Success in English and Success in English and MathMath

by Repeater Statusby Repeater Status

Office of Institutional Research and PlanningOffice of Institutional Research and Planning

Drs. Amber Machamer & Nicole HolthuisDrs. Amber Machamer & Nicole Holthuis

December, 2009December, 2009

Background/MethodologyBackground/Methodology This report is at the request of math faculty This report is at the request of math faculty

on the basic skills committeeon the basic skills committee Math faculty would like to know more Math faculty would like to know more

about the number and performance of about the number and performance of repeating students in basic skills coursesrepeating students in basic skills courses

We ran enrollments and grades for basic We ran enrollments and grades for basic skills courses and tagged students who skills courses and tagged students who had prior enrollment in the course in any had prior enrollment in the course in any form (A/B, X/Y, regular)form (A/B, X/Y, regular)

Percentage of Students Enrolled by Repeater Status: English

87% 92%82%

13% 8%18%

0%10%20%30%40%50%60%70%80%90%

100%

104 100A 100B

% of Non-Repeaters % of Repeaters

Percentage of Students Enrolled by Repeater Status: Math

88%78% 79%

67% 69%52% 57% 47%

70% 66%54% 61%

48%

12% 22% 21%33% 31%

48% 43% 53%30% 34%

46% 39%52%

0%

20%

40%

60%

80%

100%

% of Non-Repeaters % of Repeaters

Enrollments

The proportion of Repeater students in English basic skills courses is less than in Math courses.

Both English and Math have fewer Repeaters in the beginning course of he sequence (Eng 100A, Math 107)

Repeaters are more likely to be enrolled in the “split” courses (Eng 100B, Math 55/65 Y, A/B).

EnglishEnglish

Repeaters generally have a lower success Repeaters generally have a lower success rate in each of the English basic skills rate in each of the English basic skills courses. However, they make up a small courses. However, they make up a small percentage of the total enrollment.percentage of the total enrollment.

Math 107 Success by Repeater

49%61% 59%

42%

81% 77%

0

47%28%

41%56%

83%

30% 14% 10%

13%

0% 11%

75%

37%

22%18%

0%

21% 25% 32%45%

19% 11%25% 16%

50% 41% 44%

17%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 08

107 (96)

Spring 09

107 (72)

Fall 08

107X (63)

Spring 09

107X (60)

Fall 08

107Y (21)

Spring 09

107Y (35)

Fall 08

107 (4)

Spring 09

107 (19)

Fall 08

107X (18)

Spring 09

107X (17)

Fall 08

107Y (9)

Spring 09

107Y (6)

Non-Repeaters Repeaters

Success Non-success Withdrawal

Math 107’sMath 107’s

Some of the sections have too few repeaters to Some of the sections have too few repeaters to clearly discern a trend.clearly discern a trend.

In those courses with a good number of repeaters In those courses with a good number of repeaters they generally have a lower success rate than they generally have a lower success rate than ‘new’ students.‘new’ students.

Repeaters in Math 107’s make up about 20% of Repeaters in Math 107’s make up about 20% of the total enrollment, which is much smaller than the total enrollment, which is much smaller than with math 55 and 65. with math 55 and 65.

Math 55’sMath 55’s

In general Math 55 repeaters have lower In general Math 55 repeaters have lower success rates.success rates.

This is not as pronounced in Math 55 This is not as pronounced in Math 55 section as it is in some of the 55 X/Y or section as it is in some of the 55 X/Y or A/B sectionsA/B sections

Math 65's Success by Repeater Status

42% 47%

19% 22%

67%

50% 56% 53%

100%

38%29% 30% 32%

24%

41%

22%

64%50% 45%

14%

23%20%

11%20%

17%

9%

28%

18%

15% 32% 23% 18%

16%

12%

22%

21%

17% 27%

29%

35% 33%

70%59%

17%

41%

16%29%

46%39%

46% 50%60%

47%56%

14%

33% 27%

57%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Fall 0

8 65

(362

)

Sprin

g 09

65

(223

)

Fall 0

8 65

X (8

0)

Sprin

g 09

65X

(51)

Fall 0

8 65

Y (6

)

Sprin

g 09

65Y

(22)

Fall 0

8 65

A (2

5)

Sprin

g 09

65A

(17)

Fall 0

8 65

B (3

)

Sprin

g 09

65B

(13)

Fall 0

8 65

(120

)

Sprin

g 09

65

(171

)

Fall 0

8 65

X (3

4)

Sprin

g 09

65X

(25)

Fall 0

8 65

Y (1

7)

Sprin

g 09

65Y

(9)

Fall 0

8 65

A (1

4)

Sprin

g 09

65A

(18)

Fall 0

8 65

B (1

1)

Sprin

g 09

65B

(7)

Non-Repeaters Repeaters

Withdraw al

Non-success

Success

Math 65’sMath 65’s Math 65 repeaters are much less likely to Math 65 repeaters are much less likely to

succeedsucceed

The data is not as compelling for Math 65 The data is not as compelling for Math 65 X where repeaters may do better then new X where repeaters may do better then new studentsstudents

Rates for Math A/B do not show a trendRates for Math A/B do not show a trend

SummarySummary

The proportion of repeaters in Eng does The proportion of repeaters in Eng does not seem to be a significant problemnot seem to be a significant problem

Repeaters in Math 107 are less of a Repeaters in Math 107 are less of a problem than they are in Math 55/65problem than they are in Math 55/65

Math’s Y, A, B have higher proportion of Math’s Y, A, B have higher proportion of repeaters than regular 55/65 sectionsrepeaters than regular 55/65 sections

In most cases repeaters have less In most cases repeaters have less success than non-repeaterssuccess than non-repeaters

SummarySummary

Different versions of Math courses have Different versions of Math courses have different compositions of repeaters and different compositions of repeaters and different success rates-Many students different success rates-Many students who need to repeat a course choose the who need to repeat a course choose the A/B-X/Y optionA/B-X/Y option

In some cases trends are difficult to In some cases trends are difficult to discerndiscern