Crafton Student Characteristics and Successful Student Behaviors Prepared by Keith Wurtz

CHC Office of Institutional Effectiveness, Research & Planning

Objectives

• Crafton Student Demographics

• Entering Students from Primary Service Area High Schools

• Basic Skills Math and English Throughput Rate

• A general understanding of the characteristics of most Crafton students

• Successful Student Behaviors

Fall Unduplicated Headcount at Crafton

5,988 6,450 6,204

5,626 5,276

0

1,000

2,000

3,000

4,000

5,000

6,000

7,000

Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012

Crafton Student Demographics

By Ethnicity %

Asian 4.6

African American 5.2

Hispanic 39.4

Native American 0.8

Caucasian 49.4

Unknown 0.6

Fall 2012 Crafton Students (N = 5,276)

By Gender %

Female 51.6

Male 48.1

Unknown 0.2

89% of Crafton Students are Caucasian or Hispanic

Crafton Student Demographics

By Age %

19 or younger 33.0

20 – 24 years old 39.8

25 – 29 years old 11.6

30 – 34 years old 5.2

35 – 39 years old 3.2

40 – 49 years old 4.5

50 years old or older 2.7

Unknown 0.0

Fall 2012 Crafton Students (N = 5,276)

Note: Fall 2012 Average Age was 24.

73% of Crafton Students are 24 years old or younger

Percent of Hispanic Students Fall 2003 to Fall 2012

24% 25% 26% 27% 28% 29% 31%

33% 36%

39%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Fall2003

Fall2004

Fall2005

Fall2006

Fall2007

Fall2008

Fall2009

Fall2010

Fall2011

Fall2012

The largest percent increases occurred from Fall 2010 to Fall 2011 and Fall 2011 to Fall 2012.

Entering Students Directly from Primary Service Area High Schools - Fall 2011

Student Background Information

• 85% have an educational goal to transfer

• 58% enrolled full-time

• 74% feel that it is “very true” that they are a good student

Reading

• 60% state that they need to read material (e.g.: textbooks) more than once before they understand it

Math

• 27% feel very confident that they can do math problems from their last math class

• 55% don’t like math or are scared by it, and believe that they can probably pass math if they give a good effort

Entering Students Directly from High School - Fall 2011 Student Placement in English

19%

12%

38%

31%

0%

5%

10%

15%

20%

25%

30%

35%

40%

Intro to Reading(R925)

Basic Skills English(E914)

Preparation forCollege Writing

(E015)

FreshmanComposition (E101)

• 31% of entering students from primary area high schools place into college level English

Entering Students Directly from High School - Fall 2011 Student Placement in Reading

20%

13%

24%

42%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Intro to Reading(R925)

IntermediateReading (R956)

Advanced Reading(R078)

College Reading(R100)

• 42% of entering students from primary area high schools place into college level Reading

Entering Students Directly from High School - Fall 2011 Student Placement in Math

0%

20% 20%

49%

7% 1% 2% 0% 0%

10%

20%

30%

40%

50%

60%

• 10% of entering students from primary area high schools place into college level math

10% of entering students from primary service area high schools place into college level math

Basic Skills Math Throughput Rate to Transfer Level Math

3% 4%

7% 10%

6% 7%

14%

11%

19%

32% 30%

34%

17% 16%

21%

0%

5%

10%

15%

20%

25%

30%

35%

40%

2007-08 to 2009-10 2008-09 to 2010-11 2009-10 to 2011-12

4 Levels Below

3 Levels Below

2 Levels Below

1 Level Below

Total

Basic Skills English Throughput Rate to Transfer Level English

23%

17% 18%

24%

29%

33% 32%

45% 48%

32% 34%

39%

0%

10%

20%

30%

40%

50%

60%

2007-08 to 2009-10 2008-09 to 2010-11 2009-10 to 2011-12

3 Levels Below

2 Levels Below

1 Level Below

Total

Characteristics of Most Crafton Students • Caucasian (49%) or Hispanic (39%)

• 24 years old or younger (73%)

• 85% have an educational goal to transfer

• 71% state that they need read material more than once or several times before they understand it

Placement Results of Most Crafton Students • 69% place into one level below transfer English (ENGL-015,

38%) or Transfer English (ENGL-101, 31%)

• 66% place into one level below transfer reading (READ-078, 24%) or transfer level reading (College Level Reading, 42%)

• 59% place into one level below transfer math (MATH-095, 49%) or transfer level math (MATH-102 or higher, 10%)

Basic Skills Throughput Rate of Most Crafton Students • 61% do not complete transfer level English in three years

• 79% do not complete transfer level math in three years

Successful Student Behaviors

Strategies Related to Transfer

• The best predictor of transferring to a four-year institution is to complete transfer level math

31%

15%

58%

0%

20%

40%

60%

80%

Students inCohort

Did NotComplete

Transfer Math

CompletedTransfer Math

Tran

sfe

r R

ate

905

578

327

Successful Student Behaviors

Strategies Related to Transfer

• Students who successfully complete transfer math in five years and 30 units in two years have a 72% transfer rate

60%

72%

0%

20%

40%

60%

80%

Completed Transfer Math in 5 Years…

…and Completed 30 Units in 2 Years

Tran

sfe

r R

ate

347

221

Successful Student Behaviors

Strategies Related to Transfer

• Students are more likely to transfer if they enroll full-time

20%

31%

54%

0%

20%

40%

60%

80%

2 Semesters orLess

3 Semesters 4 or MoreSemesters

Tran

sfe

r R

ate

543

114

248

Successful Student Behaviors

Strategies Related to Transfer

• Students who complete 15 units in their first semester are twice as likely to transfer (60%) than students in the first-time college student cohort (31%)

60%

36%

17%

0%

20%

40%

60%

80%

First Semester 2 or 3 Semesters 4 or MoreSemesters

Tran

sfe

r R

ate

62

507

336

Successful Student Behaviors Strategies Related to Transfer

• Students are more likely to transfer if they enroll in summer semesters

27%

46%

0%

20%

40%

60%

80%

0 or 1 Summer Semester 2 or More SummerSemesters

Tran

sfe

r R

ate

734

171

EAB Study: Services and Strategies for Improving Completion Rates

• Encourage collaboration between student affairs and academic affairs (e.g.: rewarding faculty for advising students)

• Improve the delivery of financial aid and increase the aid available especially among low-income students

• Stress the importance of helping students successfully complete developmental education courses in a timely manner (e.g. enroll as soon as possible and complete as soon as possible)

• Establish a robust Institutional Research Offices (i.e. communicate effective strategies related to student success)

EAB Study: Services and Strategies for Improving Completion Rates (Continued)

• Enhance the accessibility of student services offices to reduce frustration and increase engagement

• Students who have a clear pathway (e.g.: Education Plans) are more likely to earn a degree

• Student success courses (i.e. College Life and Personal Career & Development) provide valuable guidance to students who may be unprepared for college-level work

• Outreach to local public school districts that help students prepare for college-level work (e.g.: SOA3R)

Brief findings of research gathered from over 6,500 students at 30 campuses

• Student’s experiences in the first year at college have more of impact on their academic competence than their background

• The single greatest influence on academic competence was the perception of support that students received from faculty and staff

• Students who were engaged cognitively--institution emphasized analysis, evaluation, and application of ideas--were more likely to be academically competent