1 Foothill College Opening Day 2004 Selected Findings on Basic Skills Rob Johnstone, 9/17/04.

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Foothill CollegeFoothill College

Opening Day 2004Opening Day 2004

Selected Findings on Basic SkillsSelected Findings on Basic Skills

Rob Johnstone, 9/17/04

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Section 1 Benchmark Statistics,

Placement Testing

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1.1 – Placement Results for Students Taking Placement Tests in 2003-04

Placement GroupResult N Percent

Pre-Collegiate English Only 464 13%

Pre-Collegiate ESL Only 633 17%

Pre-Collegiate Math Only 836 23%

Pre-Collegiate, Multiple Subjects 853 23%

College-Level in All Placed 863 24%

Total 3,649 100%

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1.2 – English Placement Results, 2003-04

English Placement GroupResult N Percent

English 100 817 46%

English 110 354 20%

English 1A 619 35%

Total 1,790 100%

Note: Does not include students who were directed to take ESL test or to see Counselor/Division Dean.

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1.3 – ESL Placement Results, 2003-04

ESL Placement GroupResult N Percent

130-level ESL 79 8%

140-level ESL 71 8%

150-level ESL 134 14%

160-level ESL 311 33%

ESL 025 215 23%

ESL 026 (College Level) 123 13%

Total 933 100%

Note: Does not include students who were directed to take English test or to see Counselor/Division Dean.

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1.4 – Math Placement Results, 2003-04

Math Placement GroupResult N Percent

Math 250 152 6%

Math 200 312 12%

Math 101 769 29%

Math 105 434 16%

College-Level 973 37%

Total 2,640 100%

Note: Does not include students who were directed to take another test and never followed through.

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1.5 – What are the course-taking outcomes of students

who have Pre-Collegiate placements?

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1.5A – Course-Taking Outcomes for Pre-Collegiate English

Outcome Engl 100 Engl 110

Took Recommended Course 45% 50%

Took Higher Course in English 11% 11%

Took Other English/ESL Course 4% 3%

Took Other non-English Courses 24% 25%

Never Enrolled at Foothill 16% 12%

Total 100% 100%

Initial English Plcmt

Note: Based on students taking placement tests in 2002-03; enrollments followed through 2004 Spring.

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1.5B – Course-Taking Outcomes for Pre-Collegiate ESL

Outcome 130-140 150-160 25

Took Recommended Course 55% 68% 71%

Took Higher Course in ESL 6% 5% 3%

Took Other ESL Course 1% 2% 1%

Took Other non-ESL Courses 7% 11% 12%

Never Enrolled at Foothill 31% 14% 13%

Total 100% 100% 100%

Initial ESL Placement


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1.5C – Course-Taking Outcomes for Pre-Collegiate Math

Outcome Math 250 Math 200 Math 101 Math 105

Took Recommended Course 41% 50% 59% 55%

Took Higher Course in Math 9% 4% 5% 4%

Took Other Math Course 2% 2% 2% 8%

Took Other non-Math Courses 28% 29% 20% 23%

Never Enrolled at Foothill 20% 15% 14% 10%

Total 100% 100% 100% 100%

Initial Math Placement


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Section 2Basic Skills Task Force

Key Questions

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2.1 – What are the success rates of Basic Skills students?

• Math – 250: 65%– 200: 58% – 101: 57%– 105: 69%

• English– 100: 75%– 110: 73%

• ESL – 130s: 71%– 140s: 67%– 150s: 67%– 160s: 80%– 170s: 78%– 025: 81%

Data Covers 2003-2004 School Year

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2.2 – What are the success rates in B.Skills courses by ethnicity?

Math • Asian: 71% • Black: 46%• Filipino: 68%• Hispanic: 54%• White: 68%• Other/Unk:

68%

English

• Asian: 76% • Black: 68%• Filipino: 65%• Hispanic: 68%• White: 80%• Other/Unk:

77%

ESL

• Asian: 82% • Hispanic: 64%• White: 84%• Other/Unk:

71%


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2.3 – What are the retention rates of Basic Skills students?

• Math – 250: 88%– 200: 85% – 101: 86%– 105: 79%

• English– 100: 88%– 110: 88%

• ESL – 130s: 90%– 140s: 86%– 150s: 88%– 160s: 92%– 170s: 93%– 025: 93%


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2.4A – What are the persistence rates of Basic Skills students?

• Basic Skills English Students in 2003F– Persistence to 2004W in any course = 80%– Persistence within English in 04W or 04S = 67%

• Basic Skills ESL Students in 2003F– Persistence to 2004W in any course = 76%– Persistence within English or ESL in 04W or 04S =

74%

Note: For reference, campus-wide persistence from 2003F – 2004W

in all segments was 65%, and in Segments 4 & 5 was 76%.

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2.4B – What are the persistence rates of Basic Skills students?

• Basic Skills Math Students in 2003F– Persistence to 2004W in any course = 77%– Persistence within Math in 04W or 04S = 59%



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2.5A – What are the persistence rates of 2003F Basic Skills English students by ethnicity ?

Any course in 04W • Asian: 82% • Black: 77%• Hispanic: 80%• White: 83%• Other/Unk: 77%

English in 04W or 04S• Asian: 69% • Black: 69%• Hispanic: 67%• White: 67%• Other/Unk: 63%



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Any course in 04W • Asian: 87% • Hispanic: 64%• White: 73%• Other/Unk: 84%

English/ESL in 04W or 04S• Asian: 84% • Hispanic: 66%• White: 64%• Other/Unk: 72%

2.5B – What are the persistence rates of 2003F Basic Skills ESL students by ethnicity ?



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2.5C – What are the persistence rates of 2003F Basic Skills Math students by ethnicity ?

Any course in 04W • Asian: 77% • Black: 81%• Hispanic: 71%• White: 79%• Other/Unk: 78%

Math in 04W or 04S• Asian: 57% • Black: 64%• Hispanic: 56%• White: 60%• Other/Unk: 57%



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2.6 – Does our existing curriculum adequately prepare students for the sequence of classes they need to take?

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2.6A – Math Sequence Progression, 2000-2001 Entering Cohort

• Starting in Math 200– Pass 200: 72%– Pass 101: 37% – Pass 105: 20% – Pass CL: 11%

• Starting in Math 101– Pass 101: 79%– Pass 105: 41%– Pass CL: 24%

• Starting in Math 105– Pass 105: 72%– Pass CL: 32%

Enrollments tracked through Spring 2004

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2.6B – English Sequence Progression, 2000-2001 Entering Cohort

• Starting in Eng 100– Pass 100: 79%– Pass 110*: 47%– Pass 1A: 36% – Pass 1B: 21%

• Starting in Eng 110– Pass 110: 86%– Pass 1A: 62%– Pass 1B: 39%

• Starting in Eng 1A– Pass 1A: 90%– Pass 1B: 58%


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2.6C – ESL Sequence Progression, 2000-2001 Entering Cohort

• Starting in ESL 150s– Pass 150s: 87%– Pass 160s: 55% – Pass 25: 32% – Pass 26: 26%

• Starting in ESL 160s– Pass 160s: 94%– Pass 25: 66%– Pass 26: 55%

• Starting in ESL 26– Pass 25: 94%– Pass 26: 61%


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2.7 – Is a student who took a Basic Skills sequence course

last quarter more likely to pass the next course in the

sequence than a student who waits 3+ quarters?

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2.7 -Time Lag/Non-Success in BS Sequence Courses

20%

28%

18%

45%

34%

51%

30%32%

16%

65%

42%

52%

33%

46%

18%

60%

40%

46%

0%

10%

20%

30%

40%

50%

60%

70%

Eng 100 - Eng 110 Eng 110 - Eng 1A Eng 1A - Eng 1B Math 200 - Math 101 Math 101 - Math 105 Math 105 - CL Math

Courses

No

n-S

uc

ces

s R

ate

s

Consecutive

1 qtr break

2+ qtrs breakData Covers 2003-2004 School Year

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2.8 – How does course load affect the success of Basic

Skills students?

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2.8A – Non-Success in Basic Skills Courses and Overall Course Load : English

35%33%

31%

27%

32%

35%

24%

19%

23%

27%

19%

32%

0%

10%

20%

30%

40%

50%

60%

70%

English 100 English 110 English 1A English 1B

Course

No

n-S

ucc

ess

Ra

te

0 - 5.9 Units

6.0 - 11.9 Units

12.0+ Units


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2.8B – Non-Success in Basic Skills Courses and Overall Course Load : ESL

33% 34%

22% 23%

34%

28%

24%

32%

24%

21%

16% 16%

0%

10%

20%

30%

40%

50%

60%

70%

ESL 130-140 level ESL 150-160 level ESL 025 ESL 026

Course

No

n-S

ucc

ess

Ra

te

0 - 5.9 Units

6.0 - 11.9 Units

12.0+ UnitsData Covers 2003-2004 School Year

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2.8C – Non-Success in Basic Skills Courses and Overall Course Load: Math

40%

46%

50%

34%

42%41%

42%

46%

37%

47%

30%

42%

39%

27%

36%

0%

10%

20%

30%

40%

50%

60%

70%

Math 250 Math 200 Math 101 Math 105 CL Math

Course

No

n-S

ucc

ess

Ra

te

0 - 5.9 Units

6.0 - 11.9 Units

12.0+ Units


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2.9 – Does prior course grade relate to future course success in Basic Skills

sequence courses?

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2.9A - Prior Course Grade and Non-Success: Math

19%

15%17%

57%

43%

36%

82%

71%

58%

35% 35%33%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Math 101 Math 105 CL Math

A Grade in Prior Crse B Grade in Prior Crse C Grade in Prior Crse No Prior Course, 1st attempt

Enrollments tracked from 1998M to 2003S

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2.9B - Prior Course Grade and Non-Success: Eng 110

15%

24%

41%

23%

0%

10%

20%

30%

40%

50%

60%

70%

A in Eng 100 B in Eng 100 C in Eng 100 No Prior Course, 1st attempt


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2.9C - Prior Course Grade and Non-Success: Eng 1A

11%

26%

40%

9%

28%

45%

11%

26%

35%

22%

0%

10%

20%

30%

40%

50%

60%

70%

A in Eng 110 B in Eng 110 C in Eng 110 A in Eng 100 B in Eng 100 C in Eng 100 A in ESL 26 B in ESL 26 C in ESL 26 No Prior Course,1st attempt


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2.10 – Do students who complete their Basic Skills

courses have a higher rate of success than those who

don’t?

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2.10A – English Course Completion and BSS Non-Success

50%

24%

35%

29%

39%38%

23%

28%

31%

26%

23%

11%

23%

18%16%16%

11%

14%13%

14%

0%

10%

20%

30%

40%

50%

60%

70%

ECON 1 HIST 4 POLI 1 PSYC 1 SOC 1

Business/Social Science Course

Non

-Suc

cess

Rat

e

Success in English 100 Success in English 110 Success in English 1A Success in English 1B


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2.10B – English/ESL Placement and BSS Non-Success

45%

32%

36%37%

41%

28%

16%

38%

22%

27%25%

33%

26%

19%

25%

11%10%

29%

12%13%

0%

10%

20%

30%

40%

50%

60%

70%

ECON 1 HIST 4 POLI 1 PSYC 1 SOC 1

Business/Social Science Course

No

n-S

uc

ces

s R

ate

Placed in Pre-collegiate English Placed in Collegiate English Placed in Pre-collegiate ESL Placed in Collegiate ESL


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2.10C – Math Level and Econ 1/Actg 1/Astr 10 Non-Success

14%15% 15%

32%

41%

23%

43%42%

30%

0%

10%

20%

30%

40%

50%

60%

70%

Economics 1 Accounting 1 Astronomy 10

Content Course

No

n-S

ucc

ess

Rat

e

CL Math Success Math 105 Success Math 200/101 Success


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Section 3 Research Highlights from

Basic Skills Special Programs At Foothill and Other California Schools

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3.1 – Foothill Pass the Torch

• Widely successful model pairing at-risk current students with academically successful former students from same class.

• Success rate improvements of 8 to 15 points in English, 7 to 22 points in Math

• Improvements noted are independent of prior levels of knowledge; PTT members had lower levels of academic success upon entry to program.

• After one year, 63% of non-PTT members of similar risk status had left campus by the following Fall quarter – only 11% of PTT members had left campus.

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3.2 – Foothill Puente & Mfumo• Both programs combine counseling, English, and

mentoring for the English 100 through English 1A sequence.

• Puente focuses on Hispanic/Latino students, and Mfumo on African-American students (although not exclusively)

• 2002 Cohort Results: – Puente: 44% of students succeeded through Eng 1A– Mfumo: 38%– Control Group: 22%

• 2003 Cohort Results:– Puente: 45% of students succeeded through Eng 1A– Mfumo: 34%– Control Group: 22%

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3.3 – De Anza Math Performance Success (MPS) Program

• Program for pre-collegiate Math courses

• Takes traditional 5 days a week, 1 hr/day and transforms it into 5 days a week, 2 hrs/day

• More collaborative group work

• Counselor in every session

• Group peer tutoring and study sessions

• Amazing increase in success rates – 40 points higher in Math 101, 30 points in Math 105, 20 points in Math 10

• Actively recruits students who have previously been unsuccessful in coursework

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3.4A – Mt. San Antonio College Math Academy

• Beginning and Intermediate Algebra have 41-54% success rates at Mt. Sac; only 19-24% get through both in two semesters.

• Math Academy combines the two semesters into one semester

• Adds in a student peer advisor, a supplemental instructor giving individualized instruction, and regular visits with counselor

• Also two-hour study skills course every week

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3.4B – Mt. San Antonio College Math Academy

• Another key component – the two-hour study skills course also focuses on math in real-world environments, and on math throughout the rest of the college curriculum

• Increased success rates of completing both courses in a single semester to 62-77%, 2.5 times higher than the two-semester rate of 19-24%.

• Student quote: “My hope at the beginning of the class was to get my math over with so I could go on to the stuff I am good at and enjoy, but now I am beginning to see math as empowering. I am now beginning to wonder if perhaps I want to take more than the minimum math requirements. I am beginning to wonder if I want to teach math also.”

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3.5A – City College of San Francisco (CCSF) Special Program Services

• Tracked service usage for pre-collegiate basic skills programs at individual level

• Nine programs studied were African-American Scholastic Programs, DSPS, EOPS, Homeless/At Risk Students Program, Latino Service Network, Learning Assistance Center (LAC), Math Bridge, Puente, & Writing Service Program.

• Number of students served ranged from 50 (Math Bridge) to over 13,000 (LAC)

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3.5B – City College of San Francisco (CCSF) Special Program Services

• Found that 84% of students utilized only one service.

• Success rates of students utilizing services were 3 to 24 points higher in Math, and 6 to 33 points in English

• For specific minority groups, success rate improvements were even higher.

• Noted that demand far outweighed supply – 13,000 students take pre-collegiate courses every semester, only 3,000 served by non-LAC services in entire academic year.

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3.6 – Common Threads for Success

• Shift traditional delivery model to more learner-centered model (Barr Learning College vs. Teaching College)

• Utilize cohorts/peer group investment

• Focus on developing study skills early in pre-collegiate course sequences

• Additional student time on task is required; this is an issue for recruiting

• Student confidence in their own abilities is increased

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3.7 – Cost Considerations

• Foothill’s system for tracking students at point-of-service is coming in the near future.

• CCSF has calculated cost per student of special programs – found an average of $1,350 per student.

• Yes, expensive, but aside from the fact we should be doing this because it works, we need to consider downstream benefits of WSCH gained from persisting students.

• IRP will attempt to calculate return-on-investment (ROI) model similar to those calculated in industry for investments.

1 Foothill College Opening Day 2004 Selected Findings on Basic Skills Rob Johnstone, 9/17/04.

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