = “C” or better)

13 30% 40% 17% 13% Developmental Placement (based on entry-level assessment) 591788329263

14 83% 6% 11% Writing Placement (based on entry-level assessment) 218

15 Reading Placement (based on entry-level assessment) 71% 13%16% 1404263305

16 Math Placement (based on entry-level assessment) 33% 2% 7% 58% 648481431133

17 Where are our students succeeding?

18 Success Rate with a “C” or Better (based on number of attempts) Intermediate Algebra…………….45% Beginning Algebra……………….49% Basic Math..………………………63% Writing II..…………………………61% Writing I……………………………65% Reading II………………………….64% Reading I ………………………….64%

19 Who is succeeding with a “C” or better?

20 Developmental Course Success by Gender

21 Intermediate Algebra Success (based on number of attempts) 248

22 Beginning Algebra Success (based on number of attempts) 196375

23 Basic Math Success (based on number of attempts) 210445

24 Writing II Success (based on number of attempts) 87130

25 Writing I Success (based on number of attempts) 79111

26 Reading II Success (based on number of attempts) 202

27 (based on number of attempts) Reading I Success (based on number of attempts) 91164

28 Developmental Course Success by Ethnicity

29 Basic Math Success (based on number of attempts) 80101004302244

30 How many students persisted from developmental coursework into College Algebra or Freshman Comp?

31 Persist to College Level?

32 Developmental Course Summary Females were significantly more successful in all developmental course work African Americans who enrolled in Basic Math faced significantly greater challenge No significant differences by age, degree type, or enrollment status Most students who required remediation did not persist to College Algebra Over half of students requiring writing remediation did persist to Freshman Comp I

33 Enroll in and Successfully complete gatekeeper courses (success = “C” or better)

34 Gatekeeper Course Success 931753681189272

35 Gatekeeper Course Success 182312519741345394

36 What differences exist based on gender, ethnicity, age, enrollment status, or degree type?

37 Freshman Composition by Gender 7571066473778

38 Intro to Psychology by Ethnicity 144281018424331

39 Freshman Comp II by Age 990117685125

40 American Federal Government by Age 1038138806227

41 Psychology by Enrollment Status 899290

42 College Algebra by Degree Type 30213349

43 Gatekeeper Course Summary 10 Gatekeeper courses were identified based on enrollment frequency and/or success rate Female students were more successful in Freshman Comp I and II African Americans, and more specifically African American males were most at risk

44 Complete the courses taken with a grade of “C” or higher

45 Percent C or Higher by Gender 26494499

46 Percent C or Better by Ethnicity 8022045955103266176

47 Percent C or Better by Age 5213766482459228

48 Grade Summary Females significantly more successful African Americans are less likely to attain a “C” or higher Among non-traditional student, success increases as age increases No difference was found between full-time and part-time students UT students had a higher cumulative GPA (2.43) than WD students (2.26)

49 Re-enroll from one semester to the next

50 Persist or Graduate 19721485989968781717

51 Persist or Graduate by Gender

52 Persist or Graduate by Ethnicity *The one Native Hawaiian was removed from the dataset

53 Persist or Graduate by Minority Ethnicity

54 Persist or Graduate by Degree Type

55 Summary of Persistence Females were significantly more likely to persist African Americans were less likely to persist from Fall to Fall and from entry semester to last Spring semester African American males were at highest risk for drop out Students 21-24 years and 30-39 years were most likely to persist Students with unidentified majors do not persist

56 Degree or Certificate Completion (within 3 years)

57 Total Completions over 3 years 222 Completions by 212 Students

58 Did they Graduate?

59 Graduation Rate by Number of Developmental Areas Required 591789329263

60 Graduation Rate By Writing Placement 1628126218

61 Graduation Rate by Reading Placement 1404263305

62 Graduation Rate By Math Placement 648481431133

63 Summary of Completions 212 students earned 222 degrees and certificates, yielding an 11% graduation rate (within 3 years) University Transfer majors had a higher completion rate than Workforce Development students Students needing more than one area of developmental coursework are less likely to graduate

64 Next Steps: What do we do with these data?

65 Next Steps Today: Identify and prioritize challenges to student success based on these data November: Begin to identify barriers to success related to these challenges Spring: Begin to develop interventions around these challenges

66 Not everything that counts can be counted, and not everything that can be counted counts. Albert Einstein

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