BSLCAC Flex Mee,ng, August 2012 • It’s time to work on our 2012-13 BS Action Plan, due Oct. 10: 4 things BSLCAC needs to do: 1. Analyze Cabrillo College success data using Basic Skills Cohort Tracker 2. Write a Reflec,ve Narra+ve Response : • “Knowing what you know now about basic skills and implemen,ng basic skills interven,ons on your campus, what would you have done differently over the last five years with regards to your basic skills ini,a,ve work?” 3. Revise/update our Long‐Term (5‐year) Goals for Basic Skills (3 max) 4. Determine Ac,vi,es for 2012‐13 BS Ac+on Plan (5 max)
A few notes and about using the BS Cohort Tracker “Success”: • – Passed a course with a C (or Pass) grade or higher. 1 term success is a limited indicator of “success”; longitudinal studies are be\er measures of success. – Keep in mind the state’s defini,on of “long‐term success” (i.e., succeed at transfer‐level) is not always in – synch with our real students’ lives and educa,onal goals. Focus here is mainly on English and math. Why? • – Difficult and close to impossible to follow Cabrillo’s ESL 204 success rates due to discrepancies in coding of courses, & I was unable to merge ESL 204 & English 255, for example (BS Tracker is not useful for ESL). Although reading is important, with the excep,on of those who assess at the English 255 level, at Cabrillo – there is no reading requirement or prerequisite to move up the basic skills to transfer‐level English courses; also, with this tool, it’s impossible to merge English 255 and Read 255/206 success data (and 206 doesn’t even appear as an op,on). – Compiling the following data charts was an arduous, laborious task, and there’s not enough ,me to look up everything and/or circumvent BS Cohort Tracker issues. – Although Data tracker is less than perfect, it is somewhat user‐friendly and readily accessible, so anyone can use it to look up addi,onal data! h\p://datamart.ccco.edu/Outcomes/BasicSkills_Cohort_Tracker.aspx • College Comparisons: 1 or 2 or 3 levels below transfer‐level courses ogen have addi,onal courses that “count” (i.e., English 100L); – we can filter these out, but not as easy to do when I looked at other colleges whose courses I am less familiar with. Conduc,ng research is exci,ng but… • I am not a researcher by training! –
English 255/256 Success (2008‐2011, semester‐by‐semester—not longitudinal) semest/year # of students # of a:empts success # success % change Fall 2011 297 297 213 71.7% 9.1+ Spring 2011 190 190 119 62.6% 1.2‐ Fall 2010 268 268 171 63.8% 2.8+ Spring 2010 182 182 111 61.0% 3.1‐ Fall 2009 270 270 173 64.1% 5.4+ Spring 2009 172 173 101 58.7% 9.1‐ Fall 2008 301 301 204 67.8% ‐‐‐‐‐
English 100 Success (2008‐2011, semester‐by‐semester—not longitudinal) semest/year # of students # of a:empts success # success % change Fall 2011 579 747 460 79.4% 3.9+ Spring 2011 375 525 283 75.5% 0 Fall 2010 592 784 447 75.5% 5.9+ Spring 2010 369 507 257 69.6% 9.1‐ Fall 2009 619 763 487 78.7% 12.6+ Spring 2009 330 412 218 66.1% 7.8‐ Fall 2008 644 769 476 73.9% ‐‐‐‐‐‐
Math 254 A/B/CM/SI Success (2008‐2011, semester‐by‐semester—not longitudinal) semest/year # of students # of a:empts success # success % change Fall 2011 523 523 330 63.1% 4.7+ Spring 2011 505 505 295 58.4% 6.6‐ Fall 2010 500 500 325 65.0% 5.4+ Spring 2010 446 446 266 59.6% 8.9+ Fall 2009 598 599 303 50.7% 5.0‐ Spring 2009 548 548 305 55.7% 4.3+ Fall 2008 609 609 313 51.4% ‐‐‐‐‐
Math 154 & A/B Success (2008‐2011, semester‐by‐semester—not longitudinal) semest/year # of students # of a:empts success # success % change Fall 2011 434 434 231 53.2% 2.8+ Spring 2011 244 244 123 50.4% 0.3+ Fall 2010 419 419 210 50.1% 0.5+ Spring 2010 278 278 138 49.6% 2.3+ Fall 2009 465 465 220 47.3% 4.6‐ Spring 2009 293 293 152 51.9% 4.1‐ Fall 2008 550 550 308 56.0% ‐‐‐‐‐
Math 152 & A/B Success (2008‐2011, semester‐by‐semester—not longitudinal) semest/year # of students # of a:empts success # success % change Fall 2011 452 452 213 47.1% 6.0‐ Spring 2011 213 213 113 53.1% 8.3+ Fall 2010 480 481 215 44.8% 12.4‐ Spring 2010 201 201 115 57.2% 8.9+ Fall 2009 561 561 271 48.3% 8.1‐ Spring 2009 220 220 124 56.4% 7.3+ Fall 2008 601 602 295 49.1% ‐‐‐‐‐
Cabrillo Fall 2011 Success course success Change English 255/256 71.7% 9.1+ English 100 79.4% 3.9+ Math 254 & A/B/CM 63.1% 4.7+ Math 154 & A/B 53.2% 2.8+ Math 152 & A/B 47.1% 6.0‐
2‐Semester College Comparison: 2 levels below transfer‐level English College Sem/Year # students success % Cabrillo Fall 2011 297 213 71.7% Cabrillo Spring 2011 190 119 62.6% MPC Fall 2011 168 123 73.2% MPC Spring 2011 110 74 67.3% Skyline Fall 2011 326 213 65.3% Skyline Spring 2011 163 83 50.9% Hartnell Fall 2011 443 263 59.4% Hartnell Spring 2011 309 158 51.1% West Valley Fall 2011 78 60 76.9% West Valley Spring 2011 54 44 81.5%
2‐Semester College Comparison: 1 level below transfer‐level English College Sem/Year # students success % Cabrillo Fall 2011 612 478 78.0% Cabrillo Spring 2011 401 298 74.0% MPC Fall 2011 316 212 67.1% MPC Spring 2011 169 115 68.0% Skyline Fall 2011 407 273 67.1% Skyline Spring 2011 233 153 65.7% Hartnell Fall 2011 440 312 70.9% Hartnell Spring 2011 245 154 62.9% West Valley Fall 2011 505 334 66.1% West Valley Spring 2011 342 226 66.1%
College Comparison: 3 levels below transfer‐level Math College Sem/Year # students success % Cabrillo Fall 2011 523 330 63.1% Cabrillo Spring 2011 505 295 58.4% MPC Fall 2011 121 93 76.9% MPC Spring 2011 88 52 59.1% Skyline Fall 2011 123 86 69.9% Skyline Spring 2011 89 57 64.0% Hartnell Fall 2011 383 228 59.5% Hartnell Spring 2011 311 178 57.2% West Valley Fall 2011 105 62 59.0% West Valley Spring 2011 91 65 71.4%
2‐Semester College Comparison: 2 levels below transfer‐level Math College Sem/Year # students success % Cabrillo Fall 2011 533 309 58.0% Cabrillo Spring 2011 295 166 56.3% MPC Fall 2011 201 90 44.8% MPC Spring 2011 153 75 49.0% Skyline Fall 2011 230 168 73.0% Skyline Spring 2011 172 119 69.2% Hartnell Fall 2011 351 227 67.7% Hartnell Spring 2011 138 94 68.1% West Valley Fall 2011 342 181 52.9% West Valley Spring 2011 297 166 55.9%
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