Dual Enrollment Equity & Education Council December 6, 2019 - PowerPoint PPT Presentation

Dual Enrollment Equity & Education Council December 6, 2019 12345 El Monte Road Los Altos Hills, CA 94022 foothill.edu

Overview • E&E is seeking to clarify its charge around dual enrollment. • Nov 1, 2019 E&E asked for dual enrollment data to help guide discussion. • Data shared today will touch on… • Dual enrollment trend (headcount, enrollments) • Dual enrollment course success (overall and by ethnicity)

But first, for today’s meeting… • what do we mean by “dual enrollment”? • student characteristic (student type) • HS student concurrently enrolled in college course • enrollment in (a particular) course • MOU with HS • Courses often taught on HS campus • Coded with a “D” designation in the course section number

HS Students Comprise 5% of Foothill Enrollments 2018-19 Credit Enrollment by Student Type N=106,299 100% 75% 61% 50% 25% 16% 13% 5% 5% 0% First-time college First-time transfer Continuing Returning High school

“D” Designated Course Comprise 20% of All HS Enrollments 2018-19 Credit Enrollment of High School Students N=5,077 100% 81% 75% 50% 25% 19% 0% HS Student Enrolled - HS Student Enrolled - "D" Designated Courses Non "D" Designated Courses

“D” Designated Course: Headcount & Enrollment AY18 to AY19 headcount +90% enrollments +94% Headcount (HC) Enrollments 1200 1,078 985 1000 894 800 600 550 509 400 290 215 144 200 90 133 0 2015-16 2016-17 2017-18 2018-19 2019-20* (10 sections; 5 HS) (12 sections; 5 HS) (23 sections; 8 HS) (40 sections; 10 HS) (40 sections; 14 HS) Credit and non-credit enrollments. 2019-20 academic year is in progress and its data reflects summer and fall terms.

“D” Designated Course: Latinx comprise largest ethnic group; Ethnic Composition their proportion is shrinking 0% 1% 2% 2% 11% 15% 14% 17% 19% 5% 0% 4% 0% 6% 2% 1% 0% 0% 15% AY16 DI Grp = 3% 20% 26% 0% 78% 28% Decline to State White 25% 56% Pacific Islander Native American 47% Asian 43% 42% Latinx 35% 0% Filipinx African American 1% 3% 22% 2% 11% 10% 4% 6% 3% AY19 2015-16 2016-17 2017-18 2018-19 2019-20* DI Grp = 50% (N=144) (N=215) (N=509) (N=985) (N=1,078) Credit and non-credit enrollments. *2019-20 academic year is in progress and its data reflects summer and fall terms. DI indicates historically disproportionate impacted student groups, African American, Filipinx and Latinx.

Compared to its “D” designated counterpart, in 2018- 1 9… course has larger proportion of Latinx 2% 2% 17% 34% 2% 0% 28% 1% Decline to State 0% White Pacific Islander 37% Native American AY19 Asian DI Grp = 42% Latinx 50% Filipinx AY19 21% DI Grp = African American 2% 27% 3% 6% 3% "D" Designated Courses Non "D" Designated Courses (N=985) (N=4,279) Credit and non-credit enrollments. DI indicates historically disproportionate impacted student groups, African American, Filipinx and Latinx.

…so far that is still the case in 2019-20 * 6% 15% 22% 15% 1% 0% 3% 0% Decline to State White 25% Pacific Islander 43% Native American Asian AY20* Latinx 35% DI Grp = Filipinx AY20* 23% 42% DI Grp = African American 27% 4% 2% 3% 2% "D" Designated Course Non "D" Designated Course (N=1,078) (N=2,678) Credit and non-credit enrollments. *2019-20 academic year is in progress and its data reflects summer and fall terms. DI indicates historically disproportionate impacted student groups, African American, Filipinx and Latinx.

“D” Designated Course: Success Rates annual course success rates above 90% 98% 96% 96% 100% 90% 75% 50% 25% 0% 2015-16 2016-17 2017-18 2018-19 Credit sections. Total success counts: 2015-16 = 129 | 2016-17 = 210 | 2017-18 = 480 | 2018-19 = 920 Total enrollment counts: 2015-16 = 144 | 2016-17 = 215 | 2017-18 = 501 | 2018-19 = 961

Compared to “D” designated course success rate its counterpart… is higher "D" Designated Courses Non "D" Designated Courses 100% 98% 96% 96% 95% 90% 90% 90% 88% 87% 89% 85% 80% 2015-16 2016-17 2017-18 2018-19 Credit sections. “D” designated enrollments: 2015-16 = 144 | 2016-17 = 215 | 2017-18 = 501 | 2018-19 = 961 Non “D” designated enrollments: 2015-16 = 3,669 | 2016-17 = 3,723 | 2017-18 = 5,032 | 2018-19 = 4,106

But course success disparities exist… …and they continue to trail 100% 99% 99% 100% 98% 98% 96% 95% 95% 94% 94% 89% 90% Latinx success rate trails Asian s and Whites… 85% 80% 2017-18 2018-19 African American Asian Filipinx Latinx White Denotes annual success rate Credit sections. Native American, Pacific Islander and Decline to State are not shown as they each account for fewer than 1-2% of enrollments. 2017-18 enrollments: African American = 49 | Asian = 131 | Filipinx = 15 | Latinx = 218| White = 70 | Total = 501 2018-19 enrollments: African American = 63 | Asian = 273 | Filipinx = 20 | Latinx = 393 | White = 167 | Total = 961

“D” Designated 2018-19 Course Success: Latinx to have 100% completion rate, need another +17 completions 100% Denotes annual success rate 95% 2 percentage 94% to avoid gap, point gap 90% need +8 Latinx completions 85% 80% 2018-19 Credit sections. 2018-19 enrollments: African American = 63 | Asian = 273 | Filipinx = 20 | Latinx = 393 | White = 167 | Total = 961

Discussion • Responses? Questions? Based on data and discussion on campus, what are some things that are surfacing for E&E? • What other data may be of interest to help inform and guide E&E’s exploration around its charge regarding dual enrollment?