THE IMPACT OF STUDENT ASSESSMENT Final Reporthomepage.smc.edu/tovar_esau/esauprof/THE IMPACT OF...

THE IMPACT OF ASSESSMENT ON STUDENT EDUCATIONAL OUTCOMES

ASSESSMENT-BASED COURSE ENROLLMENT SUGGESTIONS FOR FIRST-TIME FRESHMEN

S A N T A M O N I C A C O L L E G E

Authored by: Esau Tovar, M.S.

Faculty Leader, Assessment Center October 7, 2004

Acknowledgements

This research project was partially supported by a Santa Monica College Academic Senate Fellowship.

The author wishes to thank the following group and individuals for supporting this project:

Sabbaticals and Fellowships Committee, Santa Monica College Academic Senate.

Michael Chitgar, Management Information Systems, Santa Monica College: for gathering and supplying all necessary student records to conduct this research.

Dr. Merril S. Simon, Assistant Professor, Educational Psychology & Counseling, California State University, Northridge: for reviewing this manuscript.

This report may be duplicated and distributed partially or in whole,

provided that proper credit is cited.

Tovar, E. (2004). The impact of assessment on student educational outcomes: Assessment-based course enrollment suggestions for first-time freshmen. Santa Monica, CA: Santa Monica College, Assessment Center. Report also available online at: http://homepage.smc.edu/tovar_esau/esauprof/esau_pubs.htm

Tovar, E.: The Impact of Assessment on Student Educational Outcomes 3

TABLE OF CONTENTS

Table of Contents_________________________________________________________________________________ 3

List of Tables ____________________________________________________________________________________ 6

List of Figures ___________________________________________________________________________________ 7

Executive Summary_______________________________________________________________________________ 8

Who are SMC’s First-Time Freshmen (FTF)?__________________________________________________________11 Gender_______________________________________________________________________________________ 11 Ethnicity _____________________________________________________________________________________ 11 Age Characteristics______________________________________________________________________________ 13 F1-Visa Status _________________________________________________________________________________ 14 Income & Financial Aid Awards____________________________________________________________________ 14 Parental Attainment _____________________________________________________________________________ 14 Educational Goal at Entry ________________________________________________________________________ 15 Probation Rates ________________________________________________________________________________ 15 Assessment & Placement Information_______________________________________________________________ 16

English/ESL Placement________________________________________________________________________ 16 Math Placement______________________________________________________________________________ 16

Basic Course Characteristics: Spring 2002—Spring 2004 ________________________________________________ 17 Course Outcomes for All Classes ___________________________________________________________________ 18

Effect of Instructor Status ______________________________________________________________________ 18 Effect of Course Prerequisites & Advisories ________________________________________________________ 18

Enrollment in “The” Top 100 Courses by All Students__________________________________________________ 20 Characteristics of Top 100 Courses _________________________________________________________________ 20

Course Retention Rates ________________________________________________________________________ 20 Success Rates________________________________________________________________________________ 20

Success Rate 1: Excludes “W” Grades ___________________________________________________________ 20 Success Rate 2: Includes “W” Grades ___________________________________________________________ 21

Classification of Top 100 Courses as a Function of Enrollment, Success, & Retention ___________________________ 21 Class Size Standardization ______________________________________________________________________ 25 Results of Cluster Analysis for Top 100 Courses _____________________________________________________ 25

Why Clustering is Meaningful _________________________________________________________________ 25 Cluster 1 Courses: Impact of Class Enrollment Size on Student Success _____________________________________ 27

Enrollment in The Top 100 Courses by First Semester First-Time Freshmen_______________________________ 28 Characteristics of Top 100 Courses _________________________________________________________________ 28

FTF’s Retention Rates in Top 100 Courses _________________________________________________________ 28 FTF Students’ Success in Top 100 Courses _________________________________________________________ 28 FTF Students’ Reading Grade Level Equivalencies in Top 100 Courses ____________________________________ 32

Average Reading Grade Levels for Top 100 Courses ________________________________________________ 33


Average Reading Grade Levels for English, ESL, Math, and Other Top 10 Courses ________________________ 33 Correlations for Reading Ability (Grade Level) and Success in English, ESL, & Math Courses ________________ 33

Effect of FTF Students’ English Placement Eligibility on Course Success Outcomes in Select Top 100 Courses __ 35 English 1 Placement_____________________________________________________________________________ 36 English 21A Placement __________________________________________________________________________ 37 English 81A Placement __________________________________________________________________________ 38

How does English Placement Eligibility & Reading Grade Level Impact Student Success? ___________________ 39

Top 1: English 1 ________________________________________________________________________________ 40

Top 2: Englsih 21A______________________________________________________________________________ 42

Top 3: Psychology 1 _____________________________________________________________________________ 44

Top 4: Math 20_________________________________________________________________________________ 46

Top 5: Human Development 11 ____________________________________________________________________ 48

Top 6: Business 1 _______________________________________________________________________________ 50

Top 7: Human Development 20 ____________________________________________________________________ 52

Top 8: Math 84_________________________________________________________________________________ 54

Top 9: Sociology 1 ______________________________________________________________________________ 56

Top 10: ESL 21A _______________________________________________________________________________ 58

Top 11: Political Science 1 ________________________________________________________________________ 60

Top 12: English 81A _____________________________________________________________________________ 62

Top 13: Economics 2 ____________________________________________________________________________ 64

Top 14: Math 2_________________________________________________________________________________ 66

Top 15: Computer Science 3_______________________________________________________________________ 68

Top 16: Music 33 _______________________________________________________________________________ 70

Top 17: Music 32 _______________________________________________________________________________ 72

Top 18: Economics 1 ____________________________________________________________________________ 74

Top 19: Chemistry 10 ____________________________________________________________________________ 76

Top 20: English 83A_____________________________________________________________________________ 78

Top 22: Speech 1 _______________________________________________________________________________ 82

Top 23: Music 1 ________________________________________________________________________________ 84

Top 24: Math 31 ________________________________________________________________________________ 86

Top 25: Photography 1 ___________________________________________________________________________ 88

Top 26: Math 7_________________________________________________________________________________ 90

Top 28: Psychology 11 ___________________________________________________________________________ 92

Top 29: CIS 1 __________________________________________________________________________________ 94

The Impact of Select Student Characteristics on Likelihood for Success in “Cluster 1” Courses ________________ 98 Deriving Predictive Models for Success in Cluster 1 Courses ______________________________________________ 98

Sample Predictive Model _______________________________________________________________________ 99 Success in Chemistry 10 _________________________________________________________________________ 100


Success in Computer Science 3____________________________________________________________________ 101 Success in English 81A__________________________________________________________________________ 103 Success in History 2 ____________________________________________________________________________ 104 Success in Human Development 20 ________________________________________________________________ 105 Success in Math 2______________________________________________________________________________ 106 Success in Math 7______________________________________________________________________________ 107 Success in Math 20_____________________________________________________________________________ 108 Success in Math 21 & Math 22 ____________________________________________________________________ 111 Success in Math 31_____________________________________________________________________________ 112 Success in Math 32_____________________________________________________________________________ 113 Success in Math 52_____________________________________________________________________________ 114 Success in Math 81_____________________________________________________________________________ 115 Success in Math 84_____________________________________________________________________________ 116 Success in Philosophy 1 _________________________________________________________________________ 117

Appendix 1: Listing of Credit Classes Taken by First Time Freshmen _____________________________________119

Appendix 2: Not-For-Credit, Community Extension Courses Taken by First Time Freshmen ________________ 146

Appendix 3: Class Size Standardization Methodology & Statistics Derivation of Course Enrollment Index______ 149


LIST OF TABLES

Table 1. Entering Semester for SMC First-Time-Freshmen __________________________________________________ 11 Table 2. FTF Gender Distribution by Semester____________________________________________________________ 11 Table 3. FTF Ethnic Distribution by Semester ____________________________________________________________ 13 Table 4. Descriptive Information for Age of FTF Students Entering SMC _______________________________________ 13 Table 5. FTF Students Holding F1-Visa _________________________________________________________________ 14 Table 6. FTF Students' Reported Income_________________________________________________________________ 14 Table 7. Parental Educational Attainment of FTF Students __________________________________________________ 14 Table 8. FTF's English/ESL Placement Levels ____________________________________________________________ 16 Table 9. FTF Students’ Math Course Placements Based on COMPASS Tests ____________________________________ 16 Table 10. Spring 2002 to Spring 2004 Course & Class Enrollment Characteristics _______________________________ 17 Table 11. Mean Retention & Success Rates by Instructor Status for All Classes __________________________________ 18 Table 12. Mean Retention & Success Rates by Course Prerequisite & Advisory Status for All Classes_________________ 19 Table 13. Top 100 Courses Generating the Most Enrollments at First Census: Spring 2002—Spring 2004 _____________ 22 Table 14. Cluster Analysis Classification of Top 100 Courses as a Function of Load Index, Retention, and Success ______ 26 Table 15. Top 100 Courses for FTF Students During Their First Semester: Spring 2002—Fall 2003__________________ 29 Table 16. Average Reading Grade Levels for English, ESL, Math, and Other Top 10 Courses _______________________ 34 Table 17. Effect of English 1 Placement on Successful Course Completion in FTF Top 100 Courses __________________ 36 Table 18. Effect of English 21A Placement on Successful Course Completion in FTF Top 100 Courses________________ 37 Table 19. Effect of English 81A Placement on Successful Course Completion in FTF Top 100 Courses________________ 38 Table C1. Derived Course Enrollment Load Index for Top 100 Courses _______________________________________ 150


LIST OF FIGURES

Figure 1. FTF Students Enrollment Trends by Ethnicity & Semester ___________________________________________ 12 Figure 2. FTF Students' Educational Goal at Time of Entry__________________________________________________ 15 Figure 6. CHAID Predictive Model for Likelihood of Success in Chemistry 10 __________________________________ 100 Figure 7. CHAID Predictive Model for Likelihood of Success in Computer Science 3 ____________________________ 101 Figure 8. CHAID Predictive Model for Likelihood of Success in English 21A ___________________________________ 102 Figure 9. CHAID Predictive Model for Likelihood of Success in English 81A ___________________________________ 103 Figure 10. CHAID Predictive Model for Likelihood of Success in History 2 ____________________________________ 104 Figure 11. CHAID Predictive Model for Likelihood of Success in Human Development 20 ________________________ 105 Figure 12. . CHAID Predictive Model for Likelihood of Success in Math 2 _____________________________________ 106 Figure 13. CHAID Predictive Model for Likelihood of Success in Math 7 ______________________________________ 107 Figure 14. CHAID Predictive Model for Likelihood of Success in Math 20 _____________________________________ 108 Figure 15 . CHAID Predictive Model for Likelihood of Success in Math 20 (continued) ___________________________ 109 Figure 16 . CHAID Predictive Model for Likelihood of Success in Math 20 (continued) ___________________________ 110 Figure 17 . CHAID Predictive Model for Likelihood of Success in Math 21 & 22 ________________________________ 111 Figure 18 . CHAID Predictive Model for Likelihood of Success in Math 31 ____________________________________ 112 Figure 19 . CHAID Predictive Model for Likelihood of Success in Math 32 ____________________________________ 113 Figure 20. CHAID Predictive Model for Likelihood of Success in Math 52 _____________________________________ 114 Figure 21. CHAID Predictive Model for Likelihood of Success in Math 81 _____________________________________ 115 Figure 22. CHAID Predictive Model for Likelihood of Success in Math 84 _____________________________________ 116 Figure 23. CHAID Predictive Model for Likelihood of Success in Philosophy 1 _________________________________ 117


EXECUTIVE SUMMARY

ithin the last few years, Santa Monica College has made a concerted effort to recruit and enroll first-time college students by increased marketing of the college and expansion of outreach services to high schools in the geographic region and beyond. With these strategies in place, well over 15,000 first-time freshmen

(FTF) students enrolled at the college between spring 2002 and spring 2004. Their gender, ethnicity, age, and financial status composition continue to diversify, particularly as we reach out to an ever increasing number of students from feeder high schools, out-of-state students, and international students. Many of them are attracted to the excellent academic and vocational programs available as well as to the quality of support services they receive. Of those FTF, nearly two-thirds indicated a goal of transfer at the time of application, though they sometimes confront significant obstacles—personal and academic—making it difficult to reach this important goal. Lack of academic preparedness, in particular by FTF, has often been cited by SMC faculty members, as well as in the literature, as a factor impeding success. Given the diverse student population at our college and their variant high school educational experiences, it is more likely that FTF will require remediation in writing, reading, and mathematics before developing the cognitive skills necessary to successfully navigate to “college level” courses as compared with a non-open enrollment institution. It is with this in mind that a mandatory assessment policy—in the areas of mathematics and English skills levels—for all FTF students was adopted by the college in fall 2003. Furthermore, this is the reason why the research project discussed herein was undertaken. Specifically, this study sought to address how English placement impacts success in the most popular courses in which FTF students enroll. Questions such as those listed below are addressed in this report:

What are the most popular courses in which first-semester, first-time freshmen students enroll (i.e., top 100 courses)?

What is the likelihood that a FTF student will complete a top 100 course given their English placement level?

Is FTF student success mediated by course-specific characteristics (e.g., class size; average success rates; average retention rates)?

Do students who have demonstrated proficiency in reading fair better than those whose reading ability is significantly lower?

Are there any specific FTF student background characteristics that predict success (or lack of) in courses with the lowest success rates?

Answers to these and other questions are included herein and are based on a variety of statistical analyses and predictive models. This report is intended to serve various audiences by providing comprehensive information on course outcomes based on student preparedness. For example:

Counselors will be able to better advise students as they develop educational plans that are best suited to individual student needs given their placement recommendation and background characteristics. They will be able to see graphically, for instance, the likelihood that a student is to earning an “A” in a given class if he/she qualifies for college-level English versus developmental English.

Instructors will better understand how student characteristics impact their success in classes. Given these, instructors may then tailor the class to meet the needs of students placing into college-level, intermediate-

W


level, or developmental-level English courses. They will also readily see how students’ reading ability impacts student success.

Department chairs and Academic Affairs personnel will be able to better plan course offerings for first-time freshmen students, given their academic preparation and demand for specific courses. They may also mount publicity campaigns (in conjunction with the Assessment Center) to inform students of the pros and cons of enrolling in a given course and the likelihood that they will succeed (based on placement recommendations).

Students will readily see—individually or with the assistance of a counselor—how they may stand a higher probability of doing well in a course when they first complete the necessary writing and reading courses.

Summary of Findings This portion of the report presents a brief summary of select findings. Note should be taken that the tables and figures included were produced to stand on their own as much as possible. However, the accompanying text provides a full description of crucial or explanatory information. Characteristics of Courses Taught at SMC: Spring 2004 to Spring 2004:

11,228 class sections were offered in which 377,061 enrollments occurred;

The top 100 courses comprised 67% of all enrollments for all students;

Overall, a within-semester retention rate of 72% and a success rate of 60% was achieved by enrolled students;

English1, English 2, and Psychology 1 offered the greatest number of class sections during the study period;

Of the top 100 courses, 34 are characterized by low success rates, average size classes, and moderate retention rates (in that order); 40 by large class sizes, high retention rates, and moderate success rates; and 26 by their small class sizes, moderate success rates, and high retention rates;

Class size is a statistically significant predictor of student success rates in 34 of the top 100 courses.

Top 100 Courses for First Semester, First-Time Freshmen

32,795 enrollments in the top 100 courses for FTF students took place during the study period;

Courses in which FTF students enroll in greater proportions differ significantly from those of all SMC students;

On average, first semester, FTF students achieve an 85% within-semester retention rate; 2.45 GPA; and 45% achieve on average “A” and “B” grades.

Approximately 60% of FTF completed their English/ESL placement test by the beginning of their first semester and approximately 40% the math placement test;

Based on English placement results, the average reading grade level of FTF students is the 12th grade, however, they range from the 5th grade to the 15th grade;

12% of the variance for success in English courses and 6% in math courses is directly attributable to reading ability.


Effect of English Placement Level on Course Success Students placing into college-level English (English 1) were more likely to earn at least a “C” in more top 100

courses (41 of 100) compared to those placing into intermediate-level English (22 courses), and developmental-level English (6 courses);

Students qualifying for English 1 earned at least a “B” grade in 17 courses, compared to 8 courses for English 21A-eligible students;

Students placing into developmental English (English 81A) tend to be successful (obtain at least a “C”) in only English 81A, English 83A, Counseling 20, CIS 1, and Health 10; and tend to fail or earn a “D” in every other top 100 course as compared to the success rate of 86% for those classes with students who place into college-level English;

The lower a student’s reading ability, the highest the likelihood of unsuccessfully completing a course.

Concluding Remarks This study represents a first attempt to address the impact that English skills assessment/placement has on students’ likelihood to succeed in college courses. As seen in the summary of findings above, as well as throughout this report, a strong case may be made for continuing to support SMC’s mandatory assessment policy for FTF students. This study has shown that English placement levels, along with other indicators, significantly affect student success. The task remains to publicize these findings and integrate any appropriate changes into the college planning process. Unanswered questions should continue to be explored and additional research conducted to shed light on how best support our first-time college students. Respectfully, Esau Tovar, M.S. Faculty Leader, Assessment Center Assistant Professor, Counseling Santa Monica College


D E M O G R A P H I C C H A R AC T E R I S T I C S O F F I R S T- T I M E F R E S H M E N

WHO ARE SMC’S FIRST-TIME FRESHMEN (FTF)?

Table 1. Entering Semester for SMC First-Time-Freshmen

ince the spring 2002 and through spring 2004 semesters, 15,346 first-time college students have enrolled at Santa Monica College. As seen below, the majority of these

students came to SMC during the fall 2002 (N = 4,385) followed by fall 2003 (N = 3,241). Relatively fewer FTF enroll during the spring semester and summer/winter sessions. Although the data presented in Tables 1 and 2 have been extracted directly from the college’s official enrollment database, many students have been classified as first-time-to-college multiple times. To exemplify, students entering SMC first in a summer session, continue to be classified as FTF the following semester. This continues to be the case until students officially complete coursework in a given semester. Analyses indicated that of the 15,346 cases described above, some 1,400 carried an enrollment status of FTF for three or more terms. This is because when students fail to complete coursework on a given semester and who subsequently drop out, they must then resubmit an application when their absence is one or more years. Having said this, the reader is cautioned to interpret the FTF demographic characteristics presented below as they are based on all 15,346 cases.

Table 2. FTF Gender Distribution by Semester

GENDER

As seen in Table 2, FTF students were nearly equally split by gender across semesters; the most notable exceptions being for summer 2002 and fall 2002 when females’ enrollment surpassed that of males by nearly five percentage points. ETHNICITY

Table 3 presents the ethnic breakdown of all FTF students enrolling since spring 2001. Figure 1 summarizes this information by percentages. As can be seen, some enrollment trends readily emerge:

Asian: Students tend to enroll in greater proportions during winter and summer sessions.

Semester N Percent CumulativePercent

20021 1,690 11.0 11.0 20022 937 6.1 17.1 20023 4,385 28.6 45.7 20030 548 3.6 49.3 20031 1,510 9.8 59.1 20032 750 4.9 64.0 20033 3,241 21.1 85.1 20040 620 4.0 89.2 20041 1,665 10.8 100.0 Total 15,346 100.0

S

Female Male Total Semester

N Pct. N Pct.

20021 875 51.8 815 48.2 1,69020022 519 55.4 418 44.6 93720023 2425 55.3 1960 44.7 4,38520030 287 52.4 261 47.6 54820031 776 51.4 734 48.6 1,51020032 372 49.6 378 50.4 75020033 1710 52.8 1531 47.2 3,24120040 343 55.3 277 44.7 62020041 883 53.0 782 47.0 1,665Total 8190 53.4 7156 46.6 15,346


^ Asian^ African Am erican^ Filipino^ Hispanic/Latino^ American Indian^ Other^ Pacific Islander^ White^ Ethnicity 9^ Declined

Ethnicity

Sem ester 20021Sem ester 20022




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Semester

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Figure 1. FTF Students Enrollment Trends by Ethnicity & Semester

Hispanic/Latinos: Enrollment of these students has steadily been increasing and concentrates primarily

during full semesters—fall and spring. These students tend to enroll to a lesser degree during summer and winter sessions—perhaps consistent with the literature ascertaining their need to work during the “off times” to contribute financially to their families.

White: A steady decline in the enrollment of these student has been taking place since summer 2003—immediately following severe class reductions due to budget cuts experienced by the college.


Table 3. FTF Ethnic Distribution by Semester

Semester Ethnicity

Stats 20021 20022 20023 20030 20031 20032 20033 20040 20041

Total

N 559 360 1,109 177 499 231 752 185 525 4,397Asian Pct. 33.1 38.4 25.3 32.3 33.0 30.8 23.2 29.8 31.5 28.7

N 119 52 327 36 130 58 306 35 100 1,163African American Pct. 7.0 5.5 7.5 6.6 8.6 7.7 9.4 5.6 6.0 7.6

N 22 11 111 6 13 9 65 9 27 273Filipino Pct. 1.3 1.2 2.5 1.1 .9 1.2 2.0 1.5 1.6 1.8

N 440 173 1269 127 388 168 877 146 410 3,998Latino Pct. 26.0 18.5 28.9 23.2 25.7 22.4 27.1 23.5 24.6 26.1

N 5 4 20 1 3 1 8 1 4 47American Indian Pct. .3 .4 .5 .2 .2 .1 .2 .2 .2 .3

N 30 44 152 26 46 32 110 23 65 528Other Pct. 1.8 4.7 3.5 4.7 3.0 4.3 3.4 3.7 3.9 3.4

N 10 3 21 1 9 3 21 2 5 75Pacific Islander Pct. .6 .3 .5 .2 .6 .4 .6 .3 .3 .5

N 412 240 1,117 131 333 208 934 189 434 3,998White Pct. 24.4 25.6 25.5 23.9 22.1 27.7 28.8 30.5 26.1 26.1

N 86 29 153 24 48 14 51 13 41 459Unknown Pct. 5.1 3.1 3.5 4.4 3.2 1.9 1.6 2.1 2.5 3.0

N 7 21 106 19 41 26 117 17 54 408Declined Pct. .4 2.2 2.4 3.5 2.7 3.5 3.6 2.7 3.2 2.7

Total 1,690 937 4,385 548 1,510 750 3,241 620 1,665 15,346

Table 4. Descriptive Information for Age of FTF Students Entering SMC

AGE CHARACTERISTICS

Table 4 presents select age characteristics for all FTF students. Specifically, at time of entry 11% of these students are under 18 years or age; 68% are between 18 and 22; and 21% are 23 and over. Unlike, the college-wide average age of 26, these students are significantly younger.

Semester N Mean SD Median Min Max

20021 1,690 21.55 6.07 20.00 15 7720022 937 20.40 4.94 19.00 14 7420023 4,385 19.64 4.13 18.00 14 7420030 548 20.94 4.82 19.00 16 5820031 1,510 21.30 4.98 20.00 16 5820032 750 20.03 4.80 18.00 14 5320033 3,241 19.50 3.88 18.00 15 7020040 620 21.05 5.43 19.00 16 6120041 1,665 21.39 5.48 20.00 14 72Total 15,346 20.34 4.808 19.00 14 77


Table 5. FTF Students Holding F1-Visa

F1-VISA STATUS

Students holding an F1-Visa constitute a sizable proportion of the FTF enrollment at SMC. Compared to all other FTF, it is clear that F1 students enroll in greater proportions during the spring and to a lesser extent during the fall. The opposite is the case with non-F1 FTF students. Table 6. FTF Students' Reported Income

INCOME & FINANCIAL AID AWARDS

Incomes reported in Table 6 are based on 4,064 FTF students who submitted their W2 forms to the Financial Aid Office when applying for aid. Given that 79% of them were under the age of 24, reported incomes are likely to be those

primarily of parents. As can be seen, incomes vary widely from a minimum of $7 to a maximum at $625,900. By excluding extreme values (i.e., “outliers”) at both the top and bottom of the scale, the average income is $20,096. For the purpose of this analysis, incomes were designated as outliers if they fell at or above two standard deviations from the mean. Analyses also indicated that 3,942 (26%) FTF students were granted a BOGG Waiver. Additionally, from this pool of students, 1,949 were also given some other form of financial aid, with a median award amount of $1,900 (M= $1,909, SD = $938). Twenty five percent of students received awards in excess of $2,400—up to a maximum of $7,275. Table 7. Parental Educational Attainment of FTF Students

PARENTAL ATTAINMENT

Table 9 presents summary statistics for FTF students’ parental educational attainment. As can be seen, 23% of fathers and 25% of mothers had an education less than high school; 21% and 20% had completed high school; and 30% and 25% had at least a bachelor’s degree, respectively.

Semester N Pct.

20021 528 31.220022 286 30.520023 887 20.220030 146 26.620031 478 31.720032 153 20.420033 549 16.920040 133 21.520041 466 28.0

Total 3,626 23.6

Statistic Income

Mean $22,880 5% Trimmed Mean $20,096 Median $17,249 Std. Deviation $25,219 Minimum $7 Maximum $625,900 Interquartile Range $18,455

Father Mother Educational Attainment N Pct. N Pct.

Grade school or less 926 11.4 1,053 12.9Some high school 988 12.1 962 11.8High school diploma or equivalent 1,676 20.6 1,588 19.5Business or trade school 186 2.3 165 2.0Some college 11,25 13.8 1,409 17.3Associate degree 261 3.2 402 4.9Bachelor's degree 1,036 12.7 1,011 12.4Some graduate or professional school 215 2.6 244 3.0Completed graduate or professional school 1,098 13.5 830 10.2

Omit 635 7.8 478 5.9Total 8,146 8,146


Vocational certificateAA degree, vocationalAA degree, genereal edTransfer with AATransfer without AAOn-the job skillsPre-em ployment skillsBas ic skills

Classes for HSPrereqs for grad schoolPersonal interes tsProfess ional developmentDiscover career interestMaintain licenseUndecided

Goal

Pies show percents

2.19%

Transfer w ithout AA

63.79%

On-the job skills11.57%

Pre-employment skills 2.97%

Basic skills 9.50%

Classes for HS 2.52%

Figure 2. FTF Students' Educational Goal at Time of Entry

EDUCATIONAL GOAL AT ENTRY

Although Santa Monica College’s primary mission is to award associate degrees, most of the FTF students in this study declare a goal other than AA. As seen in Figure 2, students’ primary interest is in transfer preparation without obtaining an AA. Their second highest goal is that of “on-the-job” skills; and thirdly, improvement of basic writing, reading, and mathematics skills. Thus, freshmen students as a whole are less likely to be attending this college for vocational degrees or personal interest/development reasons, as compared to the close to two-thirds who enter with a plan to transfer. PROBATION RATES

Probation rates for FTF are not included in this report, as archival data currently available through SMC’s student information system does not “lock-in” a student’s probationary status for any given semester. For example, if a student was placed on academic probation on their first semester, and subsequently repeats a class, he/she may petition to replace the first bad grade with the most recent one. Thus, by “slashing” the poor grade, the student is returned to successful standing.


Table 8. FTF's English/ESL Placement Levels

ASSESSMENT & PLACEMENT INFORMATION

Although Santa Monica College has now instituted mandatory assessment of all first-time college students, half of them do not fulfill this requirement by the beginning of their first semester. SMC policy permits enrollment into coursework so long as a student does not exceed 6 units.

English/ESL Placement

Based on data for 8,098 FTF for whom assessment information was available at the time of their first semester of enrollment, it is clear that one-third of students qualify for college-level English; 40% for intermediate English/ESL; and 28% for developmental English/ESL. Sixty three percent of these students indicated having completed their last English/ESL course within the last year (prior to taking the placement test); 51% cited English as their first language.

Math Placement

FTF students take the mathematics placement test to a significantly lower degree than English/ESL. According to Table 8, 6,163 students had completed their math placement test by their first semester of attendance. Specifically, 69% completed the COMPASS, computer adaptive mathematics test—the primary means by which students complete math placement at SMC.

Table 9. FTF Students’ Math Course Placements Based on COMPASS Tests

Of students taking the COMPASS test, 20% cited having completed up to two years of high school math; 37% 3 years; and 41% 4 or more years. Asked specifically about taking algebra while in high school, 89% indicated having taken at least Algebra 1. Perhaps of some concern is students’ reported delay in taking math in college; 64% of them reported having taken their last math class 4 or more years prior to assessment. Thus, it should come as no surprise that students may not place in the advance college-level classes they expect: 39% placed into developmental-level math (at or below Math 31); 23% into AA-level math (Math 20); 21% in college-level math; 8% into pre-calculus; and 10% into calculus.

English Placement N Pct. Valid Percent

CumulativePercent

English 1 2,722 17.0 33.6 33.6English 21A 2,599 16.3 32.1 65.7English 81A 1,527 9.5 18.9 84.6ESL 21A 570 3.6 7.0 91.6ESL 11A 439 2.7 5.4 97.0ESL 10 241 1.5 3.0 100.0

Took Tests

Total 8,098 50.6 100.0 Did not take test 7,892 49.4

Total 15,990 100.0

Test Taken

Pre-Algebra Algebra College Algebra Geometry Trigonometry

Math 81 = 575 Math 81 = 33 Math 22 = 34 Math 32 = 138 Math 2 = 315 35.9% 2.0% 32.7 96.5 43.6

Math 84 = 458 Math 20 = 814 Math 23 = 70 Math 2 = 5 Math 7 = 408 28.6 49.3 67.3 3.5 56.4

Math 31 = 570 Math 21/41/52 = 38435.6 23.3

Math 22 = 420 25.4

Total Students: 6,163 MDTP: 1,939 (31%) COMPASS: 4,224 (69%)

1603 1651 104 143 723


D E S C R I P T I V E C H A R AC T E R I S T I C S O F A L L C R E D I T C O U R S E S TAU G H T AT

S A N TA M O N I C A C O L L E G E : S P R I N G 2 0 0 2 — S P R I N G 2 0 0 4

BASIC COURSE CHARACTERISTICS: SPRING 2002—SPRING 2004

Table 10. Spring 2002 to Spring 2004 Course & Class Enrollment

Characteristics

ince the spring 2002 and through spring 2004 semester, Santa Monica College has offered 11,228 class sections in which 377,061

enrollments have occurred. The top 100 of these courses (described fully in the section below) enrolled 250,974 students, constituting 67% of all enrollments. Together, all 11,228 classes may be characterized as:

transferable to the University of California and to the California State University systems;

open-entry, with only one-third requiring meeting some form of prerequisite to gain entry into the class and one in ten courses suggesting an advisory;

three-unit-for-credit courses; and as

equally taught by full-time and adjunct

faculty. Among the total enrollments, (1) there were 61,718 (17%) cases in which 16,437 first-time freshmen students enrolled; (2) the multiple class sections offered comprised a total of 1,039 unique courses across disciplines (full listing presented in Appendix 1); (3) accounted for a 72% within-semester course retention rate and a 60% success rate (i.e., “C/Cr” or better); and English 1, English 2, and Psychology 1 offered by far the greatest number of class sections (436; 296; and 253, respectively) during the time period studied. Select course characteristics are detailed in Table 10 and are presented at both the class level and course level.

Courses (N = 1,039)

All Classes (N = 11,228)

Course Characteristic N Pct. N Pct.Transferability AA/NDA 165 15.9 1,916 17.1 UC/CSU 502 48.3 7,690 68.5 CSU 372 35.8 1,622 14.4Prerequisite/Advisories Prerequisite 389 37.4 4,113 36.6 Advisory 94 9.0 1,046 9.3Units .5—3 375 36.1 2,005 17.9 3 542 52.2 7,244 64.5 4 48 4.6 463 4.1 5 66 6.4 1,404 12.5 6-12 8 .8 112 1.0Instructor Status Full-time — — 5,518 49.1 Part-time — — 5,710 50.9Outcomes Retention rate Enrollments = 377,061 271,489 72.0 Success rate Enrollments = 377,061 226,735 60.1

S


Table 11. Mean Retention & Success Rates by Instructor Status for All Classes

Course Outcome Instructor Status Mean N SD

Part-time 84.54 5,710 11.008Full-time 83.39 5,518 11.948

Retention Rate F(1,11226) = 28.137; p < .001

Total 83.98 11,228 11.493Part-time 63.84 5,710 27.762Full-time 58.82 5,518 29.718

Success Rate 1: Includes “W” Grades F(1,11226) = 85.321; p < .001 Total 61.37 11,228 28.848

Part-time 75.07 5,710 30.353Full-time 69.92 5,513 32.876

Success Rate 2: Based on Only Students RetainedF(1,11221) = 74.307; p < .001

Total 72.54 11,223 31.720

COURSE OUTCOMES FOR ALL CLASSES

Table 11 presents select course outcomes characteristics derived from the 377,061 enrollments in 11,228 class sections. A series of analysis of variance (ANOVAs) were conducted to determine if differences across courses existed between (1) full-time and adjunct faculty; and (2) courses in which prerequisites were stipulated and those that were open entry. While all analyses were statistically significant, the mean differences seen in Table 11 are negligible and lack practical application. The reader should consider, however, that greater and meaningful differences are likely to be found at the course level.

Effect of Instructor Status

As Table 11 indicates, students enrolled in courses taught by adjunct faculty, both completed those classes to a greater degree and obtained higher success rates, compared to students taking classes with full-time faculty. These differences are more readily evident in the two success rates presented.

Effect of Course Prerequisites & Advisories

As Table 12 indicates, students enrolled in courses with established prerequisites tend to complete them to a greater degree and obtain higher success rates, compared to courses in which prerequisites have not been established. While these differences are important by themselves, one might expect that success indicator outcomes are more consequential in courses where prerequisites are enforced. It is too often the case when students disregard such prerequisites and ignore the advice of both counselors and instructors. Whereas, the impact of course prerequisites as a whole clearly and positively affects course outcomes, advisories offer mix results. Specifically, retention in courses having an advisory is only slightly higher; however, success rates for all students retained is higher in non-advisory classes.


Table 12. Mean Retention & Success Rates by Course Prerequisite & Advisory Status for All Classes

Course Outcome Status Mean N SD

Prerequisite 84.86 6,633 10.717No Prerequisite 82.71 4,595 12.421

Retention Rate F(1,11226) = 95.805; p < .001 Total 83.98 11,228 11.493


Success Rate 1: Includes “W” Grades F(1,11226) = 40.210; p < .001 Total 61.37 11,228 28.848


Success Rate 2: Based on Only Students Retained F(1,11221) = 20.383; p < .001 Total 72.54 11,223 31.720

No Advisory 84.09 10,182 11.556

Advisory 82.92 1,046 10.811

Retention Rate F(1,11226) = 9.729; p = .002

Total 83.98 11,228 11.493

No Advisory 61.29 10,182 28.792

Advisory 62.18 1,046 29.383

Success Rate 1: Includes “W” Grades F(1,11226) = 0.901; ns Total 61.37 11,228 28.848

No Advisory 72.33 10,177 31.576

Advisory 74.54 1,046 33.041

Success Rate 2: Based on Only Students Retained F(1,11221) = 4.592; p = .032 Total 72.54 11,223 31.720


ENROLLMENT IN “THE” TOP 100 COURSES BY ALL STUDENTS

hile thousands of students enroll in hundreds of courses every semester, relatively few courses account for the vast majority of enrollments. Table 13 presents the top 100 courses in which the most enrollments occurred during the study period. These are based on enrollment records obtained at first-census of their

respective semester/session. The courses are presented in descending by enrollment, and include such basic descriptive information as total enrollment in course for the time-period studied, enrollment load index (described fully in section below), average class size, median, minimum, maximum, and course outcomes (excluding spring 2004 for which outcomes information was not available). CHARACTERISTICS OF TOP 100 COURSES

Similar to the type of student that Santa Monica College attracts—one interested primarily in transferring to a four year college or university—two-thirds (66%) of the top 100 courses (included in Table 13) can be classified primarily as transfer-level, general education courses; followed by major preparatory courses (12%); basic skills courses (9%); electives (8%); AA degree general education courses (4%); and vocational courses (1%). Typical course success outcomes statistics are discussed below.

Course Retention Rates

Retention is hereby defined as any instance when a given student completed the course in question with any grade except “W.” Thus grades of A, B, C, D, F, Cr, and NC are included. Retention rates varied substantially by course with a high of 97% for COUNS 11 to 69% for MATH 7, and an overall retention rate of 84% (SD = 6.04). English 1, with the highest enrollment across the study period retained 84% of students, while COUNS 11, the course with the highest retention rate ranked 90th in the number of students enrolled in the course. Additionally, 19% of courses ranked above the top 90th percentile in course retention; 62% in the 80th to 89th percentile; and 19% under the 79th percentile. It is likely that the high retention rate rate in COUNS 11 can be attributed to F1-Visa students who are required to enroll in this course during their first semester of attendance. Additionally, F1 students must remain full-time throughout the semester to comply with immigration policies, thus making it unlikely that they will drop the course.

Success Rates

Success rates are often derived based on two possible outcomes: (1) the numerator is based on grades of “C/Cr” or better, and the denominator is based on the number of students completing the class—excludes withdrawal grades from the analysis; and (2) the numerator is based on grades of “C/Cr” or better, and the denominator is based on the total number of students enrolled in the class at census—thus it includes withdrawal grades from the analysis. Both success rates are discussed below and presented in Table 13.

Success Rate 1: Excludes “W” Grades

By nature, this success rate index is substantially higher than success rate 2 discussed below. However, some might argue, that since grade distribution analyses are based only on students completing the class, that this index should be weighed more heavily than the second should. In any case, success rates varied substantially more than retention rates, from a high of 97% for PHYS ED 11A to a low of 60% for MATH 31, with an average success rate 1 of 82% (SD =

W


7.93). Even after removing “W” grades from the calculations, 10% of students enrolled in the top 100 courses obtain success rates at or below 60%; 80% of students in these same courses achieve success rates between 70% and 89%; and only the top 10% succeed at the 90th percentile or above.

Success Rate 2: Includes “W” Grades

Success rate 2 is based on every student enrolled in the class at census day of the given semester/session. For the purpose of this analysis, “Ws” are inherently weighed on the negative. Based on this analysis, success rates differed markedly from success rate 1 above to a statistically significant degree, t(99) = 28.23, p < .001, with a mean difference of 12.66 percentage points. Success rates ranged from a high of 90% in COMM 10 to 43% in MATH 31, with a mean overall rate of 69% (SD =9.69) for all courses. 15% of the top 100 courses are completed with an average success rate at or below 59% (thus, “failing”); 33% with a rate of 60% to 69%; 40% between a rate of 70% and 79%; and only 9% of the courses are completed at or above 80% success rate. Of particular relevance and concern are MATH 84, 31, 20, 2, and 7, which all have success rates under 50%. While misplacement into these courses can be partially assigned blame (largely due to low cutoff scores), it is more likely that students’ self-imposed delay in enrolling in a math class in college after high school is more likely the culprit. As cited in an earlier section of this report, 64% of students reported having waited four or more years after completion of a high school math class before completing their assessment test. One can only imagine how long they still waited after assessment before enrolling in their first math class at SMC. It is also likely that these students lacked the preparation necessary to meet course entry skills, as only 89% of them report having completed an algebra class in high school, and less likely a more advanced class. CLASSIFICATION OF TOP 100 COURSES AS A FUNCTION OF ENROLLMENT, SUCCESS, & RETENTION

While Table 13 presented important course characteristics and inferences were drawn, such descriptive information by itself cannot fully explain the underlying relationships of the top 100 courses with respect to class size, retention rate, and success rate; nor on what dimensions these courses differ or are similar to each other. Thus, a comprehensive “cluster analysis” was undertaken. Cluster analysis is an exploratory technique permitting the sorting of “cases” into groups or clusters, which are formed based on how closely belonging items have in common with each other than those in other clusters. Each of these clusters is described in terms of its shared characteristics. Prior to conducting this analysis, it was necessary that course enrollment in the 100 courses be standardized in some fashion to discern which courses could be classified as average size, small, or large classes. While most of these classes have been assigned a load factor of 1.0 through collective bargaining, such information may mean very little when one accounts for course success outcomes indicators. For example, English composition classes have a load factor of 1.0 and the enrollment maximum in those classes is 25; however, math courses also have a 1.0 load factor, but maximum class size is 45 students. It should also be mentioned that load factors are politically loaded and often lead to contention among departments and faculty who believe that smaller classes would lead to improved success rates.


Table 13. Top 100 Courses Generating the Most Enrollments at First Census: Spring 2002—Spring 2004

Course Sections Offered

Total Enrollment

EnrollmentLoad Index

Average Class Size

Class Median

ClassMin

Class Max

RetentionRatea

SuccessRate 1a

Success Rate 2a

Rank

All Courses 6,682 250,974 50 42.5 40 8 169 84 82 69

1 ENGL 1 436 12,197 62 28.0 27 13 58 83 85 71

2 PSYCH 1 253 11,052 45 43.7 44 17 68 86 77 67

3 MATH 20 191 8,213 46 43.0 43 25 61 78 67 53

4 ENGL 2 296 7,649 66 25.8 25 11 65 86 90 79

5 POL SC 1 148 7,539 41 50.9 46 23 113 87 87 76

6 SOCIOL 1 137 6,047 45 44.1 42 18 83 85 84 71

7 SPEECH 1 186 6,029 55 32.4 32 18 53 90 91 83

8 ENGL 21A 198 5,885 59 29.7 29 16 44 82 79 65

9 ECON 1 92 5,532 37 60.1 56 22 95 86 76 66

10 MATH 52 121 5,168 46 42.7 43 21 63 80 78 6311 ECON 2 107 5,023 43 46.9 44 19 98 87 78 68

12 MATH 31 123 4,988 48 40.6 41 16 56 71 60 43

13 BUS 1 115 4,655 48 40.5 42 17 72 85 82 70

14 HIST 12 83 4,468 40 53.8 46 25 88 83 76 63

15 CHEM 10 145 3,933 63 27.1 28 18 33 81 81 65

16 MATH 84 103 3,900 50 37.9 39 16 54 76 64 49

17 MATH 2 91 3,657 48 40.2 42 25 54 71 69 49

18 ACCTG 1 85 3,646 46 42.9 43 23 60 80 84 67

19 MUSIC 32 59 3,537 37 59.9 38 19 166 88 89 78

20 PSYCH 11 81 3,304 47 40.8 43 20 54 89 86 7721 BIOL 3 105 3,214 58 30.6 31 22 44 90 82 73

22 MATH 7 80 3,203 48 40.0 41 19 61 69 68 48

23 PHILOS 1 75 3,077 47 41.0 42 20 78 79 82 66

24 CS 3 78 3,051 49 39.1 38.5 16 134 85 75 63

25 HIST 11 57 3,049 40 53.5 46 25 87 90 84 76

26 BUS 5 77 3,039 48 39.5 41 14 61 85 82 69

27 PHOTO 1 88 3,024 53 34.4 34.5 16 49 76 80 60

28 MUSIC 1 77 2,917 50 37.9 39 18 60 85 89 76

29 CIS 1 92 2,891 57 31.4 32.5 12 43 82 87 71

30 ESL 21A 108 2,882 64 26.7 25 16 39 92 74 6831 SPAN 1 93 2,865 58 30.8 32 14 41 73 82 60

32 ENGL 21B 104 2,806 63 27.0 26 15 40 87 78 69

33 MUSIC 33 21 2,631 26 125.3 139 40 169 92 88 81

34 PHY ED 10 66 2,615 48 39.6 41 12 57 82 90 74

35 ANTHRO 2 61 2,578 46 42.3 43 16 74 90 84 75

36 CIS 4 79 2,366 59 29.9 30 14 43 86 88 76

37 ANTHRO 1 59 2,363 48 40.1 40 19 65 89 82 72



Total Enrollment


Average Class Size

Class Median

ClassMin

Class Max

RetentionRatea

SuccessRate 1a

Success Rate 2a

Rank

All Courses 6,682 250,974 50 42.5 40 8 169 84 82 69

38 MATH 22 56 2,358 46 42.1 41.5 20 62 76 64 49

39 ESL 21B 92 2,354 66 25.6 25 11 41 93 77 72

40 ART 20A 76 2,298 58 30.2 29 17 48 82 89 7341 ART 10A 89 2,205 68 24.8 24 15 38 83 92 76

42 MATH 21 54 2,204 47 40.8 42 18 50 81 69 57

43 ART 72 21 2,172 28 103.4 90 72 158 87 85 75

44 HIST 1 41 2,142 40 52.2 47 31 90 82 83 68

45 ACCTG 2 49 2,094 46 42.7 45 22 57 88 87 77

46 HUMDEV 20 59 2,024 53 34.3 33 12 56 81 77 63

47 ANATMY 1 59 1,920 55 32.5 32 24 58 74 75 56

48 PSYCH 2 47 1,895 48 40.3 41 22 54 82 72 59

49 MATH 81 50 1,876 50 37.5 37 21 55 82 62 51

50 HIST 2 48 1,872 49 39.0 40 15 50 78 81 6451 HUMDEV 11 54 1,830 54 33.9 35 11 54 96 90 87

52 ASTRON 1A 42 1,768 46 42.1 43 22 59 88 78 68

53 MATH 8 44 1,732 48 39.4 42 14 55 80 76 61

54 NUTR 1 34 1,721 41 50.6 45 28 88 91 85 77

55 ESL 11A 67 1,703 66 25.4 25 18 34 91 76 70

56 HEALTH 10 38 1,655 45 43.6 45.5 15 59 89 90 80

57 BIOL 2 41 1,640 48 40.0 42 13 52 80 78 62

58 COMM 1 44 1,639 50 37.3 38 25 47 88 88 77

59 CINEMA 1 35 1,588 44 45.4 38 28 98 88 87 77

60 ENGL 81A 54 1,454 64 26.9 26.5 18 40 82 76 6461 CHEM 11 52 1,433 62 27.6 28 24 30 83 88 73

62 GEOG 1 36 1,432 48 39.8 41 20 50 84 72 60

63 COMM 10 35 1,416 48 40.5 43 26 50 94 95 90

64 TH ART 41 47 1,379 60 29.3 30 14 44 82 89 73

65 MATH 31T 33 1,364 47 41.3 43 30 51 73 64 47

66 ART 1 13 1,337 28 102.8 94 66 142 85 73 63

67 ESL 11B 52 1,336 66 25.7 26 15 32 92 83 77

68 ASTRON 1B 32 1,291 48 40.3 40 25 55 86 80 68

69 ART 8 17 1,261 33 74.2 77 45 106 84 88 74

70 MUSIC 84A 36 1,188 55 33.0 33 27 41 74 93 6971 COUNS 20 30 1,173 49 39.1 38.5 26 49 86 78 67

72 ART 2 12 1,169 29 97.4 100.5 38 132 85 83 70

73 MUSIC 60A 50 1,159 71 23.2 23 15 31 75 92 69

74 OIS 1A 49 1,144 71 23.3 23 9 44 80 78 63

75 MATH 32 28 1,115 48 39.8 42 22 54 82 69 56

76 FRENCH 1 30 1,091 51 36.4 37 19 50 77 85 66



Total Enrollment


Average Class Size

Class Median

ClassMin

Class Max

RetentionRatea

SuccessRate 1a

Success Rate 2a

Rank

All Courses 6,682 250,974 50 42.5 40 8 169 84 82 69

77 KIN PE 10 26 1,088 47 41.8 39.5 26 59 89 88 78

78 ENGL 83A 43 1,087 67 25.3 26 8 36 84 80 68

79 HUMDEV 12 36 1,071 59 29.8 30 16 43 96 89 86

80 PHILOS 7 19 1,032 40 54.3 45 29 85 84 85 7181 DANCE 5 13 1,000 33 76.9 74 35 134 92 86 80

82 CS 50 21 997 43 47.5 47 39 59 88 87 76

83 JAPAN 1 31 990 56 31.9 32 19 42 81 86 70

84 BUS 32 33 988 59 29.9 28 20 46 92 90 83

85 PHOTO 2 33 980 59 29.7 28 16 48 79 74 58

86 SPEECH 5 33 955 60 28.9 29 13 54 93 87 81

87 MUSIC 37 7 928 26 132.6 133 117 144 94 89 84

88 GEOG 2 25 918 51 36.7 38 18 52 84 81 68

89 MUSIC 50A 27 902 54 33.4 34 20 44 83 92 77

90 COUNS 11 24 881 51 36.7 39.5 11 47 97 88 8591 PHY ED 11A 24 850 52 35.4 35 19 58 80 97 77

92 SPAN 2 31 837 63 27.0 28 16 35 77 91 71

93 SOCIOL 34 17 794 43 46.7 42 30 69 83 88 73

94 MATH 23 19 793 47 41.7 42 22 57 71 71 51

95 POL SC 7 15 788 40 52.5 48 28 76 86 85 73

96 ART 3 11 756 35 68.7 71 16 114 84 91 76

97 HIST 10 18 756 46 42.0 45 24 53 75 74 56

98 CHEM 12 29 753 65 26.0 27 17 31 90 89 80

99 GEOL 1 18 703 49 39.1 40.5 24 49 87 76 66

100 POL SC 2 13 702 40 54.0 52 31 83 86 89 76 All Courses 6,682 250,974 50 42.5 40 8 169 84 82 69

As Table 13 indicated, the average class size for the Top 100 courses was 42.5 students. However, enrollment ranged from 8 students in one English 83A class to 169 in one Music 33 class. Several more courses in the arts and computer science had enrollments close to 150 students. With such varied class sizes, it is of utmost importance that any analyses assessing the impact of enrollment on student success indicators be standardized. In this manner, all courses will follow a similar metric by which one can judge if a class is small, average, or large. Derivation of the Enrollment Load Index is briefly discussed in the next section and presented in full in Appendix 3, where methodology and specific steps undertaken are included. In determining how the Top 100 courses clustered—or related—about each other, three course characteristics were included in the analysis: enrollment load index, class retention rate, and class success rate. The subsection below, explains in brief how the enrollment index was derived. Then, the following section describes the results of the cluster analysis.


Class Size Standardization

Using various statistical techniques, class sizes were first transformed into a “z-score” (normal) distribution, which has an average score of 0 (zero) and a standard deviation of 1. The zero, therefore, represents the average class size in this particular case. To determine where along the distribution each of the Top 100 courses fell with respect to class size, the mean for the entire sample was subtracted from each course’s enrollment mean and then divided by the standard deviation for the entire Top 100 courses, resulting is a Z-score for each of the courses. Next, these Z-scores were once again transformed to an easier to conceptualize metric—the T Score distribution, with an average score of 50 and a standard deviation of 10. Thus, derived T scores of 50 represent average size classes; those less than 50 are large classes; and those greater than 50 are smaller than average size classes. Appendix 3 provides standardization information for each of the 100 courses. Based on this enrollment load index, it was found—statistically—that approximately 52% of courses were average in size, 23% had smaller than average enrollments, and 25% larger than average enrollments.

Results of Cluster Analysis for Top 100 Courses

Using the two-step cluster analysis technique three variables were introduced into the clustering model for the Top 100 courses: enrollment load index, course retention rate, and course success rates (which deems W grades as “unsuccessful”). All three variables were statistically significant and each of them contributed to the clustering analysis in a unique way. Accordingly, the model derived three distinct clusters or groups of courses based on these three characteristics:

Cluster 1: accounted for 34% of courses and is characterized by low success rates; moderate enrollment load indexes (average class size); and moderate retention rates (in descending order of importance).

Cluster 2: accounted for 40% of the courses and is characterized by low enrollment load indexes (larger classes), high retention rates, and moderate success rates (in descending order of importance).

Cluster 3: accounted for 26% of the courses and is characterized by high enrollment load indexes (smaller classes), moderate success rates, and high retention rates (in descending order of importance).

Specific courses classified into each of the three clusters described above are listed in Table 14. Cluster centroids (for descriptive purposes) are also presented for comparison.

Why Clustering is Meaningful

Cluster analysis as a technique that provides researchers with the means of classifying numerous cases along a predetermined set of criteria. The resulting clusters and their components in particular, exhibit a high degree of homogeneity within the individual cluster and a high degree of heterogeneity between clusters. Thus, objects grouped together in the given cluster—as in Cluster 1, 2, or 3 above—share much in common with each other, but differ substantially from those in other clusters. This arrangement is useful in making comparisons. For example, if we were interested in comparing course success outcomes across disciplines, it would be inappropriate to do so by simply looking at retention or success rates (by themselves), and then state that English 1 (Cluster 3) as a course enjoys higher success outcomes than Math 20 (Cluster 1). Instead, it would be better to compare such outcomes to courses that truly share some common characteristics. In other words, the courses listed under each of the three clusters in Table 14. In this manner, one can feel confident that comparisons are truly based on “peer” courses, even when not in the same teaching discipline or level.


Table 14. Cluster Analysis Classification of Top 100 Courses as a Function of Load Index, Retention, and Success

Cluster 1 Cluster Centroids & Characteristics

N = 34


N=40


N=26 Load Index:

M=52.21 (SD=7.17) Load Index:

M=41.58 (SD=7.11) Load Index:

M=59.81 (SD=5.43)

Success: M=58.91 (SD=7.23) Success: M=73.03 (SD=5.10) Success: M=76.46 (SD=6.31) Retention: M=77.77 (SD=4.10) Retention: M=86.83 (SD=2.78) Retention: M=88.00 (SD=5.33) Cluster Characteristics:

Primarily defined by a low success rates;

Moderate load index (average class size); and

Moderate retention rate.

Cluster Characteristics: Primarily defined by a low load

index (larger than average classes);

High retention rate; and Moderate success rate.

.

Cluster Characteristics: Primarily defined by a high load

index (smaller class sizes); Moderate success rate; and High retention rate.

ACCTG 1 ACCTG 2 ART 10A ANATMY 1 ANTHRO 1 ART 20A BIOL 2 ANTHRO 2 BIOL 3 CHEM 10 ART 1 BUS 32 CS 3 ART 2 CHEM 11 ENGL 21A ART 3 CHEM 12 ENGL 81A ART 8 CIS 1 FRENCH 1 ART 72 CIS 4 GEOG 1 ASTRON 1A COMM 10 HIST 2 ASTRON 1B COUNS 11 HIST 10 BUS 1 ENGL 1 HUMDEV 20 BUS 5 ENGL 2 MATH 2 CINEMA 1 ENGL 21B MATH 7 COMM 1 ENGL 83A MATH 8 COUNS 20 ESL 11A MATH 20 CS 50 ESL 11B MATH 21 DANCE 5 ESL 21A MATH 22 ECON 1 ESL 21B MATH 23 ECON 2 HUMDEV 11 MATH 31 GEOG 2 HUMDEV 12 MATH 31T GEOL 1 JAPAN 1 MATH 32 HEALTH 10 MUSIC 50A MATH 52 HIST 1 PHY ED 11A MATH 81 HIST 11 SPEECH 1 MATH 84 HIST 12 SPEECH 5 MUSIC 60A KIN PE 10 TH ART 41 MUSIC 84A MUSIC 1 OIS 1A MUSIC 32 PHILOS 1 MUSIC 33



N = 34


N=40


N=26 PHOTO 1 MUSIC 37 PHOTO 2 NUTR 1 PSYCH 2 PHILOS 7 SPAN 1 PHY ED 10 SPAN 2 POL SC 1 PSYCH 1

CLUSTER 1 COURSES: IMPACT OF CLASS ENROLLMENT SIZE ON STUDENT SUCCESS

Although average in size as a whole, success rates for Cluster 1 courses were significantly lower compared to Cluster 2 (larger than average classes) and Cluster 3 (smaller than average classes) courses. This discrepancy may be partially explained by the significant number of mathematics courses concentrating in this cluster as well as the degree to which class enrollment sizes differ in the cluster. The reader is reminded that the predominant characteristic for Cluster 1 was the low success rate; however, it is also the case that enrollment in classes composing this cluster ranged from a low of 9 students in one course to a high of 134 in another. To better understand the effect of class size on student success rates in Cluster 1 courses, a simple linear regression was performed. As seen in Figure 3, it is clear that as the number of students enrolled in a course increases, success rates decrease. According to this regression analysis, (all other things being equal) enrollment size alone explains 12% of the variance in success rates. To exemplify, using the formula provided in Figure 3, one may derive expected success outcomes based on class enrollment sizes. For example, in Math 31—the course with the lowest success rate among the Top 100 courses—an enrollment size of 35 would result in approximately a 59% success rate; a class enrollment size of 45 would yield approximately a 56% success rate.

Figure 3. Linear Regression for Cluster 1 Courses: Effect of Class Enrollment Size on Success Rate


ENROLLMENT IN THE TOP 100 COURSES BY FIRST SEMESTER FIRST-TIME FRESHMEN

irst-semester, FTF students generally followed the same enrollment patterns as those of all students. Table 15 presents once again, the top 100 courses for FTF. The table also incorporates, for comparison purposes, where each of the 100 courses ranked among all students. In determining which courses are the most popular, only

full-semesters were included in the analysis. Specifically, out of all generated enrollments by FTF since the spring 2002 semester, only those for spring 2002, fall 2002, spring 2003 and fall 2003 were included. All summer and winter sessions were excluded since those sessions are not deemed “true” semesters of attendance for this student population. CHARACTERISTICS OF TOP 100 COURSES

Retention, grade point average, grades received, and reading grade levels are presented in the subsections below and refer to the data presented in Table 15. A total of 32,795 enrollments in the top 100 courses were generated during the four full semesters under study.

FTF’s Retention Rates in Top 100 Courses

Retention is hereby defined as any instance when a given student completed the course in question with any grade except “W.” Thus, grades of A, B, C, D, F, Cr, and NC are included. This definition of retention is different from that employed by organizations such as the Research and Planning Group for California Community Colleges in that they consider Fs, Is, and NCs, along with Ws as non-completion grades. While this may have some merit at some levels, the reality is that students may complete the entire course, albeit unsuccessfully—thereby remaining in the class until the very end. Ws could be the result of academic, but appear most often for personal reasons. We have not yet systematically assessed the reasons to determine this yet. Note as well, that the retention rates discussed here, and presented in Table 13, are based only on FTF students’ first semester and do not reflect the rates for all students in the courses. Retention rates varied substantially by course with a high of 98% for HUMDEV 11, HUMDEV 12, and COUNS 11 to a low of 68% for MATH 31, and an overall FTF retention rate of 85% (SD = 6.69). HUMDEV 11, HUMDEV 12, and COUNS 11, which had the highest FTF retention rates, ranked 5th, 63rd, and 35th in the number of students enrolled in the course. Additionally, 23% of the top 100 courses retained 90% or more of FTF students; 58% between 80 and 89%; and 20% 68 to 79 percent. As was the case for students as a whole, it is likely that the high retention rate of FTF in COUNS 11 & HUMDEV 11, the same course with new and old names, can be attributed to F1-Visa students who are required to enroll in this course during their first semester of attendance, and whom must remain full-time throughout the semester to comply with immigration policies, thus making it much less likely that they will drop the course.

FTF Students’ Success in Top 100 Courses

Table 15 presents select information on success indicators for FTF across the top 100 courses in which they enrolled. The mean grade point average for these students was 2.45 (SD = 1.2), with 45% of them attaining A or B grades; 40% C, D, and F grades, and 15% withdrawing from those courses. GPAs differed significantly by course and they ranged from a high FTF GPA of 3.72 and 3.68 for PHY ED 11A and PHY ED 11C, to a low of 0.93 and 1.08 for MATH 81T and MATH 81. Additionally, 19% of FTF enrolled in the top 100 courses had mean GPAs under a 2.0; 68% between 2.0 and 2.99; and 13% above a 3.0. While these percentages generally approximate a normal distribution

F


(see Figure 3), several courses do have average GPAs of 4.0 in as low as the 25th percentile (PHY ED 11A, PHY ED 11C, HUMDEV 12)—meaning that well under 25% of FTF earn grades of less than an A, but at least 75% of them earn an A. Additionally, fewer than 25% of FTF in MUSIC 84A, PHY ED 10 , COMM 10, ESL 15, MUSIC 60A, and MUSIC 1 earn grades less than a B.

Table 15. Top 100 Courses for FTF Students During Their First Semester: Spring 2002—Fall 2003

Course Rank Course 1st Semester

Count

Retention Rate

GPA Mean

GPA SD

% B & A

% C, D, & F

% Ws

Reading Mean

FTF 1st Semester

All Students Course 32,795 85 2.45 1.2 45 40 15 12.1

1 1 ENGL 1 2281 87 2.76 1.1 59 28 13 14.2

2 8 ENGL 21A 2167 84 2.37 1.1 43 42 16 12.2

3 2 PSYCH 1 1892 88 2.27 1.3 41 47 12 12.8

4 3 MATH 20 1010 81 1.94 1.3 29 52 19 12.3

5 51 HUMDEV 11 900 98 1.81 0.6 0 98 2 12.1

6 13 BUS 1 732 84 2.31 1.3 43 41 16 12.1

7 46 HUMDEV 20 729 83 2.61 1.5 50 33 17 10.8

8 16 MATH 84 664 77 1.64 1.3 21 56 23 11.1

9 6 SOCIOL 1 640 82 2.52 1.3 49 33 18 12.9

10 30 ESL 21A 569 93 1.97 1.0 23 70 7 10.711 5 POL SC 1 567 82 2.37 1.3 40 42 18 12.8

12 60 ENGL 81A 565 82 1.63 0.8 0 82 18 8.7

13 11 ECON 2 541 87 2.14 1.4 40 47 13 13.0

14 17 MATH 2 531 75 2.40 1.4 41 33 25 13.3

15 24 CS 3 521 85 2.31 1.5 46 40 15 11.7

16 33 MUSIC 33 517 94 2.95 1.3 70 24 6 12.2

17 19 MUSIC 32 511 87 3.05 1.2 63 24 13 12.7

18 9 ECON 1 494 87 2.15 1.4 38 48 13 12.8

19 15 CHEM 10 482 86 2.71 1.3 54 32 14 12.6

20 78 ENGL 83A 473 83 1.56 0.8 0 83 17 8.721 55 ESL 11A 443 94 2.20 1.0 35 59 6 7.9

22 7 SPEECH 1 439 88 2.83 1.2 62 26 12 12.3

23 28 MUSIC 1 434 86 3.06 1.3 65 21 14 12.6

24 12 MATH 31 425 68 1.71 1.4 20 48 32 11.8

25 27 PHOTO 1 418 74 2.21 1.5 37 37 26 12.9

26 22 MATH 7 408 79 2.61 1.4 47 32 21 13.0

27 4 ENGL 2 392 92 2.93 1.0 65 27 8 14.5

28 20 PSYCH 11 392 86 2.56 1.4 53 33 14 12.0

29 29 CIS 1 380 85 2.69 1.3 53 31 15 11.2

30 41 HIST 12 377 78 1.91 1.4 29 49 22 12.631 10 MATH 52 374 80 2.37 1.3 39 41 20 13.1

32 14 MATH 31T 356 76 1.81 1.3 24 52 24 12.1



Count

Retention Rate

GPA Mean

GPA SD

% B & A

% C, D, & F

% Ws

Reading Mean

FTF 1st Semester


33 41 ART 10A 343 85 2.90 1.2 60 24 15 11.9

34 18 ACCTG 1 329 82 2.73 1.3 54 28 18 12.8

35 90 COUNS 11 328 98 1.77 0.6 0 98 2 11.2

36 2 SPAN 1 324 69 2.57 1.4 42 27 31 12.5

37 71 COUNS 20 310 87 2.53 1.5 49 38 13 11.1

38 49 MATH 81 306 81 1.08 1.0 0 81 19 10.4

39 23 PHILOS 1 299 83 2.48 1.4 45 38 17 13.2

40 21 BIOL 3 296 93 2.45 1.3 46 47 7 12.841 34 PHY ED 10 287 81 3.19 1.3 63 18 19 11.0

42 42 MATH 21 253 74 2.13 1.4 33 42 26 13.1

43 40 ART 20A 244 82 2.64 1.3 52 30 18 12.1

44 56 HEALTH 10 244 88 2.94 1.3 62 26 12 11.0

45 38 MATH 22 241 85 2.00 1.5 34 51 15 12.7

46 36 CIS 4 239 89 3.00 1.2 64 26 11 11.4

47 32 ESL 21B 236 97 1.78 0.9 17 80 3 10.4

48 81 DANCE 5 228 92 2.67 1.5 59 32 8 12.0

49 26 BUS 5 221 88 2.50 1.2 50 38 12 12.6

50 25 HIST 11 215 93 2.32 1.3 44 49 7 12.751 50 HIST 2 213 73 2.15 1.3 31 42 27 13.2

52 64 TH ART 41 206 78 2.81 1.4 50 29 22 12.8

53 35 ANTHRO 2 204 94 2.57 1.3 53 41 6 13.6

54 32 ENGL 21B 182 91 2.30 1.1 43 47 9 12.0

55 74 OIS 1A 176 82 2.77 1.5 53 29 18 11.1

56 52 ASTRON 1A 175 90 2.23 1.2 41 49 10 12.4

57 133 ESL 10 175 85 2.05 1.0 25 60 15 6.8

58 171 MATH 81T 171 80 0.93 1.0 0 80 20 10.1

59 59 CINEMA 1 167 89 2.81 1.3 62 28 11 13.6

60 68 ASTRON 1B 166 83 2.53 1.2 46 37 17 12.661 37 ANTHRO 1 164 87 2.23 1.4 40 47 13 13.2

62 72 ART 2 159 83 2.30 1.4 43 40 17 13.0

63 79 HUMDEV 12 152 98 3.49 1.1 84 14 2 12.3

64 66 ART 1 146 77 1.95 1.3 29 49 23 12.7

65 44 HIST 1 144 87 2.63 1.3 51 36 13 13.5

66 83 JAPAN 1 142 78 3.07 1.2 56 23 22 13.2

67 67 ESL 11B 140 94 2.48 1.1 51 43 6 7.0

68 43 ART 72 138 85 2.81 1.4 56 29 15 12.3

69 58 COMM 1 137 84 2.72 1.3 54 30 16 12.8

70 57 BIOL 2 133 82 2.28 1.4 42 40 18 12.4



Count

Retention Rate

GPA Mean

GPA SD

% B & A

% C, D, & F

% Ws

Reading Mean

FTF 1st Semester


71 70 MUSIC 84A 131 70 3.39 0.9 62 8 30 12.9

72 53 MATH 8 128 83 2.64 1.3 50 33 17 13.8

73 54 NUTR 1 122 91 2.58 1.4 55 36 9 12.3

74 135 ESL 23 119 92 2.93 1.1 69 24 8 9.6

75 62 GEOG 1 118 83 1.91 1.3 31 53 17 12.7

76 69 ART 8 116 85 2.72 1.4 55 30 15 13.8

77 76 FRENCH 1 116 70 2.62 1.2 43 27 30 12.3

78 73 MUSIC 60A 114 82 3.13 1.2 63 19 18 12.5

79 47 ANATMY 1 109 72 1.91 1.4 27 45 28 12.8

80 140 ESL 15 107 88 3.15 0.9 72 16 12 7.581 153 HUMDEV 1 107 84 1.47 0.9 0 84 16 11.3

82 48 PSYCH 2 104 76 2.15 1.5 35 41 24 12.7

83 102 HIST 13 102 83 2.51 1.2 46 37 17 12.8

84 152 HIST 43 102 77 2.38 1.4 44 33 23 11.4

85 77 KIN PE 10 98 82 2.94 1.5 60 21 18 10.8

86 131 PHILOS 3 95 83 1.71 1.5 35 48 17 13.2

87 61 CHEM 11 91 96 2.85 1.2 64 32 4 13.1

88 91 PHY ED 11A 89 81 3.72 0.7 73 8 19 10.7

89 173 TH ART 5 88 93 2.63 1.4 57 36 7 12.8

90 127 ENGL 23 85 84 2.48 1.3 48 35 16 12.291 116 PHY ED 11C 85 81 3.68 0.8 76 5 19 11.0

92 87 MUSIC 37 82 91 2.31 1.5 45 46 9 11.3

93 107 ANTHRO 3 81 78 1.57 1.2 22 56 22 13.0

94 88 GEOG 2 81 80 2.00 1.3 32 48 20 12.3

95 7 SPEECH 5 81 95 2.32 1.4 56 40 5 11.8

96 141 PHILOS 5 80 93 2.20 1.2 53 40 8 13.2

97 114 CINEMA 5 77 88 2.46 1.2 52 36 12 13.7

98 63 COMM 10 77 92 3.17 1.1 70 22 8 12.4

99 89 MUSIC 50A 77 84 3.48 0.9 71 13 16 12.6

100 45 ACCTG 2 76 89 2.81 1.2 62 28 11 12.0

All Courses 32,795 85 2.45 1.2 45 40 15 12.1


1.00 2.00 3.00 4.00

GPA Mean

0

5

10

15

20

25

Freq

uenc

y

Mean = 2.4493Std. Dev. = 0.51962N = 100

FTF Students’ Reading Grade Level Equivalencies in Top 100 Courses

Given the significant number of students unprepared for college-level work entering SMC and their actual performance in classes, instructors often surmise that students lack the necessary reading skills to fully benefit from instruction or independent work as students. While all students completing the SMC English and ESL placement tests are assessed for reading comprehension skills, the obtained scores are not readily transformed into equivalent reading grade levels, nor is this or other more specific information of students’ performance made available to instructors. According to ACCUPLACER English test results, approximately 30-35% of SMC students are placed into developmental reading composition and reading courses. However, only a fraction of them actually enroll and complete a reading class. The fact is that most students would greatly benefit from such classes. For those who do enroll, reading faculty generally assess their reading skills early in the semester using nationally standardized and normed reading tests to determine reading grade levels, among other things. It is not unusual for faculty of those developmental reading courses to report grade levels at the 4th, 5th, or 6th grade level. While some controversy may exist—even among our reading faculty—as to which method and type of test best measures reading, the Nelson-Denny is generally well known and accepted throughout the nation. This test measures vocabulary development, comprehension, and reading rate. Using a conversion formula for the ACCUPLACER reading comprehension test provided by the publisher, Nelson-Denny (ND) reading grade levels were derived for all FTF students completing the ACCUPLACER tests during the period of spring 2002 to spring 2004. According to the publisher, there is a highly statistically significant correlation of .65 between the ACCUPLACER reading comprehension test and the total ND reading scale. Thus, one may feel fairly confident that the derived ND grade

Figure 4. Grade Point Average Distribution for FTF Students Enrolling in Top 100 Courses


levels approximate students’ actual reading levels, should they complete the whole ND test. As mentioned above, reading levels were determined for all FTF students in this study who had completed the ACCUPLACER test and who enrolled in the top 100 courses for FTF. Table 15 provides average grade levels for each of these courses. A few observations are noted below.

Average Reading Grade Levels for Top 100 Courses

Average Reading Level for FTF Top 100 Courses: 12th grade;

Minimum and maximum grade levels at 25th percentiles: 5th to 14th grade;

Minimum and maximum grade levels at 50th percentile: 9th to 15th;

Minimum and maximum grade levels at 75th percentile: 9th to 15th.

In brief, the “bottom” 25% of SMC students taking the reading comprehension test are reading between the 5th grade level and 14th grade level.

Average Reading Grade Levels for English, ESL, Math, and Other Top 10 Courses More specific reading information for all English, ESL, math, and other top 10 courses is included in Table 16. As may be expected, students qualifying and enrolling in developmental level English (English 81A, 83A) had the lowest reading levels—equivalent to the 9th grade. Those enrolling in AA-level English (English 21 A and 21B) followed at the 12th grade; and finally those qualifying for college-level English (English 1) at the 14th grade level. A similar pattern was found for ESL and math classes. For example, in developmental-level math (Math 81, 84, 31 courses), FTF students had an average reading level at the 10th grade; those in AA-level (Math 20) at the 12th grade; and those in college-level (Math 21, 22, 52, 2, 7, 8) at the 13th to 14th grade level.

Correlations for Reading Ability (Grade Level) and Success in English, ESL, & Math Courses A series of correlation analyses were conducted to assess the link between students’ reading ability (grade level) and success in the course (“C/Cr” or better). Separate analyses for English, ESL, Math, and other top 10 courses (as outlined in Table 16) are described below:

Approximately 12% of the variance for success in English may be attributed to students’ reading ability (r = .34, p = .0000, N = 2,772).

Approximately 6% of the variance for success in English as a Second Language courses may be attributed to students’ reading ability (r = .25, p = .02, N = 83).

Approximately 6% of the variance for success in math courses may be attributed to students’ reading ability (r = .24, p = .0000, N = 1,494).


Table 16. Average Reading Grade Levels for English, ESL, Math, and Other Top 10 Courses

N Descriptive Statistics Percentiles Course N Mean SD Min Max 25th 50th 75th

Top 100 (across courses)

100 12 1.43 7 14 11 12 13

ENGL 81A 586 9 2.11 5 13 7 10 12ENGL 83A 490 9 2.22 5 14 7 11 12ENGL 21A 2219 12 1.29 5 16 11 13 14ENGL 21B 219 12 1.54 6 15 11 13 14ENGL 23 93 12 1.41 7 14 11 13 14ENGL 1 2458 14 1.14 5 16 14 15 16ENGL 2 531 14 1.17 10 16 14 15 16ESL 10 208 7 2.55 5 11 5 9 11ESL 11A 472 8 2.5 5 12 6 11 12ESL 11B 184 7 2.71 5 11 6 9 11ESL 15 113 8 3.54 5 10 5 10 10ESL 21A 647 11 2.33 5 15 9 12 14ESL 21B 340 10 1.99 8 14 9 12 14ESL 23 125 10 2.79 5 12 9 11 12MATH 2 596 13 2.02 6 16 13 15 16MATH 7 494 13 2.11 5 16 12 14 15MATH 8 161 14 1.75 8 16 13 15 16MATH 20 1106 12 2.1 5 16 11 14 15MATH 21 274 13 2.1 5 16 12 15 15MATH 22 284 13 1.97 6 15 12 15 15MATH 31 465 12 2.34 5 16 11 13 15MATH 31T 367 12 2.19 5 16 11 14 15MATH 52 433 13 1.78 7 16 12 14 16MATH 81 328 10 2.71 5 16 9 12 14MATH 81T 176 10 2.83 5 15 8 12 14MATH 84 701 11 2.53 5 16 10 13 15PSYCH 1 2008 13 2.14 5 16 12 14 15HUMDEV 11 913 12 2.74 5 16 11 14 15HUMDEV 20 745 11 2.61 5 16 9 13 14BUS 1 783 12 2.52 5 16 11 14 15SOCIOL 1 716 13 2.01 5 16 12 14 15


EFFECT OF FTF STUDENTS’ ENGLISH PLACEMENT ELIGIBILITY ON COURSE SUCCESS OUTCOMES IN SELECT TOP 100 COURSES

t the core of this study was the goal of identifying courses in which FTF students were most likely to succeed based on their English placement test recommendation alone. While the data discussed herein is not the result of a controlled experiment, it does provide an overview of students’ performance in select FTF Top 100

courses and is based on course outcomes patterns since spring 2002. This information may be of particular interest and use to counseling faculty whom advise students in the selection of courses most appropriate to their interests and educational preparation. This study is a first attempt taken by Santa Monica College to derive a listing of courses in which FTF students, particularly those in their first semester, are likely to succeed based on their performance on the placement test. The author acknowledges that success in a course is dependent on many factors (e.g., effort, previous knowledge, educational preparation) and not merely performance on our English placement test. In order to derive the courses most appropriate for students at any given placement level, the following principles were followed:

Only first semester data for FTF is used;

Only the FTF Top 100 Courses are included;

Students must have completed their English placement test by the time they started their first full semester;

Outcomes are based only on students retained in classes who obtained grades of A, B, C, Cr, D, F, NC;

A minimum sample size of 30 successful students who took the placement test must have been enrolled in

each course across semesters;

Math classes are excluded from the analysis as students must meet specific prerequisites enforced at the time

of registration; and

Success rates (i.e., obtaining a C/Cr or better) for such course must have reached a minimum of 60% for

inclusion into the final list.

Overall, this study showed that significantly more students eligible for A-Level English (English 1) were more likely to obtain at least a grade of C/Cr in many more courses (n = 41 courses), compared to students placing into B-Level English (English 21A; n = 22), and C-Level English (English 81A; n = 6). Tables 17, 18, and 19 outline each of these courses along with the number and percentage of students completing it with a C/Cr or better and with a B or better grade. Courses are presented in descending order by completion size followed by percentage.

A


ENGLISH 1 PLACEMENT

As seen below, 86% of students placing into English 1 who took this course on their first full semester obtained at least a grade of C (after exclusion of W grades); and 69% obtained at least a B.

At least 90% of FTF students enrolled in 17 out of 44 courses completed them with a grade of C or better, but

only 72% of them obtained a B or higher—after exclusion of W grades. These courses are: ANTHRO 1, ANTHRO 2, ART 2, ASTRON 1A, BIOL 3, CHEM 10, CHEM 11, CINEMA 1, CIS 4, COUNS 11, HIST 11, HUMDEV 11, JAPAN 1, MUSIC 32, MUSIC 33, PSYCH 11, SPEECH 1.

Table 17. Effect of English 1 Placement on Successful Course Completion in FTF Top 100 Courses

Successful with at Least a C

Successful with at Least a B



Course

N % N %

Course

N % N %

ENGL 1 1002 86 798 69 ACCTG 1 54 82 46 70PSYCH 1 428 88 320 66 CINEMA 1 52 93 44 79HUMDEV 11 (Cr/NC)

210 91 — — HIST 2 50 81 34 55

SOCIOL 1 136 89 112 74 SPAN 1 49 89 36 65MUSIC 32 124 95 109 84 ART 10A 47 89 40 75CHEM 10 120 92 102 78 CIS 4 44 98 26 70BUS 1 118 83 93 65 ANTHRO 1 43 90 29 60ECON 1 118 78 85 56 DANCE 5 43 84 41 80ECON 2 114 76 87 58 TH ART 41 43 84 39 76MUSIC 33 111 92 98 81 ART 2 42 91 35 76POL SC 1 100 87 78 68 ART 8 40 89 34 76COUNS 11 (Cr/NC) 86 91 — — ASTRON 1A 38 95 29 73MUSIC 1 83 87 80 84 COUNS 20 37 88 26 62PHILOS 1 70 83 54 64 BUS 5 33 85 28 72SPEECH 1 68 94 60 83 ART 20A 32 78 23 56ANTHRO 2 67 92 50 68 CHEM 11 31 94 29 88PHOTO 1 64 82 53 68 JAPAN 1 31 91 27 79CS 3 63 85 59 80 HUMDEV 20 31 79 29 74BIOL 3 61 91 51 76 HIST 11 30 97 23 74PSYCH 11 58 95 320 66 HIST 1 30 88 23 68HIST 12 58 78 38 51


ENGLISH 21A PLACEMENT

As seen below, 82% of students placing into English 21A who took this course on their first full semester

obtained at least a grade of C (after exclusion of W grades); but only 52% obtained at least a B.

Compared to students placing into English 1, those placing into 21A are less likely to complete fewer courses successfully (n = 22). In 8 of the 22 courses, 80% of enrolled students completed them with at least a C/Cr. These courses are: ART 10A, CIS 1, ENGL 21A, HEALTH 10, HUMDEV 11, MUSIC 32, MUSIC 33, SPEECH 1.

Table 18. Effect of English 21A Placement on Successful Course Completion in FTF Top 100 Courses

Successful with At Least a C

Successful with At Least a B



Course

N % N %

Course

N % N %

HEALTH 10 42 98 38 88 PSYCH 11 60 74 50 62CIS 1 43 90 34 71 BUS 1 85 74 51 44HUMDEV 11 (Cr/NC)

32 86 — — COUNS 20 86 74 72 62

ART 10A 49 86 33 58 MUSIC 1 41 73 32 57SPEECH 1 69 85 58 72 DANCE 5 46 71 36 55MUSIC 32 48 83 36 62 POL SC 1 62 69 36 40ENGL 21A 938 82 595 52 CS 3 51 67 39 51MUSIC 33 71 81 59 67 PSYCH 1 252 66 112 29SOCIOL 1 94 78 59 49 PHOTO 1 39 65 25 42BIOL 3 35 78 17 38 HIST 12 40 63 21 33HUMDEV 20 66 76 52 60

SPAN 1 30 61 23 47


ENGLISH 81A PLACEMENT

As seen below, 80% of students placing into English 81A who took this course on their first full semester obtained at least a grade of Cr (after exclusion of W grades).

Compared to students placing into English 1 or English 21A, there are very few courses in which students perform successfully. This is no doubt a reflection of their poor writing and reading skills, and their lack of readiness for college-level work.

Whenever possible, English 81A eligible students should refrain from taking courses outside those listed in Table 19. It is imperative they complete developmental-level writing and reading courses first if they are to stand a reasonable probability at completing other courses successfully.

Table 19. Effect of English 81A Placement on Successful Course Completion in FTF Top 100 Courses

Successful with At Least a C

Successful with At Least a B

Course

N N N %

ENGL 81A (Cr/NC) 177 80 — — ENGL 83A (Cr/NC) 144 74 — — HUMDEV 20 70 69 56 55 COUNS 20 48 65 32 43 CIS 1 31 76 15 37 HEALTH 10 30 79 20 53


T H E I M PAC T O F E N G L I S H P L AC E M E N T & R E A D I N G G R A D E L E V E L O N “ T O P

3 0 ” F T F C O U R S E S

HOW DOES ENGLISH PLACEMENT ELIGIBILITY & READING GRADE LEVEL IMPACT STUDENT SUCCESS?

n order to determine the impact that English placement eligibility (i.e., English 1, English 21A, English 81A) has on student success in select courses, a series of Pearson chi-squares were conducted for the top 30 courses in which FTF students enroll. It should be noted that these analyses are based on placement information and not on

actual completion of such courses. This information may be useful to both counselors and students as they weigh the consequences of enrolling in a given course, particularly when it may not be suitable given the student’s reading ability. Results for each of the analyses are presented in graphical and matrix form. These were derived from a dataset containing course outcomes (as measured by grades) English placement level, and reading grade level. All statistics are based on the total number of students enrolling in the top 30 courses in which FTF students enrolled during the study period and only for full semesters (spring 2002 to fall 2003)—not summer or winter sessions. Notice should be taken that while outcome information for English 1, 21A, 81A, and 83A were included here since these courses are included in the top 30, entry into these courses is based on enforced prerequisites. The relatively small number of students who entered English 1, for example, and who, based on our placement test, qualified for English 21A or English 81A, is included to fully inform the reader. Interpretations should be drawn carefully in those cases. Interpreting the Figures & Matrices The first figure presents the interaction between grade obtained and English placement eligibility level. For example, the figure for course Psychology 1 (course rated as #3 among FTF students), indicates that students placing into English 1 are more likely to obtain an “A” in the class, compared to a “B” for students qualifying for English 21A, and an “F” for English 81A qualifying students. These findings, according to the second accompanying matrix, are statistically significant (p = .000). The second figure presents the interaction between grade obtained and reading grade level. Using the Psychology 1 example, it may be seen that for English 81A students, who as a group were more likely to earn an “F,” are more likely to earn a “B” when their reading skills are at the 10.5th grade level, and a “C” when they read two level below. The first matrix presents the same breakdown as the first figure; however, all relevant statistical information is presented. Specifically, one may note the percentage of any given grade obtained as a function of English placement information. This matrix should be used in combination with the second one as it presents the level of statistical significance.

I


ENGL 1

W English 1W English 21AW Englisg 81A

English Placement Level

Course Grade Obtained by English Placement Eligibility

Dot/Lines show percents

A B C D F W

Grade Obtained

0%

10%

20%

30%

Perc

ent

W

W

W

W W

W

WW W W W WW W W W W WW W W W W WW W W W W WW W W W W WW W W W W W

ENGL 1




Dot/Lines show Means

A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

WW

W W WW

W

WW

W

W

W

W

W

W

TOP 1: ENGLISH 1


Crosstab

273 4 1 27898.2% 1.4% .4% 100.0%

25.0% 16.0% 20.0% 24.8%

24.3% .4% .1% 24.8%364 10 0 374

97.3% 2.7% .0% 100.0%

33.3% 40.0% .0% 33.3%

32.4% .9% .0% 33.3%177 5 2 184

96.2% 2.7% 1.1% 100.0%

16.2% 20.0% 40.0% 16.4%

15.8% .4% .2% 16.4%68 1 0 69

98.6% 1.4% .0% 100.0%

6.2% 4.0% .0% 6.1%

6.1% .1% .0% 6.1%65 0 1 66

98.5% .0% 1.5% 100.0%

5.9% .0% 20.0% 5.9%

5.8% .0% .1% 5.9%146 5 1 152

96.1% 3.3% .7% 100.0%

13.4% 20.0% 20.0% 13.5%

13.0% .4% .1% 13.5%1093 25 5 1123

97.3% 2.2% .4% 100.0%

100.0% 100.0% 100.0% 100.0%

97.3% 2.2% .4% 100.0%

Count% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of Total

A

B

C

D

F

W

GradeObtained

Total

CourseENGL 1

English 1 English 21A Englisg 81AEnglish Placement Level

Total

Chi-Square Tests

9.401a 10 .49511.677 10 .307

1123

Pearson Chi-SquareLikelihood RatioN of Valid Cases

CourseENGL 1

Value dfAsymp. Sig.

(2-sided)

10 cells (55.6%) have expected count less than 5. The minimumexpected count is .29.

a.


ENGL 21A





A B C Cr D F W

Grade Obtained

9

10

11

12

13

14

ND

Rdg

Gra

deLe

vel

W

W W

W

W

WW

WW W W

W

W

W

W W

W W

ENGL 21A





A B C Cr D F W

Grade Obtained

0%

10%

20%

30%

Perc

ent

W W WW W W W

W

W

W

W

W

W

W

W W W W W W WW W W W W W WW W W W W W WW W W W W W WW W W W W W W

TOP 2: ENGLSIH 21A


Chi-Square Tests

10.664a 12 .55810.823 12 .544

1239


CourseENGL 21A

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

2 129 2 1331.5% 97.0% 1.5% 100.0%

7.7% 10.8% 11.8% 10.7%

.2% 10.4% .2% 10.7%8 391 7 406

2.0% 96.3% 1.7% 100.0%

30.8% 32.7% 41.2% 32.8%

.6% 31.6% .6% 32.8%8 292 3 303

2.6% 96.4% 1.0% 100.0%

30.8% 24.4% 17.6% 24.5%

.6% 23.6% .2% 24.5%1 8 0 9

11.1% 88.9% .0% 100.0%

3.8% .7% .0% .7%

.1% .6% .0% .7%1 113 3 117

.9% 96.6% 2.6% 100.0%

3.8% 9.4% 17.6% 9.4%

.1% 9.1% .2% 9.4%0 74 1 75

.0% 98.7% 1.3% 100.0%

.0% 6.2% 5.9% 6.1%

.0% 6.0% .1% 6.1%6 189 1 196

3.1% 96.4% .5% 100.0%

23.1% 15.8% 5.9% 15.8%

.5% 15.3% .1% 15.8%26 1196 17 1239

2.1% 96.5% 1.4% 100.0%

100.0% 100.0% 100.0% 100.0%

2.1% 96.5% 1.4% 100.0%

Count% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of Total

A

B

C

Cr

D

F

W

GradeObtained

Total

CourseENGL 21A


Total


PSYCH 1





A B C Cr D F NC W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W

W

WW

W

WW

W

W

W

W

W

W

W

WW

W

W

W

W

W

W

W W W W W W W WW W W W W W W WW W W W W W W WW W W W W W W W

PSYCH 1





A B C D F W

Grade Obtained

9

10

11

12

13

14

ND

Rdg

Gra

deLe

vel

W

WW W

W W

WW W

W W

W

W

W

W

W

W

TOP 3: PSYCHOLOGY 1


Crosstab

106 22 0 12882.8% 17.2% .0% 100.0%

31.6% 7.9% .0% 19.3%

16.0% 3.3% .0% 19.3%94 44 4 142

66.2% 31.0% 2.8% 100.0%

28.1% 15.7% 8.2% 21.4%

14.2% 6.6% .6% 21.4%73 97 10 180

40.6% 53.9% 5.6% 100.0%

21.8% 34.6% 20.4% 27.1%

11.0% 14.6% 1.5% 27.1%3 0 0 3

100.0% .0% .0% 100.0%

.9% .0% .0% .5%

.5% .0% .0% .5%20 40 7 67

29.9% 59.7% 10.4% 100.0%

6.0% 14.3% 14.3% 10.1%

3.0% 6.0% 1.1% 10.1%17 45 22 84

20.2% 53.6% 26.2% 100.0%

5.1% 16.1% 44.9% 12.7%

2.6% 6.8% 3.3% 12.7%1 0 0 1

100.0% .0% .0% 100.0%

.3% .0% .0% .2%

.2% .0% .0% .2%21 32 6 59

35.6% 54.2% 10.2% 100.0%

6.3% 11.4% 12.2% 8.9%

3.2% 4.8% .9% 8.9%335 280 49 664

50.5% 42.2% 7.4% 100.0%

100.0% 100.0% 100.0% 100.0%

50.5% 42.2% 7.4% 100.0%

Count% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of Total

A

B

C

Cr

D

F

NC

W

GradeObtained

Total

CoursePSYCH 1


Total

Chi-Square Tests

158.934a 14 .000160.518 14 .000

664


CoursePSYCH 1

Value dfAsymp. Sig.

(2-sided)


a.


MATH 20





A B C Cr D F W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W

WW

W

W

W

W

W W W W W W WW W W W W W WW W W W W W WW W W W W W W

MATH 20





A B C Cr D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W

WW

W

WW

W

W

W W W WW

W

W

W

W

WW

W

TOP 4: MATH 20


Chi-Square Tests

46.231a 12 .00047.958 12 .000

362


CourseMATH 20

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

25 10 3571.4% 28.6% 100.0%11.5% 6.9% 9.7%

6.9% 2.8% 9.7%34 19 53

64.2% 35.8% 100.0%15.6% 13.2% 14.6%

9.4% 5.2% 14.6%48 34 82

58.5% 41.5% 100.0%22.0% 23.6% 22.7%13.3% 9.4% 22.7%

3 2 560.0% 40.0% 100.0%

1.4% 1.4% 1.4%.8% .6% 1.4%

19 24 4344.2% 55.8% 100.0%

8.7% 16.7% 11.9%5.2% 6.6% 11.9%

32 23 5558.2% 41.8% 100.0%14.7% 16.0% 15.2%

8.8% 6.4% 15.2%57 32 89

64.0% 36.0% 100.0%26.1% 22.2% 24.6%15.7% 8.8% 24.6%

218 144 36260.2% 39.8% 100.0%

100.0% 100.0% 100.0%60.2% 39.8% 100.0%

Count% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of TotalCount% within Grade Obtained% within InstructorStatus% of Total

A

B

C

Cr

D

F

W

GradeObtained

Total

CourseMATH 20

Part-time Full-timeInstructorStatus

Total


HUMDEV 11





Cr NC W

Grade Obtained

0%

25%

50%

75%

Perc

ent

W

W

W

W

W W

W

W WW W WW W WW W WW W W

TOP 5: HUMAN DEVELOPMENT 11


Crosstab

180 28 12 22081.8% 12.7% 5.5% 100.0%

90.0% 87.5% 92.3% 89.8%

73.5% 11.4% 4.9% 89.8%15 2 1 18

83.3% 11.1% 5.6% 100.0%

7.5% 6.3% 7.7% 7.3%

6.1% .8% .4% 7.3%5 2 0 7

71.4% 28.6% .0% 100.0%

2.5% 6.3% .0% 2.9%

2.0% .8% .0% 2.9%200 32 13 245

81.6% 13.1% 5.3% 100.0%

100.0% 100.0% 100.0% 100.0%

81.6% 13.1% 5.3% 100.0%

Count% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of TotalCount% within Grade Obtained% within EnglishPlacement Level% of Total

Cr

NC

W

GradeObtained

Total

CourseHUMDEV 11


Total

Chi-Square Tests

1.840a 4 .7651.888 4 .756

245


CourseHUMDEV 11

Value dfAsymp. Sig.

(2-sided)


a.


BUS 1





A B C D F W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W W

W

W

WW

W

W

W

W

W

W

W

W

W

W W W W W WW W W W W WW W W W W WW W W W W W

BUS 1





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W

WW

W

W

W

W

W W WW

W

W

W

W

W

W

W

TOP 6: BUSINESS 1


Crosstab

27 10 1 3871.1% 26.3% 2.6% 100.0%

30.0% 11.8% 3.4% 18.6%

13.2% 4.9% .5% 18.6%29 21 4 54

53.7% 38.9% 7.4% 100.0%

32.2% 24.7% 13.8% 26.5%

14.2% 10.3% 2.0% 26.5%16 22 8 46

34.8% 47.8% 17.4% 100.0%

17.8% 25.9% 27.6% 22.5%

7.8% 10.8% 3.9% 22.5%8 9 4 21

38.1% 42.9% 19.0% 100.0%

8.9% 10.6% 13.8% 10.3%

3.9% 4.4% 2.0% 10.3%8 6 7 21

38.1% 28.6% 33.3% 100.0%

8.9% 7.1% 24.1% 10.3%

3.9% 2.9% 3.4% 10.3%2 17 5 24

8.3% 70.8% 20.8% 100.0%

2.2% 20.0% 17.2% 11.8%

1.0% 8.3% 2.5% 11.8%90 85 29 204

44.1% 41.7% 14.2% 100.0%

100.0% 100.0% 100.0% 100.0%

44.1% 41.7% 14.2% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseBUS 1


Total

Chi-Square Tests

36.190a 10 .00038.898 10 .000

204


CourseBUS 1

Value dfAsymp. Sig.

(2-sided)

3 cells (16.7%) have expected count less than 5. The minimumexpected count is 2.99.

a.


HUMDEV 20





A B C D F W

Grade Obtained

9

10

11

12

13

14

ND

Rdg

Gra

deLe

vel

W

WW W

W

W

WW

W

WW

WW

W

W

W

W

TOP 7: HUMAN DEVELOPMENT 20

HUMDEV 20





A B C D F W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W W

W

W

W

WW

W

W

W

W

W

WW

W

W



Chi-Square Tests

12.503a 10 .25315.676 10 .109

180


CourseHUMDEV 20

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

15 32 25 7220.8% 44.4% 34.7% 100.0%

53.6% 41.0% 33.8% 40.0%

8.3% 17.8% 13.9% 40.0%7 11 11 29

24.1% 37.9% 37.9% 100.0%

25.0% 14.1% 14.9% 16.1%

3.9% 6.1% 6.1% 16.1%2 10 6 18

11.1% 55.6% 33.3% 100.0%

7.1% 12.8% 8.1% 10.0%

1.1% 5.6% 3.3% 10.0%2 3 7 12

16.7% 25.0% 58.3% 100.0%

7.1% 3.8% 9.5% 6.7%

1.1% 1.7% 3.9% 6.7%0 10 10 20

.0% 50.0% 50.0% 100.0%

.0% 12.8% 13.5% 11.1%

.0% 5.6% 5.6% 11.1%2 12 15 29

6.9% 41.4% 51.7% 100.0%

7.1% 15.4% 20.3% 16.1%

1.1% 6.7% 8.3% 16.1%28 78 74 180

15.6% 43.3% 41.1% 100.0%

100.0% 100.0% 100.0% 100.0%

15.6% 43.3% 41.1% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseHUMDEV 20


Total


MATH 84





A B C D F W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W

WW

W

W

W

W

W

W

WW

W

W

W

W


MATH 84





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W

WW

W

W

W

WW

W

W WW

W

W W

W

WW

TOP 8: MATH 84


Chi-Square Tests

17.280a 10 .06817.778 10 .059

292


CourseMATH 84

Value dfAsymp. Sig.

(2-sided)

0 cells (.0%) have expected count less than 5. The minimumexpected count is 5.31.

a.

Crosstab

8 16 7 3125.8% 51.6% 22.6% 100.0%

16.0% 11.3% 6.9% 10.6%

2.7% 5.5% 2.4% 10.6%6 22 6 34

17.6% 64.7% 17.6% 100.0%

12.0% 15.6% 5.9% 11.6%

2.1% 7.5% 2.1% 11.6%11 25 18 54

20.4% 46.3% 33.3% 100.0%

22.0% 17.7% 17.8% 18.5%

3.8% 8.6% 6.2% 18.5%4 19 22 45

8.9% 42.2% 48.9% 100.0%

8.0% 13.5% 21.8% 15.4%

1.4% 6.5% 7.5% 15.4%11 22 27 60

18.3% 36.7% 45.0% 100.0%

22.0% 15.6% 26.7% 20.5%

3.8% 7.5% 9.2% 20.5%10 37 21 68

14.7% 54.4% 30.9% 100.0%

20.0% 26.2% 20.8% 23.3%

3.4% 12.7% 7.2% 23.3%50 141 101 292

17.1% 48.3% 34.6% 100.0%

100.0% 100.0% 100.0% 100.0%

17.1% 48.3% 34.6% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseMATH 84


Total


SOCIOL 1





A B C D F W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W W

W

W

W W


SOCIOL 1





A B C D F W

Grade Obtained

10

11

12

13

14

15

ND

Rdg

Gra

deLe

vel

WW

WW

W

W

W

W

W

W

W W

W

W

W

TOP 9: SOCIOLOGY 1


Chi-Square Tests

42.343a 10 .00046.993 10 .000

184


CourseSOCIOL 1

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

31 5 0 3686.1% 13.9% .0% 100.0%

36.0% 5.5% .0% 19.6%

16.8% 2.7% .0% 19.6%28 24 0 52

53.8% 46.2% .0% 100.0%

32.6% 26.4% .0% 28.3%

15.2% 13.0% .0% 28.3%8 22 3 33

24.2% 66.7% 9.1% 100.0%

9.3% 24.2% 42.9% 17.9%

4.3% 12.0% 1.6% 17.9%4 8 0 12

33.3% 66.7% .0% 100.0%

4.7% 8.8% .0% 6.5%

2.2% 4.3% .0% 6.5%6 13 2 21

28.6% 61.9% 9.5% 100.0%

7.0% 14.3% 28.6% 11.4%

3.3% 7.1% 1.1% 11.4%9 19 2 30

30.0% 63.3% 6.7% 100.0%

10.5% 20.9% 28.6% 16.3%

4.9% 10.3% 1.1% 16.3%86 91 7 184

46.7% 49.5% 3.8% 100.0%

100.0% 100.0% 100.0% 100.0%

46.7% 49.5% 3.8% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseSOCIOL 1


Total


ESL 21A





A B C Cr D NC W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W W W W

W W

W

W

W

W W

W

W

W

W

W

W W


ESL 21A





A B C Cr D NC W

Grade Obtained

8

9

10

11

12

13

ND

Rdg

Gra

deLe

vel

W

W

W

W

W

W

W

W

W

W

W

W

TOP 10: ESL 21A


Chi-Square Tests

12.634a 12 .39614.280 12 .283

49


CourseESL 21A

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

6 4 1 1154.5% 36.4% 9.1% 100.0%

30.0% 26.7% 7.1% 22.4%

12.2% 8.2% 2.0% 22.4%7 4 3 14

50.0% 28.6% 21.4% 100.0%

35.0% 26.7% 21.4% 28.6%

14.3% 8.2% 6.1% 28.6%3 3 5 11

27.3% 27.3% 45.5% 100.0%

15.0% 20.0% 35.7% 22.4%

6.1% 6.1% 10.2% 22.4%1 1 3 5

20.0% 20.0% 60.0% 100.0%

5.0% 6.7% 21.4% 10.2%

2.0% 2.0% 6.1% 10.2%1 3 0 4

25.0% 75.0% .0% 100.0%

5.0% 20.0% .0% 8.2%

2.0% 6.1% .0% 8.2%1 0 1 2

50.0% .0% 50.0% 100.0%

5.0% .0% 7.1% 4.1%

2.0% .0% 2.0% 4.1%1 0 1 2

50.0% .0% 50.0% 100.0%

5.0% .0% 7.1% 4.1%

2.0% .0% 2.0% 4.1%20 15 14 49

40.8% 30.6% 28.6% 100.0%

100.0% 100.0% 100.0% 100.0%

40.8% 30.6% 28.6% 100.0%


A

B

C

Cr

D

NC

W

GradeObtained

Total

CourseESL 21A


Total





A B C D F W

Grade Obtained

6

8

10

12

14

ND

Rdg

Gra

deLe

vel

WW

WW

WW

W

W W

W WW

W W

W

W

W


TOP 11: POLITICAL SCIENCE 1




A B C D F W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W




Crosstab

18 4 1 2378.3% 17.4% 4.3% 100.0%

26.9% 6.9% 10.0% 17.0%

13.3% 3.0% .7% 17.0%15 15 0 30

50.0% 50.0% .0% 100.0%

22.4% 25.9% .0% 22.2%

11.1% 11.1% .0% 22.2%13 17 3 33

39.4% 51.5% 9.1% 100.0%

19.4% 29.3% 30.0% 24.4%

9.6% 12.6% 2.2% 24.4%5 8 2 15

33.3% 53.3% 13.3% 100.0%

7.5% 13.8% 20.0% 11.1%

3.7% 5.9% 1.5% 11.1%4 5 3 12

33.3% 41.7% 25.0% 100.0%

6.0% 8.6% 30.0% 8.9%

3.0% 3.7% 2.2% 8.9%12 9 1 22

54.5% 40.9% 4.5% 100.0%

17.9% 15.5% 10.0% 16.3%

8.9% 6.7% .7% 16.3%67 58 10 135

49.6% 43.0% 7.4% 100.0%

100.0% 100.0% 100.0% 100.0%

49.6% 43.0% 7.4% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CoursePOL SC 1


Total

Chi-Square Tests

19.466a 10 .03520.312 10 .026

135


CoursePOL SC 1

Value dfAsymp. Sig.

(2-sided)


a.


W English 21AW Englisg 81A



Cr NC W

Grade Obtained

8

9

10

11

12

13

ND

Rdg

Gra

deLe

vel

W

W

W

W W

W


TOP 12: ENGLISH 81A




Cr NC W

Grade Obtained

0%

20%

40%

60%

Perc

ent

W W W

W

W

W

W W WW W WW W WW W WW W W



Crosstab

3 147 1502.0% 98.0% 100.0%

60.0% 63.6% 63.6%

1.3% 62.3% 63.6%1 37 38

2.6% 97.4% 100.0%

20.0% 16.0% 16.1%

.4% 15.7% 16.1%1 47 48

2.1% 97.9% 100.0%

20.0% 20.3% 20.3%

.4% 19.9% 20.3%5 231 236

2.1% 97.9% 100.0%

100.0% 100.0% 100.0%

2.1% 97.9% 100.0%


Cr

NC

W

GradeObtained

Total

CourseENGL 81A

English 21A Englisg 81AEnglish Placement Level

Total

Chi-Square Tests

.059a 2 .971

.055 2 .973236


CourseENGL 81A

Value dfAsymp. Sig.

(2-sided)


a.





A B C D F I W

Grade Obtained

9

10

11

12

13

14

ND

Rdg

Gra

deLe

vel

W

WW

W

W

W

W

W W

W

W

W

W

W

W

W


TOP 13: ECONOMICS 2




A B C D F I W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W W W

W

W

W

W




Crosstab

16 4 0 2080.0% 20.0% .0% 100.0%

21.3% 8.7% .0% 15.9%

12.7% 3.2% .0% 15.9%23 9 0 32

71.9% 28.1% .0% 100.0%

30.7% 19.6% .0% 25.4%

18.3% 7.1% .0% 25.4%12 6 0 18

66.7% 33.3% .0% 100.0%

16.0% 13.0% .0% 14.3%

9.5% 4.8% .0% 14.3%10 11 1 22

45.5% 50.0% 4.5% 100.0%

13.3% 23.9% 20.0% 17.5%

7.9% 8.7% .8% 17.5%6 8 2 16

37.5% 50.0% 12.5% 100.0%

8.0% 17.4% 40.0% 12.7%

4.8% 6.3% 1.6% 12.7%1 0 0 1

100.0% .0% .0% 100.0%

1.3% .0% .0% .8%

.8% .0% .0% .8%7 8 2 17

41.2% 47.1% 11.8% 100.0%

9.3% 17.4% 40.0% 13.5%

5.6% 6.3% 1.6% 13.5%75 46 5 126

59.5% 36.5% 4.0% 100.0%

100.0% 100.0% 100.0% 100.0%

59.5% 36.5% 4.0% 100.0%


A

B

C

D

F

I

W

GradeObtained

Total

CourseECON 2


Total

Chi-Square Tests

18.967a 12 .08920.414 12 .060

126


CourseECON 2

Value dfAsymp. Sig.

(2-sided)


a.





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W W W

W

W

W

W

W

W

W

W

W

W

W

W W

W


TOP 14: MATH 2




A B C D F W

Grade Obtained

0%

5%

10%

15%

20%

Perc

ent

W

W

W

W

W

W

W

WW

W

W

W

W

W

WW

WW




Crosstab

32 4 3 3982.1% 10.3% 7.7% 100.0%

24.2% 10.5% 25.0% 21.4%

17.6% 2.2% 1.6% 21.4%24 6 5 35

68.6% 17.1% 14.3% 100.0%

18.2% 15.8% 41.7% 19.2%

13.2% 3.3% 2.7% 19.2%17 5 1 23

73.9% 21.7% 4.3% 100.0%

12.9% 13.2% 8.3% 12.6%

9.3% 2.7% .5% 12.6%9 3 0 12

75.0% 25.0% .0% 100.0%

6.8% 7.9% .0% 6.6%

4.9% 1.6% .0% 6.6%14 5 1 20

70.0% 25.0% 5.0% 100.0%

10.6% 13.2% 8.3% 11.0%

7.7% 2.7% .5% 11.0%36 15 2 53

67.9% 28.3% 3.8% 100.0%

27.3% 39.5% 16.7% 29.1%

19.8% 8.2% 1.1% 29.1%132 38 12 182

72.5% 20.9% 6.6% 100.0%

100.0% 100.0% 100.0% 100.0%

72.5% 20.9% 6.6% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseMATH 2


Total

Chi-Square Tests

9.656a 10 .47110.134 10 .429

182


CourseMATH 2

Value dfAsymp. Sig.

(2-sided)


a.





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W W

W W

W

W

WW

W

WW

W

WW

W

W

W

W


TOP 15: COMPUTER SCIENCE 3




A B C D F W

Grade Obtained

0%

5%

10%

15%

20%

Perc

ent

W

W

WW

W

W

W

W

W

W

W

W

W

W WW

W

W




Crosstab

27 9 7 4362.8% 20.9% 16.3% 100.0%

51.9% 17.0% 25.9% 32.6%

20.5% 6.8% 5.3% 32.6%14 17 3 34

41.2% 50.0% 8.8% 100.0%

26.9% 32.1% 11.1% 25.8%

10.6% 12.9% 2.3% 25.8%2 8 3 13

15.4% 61.5% 23.1% 100.0%

3.8% 15.1% 11.1% 9.8%

1.5% 6.1% 2.3% 9.8%1 5 4 10

10.0% 50.0% 40.0% 100.0%

1.9% 9.4% 14.8% 7.6%

.8% 3.8% 3.0% 7.6%3 9 2 14

21.4% 64.3% 14.3% 100.0%

5.8% 17.0% 7.4% 10.6%

2.3% 6.8% 1.5% 10.6%5 5 8 18

27.8% 27.8% 44.4% 100.0%

9.6% 9.4% 29.6% 13.6%

3.8% 3.8% 6.1% 13.6%52 53 27 132

39.4% 40.2% 20.5% 100.0%

100.0% 100.0% 100.0% 100.0%

39.4% 40.2% 20.5% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseCS 3


Total

Chi-Square Tests

30.931a 10 .00131.138 10 .001

132


CourseCS 3

Value dfAsymp. Sig.

(2-sided)


a.


MUSIC 33





A B C D F W

Grade Obtained

0%

10%

20%

Perc

ent

W

W

W

W

W W

WW

W

W

W

W

W

WW

W

W

WW W W W W WW W W W W WW W W W W WW W W W W W

MUSIC 33





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W WW

WW

W

W

WW W

WW

WW

W

W

W

W

TOP 16: MUSIC 33


Chi-Square Tests

21.587a 10 .01722.274 10 .014

136


CourseMUSIC 33

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

35 16 5 5662.5% 28.6% 8.9% 100.0%

52.2% 30.2% 31.3% 41.2%

25.7% 11.8% 3.7% 41.2%18 15 2 35

51.4% 42.9% 5.7% 100.0%

26.9% 28.3% 12.5% 25.7%

13.2% 11.0% 1.5% 25.7%6 9 1 16

37.5% 56.3% 6.3% 100.0%

9.0% 17.0% 6.3% 11.8%

4.4% 6.6% .7% 11.8%4 1 2 7

57.1% 14.3% 28.6% 100.0%

6.0% 1.9% 12.5% 5.1%

2.9% .7% 1.5% 5.1%2 10 5 17

11.8% 58.8% 29.4% 100.0%

3.0% 18.9% 31.3% 12.5%

1.5% 7.4% 3.7% 12.5%2 2 1 5

40.0% 40.0% 20.0% 100.0%

3.0% 3.8% 6.3% 3.7%

1.5% 1.5% .7% 3.7%67 53 16 136

49.3% 39.0% 11.8% 100.0%

100.0% 100.0% 100.0% 100.0%

49.3% 39.0% 11.8% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseMUSIC 33


Total


MUSIC 32





A B C D F W

Grade Obtained

10

12

14

ND

Rdg

Gra

deLe

vel

W W

W

W

W W

W

WW

W

W

W

W

W

W

W

MUSIC 32





A B C D F W

Grade Obtained

0%

10%

20%

30%

Perc

ent

W

W

W

W

W W

W

W

W

WW W

W

WW W

W

W


TOP 17: MUSIC 32


Chi-Square Tests

16.832a 10 .07814.394 10 .156

121


CourseMUSIC 32

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

45 13 4 6272.6% 21.0% 6.5% 100.0%

57.0% 39.4% 44.4% 51.2%

37.2% 10.7% 3.3% 51.2%16 7 1 24

66.7% 29.2% 4.2% 100.0%

20.3% 21.2% 11.1% 19.8%

13.2% 5.8% .8% 19.8%11 5 0 16

68.8% 31.3% .0% 100.0%

13.9% 15.2% .0% 13.2%

9.1% 4.1% .0% 13.2%1 2 0 3

33.3% 66.7% .0% 100.0%

1.3% 6.1% .0% 2.5%

.8% 1.7% .0% 2.5%3 3 1 7

42.9% 42.9% 14.3% 100.0%

3.8% 9.1% 11.1% 5.8%

2.5% 2.5% .8% 5.8%3 3 3 9

33.3% 33.3% 33.3% 100.0%

3.8% 9.1% 33.3% 7.4%

2.5% 2.5% 2.5% 7.4%79 33 9 121

65.3% 27.3% 7.4% 100.0%

100.0% 100.0% 100.0% 100.0%

65.3% 27.3% 7.4% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseMUSIC 32


Total


TOP 18: ECONOMICS 1

ECON 1





A B C D F W

Grade Obtained

0%

5%

10%

15%

20%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W W W

WW


ECON 1





A B C D F W

Grade Obtained

10

12

14

ND

Rdg

Gra

deLe

vel

W

W

WW

WW

WW

W WW

W

W

W

W

W

W


Crosstab

30 0 1 3196.8% .0% 3.2% 100.0%

33.3% .0% 11.1% 21.1%

20.4% .0% .7% 21.1%24 9 1 34

70.6% 26.5% 2.9% 100.0%

26.7% 18.8% 11.1% 23.1%

16.3% 6.1% .7% 23.1%13 11 1 25

52.0% 44.0% 4.0% 100.0%

14.4% 22.9% 11.1% 17.0%

8.8% 7.5% .7% 17.0%6 14 3 23

26.1% 60.9% 13.0% 100.0%

6.7% 29.2% 33.3% 15.6%

4.1% 9.5% 2.0% 15.6%10 6 2 18

55.6% 33.3% 11.1% 100.0%

11.1% 12.5% 22.2% 12.2%

6.8% 4.1% 1.4% 12.2%7 8 1 16

43.8% 50.0% 6.3% 100.0%

7.8% 16.7% 11.1% 10.9%

4.8% 5.4% .7% 10.9%90 48 9 147

61.2% 32.7% 6.1% 100.0%

100.0% 100.0% 100.0% 100.0%

61.2% 32.7% 6.1% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseECON 1


Total

Chi-Square Tests

35.058a 10 .00043.820 10 .000

147


CourseECON 1

Value dfAsymp. Sig.

(2-sided)


a.


CHEM 10





A B C D F W

Grade Obtained

6

8

10

12

14

ND

Rdg

Gra

deLe

vel

WW W W W

W

W

W

W

W

WW

W

W

W

W

W

W

TOP 19: CHEMISTRY 10

CHEM 10





A B C D F W

Grade Obtained

0%

10%

20%

30%

Perc

ent

W

W

W

W

W

W

W

W

W W

WW

W WW

WW



Chi-Square Tests

24.847a 10 .00621.951 10 .015

119


CourseCHEM 10

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

38 7 2 4780.9% 14.9% 4.3% 100.0%

46.3% 26.9% 18.2% 39.5%

31.9% 5.9% 1.7% 39.5%21 4 2 27

77.8% 14.8% 7.4% 100.0%

25.6% 15.4% 18.2% 22.7%

17.6% 3.4% 1.7% 22.7%12 2 1 15

80.0% 13.3% 6.7% 100.0%

14.6% 7.7% 9.1% 12.6%

10.1% 1.7% .8% 12.6%3 2 2 7

42.9% 28.6% 28.6% 100.0%

3.7% 7.7% 18.2% 5.9%

2.5% 1.7% 1.7% 5.9%6 5 3 14

42.9% 35.7% 21.4% 100.0%

7.3% 19.2% 27.3% 11.8%

5.0% 4.2% 2.5% 11.8%2 6 1 9

22.2% 66.7% 11.1% 100.0%

2.4% 23.1% 9.1% 7.6%

1.7% 5.0% .8% 7.6%82 26 11 119

68.9% 21.8% 9.2% 100.0%

100.0% 100.0% 100.0% 100.0%

68.9% 21.8% 9.2% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseCHEM 10


Total


TOP 20: ENGLISH 83A

ENGL 83A





Cr NC W

Grade Obtained

0%

20%

40%

60%

Perc

ent

WW W

W

W W

W W WW W WW W WW W WW W W

ENGL 83A





Cr NC W

Grade Obtained

9

10

11

12

ND

Rdg

Gra

deLe

vel

W

W

W

W

W


Crosstab

3 117 1202.5% 97.5% 100.0%

75.0% 59.4% 59.7%

1.5% 58.2% 59.7%1 40 41

2.4% 97.6% 100.0%

25.0% 20.3% 20.4%

.5% 19.9% 20.4%0 40 40

.0% 100.0% 100.0%

.0% 20.3% 19.9%

.0% 19.9% 19.9%4 197 201

2.0% 98.0% 100.0%

100.0% 100.0% 100.0%

2.0% 98.0% 100.0%


Cr

NC

W

GradeObtained

Total

CourseENGL 83A

English 21A Englisg 81AEnglish Placement Level

Total

Chi-Square Tests

1.015a 2 .6021.796 2 .407

201


CourseENGL 83A

Value dfAsymp. Sig.

(2-sided)


a.





A B C D F W

Grade Obtained

6

8

10

12

ND

Rdg

Gra

deLe

vel

W

W

WW

W

W

W


TOP 21: ESL 11A




A B C D F W

Grade Obtained

0%

10%

20%

30%

40%

Perc

ent

W

W W W W WW W

W

W W W

W W

W

W W W




Crosstab

1 0 2 333.3% .0% 66.7% 100.0%

100.0% .0% 15.4% 20.0%

6.7% .0% 13.3% 20.0%0 0 2 2

.0% .0% 100.0% 100.0%

.0% .0% 15.4% 13.3%

.0% .0% 13.3% 13.3%0 1 6 7

.0% 14.3% 85.7% 100.0%

.0% 100.0% 46.2% 46.7%

.0% 6.7% 40.0% 46.7%0 0 1 1

.0% .0% 100.0% 100.0%

.0% .0% 7.7% 6.7%

.0% .0% 6.7% 6.7%0 0 1 1

.0% .0% 100.0% 100.0%

.0% .0% 7.7% 6.7%

.0% .0% 6.7% 6.7%0 0 1 1

.0% .0% 100.0% 100.0%

.0% .0% 7.7% 6.7%

.0% .0% 6.7% 6.7%1 1 13 15

6.7% 6.7% 86.7% 100.0%

100.0% 100.0% 100.0% 100.0%

6.7% 6.7% 86.7% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseESL 11A


Total

Chi-Square Tests

5.385a 10 .8644.992 10 .892

15


CourseESL 11A

Value dfAsymp. Sig.

(2-sided)


a.





A B C D F W

Grade Obtained

9

10

11

12

13

14

ND

Rdg

Gra

deLe

vel

W

W

W

W W W

W WW

W

W

W

W

W

WW


TOP 22: SPEECH 1




A B C D F W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W W

W

W W

W

W

W

W

W

W W

W

W

W

W

W

W




Crosstab

14 13 0 2751.9% 48.1% .0% 100.0%

34.1% 26.0% .0% 25.5%

13.2% 12.3% .0% 25.5%14 19 3 36

38.9% 52.8% 8.3% 100.0%

34.1% 38.0% 20.0% 34.0%

13.2% 17.9% 2.8% 34.0%3 7 6 16

18.8% 43.8% 37.5% 100.0%

7.3% 14.0% 40.0% 15.1%

2.8% 6.6% 5.7% 15.1%1 1 0 2

50.0% 50.0% .0% 100.0%

2.4% 2.0% .0% 1.9%

.9% .9% .0% 1.9%1 5 4 10

10.0% 50.0% 40.0% 100.0%

2.4% 10.0% 26.7% 9.4%

.9% 4.7% 3.8% 9.4%8 5 2 15

53.3% 33.3% 13.3% 100.0%

19.5% 10.0% 13.3% 14.2%

7.5% 4.7% 1.9% 14.2%41 50 15 106

38.7% 47.2% 14.2% 100.0%

100.0% 100.0% 100.0% 100.0%

38.7% 47.2% 14.2% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseSPEECH 1


Total

Chi-Square Tests

22.652a 10 .01224.530 10 .006

106


CourseSPEECH 1

Value dfAsymp. Sig.

(2-sided)


a.





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W

W

W

W

W

W

WW

W

W

W

W

W

W

W


TOP 23: MUSIC 1




A B C D F W

Grade Obtained

0%

10%

20%

30%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W W

W




Chi-Square Tests

50.465a 10 .00052.110 10 .000

116


CourseMUSIC 1

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

42 8 2 5280.8% 15.4% 3.8% 100.0%

70.0% 17.0% 22.2% 44.8%

36.2% 6.9% 1.7% 44.8%5 13 0 18

27.8% 72.2% .0% 100.0%

8.3% 27.7% .0% 15.5%

4.3% 11.2% .0% 15.5%1 7 4 12

8.3% 58.3% 33.3% 100.0%

1.7% 14.9% 44.4% 10.3%

.9% 6.0% 3.4% 10.3%3 3 0 6

50.0% 50.0% .0% 100.0%

5.0% 6.4% .0% 5.2%

2.6% 2.6% .0% 5.2%6 6 0 12

50.0% 50.0% .0% 100.0%

10.0% 12.8% .0% 10.3%

5.2% 5.2% .0% 10.3%3 10 3 16

18.8% 62.5% 18.8% 100.0%

5.0% 21.3% 33.3% 13.8%

2.6% 8.6% 2.6% 13.8%60 47 9 116

51.7% 40.5% 7.8% 100.0%

100.0% 100.0% 100.0% 100.0%

51.7% 40.5% 7.8% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseMUSIC 1


Total





A B C Cr D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W

W

WW

WW

W

W

W

WW

W W

W

W

W

W

W

W


TOP 24: MATH 31




A B C Cr D F W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W W

W

W

W W

W




Chi-Square Tests

30.418a 12 .00229.941 12 .003

205


CourseMATH 31

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

9 3 2 1464.3% 21.4% 14.3% 100.0%

15.5% 3.3% 3.6% 6.8%

4.4% 1.5% 1.0% 6.8%15 11 2 28

53.6% 39.3% 7.1% 100.0%

25.9% 12.0% 3.6% 13.7%

7.3% 5.4% 1.0% 13.7%7 18 6 31

22.6% 58.1% 19.4% 100.0%

12.1% 19.6% 10.9% 15.1%

3.4% 8.8% 2.9% 15.1%0 1 0 1

.0% 100.0% .0% 100.0%

.0% 1.1% .0% .5%

.0% .5% .0% .5%4 11 11 26

15.4% 42.3% 42.3% 100.0%

6.9% 12.0% 20.0% 12.7%

2.0% 5.4% 5.4% 12.7%9 20 11 40

22.5% 50.0% 27.5% 100.0%

15.5% 21.7% 20.0% 19.5%

4.4% 9.8% 5.4% 19.5%14 28 23 65

21.5% 43.1% 35.4% 100.0%

24.1% 30.4% 41.8% 31.7%

6.8% 13.7% 11.2% 31.7%58 92 55 205

28.3% 44.9% 26.8% 100.0%

100.0% 100.0% 100.0% 100.0%

28.3% 44.9% 26.8% 100.0%


A

B

C

Cr

D

F

W

GradeObtained

Total

CourseMATH 31


Total





A B C D F W

Grade Obtained

10

12

14

ND

Rdg

Gra

deLe

vel

W WW

W

W

W

W W

W

W

W

W

W

W

W


TOP 25: PHOTOGRAPHY 1




A B C D F W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W W

W

W

W




Crosstab

16 8 1 2564.0% 32.0% 4.0% 100.0%

30.2% 16.7% 20.0% 23.6%

15.1% 7.5% .9% 23.6%15 11 0 26

57.7% 42.3% .0% 100.0%

28.3% 22.9% .0% 24.5%

14.2% 10.4% .0% 24.5%7 6 0 13

53.8% 46.2% .0% 100.0%

13.2% 12.5% .0% 12.3%

6.6% 5.7% .0% 12.3%5 4 1 10

50.0% 40.0% 10.0% 100.0%

9.4% 8.3% 20.0% 9.4%

4.7% 3.8% .9% 9.4%3 9 0 12

25.0% 75.0% .0% 100.0%

5.7% 18.8% .0% 11.3%

2.8% 8.5% .0% 11.3%7 10 3 20

35.0% 50.0% 15.0% 100.0%

13.2% 20.8% 60.0% 18.9%

6.6% 9.4% 2.8% 18.9%53 48 5 106

50.0% 45.3% 4.7% 100.0%

100.0% 100.0% 100.0% 100.0%

50.0% 45.3% 4.7% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CoursePHOTO 1


Total

Chi-Square Tests

14.761a 10 .14115.442 10 .117

106


CoursePHOTO 1

Value dfAsymp. Sig.

(2-sided)


a.


TOP 26: MATH 7

MATH 7





A B C Cr D F W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W

W

WW

W

W

W

W

W

WW

W

W

W W W WW

W


MATH 7





A B C D F W

Grade Obtained

10

12

14

ND

Rdg

Gra

deLe

vel

WW

W W

W

W

W

WW

W

W

W

WW

W


Crosstab

26 8 4 3868.4% 21.1% 10.5% 100.0%

23.4% 28.6% 50.0% 25.9%

17.7% 5.4% 2.7% 25.9%20 5 0 25

80.0% 20.0% .0% 100.0%

18.0% 17.9% .0% 17.0%

13.6% 3.4% .0% 17.0%23 3 0 26

88.5% 11.5% .0% 100.0%

20.7% 10.7% .0% 17.7%

15.6% 2.0% .0% 17.7%1 0 0 1

100.0% .0% .0% 100.0%

.9% .0% .0% .7%

.7% .0% .0% .7%8 2 0 10

80.0% 20.0% .0% 100.0%

7.2% 7.1% .0% 6.8%

5.4% 1.4% .0% 6.8%7 3 1 11

63.6% 27.3% 9.1% 100.0%

6.3% 10.7% 12.5% 7.5%

4.8% 2.0% .7% 7.5%26 7 3 36

72.2% 19.4% 8.3% 100.0%

23.4% 25.0% 37.5% 24.5%

17.7% 4.8% 2.0% 24.5%111 28 8 147

75.5% 19.0% 5.4% 100.0%

100.0% 100.0% 100.0% 100.0%

75.5% 19.0% 5.4% 100.0%


A

B

C

Cr

D

F

W

GradeObtained

Total

CourseMATH 7


Total

Chi-Square Tests

8.712a 12 .72711.821 12 .460

147


CourseMATH 7

Value dfAsymp. Sig.

(2-sided)


a.


TOP 28: PSYCHOLOGY 11

PSYCH 11





A B C D F W

Grade Obtained

0%

5%

10%

15%

Perc

ent

W

W

W

W W

W

W W

W

W

W

W

W

W

W

W W

W


PSYCH 11





A B C D F W

Grade Obtained

6

8

10

12

14

ND

Rdg

Gra

deLe

vel

W

W

WW

W

W

W

W

WW

W W

W

W

W


Chi-Square Tests

28.341a 10 .00236.135 10 .000

99


CoursePSYCH 11

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

19 13 0 3259.4% 40.6% .0% 100.0%

54.3% 25.5% .0% 32.3%

19.2% 13.1% .0% 32.3%10 13 2 25

40.0% 52.0% 8.0% 100.0%

28.6% 25.5% 15.4% 25.3%

10.1% 13.1% 2.0% 25.3%2 8 4 14

14.3% 57.1% 28.6% 100.0%

5.7% 15.7% 30.8% 14.1%

2.0% 8.1% 4.0% 14.1%0 5 3 8

.0% 62.5% 37.5% 100.0%

.0% 9.8% 23.1% 8.1%

.0% 5.1% 3.0% 8.1%0 7 3 10

.0% 70.0% 30.0% 100.0%

.0% 13.7% 23.1% 10.1%

.0% 7.1% 3.0% 10.1%4 5 1 10

40.0% 50.0% 10.0% 100.0%

11.4% 9.8% 7.7% 10.1%

4.0% 5.1% 1.0% 10.1%35 51 13 99

35.4% 51.5% 13.1% 100.0%

100.0% 100.0% 100.0% 100.0%

35.4% 51.5% 13.1% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CoursePSYCH 11


Total


CIS 1





A B C D F W

Grade Obtained

8

10

12

14

ND

Rdg

Gra

deLe

vel

W W

W

W

W W

W

W

W

W

W

W

W

TOP 29: CIS 1

CIS 1





A B C D F W

Grade Obtained

0%

5%

10%

15%

20%

Perc

ent

W

W

W

W

W W

W

W

W

W

W

W

W

W

W

W

W

W



Chi-Square Tests

14.894a 10 .13614.299 10 .160

76


CourseCIS 1

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

10 11 4 2540.0% 44.0% 16.0% 100.0%

47.6% 29.7% 22.2% 32.9%

13.2% 14.5% 5.3% 32.9%4 15 3 22

18.2% 68.2% 13.6% 100.0%

19.0% 40.5% 16.7% 28.9%

5.3% 19.7% 3.9% 28.9%2 4 6 12

16.7% 33.3% 50.0% 100.0%

9.5% 10.8% 33.3% 15.8%

2.6% 5.3% 7.9% 15.8%1 0 0 1

100.0% .0% .0% 100.0%

4.8% .0% .0% 1.3%

1.3% .0% .0% 1.3%2 1 2 5

40.0% 20.0% 40.0% 100.0%

9.5% 2.7% 11.1% 6.6%

2.6% 1.3% 2.6% 6.6%2 6 3 11

18.2% 54.5% 27.3% 100.0%

9.5% 16.2% 16.7% 14.5%

2.6% 7.9% 3.9% 14.5%21 37 18 76

27.6% 48.7% 23.7% 100.0%

100.0% 100.0% 100.0% 100.0%

27.6% 48.7% 23.7% 100.0%


A

B

C

D

F

W

GradeObtained

Total

CourseCIS 1


Total


HIST 12





A B C Cr D F W

Grade Obtained

0%

4%

8%

12%

Perc

ent

W

W

W

W

W

W

W

W

W

W

W

W

W

W

W W

W

W

W

W W


TOP 30: HISTORY 12

HIST 12





A B C Cr D F W

Grade Obtained

10

12

14

ND

Rdg

Gra

deLe

vel

W

W

WW

W

W

W

W

W

W

W

W

WW

W

W

W


Chi-Square Tests

20.652a 12 .05623.579 12 .023

101


CourseHIST 12

Value dfAsymp. Sig.

(2-sided)


a.

Crosstab

8 5 0 1361.5% 38.5% .0% 100.0%

16.3% 11.9% .0% 12.9%

7.9% 5.0% .0% 12.9%13 7 0 20

65.0% 35.0% .0% 100.0%

26.5% 16.7% .0% 19.8%

12.9% 6.9% .0% 19.8%12 6 1 19

63.2% 31.6% 5.3% 100.0%

24.5% 14.3% 10.0% 18.8%

11.9% 5.9% 1.0% 18.8%1 1 0 2

50.0% 50.0% .0% 100.0%

2.0% 2.4% .0% 2.0%

1.0% 1.0% .0% 2.0%6 2 1 9

66.7% 22.2% 11.1% 100.0%

12.2% 4.8% 10.0% 8.9%

5.9% 2.0% 1.0% 8.9%3 8 4 15

20.0% 53.3% 26.7% 100.0%

6.1% 19.0% 40.0% 14.9%

3.0% 7.9% 4.0% 14.9%6 13 4 23

26.1% 56.5% 17.4% 100.0%

12.2% 31.0% 40.0% 22.8%

5.9% 12.9% 4.0% 22.8%49 42 10 101

48.5% 41.6% 9.9% 100.0%

100.0% 100.0% 100.0% 100.0%

48.5% 41.6% 9.9% 100.0%


A

B

C

Cr

D

F

W

GradeObtained

Total

CourseHIST 12


Total


THE IMPACT OF SELECT STUDENT CHARACTERISTICS ON LIKELIHOOD FOR SUCCESS IN “CLUSTER 1” COURSES

s mentioned in earlier sections, FTF students attending Santa Monica College typically enroll in some courses in greater numbers (i.e., “the top 100”). Their entry into these courses is partially mediated by established prerequisites and advisories, but many such courses are open entry. Despite efforts by the Counseling

Department in reaching out to FTF with interventions such as course planning review sessions, “drop-in” counseling, and individual appointments, many students do not take advantage of these services and opt to plan out their semester schedules on their own. Of course, it is often the case that they will do so poorly, and without considering the multitude of factors that may affect their success in these courses. It should also be noted that sometimes even with the assistance of a counselor in planning a semester schedule; students will simply not succeed in some classes based on factors not disclosed at the time of the advisement or other personal issues that may arise during the semester. Given this lack of success primarily centering in “cluster 1” courses, a study was undertaken to inform us what may mediate success. As a reminder, 34 of the top 100 courses in which FTF typically enroll possess three common characteristics. They are:

Primarily defined by low success rates (M = 59% success rate); Average class sizes; and Moderate retention rates (M = 78% success rate).

A listing of the 34 courses is included in Table 14. This review of courses consisted of assessing the “success outcome” for each one of the courses given a set of demographic and scholastic student characteristics. Factors such as instructor status, day/time when class met, etc., were left out of the analysis, as students do not always have the “option” to take the courses or with which specific instructor given enrollment limitations and time constraints. Thus, the student characteristics, or predictors, included in the analysis are described below, and the outcome being assesses was the success rate (statistically mediated by the predictors):

Gender Age Ethnicity Educational Goal F1-Visa Student Status ACCUPLACER Reading Comprehension Score ACCUPLACER Sentence Skills Score ACCUPLACER Language Usage Score ACCUPLACER Reading Skills Score ACCUPLACER Sentence Meaning Score English Placement Course English Placement Level ESL Placement Course

English Class Recency (in years) Speaks English at home HS Education in English Work Hours Planned Number of Units Planned English as First Language Math Years in High School Algebra in High School Years Since Last Math English Years in High School HS Graduate Plans to Apply for Financial Aid

DERIVING PREDICTIVE MODELS FOR SUCCESS IN CLUSTER 1 COURSES

A classification tree methodology was employed to derive a predictive model for success in select FTF top 100 courses. The model utilized the exhaustive CHAID (Chi-Squared Automatic Interaction Detector) algorithm, which

A


builds non-binary classification trees (as in the example in Figure 4) on categorical variables. This algorithm starts by analyzing a large group of cases, and continues to split it into smaller subgroups (nodes) based on the selection of a predictor variable with two or more levels. In deriving the success model, several predictive variables were included. The resulting tree for each cluster 1 course was based on Pearson chi-squared analyses with Bonferroni adjustments at p < .05. As a whole, the resulting trees have a predictive accuracy rate of 75% (SE = 0.004). Thus, based on these derived models, one may apply them to “fresh” datasets (i.e., new FTF students enrolling at SMC) and estimate the likelihood for success for new students based on the predictors that were selected by the success model (to a statistically significant degree). In other words, if a model specifies that having a score of 80 on the ACCUPLACER reading comprehension test (the predictor) results in a 70% probability of success (the outcome) in X course, but a score of 95 in 85% success probability, another student with this same characteristic is also likely to expect the same probability of success. The author cautions, however, that the derived models are not always accurate; they are merely estimations, and further recognizes there are a multitude of “un-assessed” factors that mediate students success—perhaps to a greater extent (e.g., class attendance, study time and effort).

Sample Predictive Model

As seen in Figure 4, “Node 0” at the top indicates that out of 4,722 students composing the first-time college student sample, 71.96% persisted to Spring 2000. 28.04% did not. Given a set of predictor variables embedded into the model, the first statistically significant predictor distinguishing between individuals who persist and do not persist, was their Fall Success Status. Successful (as in Node 2), is defined as having completed all fall coursework with grades of A, B, C, and CR. Unsuccessful (as in Node 1), is defined as having completed all fall coursework with grades of D, F, NC, and W. Of the 4,722 students in the cohort, 76% were successful. In examining Node 2, we see that if a student was successful in fall 2000, there was an 84% probability that he/she would persist to spring 2000. However, if unsuccessful (Node1) there was a 66% probability that he/she would NOT persist. Using the same explanation as described above, the “trees” presented below may be interpreted in the same fashion.

Figure 5. Sample Classification Tree Predictive Model for Persistence


SUCCESS IN CHEMISTRY 10

Based on English/ESL Placement level alone:

There is a 92% of success in CHEM 10 if a student places directly into English 1, but only a 59% probability if placing into English 81A or 21A. Students not testing have an 83% probability for success.

Success can be further increased by students at the English 81A and 21A levels, for students whose first language is not English (71% prob.), and for native language speakers who completed 4 or more years of high school math.

Figure 6. CHAID Predictive Model for Likelihood of Success in Chemistry 10


SUCCESS IN COMPUTER SCIENCE 3

According to the model below, success is CS 3 is primarily determined by students’ ethnic background.

Specifically, African American students tend to be less successful (56% probability) than those of other ethnicities (86% prob.).

Success can be further increased for the first group if they placed into English 1, ESL 21A, or ESL 11A—83%--vs. students placed into other courses, who tend to be unsuccessful—51% probability.

For non-African American students, success can be further improved when accounting for performance in the ACCUPLACER sentence skills test. Specifically students scoring above 88 points (out of 120) have a 91% probability of success.

Figure 7. CHAID Predictive Model for Likelihood of Success in Computer Science 3


SUCCESS IN ENGLISH 21A

According to the model below, success is English 21A can be primarily determined by the number of hours students work per week. Students working fewer hours per week are more successful (86% probability) than those working 11-20 hours (73% prob.).

Success can be further increased for the first group if they obtained a score greater than 88 on the ACCUPALCER sentence skills test—92% probability of success.

Students taking course for personal interest or for “on-the-job” training are less likely to succeed—56% prob.

Figure 8. CHAID Predictive Model for Likelihood of Success in English 21A


SUCCESS IN ENGLISH 81A

According to the model below, success is English 81A is primarily determined by students’ educational goals. Those interested in transferring and on basic skills development, for example, are more likely to succeed—84% probability. Those with other interests are more likely to fail the class—58% probability.

Figure 9. CHAID Predictive Model for Likelihood of Success in English 81A


SUCCESS IN HISTORY 2

Overall probability of success in History 2 is mediated initially by students’ hours employed per week. Compared to students working up to 10 hours per week those working more, are more likely to complete the class successfully—89% probability. However, when accounting for their performance on the ACCUPLACER reading test, those with a score above 68 points are much more likely to be successful—96% probability, vs. 57% probability for NOT being successful for students with lower reading scores.

Figure 10. CHAID Predictive Model for Likelihood of Success in History 2


SUCCESS IN HUMAN DEVELOPMENT 20

Probabilities of success in Human Development 20 was initially predicated by students’ ethnic background and ranged from 68% to 95%. As seen below, the number of years of high school English; high school education in English, and English class recency lent further power to the prediction model.

Figure 11. CHAID Predictive Model for Likelihood of Success in Human Development 20


SUCCESS IN MATH 2

Probabilities of success in Math 2 was initially mediated by students’ reported language of instruction in English. Specifically, those indicated their HS education was in English had a probability of success of 68%, but for those not in English, it was 93%.

Figure 12. . CHAID Predictive Model for Likelihood of Success in Math 2


SUCCESS IN MATH 7

Probabilities of success in Math 7 increases significantly by students’ indication that English is not their first

language (86% vs. 71%) and further increases to 87% for students who took algebra in high school.

Figure 13. CHAID Predictive Model for Likelihood of Success in Math 7


SUCCESS IN MATH 20

Success in Math 20 is the greatest for students placing into English 1, ESL 21A, and ESL 11A—82%. While

those placing into English 21A still stands a chance at completing Math 20 successfully, the success rate is significantly lower (23 percentage points) that English 1 students. According to the model, students eligible for the lowest English and ESL placements (English 81A & ESL 10) are much more likely to fail than pass the class.

As may be seen in Figure 15, the success rate in Math 20 for students placing into English 21A differs significantly by student ethnicity. Latino, African American, and Pacific Islander students are more likely to fail the class compared to students of other ethnicities. However, success for these students increases when they obtain in moderate score on the ACCUPLACER sentence skills test, equivalent to 70th percentile.

For students eligible for English 81A or ESL 10, it can be seen in Figure 16 that there is a 85% probability that Latino and African American students will not succeed, compared to a 61% probability of succeeding for White and Asian students (particularly those who report speaking English regularly at home).


Model continues on next page.


Figure 15 . CHAID Predictive Model for Likelihood of Success in Math 20 (continued)

Model continues on next page


Figure 16 . CHAID Predictive Model for Likelihood of Success in Math 20 (continued)


SUCCESS IN MATH 21 & MATH 22

Success in Math 21 is greatest for F1-Visa students (91% probability) compared to non-F1-Visa students

(61%). The latter’s probability of success increases as they enroll in more units. For these same students, females tend to be more successful than males.

Out of all the student background characteristics introduced into the model, high school education in English is the best predictor for success in Math 22. Those reporting a HS education in a language other than English are more likely to succeed, 80% vs. 56%.

Figure 17 . CHAID Predictive Model for Likelihood of Success in Math 21 & 22


SUCCESS IN MATH 31

While students enrolling in Math 31 are nearly as likely to succeed or fail, success rates increase as students

perform better in the ACCUPLACER sentence skills test (56% to 100%). However, when obtaining a “lower” score they stand a 74% probability of failing.

As seen below, success for students scoring moderately in the sentence skills test is greates for F1-Visa students—80% vs. 53%.

Figure 18 . CHAID Predictive Model for Likelihood of Success in Math 31


SUCCESS IN MATH 32

Success in Math 32 is highest for students placing into English 1, 92%, compared to 60% for other students.

Figure 19 . CHAID Predictive Model for Likelihood of Success in Math 32


SUCCESS IN MATH 52

Compared to success rates for other math classes, most deutns taking Math 52 are successful. Probability of

success increases from 80% to 84% for students working 11 to 20 hours per week.


11 - 20 21+


SUCCESS IN MATH 81

Probability for success in Math 81 is greatest for students placing into English 1 and ESL 10—96%. [Please

note that there were only 4 ESL 10 students who took and successfully completed Math 81].

Students eligible for English 21A, ESL 21A, and ESL 11A are more likely to succeed when they indicate having completed an English class within the last year—74% vs. 40%.

As a whole, students eligible for English 81A are more likely to fail Math 81. However, those whose high school education was not in English tend to outperform those whose education was in English.



SUCCESS IN MATH 84

Asian, Pacific Islander, and White students stand a higher probability of succeeding in Math 84 (78%)

compared to Latino, African American, and American Indian students (57% probability of not succeeding). However, their success increases dramatically to an 81% probability of succeeding if they are older than 22 years of age.



SUCCESS IN PHILOSOPHY 1

Probability for success in Philosophy 1 is highest for students placing into English 1 (80%) compared to

those placing into English 21A (65%).

Figure 23. CHAID Predictive Model for Likelihood of Success in Philosophy 1


A P P E N D I X 1 L I S T I N G O F C R E D I T C L A S S E S TA K E N

B Y F I R S T T I M E F R E S H M E N


APPENDIX 1: LISTING OF CREDIT CLASSES TAKEN BY FIRST TIME FRESHMEN

Course Sections Enrollment Mean Med Mode Min Max SD Retention Rate

Success Rate

ENGL 1 436 12197 28.0 27 24 13 58.0 6.2 70.0 59.9 PSYCH 1 253 11052 43.7 44 45 17 68.0 6.9 73.1 56.8 MATH 20 191 8213 43.0 43 42 25 61.0 7.2 66.7 45.7 ENGL 2 296 7649 25.8 25 25 11 65.0 5.3 71.4 65.1 POL SC 1 148 7539 50.9 46 44 23 113.0 18.3 74.2 63.2 SOCIOL 1 137 6047 44.1 42 40 18 83.0 11.0 73.0 61.5 SPEECH 1 186 6029 32.4 32 32 18 53.0 6.4 79.8 73.8 ENGL 21A 198 5885 29.7 29 23 16 44.0 5.8 71.1 56.6 ECON 1 92 5532 60.1 56 47 22 95.0 19.6 73.4 56.3 MATH 52 121 5168 42.7 43 45 21 63.0 7.9 68.1 54.4 ECON 2 107 5023 46.9 44 38 19 98.0 16.7 73.5 57.6 MATH 31 123 4988 40.6 41 41 16 56.0 7.1 57.2 34.9 BUS 1 115 4655 40.5 42 45 17 72.0 10.0 73.5 60.0 HIST 12 83 4468 53.8 46 44 25 88.0 19.8 72.6 55.9 CHEM 10 145 3933 27.1 28 28 18 33.0 2.5 67.8 54.9 MATH 84 103 3900 37.9 39 37 16 54.0 7.9 67.0 42.7 MATH 2 91 3657 40.2 42 42 25 54.0 6.1 61.5 43.3 ACCTG 1 85 3646 42.9 43 47 23 60.0 6.8 68.9 57.9 MUSIC 32 59 3537 59.9 38 30 19 166.0 42.7 75.7 67.7 PSYCH 11 81 3304 40.8 43 46 20 54.0 7.4 77.3 66.3 BIOL 3 105 3214 30.6 31 32 22 44.0 3.5 75.9 62.4 MATH 7 80 3203 40.0 41 46 19 61.0 7.9 60.4 42.0 PHILOS 1 75 3077 41.0 42 36 20 78.0 11.3 67.2 55.4 CS 3 78 3051 39.1 38.5 33 16 134.0 18.3 74.7 55.2 HIST 11 57 3049 53.5 46 43 25 87.0 16.8 80.2 67.4 BUS 5 77 3039 39.5 41 43 14 61.0 9.3 73.6 60.8 PHOTO 1 88 3024 34.4 34.5 31 16 49.0 6.6 66.9 52.5 MUSIC 1 77 2917 37.9 39 37 18 60.0 7.5 73.4 65.1 CIS 1 92 2891 31.4 32.5 37 12 43.0 6.4 72.2 62.7 ESL 21A 108 2882 26.7 25 25 16 39.0 5.0 79.6 58.2 SPAN 1 93 2865 30.8 32 33 14 41.0 5.1 63.2 51.9 ENGL 21B 104 2806 27.0 26 26 15 40.0 6.0 72.1 56.3 MUSIC 33 21 2631 125.3 139 151 40 169.0 40.8 79.6 68.6 PHY ED 10 66 2615 39.6 41 31 12 57.0 10.5 82.5 74.2 ANTHRO 2 61 2578 42.3 43 40 16 74.0 11.4 77.7 65.1 CIS 4 79 2366 29.9 30 32 14 43.0 6.4 71.5 63.6 ANTHRO 1 59 2363 40.1 40 41 19 65.0 7.7 77.6 62.9


MATH 22 56 2358 42.1 41.5 41 20 62.0 6.7 63.1 41.6 ESL 21B 92 2354 25.6 25 24 11 41.0 5.2 80.0 61.6 ART 20A 76 2298 30.2 29 29 17 48.0 5.2 69.0 61.6 ART 10A 89 2205 24.8 24 22 15 38.0 4.8 73.4 67.1 MATH 21 54 2204 40.8 42 41 18 50.0 6.1 69.2 48.0 ART 72 21 2172 103.4 90 85 72 158.0 26.3 68.6 59.9 HIST 1 41 2142 52.2 47 48 31 90.0 15.6 68.7 57.7 ACCTG 2 49 2094 42.7 45 38 22 57.0 7.7 71.0 62.6 HUMDEV 20

59 2024 34.3 33 34 12 56.0 8.5 81.7 63.5

ANATMY 1 59 1920 32.5 32 30 24 58.0 6.0 61.7 46.5 PSYCH 2 47 1895 40.3 41 43 22 54.0 6.5 66.1 47.3 MATH 81 50 1876 37.5 37 34 21 55.0 6.3 66.3 40.5 HIST 2 48 1872 39.0 40 48 15 50.0 7.9 63.9 52.7 HUMDEV 11

54 1830 33.9 35 35 11 54.0 9.7 96.9 87.8

ASTRON 1A

42 1768 42.1 43 36 22 59.0 8.1 73.1 56.8

MATH 8 44 1732 39.4 42 43 14 55.0 9.4 68.5 53.8 NUTR 1 34 1721 50.6 45 41 28 88.0 18.0 74.4 63.0 ESL 11A 67 1703 25.4 25 25 18 34.0 3.0 77.8 60.0 HEALTH 10 38 1655 43.6 45.5 31 15 59.0 11.6 74.8 67.3 BIOL 2 41 1640 40.0 42 41 13 52.0 8.5 72.4 56.3 COMM 1 44 1639 37.3 38 38 25 47.0 5.9 76.4 67.4 CINEMA 1 35 1588 45.4 38 34 28 98.0 19.6 77.5 68.2 ENGL 81A 54 1454 26.9 26.5 25 18 40.0 4.3 72.1 55.8 CHEM 11 52 1433 27.6 28 27 24 30.0 1.4 69.0 60.7 GEOG 1 36 1432 39.8 41 35 20 50.0 7.0 68.9 49.2 COMM 10 35 1416 40.5 43 44 26 50.0 6.0 80.4 76.3 TH ART 41 47 1379 29.3 30 29 14 44.0 7.5 73.0 64.9 MATH 31T 33 1364 41.3 43 43 30 51.0 5.0 73.5 47.1 ART 1 13 1337 102.8 94 90 66 142.0 27.6 71.7 52.3 ESL 11B 52 1336 25.7 26 24 15 32.0 3.3 80.2 67.1 ASTRON 1B

32 1291 40.3 40 40 25 55.0 7.2 72.8 58.1

ART 8 17 1261 74.2 77 54 45 106.0 19.2 71.9 63.0 MUSIC 84A 36 1188 33.0 33 31 27 41.0 3.4 64.6 60.4 COUNS 20 30 1173 39.1 38.5 37 26 49.0 5.2 45.8 35.5 ART 2 12 1169 97.4 100.5 132 38 132.0 30.8 75.5 61.8 MUSIC 60A 50 1159 23.2 23 23 15 31.0 3.8 64.5 58.8 OIS 1A 49 1144 23.3 23 19 9 44.0 8.6 68.2 53.6 MATH 32 28 1115 39.8 42 43 22 54.0 7.9 69.4 48.1 FRENCH 1 30 1091 36.4 37 44 19 50.0 8.3 66.1 56.6 KIN PE 10 26 1088 41.8 39.5 37 26 59.0 8.6 56.6 50.2 ENGL 83A 43 1087 25.3 26 24 8 36.0 4.8 69.2 55.5 HUMDEV 12

36 1071 29.8 30 33 16 43.0 6.0 96.5 86.6


PHILOS 7 19 1032 54.3 45 39 29 85.0 19.1 71.5 60.4 DANCE 5 13 1000 76.9 74 90 35 134.0 29.1 74.9 63.1 CS 50 21 997 47.5 47 47 39 59.0 5.4 75.9 66.5 JAPAN 1 31 990 31.9 32 36 19 42.0 5.5 73.2 63.1 BUS 32 33 988 29.9 28 23 20 46.0 6.4 77.9 70.4 PHOTO 2 33 980 29.7 28 28 16 48.0 8.2 66.5 49.2 SPEECH 5 33 955 28.9 29 32 13 54.0 9.0 80.6 72.3 MUSIC 37 7 928 132.6 133 133 117 144.0 9.1 80.5 71.8 GEOG 2 25 918 36.7 38 37 18 52.0 8.5 65.9 53.3 MUSIC 50A 27 902 33.4 34 32 20 44.0 6.5 76.2 71.3 COUNS 11 24 881 36.7 39.5 43 11 47.0 10.0 54.7 48.2 PHY ED 11A

24 850 35.4 35 35 19 58.0 7.7 80.0 77.3

SPAN 2 31 837 27.0 28 30 16 35.0 5.6 65.9 60.1 SOCIOL 34 17 794 46.7 42 42 30 69.0 12.5 75.9 67.1 MATH 23 19 793 41.7 42 39 22 57.0 9.3 63.8 45.4 POL SC 7 15 788 52.5 48 43 28 76.0 15.8 74.1 63.1 ART 3 11 756 68.7 71 16 16 114.0 26.1 67.9 61.1 HIST 10 18 756 42.0 45 40 24 53.0 9.0 65.2 48.0 CHEM 12 29 753 26.0 27 29 17 31.0 3.8 68.0 61.5 GEOL 1 18 703 39.1 40.5 35 24 49.0 5.7 77.7 58.6 POL SC 2 13 702 54.0 52 49 31 83.0 14.8 69.2 61.3 HIST 13 13 689 53.0 47 46 34 76.0 14.9 65.9 50.7 POL SC 21 17 682 40.1 41 41 20 59.0 11.8 63.9 50.9 BUS 20 18 672 37.3 36 33 26 49.0 7.7 70.8 60.6 ART 20B 23 669 29.1 29 29 22 36.0 4.3 70.9 68.3 ET 11 26 660 25.4 25 25 19 33.0 3.7 75.5 64.5 ANTHRO 3 18 659 36.6 40 35 18 48.0 9.6 65.4 43.9 MATH 11 17 657 38.6 40 44 22 50.0 8.1 71.5 58.0 GEOL 31 16 653 40.8 40 40 31 51.0 4.6 77.0 65.5 DANCE 31 17 650 38.2 40 40 25 48.0 6.1 66.6 61.8 PHYSCS 12 17 643 37.8 38 19 19 65.0 15.7 76.5 66.4 CIS 50 23 641 27.9 28 33 15 35.0 5.5 71.5 58.7 PSYCH 13 15 628 41.9 42 41 24 53.0 8.2 83.3 66.4 CINEMA 5 19 627 33.0 36 27 19 41.0 5.9 76.4 68.1 PHYSCS 1 23 618 26.9 27 27 16 34.0 4.6 76.9 66.0 PHY ED 11C

18 617 34.3 35 26 25 45.0 6.4 78.8 78.0

BIOL 9 17 612 36.0 39 29 14 49.0 10.2 73.2 66.7 COUNS 12 20 611 30.6 30 29 19 38.0 5.0 56.5 49.3 TH ART 42 20 610 30.5 31.5 28 9 59.0 10.9 73.0 62.8 CS 15 18 599 33.3 30.5 22 21 62.0 10.9 80.1 57.8 POL SC 51 23 595 25.9 25 25 19 38.0 5.0 76.0 68.9 PSYCH 14 13 589 45.3 46 45 24 53.0 6.9 75.6 61.5 BIOL 15 19 584 30.7 31 23 21 46.0 6.4 72.8 55.3 WOM ST 10 12 578 48.2 46.5 39 39 68.0 10.1 70.4 58.8


JOURN 1 24 575 24.0 24 22 18 28.0 2.7 66.4 55.5 PHY ED 19B

16 557 34.8 36.5 37 11 45.0 8.0 84.4 80.6

ENGL 23 22 547 24.9 24.5 22 17 33.0 4.3 64.5 53.0 PHILOS 2 16 543 33.9 35 35 24 44.0 5.6 64.5 51.2 CHNESE 1 15 540 36.0 38 42 20 45.0 8.3 71.3 64.3 ART 21A 19 538 28.3 29 29 18 36.0 4.1 69.5 66.4 PHILOS 3 12 527 43.9 46.5 45 26 54.0 8.6 62.6 39.7 GEOG 5 14 521 37.2 37.5 35 23 52.0 7.7 81.6 74.3 ESL 10 25 514 20.6 21 21 11 27.0 3.5 67.5 48.1 HIST 19 12 513 42.8 44.5 36 20 67.0 15.2 69.2 62.0 ESL 23 18 511 28.4 27.5 27 20 37.0 4.5 74.6 66.5 PSYCH 25 11 511 46.5 47 48 34 57.0 6.5 87.9 77.5 ART 10B 20 508 25.4 24.5 22 16 42.0 6.3 67.7 64.8 CS 55 14 501 35.8 38 25 21 48.0 10.9 74.3 69.7 CS 52 14 497 35.5 37.5 32 22 47.0 7.9 75.1 63.0 ESL 15 20 496 24.8 25 22 15 36.0 6.2 76.2 71.0 PHILOS 5 12 488 40.7 42 43 27 50.0 6.0 79.5 66.6 PHILOS 23 12 476 39.7 40.5 44 21 57.0 9.6 62.2 40.3 GR DES 34 21 474 22.6 23 23 15 30.0 3.2 76.2 63.3 SOCIOL 33 10 471 47.1 44 46 34 74.0 12.4 67.1 49.5 MATH 15 14 469 33.5 33 32 18 46.0 8.1 65.2 58.0 MATH 13 14 466 33.3 33.5 32 25 38.0 3.3 59.9 39.7 ART 52A 20 465 23.3 22.5 22 17 29.0 2.7 72.7 70.1 FRENCH 2 16 460 28.8 27 22 15 47.0 10.0 65.2 53.0 ECE 2 12 454 37.8 35 33 29 47.0 6.2 72.0 66.1 GEOG 14 12 450 37.5 34 34 26 57.0 9.4 78.4 68.9 PSYCH 3 11 449 40.8 41 43 32 52.0 5.1 78.0 61.7 HIST 43 9 448 49.8 44 73 26 73.0 17.5 68.5 57.6 HUMDEV 1 15 444 29.6 28 23 22 46.0 6.8 88.3 68.7 SPAN 3 16 442 27.6 26.5 26 15 41.0 6.4 74.0 65.8 SPEECH 11 14 441 31.5 31.5 33 26 42.0 4.0 75.5 69.4 ENGL 81C 17 440 25.9 27 27 16 31.0 4.2 66.4 43.4 SOCIOL 2 12 440 36.7 36.5 35 27 43.0 4.2 63.6 54.5 ART 9 6 438 73.0 82 86 27 87.0 23.1 68.5 50.5 COSM 10 14 432 30.9 30 30 24 39.0 3.7 78.9 74.8 BRDCST 1 12 429 35.8 38.5 41 12 44.0 9.2 62.5 55.0 ENGL 30A 16 428 26.8 25.5 21 15 42.0 7.9 64.7 63.6 BIOL 21 15 427 28.5 28 32 23 35.0 3.6 51.1 44.5 JAPAN 2 14 427 30.5 30.5 27 20 39.0 5.9 70.0 60.9 PHYSCS 14 15 425 28.3 28 27 16 38.0 5.1 69.6 64.0 TH ART 2 11 425 38.6 35 34 28 56.0 7.6 73.2 64.0 ET 2 5 421 84.2 97 97 47 100.0 22.2 69.8 58.9 DANCE 41 14 414 29.6 30 27 23 39.0 4.4 71.3 65.2 CIS 36H 16 411 25.7 25 15 15 40.0 7.5 88.1 68.9 ENGL 83C 16 406 25.4 26 24 15 31.0 4.7 66.7 52.5


MUSIC 50B 12 405 33.8 36.5 38 13 46.0 9.0 69.1 67.2 MATH 81T 11 402 36.5 35 32 25 48.0 6.3 78.9 36.6 BOTANY 1 14 392 28.0 30 30 16 35.0 5.9 78.1 70.9 TH ART 5 5 391 78.2 81 63 63 92.0 12.4 76.5 60.1 PHILOS 9 6 383 63.8 72.5 75 31 76.0 17.7 67.4 60.6 COSM 39 11 380 34.5 35 30 28 41.0 4.3 82.6 81.6 ENGL 81B 14 379 27.1 25.5 25 22 36.0 4.0 70.7 50.9 HIST 6 11 376 34.2 38 22 21 49.0 10.5 67.3 59.8 ESL 16B 13 374 28.8 30 31 15 38.0 6.2 83.4 69.8 ART 10C 18 372 20.7 20.5 18 17 26.0 2.4 76.9 72.0 DANCE 14 10 372 37.2 36 41 26 52.0 7.6 83.9 80.1 FASHN 1 11 372 33.8 34 28 23 46.0 7.3 73.1 60.5 ITAL 1 10 369 36.9 36.5 36 31 43.0 3.7 72.4 66.4 HIST 5 10 367 36.7 38.5 41 18 50.0 10.5 67.8 59.7 PHY ED 58A

10 365 36.5 35 33 26 47.0 6.4 87.7 84.7

BUS 46 12 361 30.1 31 35 17 42.0 7.4 69.8 59.3 COSM 18 14 360 25.7 26 23 19 32.0 3.2 76.7 74.2 MUSIC 2 13 357 27.5 27 15 15 42.0 8.5 64.7 48.5 ART 40A 18 354 19.7 21 21 10 27.0 4.9 78.2 76.6 LIBR 1 15 353 23.5 20 17 12 45.0 10.6 66.3 57.2 ZOOL 5 11 351 31.9 31 29 26 38.0 4.2 74.6 62.7 GR DES 20 15 348 23.2 23 25 15 30.0 3.7 81.9 75.3 HIST 16 9 348 38.7 40 18 18 55.0 10.8 60.6 36.8 PHYS 3 14 346 24.7 25 25 19 31.0 2.9 55.2 44.2 KOREAN 1 10 345 34.5 33.5 29 19 46.0 8.9 68.4 62.6 PHY ED 9A 9 338 37.6 40 20 20 53.0 9.8 83.7 81.4 AD JUS 1 11 334 30.4 29 29 20 41.0 6.2 79.9 69.8 COSM 11C

11 334 30.4 31 36 21 38.0 6.2 71.9 71.9

COSM 11A 11 328 29.8 31 31 22 34.0 3.8 74.4 66.2 COSM 49 10 328 32.8 32.5 20 20 45.0 7.9 75.3 73.5 COSM 11B 11 327 29.7 31 31 25 34.0 3.1 71.3 63.3 ESL 14A 11 327 29.7 30 26 21 37.0 4.9 80.4 70.0 ART 31 11 325 29.5 29 22 22 38.0 4.8 80.3 75.7 DANCE 32 9 322 35.8 35 28 28 44.0 6.0 65.2 61.8 ANTHRO 5 11 321 29.2 30 26 26 35.0 3.0 76.6 61.4 MUSIC 6 12 320 26.7 25.5 23 19 36.0 5.5 71.9 55.9 BUS 31 10 318 31.8 31.5 36 22 39.0 5.3 73.3 63.2 GERMAN 1 10 317 31.7 30 19 19 48.0 8.5 66.6 56.5 PHYSCS 3 12 316 26.3 27.5 30 13 33.0 5.6 86.7 72.8 GR DES 64 15 315 21.0 23 23 11 26.0 3.8 69.2 64.1 ANTHRO 14 8 313 39.1 42.5 18 18 52.0 12.3 74.1 54.3 MUSIC 60B 14 313 22.4 22 19 19 28.0 2.9 68.7 64.5 CHEM 22 7 312 44.6 48 27 27 63.0 15.1 72.1 67.6 COSM 21A 11 312 28.4 27 24 21 36.0 4.8 76.0 67.9


ART 30A 13 311 23.9 24 27 17 30.0 4.1 76.5 71.4 PHY ED 9C 10 310 31.0 32.5 24 12 46.0 9.3 83.2 82.9 CIS 52 11 307 27.9 27 24 24 33.0 3.1 65.8 57.0 DANCE 25 8 307 38.4 38 38 23 51.0 8.6 74.9 65.5 ESL 16A 11 307 27.9 27 19 19 37.0 7.1 81.1 71.0 ENGL 5 9 305 33.9 35 34 19 38.0 5.8 59.0 46.6 COSM 20 9 301 33.4 37 37 15 42.0 8.7 79.1 71.4 PHY ED 58B

10 301 30.1 31 23 23 36.0 4.7 77.1 72.8

COSM 30 10 300 30.0 31 31 16 38.0 5.9 87.7 80.7 NURSNG 17

8 300 37.5 39 39 19 46.0 8.9 63.3 44.7

COSM 11D

11 299 27.2 27 27 13 35.0 6.3 72.6 67.2

ECE 11 9 299 33.2 31 31 30 42.0 4.1 73.6 68.9 PHILOS 22 7 297 42.4 43 34 34 50.0 5.6 70.7 61.3 COSM 31C

9 294 32.7 32 19 19 47.0 8.3 81.3 81.3

ESL 17 11 294 26.7 29 34 10 36.0 8.1 69.7 62.6 COSM 14 11 290 26.4 26 26 11 35.0 6.8 73.8 67.9 CS 5 8 290 36.3 36.5 33 29 45.0 4.9 72.4 62.4 CIS 37A 13 289 22.2 22 22 13 29.0 4.6 69.2 63.0 CIS 32 13 288 22.2 22 16 16 30.0 4.6 72.9 63.5 PSYCH 6 7 288 41.1 40 33 33 50.0 5.9 74.0 66.7 COSM 48B 10 287 28.7 29.5 30 21 35.0 4.4 70.4 66.2 BRDCST 3A

9 285 31.7 35 25 18 41.0 7.6 89.8 77.2

CHEM 21 11 284 25.8 27 26 19 29.0 3.3 60.9 55.6 KIN PE 11C 10 284 28.4 26 24 21 39.0 6.1 54.2 52.8 ET 12 13 283 21.8 22 20 18 28.0 2.7 77.0 70.0 ENGL 6 8 282 35.3 34.5 34 32 42.0 3.0 73.0 68.1 GEOL 4 8 279 34.9 35.5 38 29 38.0 3.4 81.7 77.8 PHYSCS 6 11 276 25.1 26 24 18 30.0 3.6 80.1 77.9 PHYSCS 2 9 275 30.6 31 29 27 33.0 2.0 90.2 82.2 PHYSCS 21 10 275 27.5 28 30 23 31.0 3.0 36.0 27.6 COSM 16 11 274 24.9 27 27 18 29.0 3.8 75.5 65.3 COSM 59 10 274 27.4 24 17 17 48.0 10.2 85.0 85.0 DANCE 27 6 270 45.0 45.5 32 32 54.0 7.5 77.0 71.1 ENGL 22 13 269 20.7 21 18 11 30.0 5.4 71.4 59.9 ECE 64 7 268 38.3 40 29 29 44.0 5.7 79.1 72.0 SOCIOL 4 7 268 38.3 38 38 31 51.0 6.3 65.3 53.0 COSM 28 11 267 24.3 24 24 20 28.0 2.4 73.8 70.8 BUS 90 6 266 44.3 42 22 22 71.0 16.6 79.3 71.8 KIN PE 11A 8 266 33.3 28 27 24 51.0 9.6 58.3 54.5 TH ART 10A

10 265 26.5 30.5 31 13 37.0 7.8 69.8 63.0

ENGL 48 10 264 26.4 27 27 16 35.0 6.6 67.4 47.3


COSM 21B 10 263 26.3 26 26 20 36.0 5.2 68.8 62.0 ET 92 9 263 29.2 32 18 17 42.0 9.3 78.3 77.9 GR DES 31 13 262 20.2 21 15 13 27.0 4.2 71.4 68.7 ESL 14B 11 259 23.5 23 23 14 32.0 6.0 75.3 68.3 COSM 50B 11 258 23.5 24 19 16 31.0 5.1 74.0 51.6 FASHN 9A 8 257 32.1 30.5 27 22 44.0 8.3 85.2 72.4 PHYSCS 8 9 256 28.4 30 24 24 33.0 3.3 78.9 73.0 SPAN 11 8 256 32.0 33 32 22 36.0 4.2 66.8 60.2 FASHN 3 10 254 25.4 25 25 20 32.0 3.7 73.2 65.7 ART 5 3 253 84.3 86 80 80 87.0 3.8 64.0 55.3 CS 40 8 253 31.6 30 29 24 39.0 5.3 65.6 54.2 HIST 41 6 253 42.2 45.5 51 24 51.0 10.7 74.3 68.4 AUTO 1 10 252 25.2 25 24 21 30.0 2.5 86.1 71.4 HIST 3 5 251 50.2 49 46 46 56.0 4.2 74.1 71.7 PHILOS 51 14 251 17.9 17.5 16 10 29.0 4.1 68.1 59.0 CINEMA 4 6 248 41.3 41.5 42 37 47.0 3.4 77.8 67.7 ET 34 10 247 24.7 25 25 19 28.0 2.8 75.3 67.6 COSM 21C

8 245 30.6 29.5 18 18 45.0 9.1 78.0 78.0

MCRBIO 1 10 243 24.3 24.5 25 20 30.0 3.0 83.1 72.0 JOURN 8 8 242 30.3 30.5 32 26 35.0 2.9 47.9 37.2 PHOTO 50 7 240 34.3 34 34 31 39.0 2.6 77.9 60.4 COSM 48 12 238 19.8 20 15 15 25.0 3.2 82.4 76.1 ET 61 9 238 26.4 26 23 20 32.0 4.2 80.7 71.8 CIS 59 8 236 29.5 30.5 31 23 33.0 3.2 61.9 53.4 ASTRON 4 7 235 33.6 33 33 28 41.0 4.8 76.2 60.9 SCRIPT 1A 6 234 39.0 36 35 32 52.0 7.3 90.2 79.1 ART 60 10 231 23.1 23.5 25 18 27.0 2.8 64.1 61.0 ENGL 83 9 231 25.7 27 27 18 30.0 4.3 74.5 51.9 PHY ED 53A

8 229 28.6 30.5 16 16 39.0 8.5 88.6 88.6

ART 73 5 224 44.8 48 32 32 55.0 9.5 62.9 47.8 MUSIC 84B 6 222 37.0 39.5 26 26 43.0 6.4 67.6 58.6 PHY ED 43C

6 222 37.0 39.5 23 23 42.0 7.1 88.7 88.7

ACCTG 1A 9 220 24.4 24 29 18 32.0 4.9 61.8 37.7 ARCH 10A 10 220 22.0 23 19 19 25.0 2.5 82.3 74.5 ET 14 9 220 24.4 24 24 22 29.0 1.9 79.1 62.7 COSM 26 10 218 21.8 19 18 16 31.0 5.3 80.7 72.9 FASHN 2 7 218 31.1 29 26 26 41.0 5.6 73.4 67.0 ARCH 10B 10 217 21.7 21.5 17 17 28.0 3.5 83.9 77.4 ASTRON 5 5 217 43.4 43 40 40 48.0 3.2 68.2 59.9 HIST 52 5 217 43.4 43 46 40 46.0 2.6 72.8 62.2 BUS 26 6 215 35.8 36.5 27 27 42.0 6.0 63.3 53.5 HIST 29 5 215 43.0 41 40 40 52.0 5.1 59.1 48.8 PHY ED 48A

5 215 43.0 45 45 34 51.0 6.4 89.8 86.0


CIS 36G 8 214 26.8 26.5 22 22 37.0 4.7 91.1 78.5 CHEM 24 8 212 26.5 28 28 18 34.0 5.1 67.5 64.2 COSM 21D

9 211 23.4 22 19 13 32.0 6.3 81.0 74.9

BRDCST 90 5 210 42.0 33 20 20 67.0 22.9 86.7 86.2 PHY ED 11N

6 210 35.0 34.5 25 25 46.0 7.4 77.1 76.7

CIS 31 8 208 26.0 27.5 30 11 35.0 8.3 81.3 66.3 COSM 38 9 206 22.9 21 19 19 34.0 4.7 69.9 68.0 CS 20A 5 206 41.2 40 40 40 44.0 1.8 60.7 56.3 CS 60 8 206 25.8 26 29 19 35.0 5.4 72.8 66.0 ET 37 9 206 22.9 23 20 20 26.0 2.3 89.3 81.6 BUS 65 6 205 34.2 32.5 45 23 45.0 9.6 73.2 62.9 CIS 36F 10 204 20.4 19 19 15 27.0 4.2 90.7 68.6 COSM 42 9 203 22.6 22 22 10 34.0 7.1 73.4 66.0 CIS 54 8 202 25.3 24.5 18 18 34.0 5.8 55.4 48.0 HIST 20 5 202 40.4 40 35 35 46.0 5.0 66.8 58.9 COSM 24 8 201 25.1 24.5 30 16 35.0 6.3 78.1 73.6 ENGL 15 6 199 33.2 33.5 23 23 41.0 6.3 63.3 59.3 PHY ED 48D

9 199 22.1 23 16 16 31.0 5.3 75.9 72.4

CINEMA 2 5 198 39.6 40 30 30 45.0 5.9 90.9 80.3 CS 65 6 198 33.0 31 31 27 43.0 5.9 68.2 50.5 ACCTG 21 7 194 27.7 22 22 18 42.0 9.9 63.9 54.1 INTDSN 43 7 194 27.7 26 23 23 35.0 5.0 68.0 61.3 COSM 40 8 193 24.1 23 23 19 30.0 3.9 77.7 73.6 COSM 69 8 193 24.1 25 14 14 35.0 8.2 72.5 69.9 CS 31 7 193 27.6 26 26 21 37.0 5.3 49.2 38.3 KIN PE 9C 6 193 32.2 30 23 23 51.0 9.9 34.7 34.7 ECE 4 5 192 38.4 34 32 32 53.0 8.7 74.0 68.2 CINEMA 3 4 191 47.8 45 37 37 64.0 12.2 61.8 49.2 HEBREW 1 6 191 31.8 36.5 15 15 40.0 9.8 81.2 58.6 HUMDEV 90A

3 191 63.7 40 16 16 135.0 62.9 100.0 74.9

ACCTG 15 7 190 27.1 29 34 11 35.0 8.7 66.8 46.3 PERSIN 1 7 190 27.1 27 27 17 37.0 6.9 85.8 80.5 ART 17A 10 189 18.9 18.5 17 11 27.0 5.2 73.0 61.9 HIST 4 4 188 47.0 47.5 41 41 52.0 5.4 94.1 89.9 CS 56 5 187 37.4 42 21 21 50.0 11.7 70.6 62.6 HUMDEV 1H

19 187 9.8 9 11 5 17.0 3.3 92.0 89.8

AD JUS 2 5 185 37.0 41 19 19 47.0 11.4 73.0 56.2 COSM 31A 8 185 23.1 23 23 14 31.0 4.6 70.3 64.3 ET 31 7 184 26.3 26 24 24 30.0 2.2 93.5 89.7 ECON 15 9 183 20.3 21 21 13 24.0 3.6 70.5 59.0 PHOTO 11 5 183 36.6 39 40 29 40.0 4.7 62.8 56.3 DANCE 17 6 182 30.3 30.5 25 25 37.0 4.2 81.3 74.2


KIN PE 19B 5 181 36.2 38 38 26 44.0 6.6 50.3 50.3 POL SC 14 4 181 45.3 45.5 47 43 47.0 2.1 65.2 53.6 ENGL 93 7 180 25.7 27 15 15 33.0 5.9 93.3 73.9 ET 91 7 178 25.4 25 25 15 40.0 7.6 85.4 71.3 FRENCH 3 6 178 29.7 29.5 20 20 37.0 5.8 68.0 64.0 OIS 5A 6 178 29.7 25 2 2 60.0 26.5 76.4 55.1 GR DES 32 7 176 25.1 25 18 18 33.0 5.3 72.2 67.0 INTDSN 30 6 175 29.2 28 23 23 40.0 6.2 81.7 76.6 SPAN 4 7 175 25.0 24 17 17 35.0 6.9 66.9 60.0 GR DES 71 8 174 21.8 21 20 17 28.0 3.4 73.6 67.2 ESL 20A 6 173 28.8 32.5 33 18 34.0 6.7 68.2 64.2 HIST 26 4 173 43.3 43.5 39 39 47.0 3.5 60.1 49.7 BIOL 22 7 172 24.6 26 15 15 34.0 6.6 66.3 57.0 DANCE 42 6 172 28.7 30 20 20 36.0 6.4 58.1 54.1 ENGL 83B 8 172 21.5 22.5 22 14 25.0 3.7 52.3 37.2 ARCH 51 3 171 57.0 56 50 50 65.0 7.5 92.4 68.4 ESL 10S 7 171 24.4 25 21 21 30.0 3.3 88.3 73.1 ET 50A 9 169 18.8 19 15 8 29.0 6.1 78.1 57.4 PHY ED 19C

8 169 21.1 19 19 12 34.0 7.4 82.2 81.7

PSYCH 19 4 169 42.3 42.5 39 39 45.0 2.8 62.1 55.0 FIRE 1 5 168 33.6 35 24 24 40.0 6.1 84.5 75.6 HIST 15 8 168 21.0 20.5 19 17 26.0 3.3 63.1 51.8 BUS 62 5 167 33.4 36 22 22 43.0 8.7 67.7 51.5 COUNS 1 5 167 33.4 35 27 27 37.0 4.0 56.9 49.1 ET 95 6 167 27.8 22 22 21 42.0 9.5 71.3 65.9 SCRIPT 1B 6 166 27.7 26.5 18 18 39.0 8.0 81.9 72.3 ART 34A 8 165 20.6 20.5 11 11 32.0 6.2 87.9 74.5 GEOG 3 5 165 33.0 31 31 29 40.0 4.3 89.1 66.1 GR DES 38 9 165 18.3 20 21 8 23.0 4.6 77.6 68.5 DANCE 20 6 164 27.3 28.5 18 18 36.0 8.0 81.7 68.9 ET 4 5 164 32.8 33 28 28 37.0 3.8 68.3 60.4 ITAL 2 5 163 32.6 32 32 20 42.0 8.2 63.2 60.1 INTDSN 32 6 162 27.0 27 22 22 31.0 3.3 89.5 86.4 NURSNG 36

4 162 40.5 42.5 44 33 44.0 5.2 92.0 77.2

PHOTO 39 6 162 27.0 26 25 25 32.0 2.7 67.9 56.8 ANTHRO 20 4 161 40.3 40.5 37 37 43.0 2.8 64.0 53.4 MATH 24 5 161 32.2 33 16 16 46.0 11.8 58.4 46.0 ENGL 80 6 160 26.7 27.5 28 22 30.0 2.8 69.4 62.5 HEALTH 61 5 159 31.8 35 20 20 40.0 8.5 67.9 59.1 LIBR 3 5 159 31.8 30 21 21 50.0 11.9 67.9 50.3 CS 80 6 158 26.3 26.5 27 20 35.0 5.0 53.2 50.6 MUSIC 31 4 157 39.3 44 22 22 47.0 11.7 70.1 62.4 WELD 1 13 156 12.0 11 10 6 20.0 3.7 83.3 57.1 OIS 1B 23 155 6.7 7 7 2 12.0 2.7 67.7 52.9


PHOTO 52 5 154 30.8 31 31 15 42.0 9.9 55.2 31.8 PHY ED 48C

5 154 30.8 29 14 14 58.0 17.1 85.7 81.2

PHYSCS 9 5 154 30.8 30 29 29 36.0 2.9 74.0 70.1 SPEECH 3 5 154 30.8 31 28 28 34.0 2.4 64.9 56.5 BRDCST 48 5 153 30.6 31 25 25 35.0 3.6 72.5 63.4 TH ART 15A

5 153 30.6 36 36 16 38.0 9.2 61.4 50.3

VAR PE 21V

2 152 76.0 76 72 72 80.0 5.7 84.9 84.9

CIS 60 6 151 25.2 25 23 23 29.0 2.2 67.5 59.6 ART 32 6 150 25.0 26.5 18 18 29.0 4.2 71.3 65.3 ASTRON 3 5 149 29.8 30 27 27 34.0 2.9 91.3 71.8 ECE 8 5 148 29.6 30 24 24 35.0 4.6 50.7 41.9 ENGL 3 4 148 37.0 37.5 34 34 39.0 2.2 66.2 62.8 ET 24 6 147 24.5 24 24 21 28.0 2.3 74.8 65.3 KIN PE 58A 4 147 36.8 35.5 30 30 46.0 7.3 36.7 35.4 MUSIC 87A 5 147 29.4 31 24 24 34.0 4.6 55.8 53.7 BODY 1 6 146 24.3 24.5 19 19 30.0 3.7 84.2 76.0 MATH 41 4 146 36.5 39 24 24 44.0 8.7 62.3 49.3 PHILOS 6 5 146 29.2 28 17 17 42.0 9.0 52.7 32.2 PHY ED 57C

6 146 24.3 25.5 13 13 36.0 9.6 91.1 82.2

INTDSN 35 5 145 29.0 29 20 20 38.0 6.7 87.6 85.5 ET 40 6 143 23.8 25 25 21 25.0 1.8 60.8 56.6 HIST 62 4 143 35.8 36.5 30 30 40.0 4.6 55.9 45.5 CS 19 5 142 28.4 24 22 22 49.0 11.6 80.3 62.7 GR DES 41 7 142 20.3 20 10 10 28.0 6.1 68.3 64.8 BUS 91 5 140 28.0 31 18 18 36.0 8.0 70.7 64.3 KIN PE 48A 4 140 35.0 33 27 27 47.0 8.5 46.4 46.4 MUSIC 60C 7 140 20.0 19 19 17 25.0 2.6 77.1 72.1 PHYSCS 22 5 139 27.8 30 18 18 32.0 5.7 38.8 33.1 ART 52B 7 138 19.7 19 19 17 24.0 2.4 71.7 71.7 ENGL 84 5 138 27.6 29 29 24 29.0 2.2 81.9 67.4 PHY ED 57A

5 138 27.6 33 12 12 37.0 10.4 88.4 87.7

ART 62 5 136 27.2 26 21 21 34.0 5.0 68.4 66.2 CINEMA 11A

3 135 45.0 50 33 33 52.0 10.4 49.6 40.0

ECE 45 4 135 33.8 33.5 30 30 38.0 3.5 71.1 68.1 ESL 20B 5 135 27.0 30 13 13 41.0 11.4 59.3 51.1 SOCIOL 31 4 135 33.8 35 25 25 40.0 6.5 60.7 57.8 BRDCST 46 4 134 33.5 33.5 33 33 34.0 0.6 90.3 84.3 RUSS 1 4 134 33.5 33.5 24 24 43.0 9.0 78.4 78.4 SPAN 31A 5 134 26.8 26 19 19 34.0 6.2 70.9 61.2 ECE 46 4 133 33.3 31.5 23 23 47.0 10.2 66.9 62.4 KOREAN 2 4 132 33.0 34.5 24 24 39.0 7.0 64.4 62.1


PHILOS 10 4 131 32.8 32.5 27 27 39.0 4.9 61.8 52.7 OIS 5B 6 130 21.7 20 11 11 40.0 11.9 75.4 53.1 BUS 22 3 129 43.0 44 35 35 50.0 7.5 81.4 67.4 CIS 37B 7 129 18.4 17 17 17 23.0 2.2 71.3 62.8 GR DES 33 6 129 21.5 20 20 16 30.0 4.7 67.4 65.9 AD JUS 3 4 128 32.0 34 16 16 44.0 11.8 85.9 74.2 COSM 31B 5 128 25.6 26 28 21 28.0 2.9 96.1 92.2 BUS 21 3 127 42.3 41 41 41 45.0 2.3 48.8 37.0 CHLDEV 2 3 127 42.3 49 25 25 53.0 15.1 90.6 83.5 ENGR 12 4 126 31.5 30.5 26 26 39.0 5.4 55.6 47.6 CHNESE 2 4 125 31.3 29.5 26 26 40.0 6.1 92.0 87.2 CS 36 3 124 41.3 43 34 34 47.0 6.7 79.8 71.0 ET 84C 5 124 24.8 26 26 22 27.0 2.2 84.7 67.7 ARCH 50 3 123 41.0 45 30 30 48.0 9.6 86.2 69.9 PHY ED 54A

5 123 24.6 25 21 21 28.0 2.7 87.0 84.6

COUNS 90B

2 122 61.0 61 53 53 69.0 11.3 56.6 35.2

AUTO 5 6 120 20.0 20 12 12 27.0 5.4 78.3 70.0 CIS 35 7 120 17.1 13 9 9 36.0 10.1 89.2 72.5 AD JUS 5 3 119 39.7 38 37 37 44.0 3.8 87.4 78.2 ENGL 10 4 119 29.8 30 26 26 33.0 3.3 63.9 59.7 BRDCST 4A

5 117 23.4 22 22 19 28.0 3.6 63.2 55.6

JAPAN 3 4 117 29.3 29.5 17 17 41.0 10.0 90.6 84.6 JAPAN 4 4 117 29.3 33.5 34 16 34.0 8.8 60.7 58.1 KIN PE 3 2 117 58.5 58.5 53 53 64.0 7.8 33.3 32.5 PHY ED 57B

5 117 23.4 23 15 15 33.0 6.4 76.1 72.6

COSM 36 6 116 19.3 20 20 14 25.0 3.9 75.9 62.1 KIN PE 51A 2 116 58.0 58 56 56 60.0 2.8 38.8 38.8 PHY ED 41W

4 116 29.0 30 21 21 35.0 6.3 86.2 82.8

BRDCST 2 3 114 38.0 39 39 36 39.0 1.7 60.5 43.9 PHY ED 51A

2 114 57.0 57 52 52 62.0 7.1 84.2 81.6

INTDSN 41 3 113 37.7 41 41 31 41.0 5.8 92.9 85.8 MUSIC 70A 5 112 22.4 20 17 17 29.0 5.3 67.0 67.0 BIOL 4 5 110 22.0 23 14 14 26.0 4.7 38.2 32.7 ENGL 24 5 110 22.0 22 17 17 27.0 3.6 57.3 44.5 INTDSN 33 4 110 27.5 24 24 23 39.0 7.7 83.6 78.2 PHY ED 48B

3 110 36.7 32 29 29 49.0 10.8 82.7 81.8

PHOTO 3 3 109 36.3 38 38 33 38.0 2.9 56.9 55.0 GR DES 43 4 108 27.0 26 24 24 32.0 3.6 67.6 65.7 MUSIC 77 5 108 21.6 19 16 16 36.0 8.2 83.3 83.3 PHYSCS 23 4 108 27.0 27 27 23 31.0 3.3 40.7 36.1


ART 21B 4 107 26.8 26.5 24 24 30.0 2.5 88.8 82.2 ART 41A 5 107 21.4 23 24 16 24.0 3.4 87.9 87.9 BRDCST 9 4 107 26.8 28 18 18 33.0 6.3 56.1 41.1 DANCE 15 3 107 35.7 36 33 33 38.0 2.5 79.4 79.4 NUTR 7 4 107 26.8 26 17 17 38.0 10.8 86.9 73.8 PHY ED 21C

6 106 17.7 19.5 9 9 24.0 5.9 84.0 84.0

BIOL 15N 4 105 26.3 25.5 22 22 32.0 4.2 81.0 74.3 GERMAN 2 4 105 26.3 27 20 20 31.0 4.9 61.0 51.4 HIST 34 4 105 26.3 29 11 11 36.0 10.8 57.1 51.4 COSM 60 4 104 26.0 26 21 21 31.0 4.2 90.4 62.5 CS 17 3 104 34.7 32 32 32 40.0 4.6 77.9 68.3 ET 94 5 104 20.8 21 21 12 30.0 6.4 84.6 74.0 PSYCH 5 3 104 34.7 36 31 31 37.0 3.2 93.3 76.0 CIS 27 5 103 20.6 19 12 12 33.0 7.8 77.7 68.9 AUTO 8 5 102 20.4 20 20 14 25.0 4.2 91.2 81.4 COSM 50A 4 102 25.5 23.5 18 18 37.0 8.2 98.0 95.1 BUS 63 3 101 33.7 36 25 25 40.0 7.8 82.2 66.3 FASHN 6A 4 101 25.3 28.5 12 12 32.0 9.0 56.4 41.6 KIN PE 19D 3 101 33.7 34 30 30 37.0 3.5 57.4 56.4 POL SC 52 4 101 25.3 25.5 26 24 26.0 1.0 88.1 65.3 RUSS 2 3 101 33.7 32 31 31 38.0 3.8 64.4 63.4 TH ART 51 6 101 16.8 16.5 7 7 31.0 8.3 67.3 67.3 BRDCST 10 2 100 50.0 50 37 37 63.0 18.4 97.0 95.0 CS 61 3 100 33.3 31 28 28 41.0 6.8 67.0 60.0 KIN PE 11B 3 100 33.3 36 25 25 39.0 7.4 28.0 26.0 GR DES 21 5 99 19.8 19 19 16 25.0 3.3 71.7 55.6 TH ART 28A

5 99 19.8 20 17 17 23.0 2.4 78.8 69.7

ART 7 3 98 32.7 33 25 25 40.0 7.5 89.8 62.2 ECE 49 3 98 32.7 34 25 25 39.0 7.1 52.0 43.9 HIST 24 2 98 49.0 49 47 47 51.0 2.8 78.6 64.3 INTDSN 36 3 98 32.7 32 28 28 38.0 5.0 55.1 48.0 ARCH 11A 4 97 24.3 25 19 19 28.0 3.9 78.4 73.2 DANCE 33 5 97 19.4 20 20 17 22.0 1.9 69.1 59.8 KIN PE 58B 4 97 24.3 24.5 25 23 25.0 1.0 70.1 69.1 PHOTO 4 3 97 32.3 30 29 29 38.0 4.9 25.8 23.7 SPAN 8 4 97 24.3 24.5 21 21 27.0 2.5 60.8 54.6 TH ART 20 5 97 19.4 19 12 12 28.0 6.1 73.2 61.9 ARCH 60 4 96 24.0 23 21 21 29.0 3.8 70.8 62.5 BUS 28 3 96 32.0 33 25 25 38.0 6.6 92.7 82.3 DANCE 35 5 95 19.0 17 17 15 24.0 3.8 64.2 62.1 PERSIN 2 3 95 31.7 32 29 29 34.0 2.5 61.1 60.0 PHY ED 19A

4 95 23.8 24.5 20 20 26.0 2.6 72.6 67.4

POL SC 5 5 95 19.0 21 12 12 24.0 5.2 86.3 67.4


ACCTG 35 6 94 15.7 16.5 5 5 22.0 6.0 75.5 60.6 ECE 21 3 94 31.3 31 23 23 40.0 8.5 89.4 83.0 ECE 22 4 94 23.5 22.5 22 22 27.0 2.4 67.0 66.0 ET 19B 4 94 23.5 23.5 18 18 29.0 4.7 64.9 52.1 ET 24A 4 94 23.5 24 24 21 25.0 1.7 91.5 81.9 ART 33 4 93 23.3 22.5 21 21 27.0 2.6 57.0 46.2 CIS 56 4 93 23.3 25 25 14 29.0 6.4 61.3 57.0 ECE 5 3 93 31.0 33 25 25 35.0 5.3 62.4 55.9 ET 13 5 93 18.6 20 13 13 23.0 4.0 55.9 47.3 HIST 25 2 93 46.5 46.5 43 43 50.0 4.9 35.5 30.1 MUSIC 94 3 93 31.0 29 27 27 37.0 5.3 97.8 97.8 ECON 5 6 92 15.3 15 12 12 19.0 3.1 56.5 48.9 GEOG 7 4 92 23.0 23 21 21 25.0 1.8 67.4 56.5 ACCTG 12 2 91 45.5 45.5 41 41 50.0 6.4 28.6 26.4 ENVRN 7 4 91 22.8 23 23 17 28.0 4.5 89.0 80.2 ET 18B 4 91 22.8 23.5 18 18 26.0 3.6 68.1 64.8 MUSIC 30 2 91 45.5 45.5 45 45 46.0 0.7 92.3 72.5 MUSIC 61A 4 91 22.8 22.5 21 21 25.0 1.7 69.2 61.5 GR DES 50 4 90 22.5 24.5 25 16 25.0 4.4 61.1 58.9 JOURN 16 3 90 30.0 30 24 24 36.0 6.0 86.7 83.3 MUSIC 60D 4 90 22.5 23 23 20 24.0 1.7 70.0 70.0 ARCH 11B 4 89 22.3 23.5 16 16 26.0 4.3 75.3 69.7 ET 19A 4 89 22.3 21.5 18 18 28.0 4.2 62.9 57.3 GR DES 73 5 89 17.8 18 18 15 19.0 1.6 86.5 66.3 MUSIC 55 3 89 29.7 29 26 26 34.0 4.0 80.9 79.8 RES TH 1 4 89 22.3 23 25 18 25.0 3.4 41.6 30.3 AD JUS 4 3 88 29.3 31 25 25 32.0 3.8 87.5 84.1 ENGL 14 3 88 29.3 31 25 25 32.0 3.8 47.7 43.2 ET 96 3 88 29.3 27 26 26 35.0 4.9 87.5 84.1 HUMDEV 18

3 88 29.3 28 24 24 36.0 6.1 96.6 71.6

MUSIC 73A 4 88 22.0 21 19 19 27.0 3.8 79.5 63.6 PHOTO 6 3 88 29.3 28 25 25 35.0 5.1 59.1 51.1 BUS 23 3 87 29.0 30 21 21 36.0 7.5 36.8 34.5 MUSIC 7 5 87 17.4 15 12 12 30.0 7.2 93.1 92.0 PHOTO 40 4 87 21.8 21.5 20 20 24.0 1.7 67.8 66.7 PHY ED 21 7 87 12.4 10 7 7 20.0 5.3 77.0 75.9 ENGL 31 4 86 21.5 21 18 18 26.0 3.4 81.4 77.9 ET 18A 4 86 21.5 21 19 19 25.0 3.0 67.4 62.8 MUSIC 59 3 86 28.7 31 22 22 33.0 5.9 79.1 79.1 DANCE 55A

3 85 28.3 28 25 25 32.0 3.5 63.5 62.4

DANCE 57C

2 85 42.5 42.5 41 41 44.0 2.1 90.6 88.2

KIN PE 9A 2 85 42.5 42.5 36 36 49.0 9.2 54.1 49.4 PHY ED 2 3 85 28.3 32 18 18 35.0 9.1 80.0 62.4


REC 10 3 85 28.3 26 25 25 34.0 4.9 92.9 74.1 DANCE 22 5 84 16.8 16 11 11 24.0 4.8 66.7 48.8 DANCE 18 3 83 27.7 25 23 23 35.0 6.4 59.0 55.4 ENGL 50 3 83 27.7 25 25 25 33.0 4.6 74.7 56.6 PHY ED 56A

3 83 27.7 25 22 22 36.0 7.4 79.5 79.5

BIOL 23 4 82 20.5 22 9 9 29.0 9.7 50.0 47.6 COSM 49W

2 82 41.0 41 39 39 43.0 2.8 97.6 92.7

DANCE 60 4 82 20.5 20.5 17 17 24.0 3.1 76.8 76.8 ET 58 3 82 27.3 28 24 24 30.0 3.1 95.1 91.5 PHY ED 43A

2 82 41.0 41 39 39 43.0 2.8 87.8 86.6

CHLDEV 11 2 81 40.5 40.5 38 38 43.0 3.5 92.6 90.1 CIS 36C 4 81 20.3 22 22 10 27.0 7.2 92.6 76.5 KIN PE 48D 6 81 13.5 12 7 7 21.0 5.4 79.0 77.8 MUSIC 74 3 81 27.0 28 24 24 29.0 2.6 98.8 97.5 WOM ST 8 3 81 27.0 27 22 22 32.0 5.0 39.5 38.3 CIS 30 4 80 20.0 20.5 15 15 24.0 4.2 66.3 55.0 DANCE 57A

2 80 40.0 40 29 29 51.0 15.6 90.0 86.3

INTDSN 31 3 80 26.7 28 19 19 33.0 7.1 88.8 83.8 PHOTO 43 3 80 26.7 24 24 24 32.0 4.6 57.5 52.5 BRDCST 5A

2 79 39.5 39.5 34 34 45.0 7.8 92.4 92.4

KIN PE 48B 3 79 26.3 21 19 19 39.0 11.0 40.5 40.5 PHOTO 42 3 79 26.3 26 24 24 29.0 2.5 60.8 57.0 TH ART 18A

7 79 11.3 12 12 7 16.0 2.9 75.9 63.3

VAR PE 56V

3 79 26.3 26 25 25 28.0 1.5 60.8 59.5

AUTO 12 4 78 19.5 20.5 15 15 22.0 3.1 93.6 83.3 ET 38 3 78 26.0 26 22 22 30.0 4.0 88.5 84.6 HUMDEV 17

4 78 19.5 19 17 17 23.0 3.0 89.7 80.8

KIN PE 43C 2 78 39.0 39 35 35 43.0 5.7 50.0 50.0 NUTR 6 2 78 39.0 39 31 31 47.0 11.3 93.6 85.9 PHY ED 45A

3 78 26.0 28 17 17 33.0 8.2 80.8 80.8

PHYSCS 7 3 78 26.0 31 14 14 33.0 10.4 52.6 51.3 INTDSN 51 3 77 25.7 20 16 16 41.0 13.4 33.8 32.5 PHY ED 3 2 77 38.5 38.5 32 32 45.0 9.2 84.4 66.2 TH ART 15B

3 77 25.7 27 22 22 28.0 3.2 62.3 59.7

HUMDEV 21H

4 76 19.0 21.5 8 8 25.0 7.6 94.7 59.2

HUMDEV 90B

3 76 25.3 30 6 6 40.0 17.5 94.7 72.4


MUSIC 53 3 76 25.3 28 19 19 29.0 5.5 85.5 76.3 OT 1 4 76 19.0 18 18 15 25.0 4.2 84.2 76.3 AD JUS 30A 3 75 25.0 29 16 16 30.0 7.8 94.7 82.7 AUTO 23 3 75 25.0 24 22 22 29.0 3.6 85.3 77.3 ET 97 3 75 25.0 28 28 19 28.0 5.2 58.7 58.7 KIN PE 57A 2 75 37.5 37.5 36 36 39.0 2.1 46.7 46.7 MUSIC 78 3 75 25.0 21 20 20 34.0 7.8 80.0 80.0 FASHN 5 3 74 24.7 25 25 24 25.0 0.6 56.8 45.9 ENGL 81S 3 73 24.3 23 21 21 29.0 4.2 78.1 68.5 MUSIC 3 4 73 18.3 15.5 12 12 30.0 8.1 95.9 95.9 AD JUS 30B 3 72 24.0 25 16 16 31.0 7.5 98.6 63.9 MUSIC 40 3 72 24.0 25 21 21 26.0 2.6 62.5 62.5 AUTO 15 3 71 23.7 23 21 21 27.0 3.1 83.1 73.2 BUS 53 2 71 35.5 35.5 31 31 40.0 6.4 97.2 80.3 CHLDEV 46 2 71 35.5 35.5 34 34 37.0 2.1 84.5 81.7 COSM 59W

2 71 35.5 35.5 34 34 37.0 2.1 97.2 94.4

DANCE 55C

2 71 35.5 35.5 35 35 36.0 0.7 91.5 91.5

ENGL 4 2 71 35.5 35.5 34 34 37.0 2.1 85.9 80.3 FIRE 18 2 71 35.5 35.5 34 34 37.0 2.1 81.7 69.0 CS 42 2 70 35.0 35 24 24 46.0 15.6 90.0 81.4 ENGL 57 2 70 35.0 35 31 31 39.0 5.7 72.9 67.1 HUMDEV 2H

9 70 7.8 6 6 5 12.0 2.7 92.9 92.9

PHY ED 54B

4 70 17.5 17.5 12 12 23.0 4.7 75.7 75.7

BRDCST 5B

2 69 34.5 34.5 31 31 38.0 4.9 39.1 39.1

BUS 50 2 69 34.5 34.5 31 31 38.0 4.9 36.2 29.0 COUNS 1H

6 69 11.5 12 12 6 15.0 3.2 91.3 81.2

ET 25 3 69 23.0 23 21 21 25.0 2.0 82.6 73.9 ET 89 3 69 23.0 24 15 15 30.0 7.5 33.3 33.3 HIST 55 2 69 34.5 34.5 29 29 40.0 7.8 50.7 42.0 INTDSN 42 2 69 34.5 34.5 33 33 36.0 2.1 82.6 76.8 ART 15 3 68 22.7 21 19 19 28.0 4.7 80.9 73.5 CS 33 2 68 34.0 34 27 27 41.0 9.9 48.5 41.2 KIN PE 16 2 68 34.0 34 32 32 36.0 2.8 45.6 44.1 MATH 10 3 68 22.7 24 24 20 24.0 2.3 39.7 33.8 TH ART 45 4 68 17.0 15 15 13 25.0 5.4 75.0 70.6 KIN PE 54B 4 67 16.8 17 21 12 21.0 4.9 55.2 55.2 CHLDEV 21 2 66 33.0 33 32 32 34.0 1.4 86.4 80.3 CIS 38 3 66 22.0 21 20 20 25.0 2.6 86.4 59.1 ACCTG 1B 3 65 21.7 20 15 15 30.0 7.6 67.7 63.1 PHY ED 50A

3 65 21.7 25 12 12 28.0 8.5 89.2 84.6


THLS 14 2 65 32.5 32.5 31 31 34.0 2.1 90.8 89.2 GR DES 54 3 64 21.3 21 18 18 25.0 3.5 85.9 78.1 HIST 33 2 64 32.0 32 16 16 48.0 22.6 18.8 17.2 INTDSN 37 2 64 32.0 32 30 30 34.0 2.8 81.3 78.1 ART 35 2 63 31.5 31.5 30 30 33.0 2.1 81.0 81.0 BRDCST 90S

2 63 31.5 31.5 19 19 44.0 17.7 95.2 95.2

CIS 36P 3 63 21.0 17 17 17 29.0 6.9 88.9 74.6 ENGL 34 2 63 31.5 31.5 30 30 33.0 2.1 42.9 38.1 GEOG 8 5 63 12.6 13 9 9 17.0 3.2 85.7 77.8 OIS 30 12 63 5.3 5.5 6 1 9.0 2.5 77.8 54.0 ACCTG 3 2 62 31.0 31 20 20 42.0 15.6 72.6 46.8 ACCTG 11 2 62 31.0 31 22 22 40.0 12.7 22.6 22.6 AUTO 11 3 62 20.7 21 19 19 22.0 1.5 85.5 82.3 COUNS 2H

7 62 8.9 9 7 7 12.0 1.8 61.3 58.1

FRENCH 31S

2 62 31.0 31 27 27 35.0 5.7 87.1 87.1

KIN PE 21C 2 62 31.0 31 29 29 33.0 2.8 #VALUE! #VALUE!NURSNG 15

2 62 31.0 31 30 30 32.0 1.4 50.0 40.3

ACCTG 10B

2 61 30.5 30.5 29 29 32.0 2.1 73.8 70.5

BUS 90S 2 61 30.5 30.5 25 25 36.0 7.8 100.0 98.4 CINEMA 7 2 61 30.5 30.5 29 29 32.0 2.1 90.2 73.8 DANCE 43 4 61 15.3 16.5 10 10 18.0 3.6 63.9 62.3 PHY ED 25A

2 61 30.5 30.5 28 28 33.0 3.5 88.5 85.2

TH ART 26 4 61 15.3 16.5 17 11 17.0 2.9 91.8 83.6 BUS 52 2 60 30.0 30 26 26 34.0 5.7 96.7 76.7 COUNS 90C

2 60 30.0 30 26 26 34.0 5.7 43.3 41.7

ET 67 2 60 30.0 30 28 28 32.0 2.8 88.3 71.7 FASHN 7 2 60 30.0 30 24 24 36.0 8.5 96.7 78.3 PRO SK 12 1 60 60.0 60 60 60 60.0 . 95.0 78.3 ET 93 2 59 29.5 29.5 28 28 31.0 2.1 93.2 89.8 FRENCH 4 3 59 19.7 21 12 12 26.0 7.1 47.5 39.0 HUMDEV 23

2 59 29.5 29.5 25 25 34.0 6.4 81.4 81.4

REC 1 2 59 29.5 29.5 19 19 40.0 14.8 86.4 84.7 CHEM 31 2 58 29.0 29 28 28 30.0 1.4 51.7 50.0 CS 11 2 58 29.0 29 21 21 37.0 11.3 65.5 44.8 FASHN 8 2 58 29.0 29 25 25 33.0 5.7 94.8 82.8 KIN PE 45A 2 58 29.0 29 26 26 32.0 4.2 44.8 44.8 KIN PE 57B 2 58 29.0 29 28 28 30.0 1.4 46.6 46.6 PHY ED 9B 1 58 58.0 58 58 58 58.0 . 86.2 86.2 PSYCH 16 2 58 29.0 29 27 27 31.0 2.8 27.6 25.9


CINEMA 10 2 57 28.5 28.5 19 19 38.0 13.4 87.7 84.2 HUMDEV 90C

3 57 19.0 19 15 15 23.0 4.0 98.2 96.5

NUTR 4 2 57 28.5 28.5 24 24 33.0 6.4 66.7 59.6 PHILOS 4 1 57 57.0 57 57 57 57.0 . 73.7 66.7 SOCIOL 12 2 57 28.5 28.5 27 27 30.0 2.1 78.9 66.7 CS 81 2 56 28.0 28 23 23 33.0 7.1 71.4 64.3 ENGL 94 3 56 18.7 23 23 10 23.0 7.5 66.1 58.9 HIST 39 2 56 28.0 28 28 28 28.0 0.0 26.8 16.1 REC 9B 2 56 28.0 28 28 28 28.0 0.0 91.1 60.7 SPEECH 4 2 56 28.0 28 24 24 32.0 5.7 75.0 64.3 SPEECH 7 2 56 28.0 28 26 26 30.0 2.8 46.4 30.4 CIS 36I 3 55 18.3 19 15 15 21.0 3.1 94.5 81.8 DANCE 45 4 55 13.8 13 5 5 24.0 8.2 78.2 76.4 FASHN 9B 2 55 27.5 27.5 27 27 28.0 0.7 96.4 85.5 FIRE 12 1 55 55.0 55 55 55 55.0 . 98.2 90.9 KIN PE 57C 2 55 27.5 27.5 16 16 39.0 16.3 29.1 29.1 ART 13 2 54 27.0 27 27 27 27.0 0.0 33.3 33.3 ART 40B 4 54 13.5 13 13 11 17.0 2.5 81.5 81.5 AUTO 16 2 54 27.0 27 23 23 31.0 5.7 88.9 66.7 GERMAN 3 4 54 13.5 13 11 11 17.0 2.6 68.5 64.8 GR DES 72 3 54 18.0 16 16 16 22.0 3.5 81.5 79.6 CHLDEV 8 2 53 26.5 26.5 17 17 36.0 13.4 92.5 84.9 ET 7 2 53 26.5 26.5 26 26 27.0 0.7 64.2 60.4 GR DES 44 3 53 17.7 18 12 12 23.0 5.5 62.3 58.5 INTDSN 49 2 53 26.5 26.5 26 26 27.0 0.7 37.7 37.7 KIN PE 19C 2 53 26.5 26.5 26 26 27.0 0.7 #VALUE! #VALUE!PHY ED 54C

3 53 17.7 19 10 10 24.0 7.1 84.9 84.9

BODY 3 3 52 17.3 16 14 14 22.0 4.2 88.5 80.8 CS 66 1 52 52.0 52 52 52 52.0 . 84.6 57.7 ENGL 55 3 52 17.3 17 16 16 19.0 1.5 92.3 84.6 FRENCH 8 2 52 26.0 26 24 24 28.0 2.8 75.0 69.2 TH ART 52 3 52 17.3 15 15 15 22.0 4.0 71.2 69.2 THLS 11 2 52 26.0 26 18 18 34.0 11.3 80.8 78.8 URBAN 8 4 52 13.0 12.5 12 12 15.0 1.4 71.2 46.2 ET 50I 3 51 17.0 14 13 13 24.0 6.1 96.1 72.5 TH ART 18B

5 51 10.2 11 6 6 15.0 3.7 88.2 72.5

AD JUS 49 2 50 25.0 25 25 25 25.0 0.0 74.0 46.0 CHLDEV 64 2 50 25.0 25 23 23 27.0 2.8 96.0 90.0 CIS 36J 3 50 16.7 16 14 14 20.0 3.1 96.0 90.0 FIRE 8 1 50 50.0 50 50 50 50.0 . 96.0 96.0 HIST 53 1 50 50.0 50 50 50 50.0 . #VALUE! #VALUE!AD JUS 47 2 49 24.5 24.5 22 22 27.0 3.5 93.9 81.6 ECE 51 2 49 24.5 24.5 22 22 27.0 3.5 83.7 73.5


FASHN 13 2 49 24.5 24.5 22 22 27.0 3.5 91.8 77.6 FIRE 5 1 49 49.0 49 49 49 49.0 . 85.7 63.3 VAR PE 48V

3 49 16.3 14 14 14 21.0 4.0 51.0 51.0

COUNS 18 2 48 24.0 24 24 24 24.0 0.0 50.0 50.0 ENGL 40 2 48 24.0 24 19 19 29.0 7.1 75.0 60.4 MUSIC 65 2 48 24.0 24 23 23 25.0 1.4 75.0 72.9 TH ART 43 2 48 24.0 24 20 20 28.0 5.7 89.6 89.6 CIS 36Q 3 47 15.7 14 10 10 23.0 6.7 89.4 61.7 COUNS 90A

2 47 23.5 23.5 22 22 25.0 2.1 44.7 19.1

CS 20B 2 47 23.5 23.5 22 22 25.0 2.1 93.6 78.7 ET 41 2 47 23.5 23.5 20 20 27.0 4.9 89.4 80.9 JAPAN 8 2 47 23.5 23.5 20 20 27.0 4.9 80.9 76.6 PRO CR 12 1 47 47.0 47 47 47 47.0 . 97.9 93.6 TH ART 22 2 47 23.5 23.5 23 23 24.0 0.7 93.6 89.4 ECE 50 2 46 23.0 23 19 19 27.0 5.7 93.5 89.1 FIRE 7 1 46 46.0 46 46 46 46.0 . 93.5 93.5 PRO CR 6A

1 46 46.0 46 46 46 46.0 . 97.8 87.0

ACCTG 31A

2 45 22.5 22.5 19 19 26.0 4.9 37.8 31.1

ART 61A 3 45 15.0 17 17 11 17.0 3.5 48.9 44.4 DANCE 24 1 45 45.0 45 45 45 45.0 . 82.2 75.6 ET 72 2 45 22.5 22.5 19 19 26.0 4.9 95.6 88.9 GEOG 35F 2 45 22.5 22.5 16 16 29.0 9.2 80.0 66.7 GR DES 51 2 45 22.5 22.5 22 22 23.0 0.7 97.8 95.6 MUSIC 8 2 45 22.5 22.5 21 21 24.0 2.1 44.4 44.4 COUNS 17 2 44 22.0 22 16 16 28.0 8.5 36.4 36.4 DANCE 34 3 44 14.7 14 11 11 19.0 4.0 84.1 75.0 ENGL 30B 3 44 14.7 8 7 7 29.0 12.4 77.3 77.3 FIRE 2 1 44 44.0 44 44 44 44.0 . 97.7 90.9 HIST 38 1 44 44.0 44 44 44 44.0 . 77.3 40.9 KIN PE 17 1 44 44.0 44 44 44 44.0 . #VALUE! #VALUE!CIS 62 2 43 21.5 21.5 18 18 25.0 4.9 95.3 88.4 COUNS 21H

2 43 21.5 21.5 20 20 23.0 2.1 51.2 27.9

JOURN 4A 4 43 10.8 11.5 12 8 12.0 1.9 65.1 55.8 KIN PE 45C 2 43 21.5 21.5 18 18 25.0 4.9 90.7 90.7 KIN PE 54A 2 43 21.5 21.5 18 18 25.0 4.9 37.2 37.2 MUSIC 4 2 43 21.5 21.5 21 21 22.0 0.7 46.5 46.5 NURSNG 16

2 43 21.5 21.5 18 18 25.0 4.9 39.5 39.5

OIS 31 10 43 4.3 4.5 5 2 7.0 1.6 76.7 58.1 PHY ED 19D

1 43 43.0 43 43 43 43.0 . 65.1 65.1


PHY ED 50C

2 43 21.5 21.5 19 19 24.0 3.5 93.0 90.7

ACCTG 1C 2 42 21.0 21 17 17 25.0 5.7 83.3 71.4 ARTS 88A 4 42 10.5 7 5 5 23.0 8.4 83.3 81.0 HEBREW 2 2 42 21.0 21 15 15 27.0 8.5 28.6 23.8 OIS 5C 3 42 14.0 16 8 8 18.0 5.3 73.8 59.5 TH ART 7 2 42 21.0 21 20 20 22.0 1.4 76.2 76.2 CHLDEV 4 1 41 41.0 41 41 41 41.0 . 95.1 92.7 ACCTG 16 2 40 20.0 20 10 10 30.0 14.1 17.5 15.0 AUTO 88A 1 40 40.0 40 40 40 40.0 . 100.0 100.0 ET 16 2 40 20.0 20 19 19 21.0 1.4 90.0 75.0 FASHN 10 2 40 20.0 20 15 15 25.0 7.1 87.5 77.5 KIN PE 53B 1 40 40.0 40 40 40 40.0 . 97.5 97.5 PRO CR 10 1 40 40.0 40 40 40 40.0 . #VALUE! #VALUE!PRO CR 15 1 40 40.0 40 40 40 40.0 . 87.5 62.5 AUTO 85 2 39 19.5 19.5 17 17 22.0 3.5 92.3 69.2 BRDCST 8 2 39 19.5 19.5 18 18 21.0 2.1 84.6 82.1 FIRE 9 1 39 39.0 39 39 39 39.0 . 100.0 71.8 HIST 22 1 39 39.0 39 39 39 39.0 . 84.6 79.5 PHOTO 7 4 39 9.8 11.5 2 2 14.0 5.4 74.4 61.5 TH ART 44 2 39 19.5 19.5 19 19 20.0 0.7 51.3 43.6 TH ART 50 3 39 13.0 17 4 4 18.0 7.8 100.0 97.4 VAR PE 43W

2 39 19.5 19.5 19 19 20.0 0.7 87.2 87.2

ECE 18 1 38 38.0 38 38 38 38.0 . 94.7 94.7 PHOTO 37 2 38 19.0 19 16 16 22.0 4.2 65.8 63.2 PHY ED 14 1 38 38.0 38 38 38 38.0 . 84.2 84.2 VAR PE 9V 2 38 19.0 19 18 18 20.0 1.4 84.2 84.2 AUTO 30 2 37 18.5 18.5 18 18 19.0 0.7 91.9 91.9 AUTO 88B 1 37 37.0 37 37 37 37.0 . 100.0 100.0 INTDSN 38 1 37 37.0 37 37 37 37.0 . #VALUE! #VALUE!PRO SK 6A 1 37 37.0 37 37 37 37.0 . 70.3 62.2 SPEECH 6 1 37 37.0 37 37 37 37.0 . 100.0 89.2 VAR PE 57V

3 37 12.3 14 8 8 15.0 3.8 56.8 56.8

JOURN 20 2 36 18.0 18 16 16 20.0 2.8 63.9 50.0 KIN PE 43A 1 36 36.0 36 36 36 36.0 . 100.0 100.0 KIN PE 48C 2 36 18.0 18 17 17 19.0 1.4 38.9 33.3 BUS 4 2 35 17.5 17.5 11 11 24.0 9.2 94.3 80.0 INTDSN 47 1 35 35.0 35 35 35 35.0 . 82.9 82.9 REC 9A 1 35 35.0 35 35 35 35.0 . 100.0 65.7 SPEECH 2 2 35 17.5 17.5 16 16 19.0 2.1 88.6 48.6 VAR PE 56W

2 35 17.5 17.5 14 14 21.0 4.9 28.6 28.6

CHLDEV 5 1 34 34.0 34 34 34 34.0 . 85.3 85.3 CINEMA 8 1 34 34.0 34 34 34 34.0 . 88.2 85.3 DANCE 46 3 34 11.3 10 9 9 15.0 3.2 73.5 70.6


ECON 6 1 34 34.0 34 34 34 34.0 . 79.4 70.6 FIRE 6 1 34 34.0 34 34 34 34.0 . 94.1 64.7 PRO SK 15 1 34 34.0 34 34 34 34.0 . 82.4 73.5 TH ART 56 2 34 17.0 17 15 15 19.0 2.8 97.1 97.1 ANTHRO 9 1 33 33.0 33 33 33 33.0 . #VALUE! #VALUE!CIS 51 1 33 33.0 33 33 33 33.0 . #VALUE! #VALUE!CS 70 1 33 33.0 33 33 33 33.0 . 60.6 48.5 FASHN 12 1 33 33.0 33 33 33 33.0 . #VALUE! #VALUE!KIN PE 2 1 33 33.0 33 33 33 33.0 . #VALUE! #VALUE!KIN PE 54C 3 33 11.0 11 9 9 13.0 2.0 93.9 93.9 MUSIC 76 3 33 11.0 11 7 7 15.0 4.0 100.0 93.9 TH ART 15 1 33 33.0 33 33 33 33.0 . 78.8 60.6 DANCE 61 4 32 8.0 7.5 6 6 11.0 2.2 53.1 53.1 ENGL 7 1 32 32.0 32 32 32 32.0 . 84.4 75.0 PRO CR 11 1 32 32.0 32 32 32 32.0 . #VALUE! #VALUE!VAR PE 9W

2 32 16.0 16 14 14 18.0 2.8 87.5 81.3

WELD 4 5 32 6.4 6 4 4 10.0 2.3 100.0 84.4 BILING 1 1 31 31.0 31 31 31 31.0 . 93.5 93.5 CS 85 1 31 31.0 31 31 31 31.0 . 71.0 71.0 DANCE 7 1 31 31.0 31 31 31 31.0 . 80.6 77.4 INTDSN 64 1 31 31.0 31 31 31 31.0 . 96.8 96.8 KIN PE 15A 1 31 31.0 31 31 31 31.0 . #VALUE! #VALUE!PHOTO 13 2 31 15.5 15.5 15 15 16.0 0.7 77.4 67.7 PHY ED 25B

2 31 15.5 15.5 13 13 18.0 3.5 87.1 80.6

REC 4 2 31 15.5 15.5 14 14 17.0 2.1 90.3 77.4 REL ST 52 2 31 15.5 15.5 14 14 17.0 2.1 83.9 77.4 VAR PE 14V

2 31 15.5 15.5 12 12 19.0 4.9 96.8 96.8

ACCTG 4 1 30 30.0 30 30 30 30.0 . 86.7 80.0 AD JUS 23 1 30 30.0 30 30 30 30.0 . 90.0 80.0 ART 30B 2 30 15.0 15 10 10 20.0 7.1 60.0 53.3 CINEMA 11B

1 30 30.0 30 30 30 30.0 . 83.3 60.0

ET 30A 1 30 30.0 30 30 30 30.0 . 96.7 93.3 FASHN 11 1 30 30.0 30 30 30 30.0 . 93.3 70.0 FIRE 17 1 30 30.0 30 30 30 30.0 . 90.0 60.0 KIN PE 19A 1 30 30.0 30 30 30 30.0 . 96.7 96.7 MUSIC 71 3 30 10.0 11 6 6 13.0 3.6 50.0 40.0 NURSNG 10

1 30 30.0 30 30 30 30.0 . #VALUE! #VALUE!

PHILOS 24 1 30 30.0 30 30 30 30.0 . 76.7 66.7 PHOTO 14 3 30 10.0 10 9 9 11.0 1.0 53.3 50.0 VAR PE 50W

2 30 15.0 15 12 12 18.0 4.2 90.0 90.0

ART 6 2 29 14.5 14.5 12 12 17.0 3.5 96.6 82.8


BUS 27 2 29 14.5 14.5 13 13 16.0 2.1 75.9 65.5 INTDSN 34 1 29 29.0 29 29 29 29.0 . #VALUE! #VALUE!KIN PE 88A 1 29 29.0 29 29 29 29.0 . 86.2 86.2 PHILOS 52 2 29 14.5 14.5 14 14 15.0 0.7 96.6 79.3 CHNESE 3 1 28 28.0 28 28 28 28.0 . 92.9 92.9 DANCE 16 1 28 28.0 28 28 28 28.0 . #VALUE! #VALUE!DANCE 23 2 28 14.0 14 12 12 16.0 2.8 35.7 28.6 INTDSN 50 1 28 28.0 28 28 28 28.0 . #VALUE! #VALUE!OIS 4 2 28 14.0 14 8 8 20.0 8.5 78.6 35.7 WELD 89A 1 28 28.0 28 28 28 28.0 . 96.4 96.4 BIOL 45V 2 27 13.5 13.5 10 10 17.0 4.9 100.0 92.6 FASHN 15 1 27 27.0 27 27 27 27.0 . 96.3 92.6 KIN PE 25A 1 27 27.0 27 27 27 27.0 . 96.3 92.6 KIN PE 53A 1 27 27.0 27 27 27 27.0 . #VALUE! #VALUE!PHY ED 45C

1 27 27.0 27 27 27 27.0 . 88.9 88.9

WELD 89B 1 27 27.0 27 27 27 27.0 . 96.3 96.3 ACCTG 10A

1 26 26.0 26 26 26 26.0 . 84.6 80.8

AUTO 4 1 26 26.0 26 26 26 26.0 . 76.9 76.9 CHLDEV 50 1 26 26.0 26 26 26 26.0 . 92.3 92.3 CIS 36T 2 26 13.0 13 11 11 15.0 2.8 92.3 88.5 DANCE 36 2 26 13.0 13 13 13 13.0 0.0 80.8 80.8 ENGL 45 1 26 26.0 26 26 26 26.0 . 53.8 38.5 GR DES 70A

2 26 13.0 13 10 10 16.0 4.2 23.1 15.4

KIN PE 54D 3 26 8.7 9 7 7 10.0 1.5 96.2 96.2 MUSIC 72 3 26 8.7 10 10 6 10.0 2.3 50.0 46.2 PHY ED 54D

2 26 13.0 13 6 6 20.0 9.9 84.6 84.6

REC 6 1 26 26.0 26 26 26 26.0 . 80.8 80.8 AUTO 14 1 25 25.0 25 25 25 25.0 . 84.0 64.0 DANCE 57B

1 25 25.0 25 25 25 25.0 . 92.0 92.0

EDUC 1 1 25 25.0 25 25 25 25.0 . #VALUE! #VALUE!EM 20 1 25 25.0 25 25 25 25.0 . 68.0 60.0 ET 26 1 25 25.0 25 25 25 25.0 . 96.0 84.0 ET 84H 1 25 25.0 25 25 25 25.0 . 80.0 80.0 ET 84K 1 25 25.0 25 25 25 25.0 . 88.0 84.0 GEOG 35S 1 25 25.0 25 25 25 25.0 . #VALUE! #VALUE!INTDSN 44 1 25 25.0 25 25 25 25.0 . 96.0 92.0 OIS 9 8 25 3.1 2.5 2 1 6.0 1.7 84.0 76.0 VAR PE 14W

2 25 12.5 12.5 11 11 14.0 2.1 80.0 80.0

WELD 2 3 25 8.3 9 6 6 10.0 2.1 96.0 84.0 ART 63 1 24 24.0 24 24 24 24.0 . 70.8 70.8 BUS 24 1 24 24.0 24 24 24 24.0 . 75.0 70.8


EM 11 1 24 24.0 24 24 24 24.0 . 75.0 75.0 ENGL 80S 1 24 24.0 24 24 24 24.0 . 95.8 95.8 ET 64 1 24 24.0 24 24 24 24.0 . 70.8 50.0 FIRE 4 1 24 24.0 24 24 24 24.0 . 79.2 62.5 KIN PE 11N 1 24 24.0 24 24 24 24.0 . 66.7 66.7 VAR PE 57W

2 24 12.0 12 11 11 13.0 1.4 95.8 95.8

CHLDEV 49 1 23 23.0 23 23 23 23.0 . 73.9 69.6 COUNS 13H

2 23 11.5 11.5 10 10 13.0 2.1 52.2 52.2

MUSIC 10 1 23 23.0 23 23 23 23.0 . 82.6 82.6 MUSIC 73B 4 23 5.8 6.5 7 3 7.0 1.9 95.7 87.0 PHILOS 41 1 23 23.0 23 23 23 23.0 . 78.3 47.8 TH ART 18C

3 23 7.7 7 5 5 11.0 3.1 87.0 69.6

ACCTG 31 2 22 11.0 11 7 7 15.0 5.7 77.3 50.0 ARCH 70 1 22 22.0 22 22 22 22.0 . 63.6 59.1 ART 17B 2 22 11.0 11 10 10 12.0 1.4 77.3 68.2 ART 34B 1 22 22.0 22 22 22 22.0 . 95.5 95.5 CHLDEV 18 1 22 22.0 22 22 22 22.0 . 95.5 63.6 CHLDEV 45 1 22 22.0 22 22 22 22.0 . 90.9 86.4 CS 32 1 22 22.0 22 22 22 22.0 . 63.6 45.5 DESIGN 87J

1 22 22.0 22 22 22 22.0 . #VALUE! #VALUE!

DESIGN 87N

1 22 22.0 22 22 22 22.0 . #VALUE! #VALUE!

ECE 10 1 22 22.0 22 22 22 22.0 . 81.8 77.3 ET 36 1 22 22.0 22 22 22 22.0 . 90.9 77.3 ITAL 8 1 22 22.0 22 22 22 22.0 . 59.1 54.5 MUSIC 35 1 22 22.0 22 22 22 22.0 . 95.5 90.9 VAR PE 45W

1 22 22.0 22 22 22 22.0 . #VALUE! #VALUE!

ARCH 20B 1 21 21.0 21 21 21 21.0 . 81.0 81.0 AUTO 29 1 21 21.0 21 21 21 21.0 . 76.2 57.1 CS 10 1 21 21.0 21 21 21 21.0 . #VALUE! #VALUE!CS 68 1 21 21.0 21 21 21 21.0 . 85.7 66.7 ENGL 54 1 21 21.0 21 21 21 21.0 . 71.4 66.7 JOURN 21 2 21 10.5 10.5 8 8 13.0 3.5 85.7 76.2 NURSNG 28

1 21 21.0 21 21 21 21.0 . 100.0 100.0

PHOTO 3B 1 21 21.0 21 21 21 21.0 . 85.7 76.2 TH ART 10B

1 21 21.0 21 21 21 21.0 . 71.4 66.7

COUNS 23 1 20 20.0 20 20 20 20.0 . #VALUE! #VALUE!DANCE 44 2 20 10.0 10 7 7 13.0 4.2 75.0 75.0 DANCE 55B

1 20 20.0 20 20 20 20.0 . 95.0 95.0


ENGL 18 1 20 20.0 20 20 20 20.0 . 95.0 95.0 ET 23 1 20 20.0 20 20 20 20.0 . 90.0 85.0 HUMDEV 22H

2 20 10.0 10 8 8 12.0 2.8 90.0 55.0

MUSIC 70B 2 20 10.0 10 7 7 13.0 4.2 85.0 85.0 NURSNG 20

1 20 20.0 20 20 20 20.0 . 95.0 95.0

NURSNG 25

1 20 20.0 20 20 20 20.0 . 100.0 100.0

NURSNG 25L

1 20 20.0 20 20 20 20.0 . 95.0 95.0

PHY ED 25C

1 20 20.0 20 20 20 20.0 . 85.0 85.0

POL SC 11 1 20 20.0 20 20 20 20.0 . 85.0 85.0 ARCH 21B 1 19 19.0 19 19 19 19.0 . 84.2 84.2 ART 20C 1 19 19.0 19 19 19 19.0 . #VALUE! #VALUE!BIOL 45W 1 19 19.0 19 19 19 19.0 . #VALUE! #VALUE!BUS 29 1 19 19.0 19 19 19 19.0 . 73.7 63.2 BUS 54 1 19 19.0 19 19 19 19.0 . 73.7 68.4 CS 82 1 19 19.0 19 19 19 19.0 . 68.4 63.2 DANCE 9 1 19 19.0 19 19 19 19.0 . 89.5 84.2 FRENCH 31A

1 19 19.0 19 19 19 19.0 . 84.2 73.7

JOURN 19 1 19 19.0 19 19 19 19.0 . 68.4 68.4 KIN PE 51B 1 19 19.0 19 19 19 19.0 . 89.5 89.5 PHY ED 15A

1 19 19.0 19 19 19 19.0 . 68.4 57.9

PRO SK 4 1 19 19.0 19 19 19 19.0 . 78.9 78.9 VAR PE 50V

1 19 19.0 19 19 19 19.0 . 100.0 89.5

ART 52C 2 18 9.0 9 6 6 12.0 4.2 77.8 77.8 AUTO 28 1 18 18.0 18 18 18 18.0 . 100.0 100.0 BUS 25 1 18 18.0 18 18 18 18.0 . 55.6 55.6 CHLDEV 22 1 18 18.0 18 18 18 18.0 . 83.3 77.8 CIS 20 3 18 6.0 7 7 4 7.0 1.7 72.2 61.1 ET 30B 1 18 18.0 18 18 18 18.0 . 100.0 77.8 GEOG 20 2 18 9.0 9 5 5 13.0 5.7 22.2 5.6 HUM 88B 3 18 6.0 5 2 2 11.0 4.6 94.4 94.4 POL SC 22 1 18 18.0 18 18 18 18.0 . 77.8 61.1 PSYCH 18 1 18 18.0 18 18 18 18.0 . 94.4 94.4 REL ST 51 1 18 18.0 18 18 18 18.0 . 77.8 72.2 TH ART 38A

1 18 18.0 18 18 18 18.0 . 83.3 83.3

ARCH 21A 1 17 17.0 17 17 17 17.0 . 88.2 88.2 BOTANY 3 1 17 17.0 17 17 17 17.0 . 88.2 76.5 ECE 23 1 17 17.0 17 17 17 17.0 . 88.2 88.2 ENGL 59 1 17 17.0 17 17 17 17.0 . 76.5 52.9


ET 85C 1 17 17.0 17 17 17 17.0 . 82.4 70.6 GERMAN 4 2 17 8.5 8.5 6 6 11.0 3.5 82.4 70.6 AD JUS 60 1 16 16.0 16 16 16 16.0 . 93.8 75.0 ANTHRO 45C

1 16 16.0 16 16 16 16.0 . 100.0 100.0

ARCH 20A 1 16 16.0 16 16 16 16.0 . 100.0 93.8 AUTO 22 1 16 16.0 16 16 16 16.0 . 87.5 87.5 BUS 33 1 16 16.0 16 16 16 16.0 . 56.3 56.3 ENGL 32 1 16 16.0 16 16 16 16.0 . 50.0 50.0 ET 90C 2 16 8.0 8 5 5 11.0 4.2 62.5 62.5 FASHN 16 1 16 16.0 16 16 16 16.0 . 87.5 68.8 FIRE 89D 1 16 16.0 16 16 16 16.0 . 100.0 62.5 MUSIC 40S 1 16 16.0 16 16 16 16.0 . 93.8 93.8 THLS 15 1 16 16.0 16 16 16 16.0 . 81.3 81.3 VAR PE 48W

1 16 16.0 16 16 16 16.0 . #VALUE! #VALUE!

ART 60B 1 15 15.0 15 15 15 15.0 . #VALUE! #VALUE!AUTO 9 1 15 15.0 15 15 15 15.0 . 93.3 73.3 BIOL 45K 1 15 15.0 15 15 15 15.0 . #VALUE! #VALUE!BUS 72 1 15 15.0 15 15 15 15.0 . 66.7 66.7 COUNS 12H

1 15 15.0 15 15 15 15.0 . 80.0 80.0

FASHN 14 1 15 15.0 15 15 15 15.0 . 100.0 100.0 NURSNG 15L

1 15 15.0 15 15 15 15.0 . #VALUE! #VALUE!

ECE 44 1 14 14.0 14 14 14 14.0 . 50.0 42.9 FASHN 6B 1 14 14.0 14 14 14 14.0 . 92.9 85.7 HUMDEV 41H

2 14 7.0 7 6 6 8.0 1.4 78.6 78.6

OIS 8A 2 14 7.0 7 4 4 10.0 4.2 57.1 35.7 ANATMY 2 1 13 13.0 13 13 13 13.0 . 69.2 53.8 ARTS 88B 2 13 6.5 6.5 3 3 10.0 4.9 92.3 92.3 EM 10 1 13 13.0 13 13 13 13.0 . 69.2 53.8 ET 28 1 13 13.0 13 13 13 13.0 . 100.0 100.0 ET 51I 1 13 13.0 13 13 13 13.0 . 100.0 76.9 GERMAN 8 1 13 13.0 13 13 13 13.0 . 84.6 76.9 HUMDEV 13H

1 13 13.0 13 13 13 13.0 . 92.3 92.3

MUSIC 45 2 13 6.5 6.5 3 3 10.0 4.9 15.4 15.4 HUMDEV 25H

1 12 12.0 12 12 12 12.0 . 100.0 83.3

OIS 1C 2 12 6.0 6 6 6 6.0 0.0 83.3 66.7 VAR PE 54W

1 12 12.0 12 12 12 12.0 . #VALUE! #VALUE!

HUMDEV 12H

1 11 11.0 11 11 11 11.0 . 90.9 90.9

NURSNG 10L

1 11 11.0 11 11 11 11.0 . #VALUE! #VALUE!


CIS 36V 1 10 10.0 10 10 10 10.0 . 90.0 70.0 CS 88A 3 10 3.3 3 3 3 4.0 0.6 30.0 30.0 NURSNG 12

1 10 10.0 10 10 10 10.0 . 100.0 100.0

NURSNG 14

1 10 10.0 10 10 10 10.0 . 100.0 80.0

NURSNG 20L

1 10 10.0 10 10 10 10.0 . 100.0 100.0

NURSNG 24

1 10 10.0 10 10 10 10.0 . 100.0 100.0

CIS 19 1 9 9.0 9 9 9 9.0 . 77.8 77.8 NURSNG 11

1 9 9.0 9 9 9 9.0 . 100.0 100.0

CS 90 2 8 4.0 4 3 3 5.0 1.4 62.5 62.5 GIS 20 1 8 8.0 8 8 8 8.0 . #VALUE! #VALUE!HUM 88A 4 8 2.0 1.5 1 1 4.0 1.4 100.0 87.5 POL SC 12 1 8 8.0 8 8 8 8.0 . 87.5 87.5 WELD 3 1 8 8.0 8 8 8 8.0 . 62.5 62.5 COUNS 41H

1 7 7.0 7 7 7 7.0 . #VALUE! #VALUE!

BODY 4 1 6 6.0 6 6 6 6.0 . 66.7 66.7 CIS 88A 1 6 6.0 6 6 6 6.0 . 100.0 100.0 COUNS 22H

1 6 6.0 6 6 6 6.0 . 83.3 50.0

HUMDEV 15H

1 6 6.0 6 6 6 6.0 . 100.0 100.0

THLS 90 1 6 6.0 6 6 6 6.0 . 50.0 50.0 ART 40C 1 5 5.0 5 5 5 5.0 . #VALUE! #VALUE!JOURN 17 1 5 5.0 5 5 5 5.0 . 100.0 100.0 JOURN 22 1 5 5.0 5 5 5 5.0 . 20.0 20.0 OIS 2B 3 5 1.7 1 1 1 3.0 1.2 80.0 80.0 BUS 88B 2 4 2.0 2 2 2 2.0 0.0 75.0 75.0 JOURN 90 1 4 4.0 4 4 4 4.0 . #VALUE! #VALUE!PHOTO 90A

1 4 4.0 4 4 4 4.0 . #VALUE! #VALUE!

WOM ST 90 1 4 4.0 4 4 4 4.0 . 50.0 50.0 AD JUS 89D

1 3 3.0 3 3 3 3.0 . 66.7 66.7

HIST 88B 1 3 3.0 3 3 3 3.0 . 100.0 66.7 INTDSN 89D

1 3 3.0 3 3 3 3.0 . 100.0 100.0

MUSIC 92L 3 3 1.0 1 1 1 1.0 0.0 100.0 100.0 OIS 2A 1 3 3.0 3 3 3 3.0 . 100.0 66.7 REC 89C 1 3 3.0 3 3 3 3.0 . 66.7 66.7 AUTO 89D 1 2 2.0 2 2 2 2.0 . 50.0 50.0 BUS 88A 2 2 1.0 1 1 1 1.0 0.0 50.0 50.0 COSM 88A 1 2 2.0 2 2 2 2.0 . 0.0 0.0


ERTHSC 88A

1 2 2.0 2 2 2 2.0 . 50.0 50.0

FASHN 87B

1 2 2.0 2 2 2 2.0 . 50.0 50.0

FASHN 89A

1 2 2.0 2 2 2 2.0 . 50.0 50.0

FASHN 89B

1 2 2.0 2 2 2 2.0 . 100.0 100.0

GR DES 90A

1 2 2.0 2 2 2 2.0 . 50.0 50.0

OIS 2C 2 2 1.0 1 1 1 1.0 0.0 100.0 100.0 OIS 7A 1 2 2.0 2 2 2 2.0 . 100.0 50.0 SOCIOL 88B

1 2 2.0 2 2 2 2.0 . 100.0 100.0

ARCH 89C 1 1 1.0 1 1 1 1.0 . 100.0 100.0 BUS 95 1 1 1.0 1 1 1 1.0 . 100.0 100.0 ECE 88B 1 1 1.0 1 1 1 1.0 . 100.0 100.0 ECE 89A 1 1 1.0 1 1 1 1.0 . 100.0 100.0 FIRE 88C 1 1 1.0 1 1 1 1.0 . 100.0 100.0 MUSIC 92B 1 1 1.0 1 1 1 1.0 . 100.0 100.0 MUSIC 92G

1 1 1.0 1 1 1 1.0 . 100.0 100.0

MUSIC 92I 1 1 1.0 1 1 1 1.0 . 100.0 100.0 MUSIC 92O

1 1 1.0 1 1 1 1.0 . 100.0 100.0

PHOTO 89D

1 1 1.0 1 1 1 1.0 . 100.0 100.0

11228 377061 72.0 60.1


A P P E N D I X 2 N O T- F O R - C R E D I T, C O M M U N I T Y

E X T E N S I O N C O U R S E S TA K E N B Y F I R S T T I M E F R E S H M E N


APPENDIX 2: NOT-FOR-CREDIT, COMMUNITY EXTENSION COURSES TAKEN BY FIRST TIME FRESHMEN

Course Frequency Percent Valid Percent Cumulative Percent

ART E01 1 0.1 0.1 0.1ART E06 3 0.2 0.2 0.3ART E11 2 0.1 0.1 0.4ART E16 1 0.1 0.1 0.5ART E20 1 0.1 0.1 0.6ART E21 1 0.1 0.1 0.7ART E22 1 0.1 0.1 0.7ART E25 1 0.1 0.1 0.8ART E30 2 0.1 0.1 1.0BILING E01 2 0.1 0.1 1.1COUNS 906 4 0.3 0.3 1.4COUNS 910 1 0.1 0.1 1.5COUNS 912 4 0.3 0.3 1.8COUNS 921 15 1.1 1.1 2.9ENGL 921 103 7.7 7.7 10.6ENGL E20 2 0.1 0.1 10.8ENGL E30 2 0.1 0.1 10.9ESL 900 9 0.7 0.7 11.6ESL 901 17 1.3 1.3 12.9ESL 902 34 2.5 2.5 15.4ESL 903 76 5.7 5.7 21.1ESL 904 66 4.9 4.9 26.0ESL 905 75 5.6 5.6 31.6ESL 906 39 2.9 2.9 34.5ESL 911 24 1.8 1.8 36.3ESL 913 69 5.2 5.2 41.5ESL 915 38 2.8 2.8 44.3ESL 931 3 0.2 0.2 44.5ESL 941 7 0.5 0.5 45.1ESL 953 17 1.3 1.3 46.3ESL 961 12 0.9 0.9 47.2ESL 963 38 2.8 2.8 50.1ESL 965 28 2.1 2.1 52.2ESL 973 22 1.6 1.6 53.8ESL 975 11 0.8 0.8 54.6


Course Frequency Percent Valid Percent Cumulative Percent

HEALTH E50 1 0.1 0.1 54.7HEALTH E59 1 0.1 0.1 54.8HEALTH E63 2 0.1 0.1 54.9HME EC E01 3 0.2 0.2 55.2HME EC E40 2 0.1 0.1 55.3HME EC E70 1 0.1 0.1 55.4HUMDEV 906 13 1.0 1.0 56.4HUMDEV 910 1 0.1 0.1 56.4HUMDEV 912 7 0.5 0.5 57.0HUMDEV 921 55 4.1 4.1 61.1HUMDEV E02 1 0.1 0.1 61.1HUMDEV E10 1 0.1 0.1 61.2HUMDEV E25 4 0.3 0.3 61.5HUMDEV E28 2 0.1 0.1 61.7HUMREL E05 2 0.1 0.1 61.8INT ESLX01 423 31.6 31.6 93.4KNIT 901 1 0.1 0.1 93.5LAW E10 1 0.1 0.1 93.6MDTRNSXX01 2 0.1 0.1 93.7MUSIC E02 2 0.1 0.1 93.9MUSIC E03 1 0.1 0.1 93.9MUSIC E06 1 0.1 0.1 94.0MUSIC E10 2 0.1 0.1 94.2MUSIC E32 1 0.1 0.1 94.2OCC 901 5 0.4 0.4 94.6OCC E00 10 0.7 0.7 95.4PAR ED 930 1 0.1 0.1 95.4SECRTR 900 57 4.3 4.3 99.7SPEECH E20 1 0.1 0.1 99.8TH ART E01 3 0.2 0.2 100.0Total 1338 100 100


A P P E N D I X 3 C L A S S S I Z E S TA N DA R D I Z AT I O N M E T H O D O L O G Y & S TAT I S T I C S


APPENDIX 3: CLASS SIZE STANDARDIZATION METHODOLOGY & STATISTICS DERIVATION OF COURSE ENROLLMENT INDEX

Course Enrollment Index was computed as follows: Step 1: Calculation of Ratio of Course Sections Offered to Total Enrollment

Sections Offered Class Ratio = 100 X Total Enrollment

Step 2: Transformation of Class Ratio to Z-scores:

Where: X = Class Ratio; M = Mean Class Ratio (2.65);

SD = Standard Deviation for Ratio (0.78) Step 3: Transformation of Z-score to T Score = Enrollment Load Index Enrollment Load Index = T = (Z x 10) + 50 Enrollment Load Indexes are presented in Table A3-1 starting in next page. Values close to 50, represent average class sizes; those lower in value are courses with large enrollments; and those with lower values are courses with small enrollments.

X – M Z = SD


Table C20. Derived Course Enrollment Load Index for Top 100 Courses


Total Enrollment

Rank

All Courses 6,682 250,974

Ratio of Course Sections Offered to Total Enrollment*

Z-score

Enrollment Load Index

(T Score)

1 ENGL 1 436 12197 3.57 1.17 622 PSYCH 1 253 11052 2.29 -0.48 453 MATH 20 191 8213 2.33 -0.43 464 ENGL 2 296 7649 3.87 1.55 665 POL SC 1 148 7539 1.96 -0.89 416 SOCIOL 1 137 6047 2.27 -0.51 457 SPEECH 1 186 6029 3.09 0.54 558 ENGL 21A 198 5885 3.36 0.90 599 ECON 1 92 5532 1.66 -1.28 37

10 MATH 52 121 5168 2.34 -0.41 4611 ECON 2 107 5023 2.13 -0.68 4312 MATH 31 123 4988 2.47 -0.25 4813 BUS 1 115 4655 2.47 -0.24 4814 HIST 12 83 4468 1.86 -1.03 4015 CHEM 10 145 3933 3.69 1.32 6316 MATH 84 103 3900 2.64 -0.02 5017 MATH 2 91 3657 2.49 -0.22 4818 ACCTG 1 85 3646 2.33 -0.42 4619 MUSIC 32 59 3537 1.67 -1.27 3720 PSYCH 11 81 3304 2.45 -0.27 4721 BIOL 3 105 3214 3.27 0.78 5822 MATH 7 80 3203 2.50 -0.21 4823 PHILOS 1 75 3077 2.44 -0.29 4724 CS 3 78 3051 2.56 -0.13 4925 HIST 11 57 3049 1.87 -1.01 4026 BUS 5 77 3039 2.53 -0.16 4827 PHOTO 1 88 3024 2.91 0.32 5328 MUSIC 1 77 2917 2.64 -0.03 5029 CIS 1 92 2891 3.18 0.67 5730 ESL 21A 108 2882 3.75 1.39 6431 SPAN 1 93 2865 3.25 0.75 5832 ENGL 21B 104 2806 3.71 1.34 6333 MUSIC 33 21 2631 0.80 -2.39 2634 PHY ED 10 66 2615 2.52 -0.17 4835 ANTHRO 2 61 2578 2.37 -0.38 4636 CIS 4 79 2366 3.34 0.87 59



Total Enrollment

Rank



Z-score


(T Score)

37 ANTHRO 1 59 2363 2.50 -0.21 4838 MATH 22 56 2358 2.37 -0.37 4639 ESL 21B 92 2354 3.91 1.60 6640 ART 20A 76 2298 3.31 0.83 5841 ART 10A 89 2205 4.04 1.76 6842 MATH 21 54 2204 2.45 -0.27 4743 ART 72 21 2172 0.97 -2.17 2844 HIST 1 41 2142 1.91 -0.96 4045 ACCTG 2 49 2094 2.34 -0.41 4646 HUMDEV 20 59 2024 2.92 0.33 5347 ANATMY 1 59 1920 3.07 0.53 5548 PSYCH 2 47 1895 2.48 -0.23 4849 MATH 81 50 1876 2.67 0.01 5050 HIST 2 48 1872 2.56 -0.12 4951 HUMDEV 11 54 1830 2.95 0.37 5452 ASTRON 1A 42 1768 2.38 -0.36 4653 MATH 8 44 1732 2.54 -0.15 4854 NUTR 1 34 1721 1.98 -0.88 4155 ESL 11A 67 1703 3.93 1.63 6656 HEALTH 10 38 1655 2.30 -0.47 4557 BIOL 2 41 1640 2.50 -0.21 4858 COMM 1 44 1639 2.68 0.03 5059 CINEMA 1 35 1588 2.20 -0.58 4460 ENGL 81A 54 1454 3.71 1.35 6461 CHEM 11 52 1433 3.63 1.24 6262 GEOG 1 36 1432 2.51 -0.19 4863 COMM 10 35 1416 2.47 -0.24 4864 TH ART 41 47 1379 3.41 0.96 6065 MATH 31T 33 1364 2.42 -0.31 4766 ART 1 13 1337 0.97 -2.16 2867 ESL 11B 52 1336 3.89 1.58 6668 ASTRON 1B 32 1291 2.48 -0.23 4869 ART 8 17 1261 1.35 -1.68 3370 MUSIC 84A 36 1188 3.03 0.47 5571 COUNS 20 30 1173 2.56 -0.13 4972 ART 2 12 1169 1.03 -2.09 2973 MUSIC 60A 50 1159 4.31 2.12 7174 OIS 1A 49 1144 4.28 2.08 7175 MATH 32 28 1115 2.51 -0.19 48



Total Enrollment

Rank



Z-score


(T Score)

76 FRENCH 1 30 1091 2.75 0.12 5177 KIN PE 10 26 1088 2.39 -0.35 4778 ENGL 83A 43 1087 3.96 1.66 6779 HUMDEV 12 36 1071 3.36 0.90 5980 PHILOS 7 19 1032 1.84 -1.05 4081 DANCE 5 13 1000 1.30 -1.74 3382 CS 50 21 997 2.11 -0.71 4383 JAPAN 1 31 990 3.13 0.60 5684 BUS 32 33 988 3.34 0.87 5985 PHOTO 2 33 980 3.37 0.91 5986 SPEECH 5 33 955 3.46 1.02 6087 MUSIC 37 7 928 0.75 -2.44 2688 GEOG 2 25 918 2.72 0.08 5189 MUSIC 50A 27 902 2.99 0.43 5490 COUNS 11 24 881 2.72 0.08 5191 PHY ED 11A 24 850 2.82 0.21 5292 SPAN 2 31 837 3.70 1.34 6393 SOCIOL 34 17 794 2.14 -0.67 4394 MATH 23 19 793 2.40 -0.34 4795 POL SC 7 15 788 1.90 -0.97 4096 ART 3 11 756 1.46 -1.54 3597 HIST 10 18 756 2.38 -0.36 4698 CHEM 12 29 753 3.85 1.53 6599 GEOL 1 18 703 2.56 -0.13 49

100 POL SC 2 13 702 1.85 -1.04 40 All Courses 6,682 250,974

THE IMPACT OF STUDENT ASSESSMENT Final Reporthomepage.smc.edu/tovar_esau/esauprof/THE IMPACT OF...

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