PRESENTED TOBASIC SKILLS COMMITTEE
PRESENTED ONMAY 29 , 2008
PRESENTED BYNATHAN R . DURDELLA , Ph .D .CAROLINE Q. SHELDON, Ph .D .
OFFICE OF INSTITUTIONAL RESEARCH
BSI Baseline Data at Santa Monica College:
Historical Trends and Observations
Overview
What are the BSI baseline measures?How did we exceed the standard measures?What can we say overall?What do the data say about our students?Summary: What are our observations?Discussion: What are your thoughts?
What are the BSI baseline measures?
Integral part of the college’s self-assessmentIntended to provide a broad overview of basic
skillsAggregate data on students, courses, and
staffingOperationally defined within parameters of MIS
data Current reporting mechanismsSelected fall terms (Fall 2004-Fall 2006)
What additional measures did we analyze?
Additional recommended measures More difficult to identify, more meaningful
discussion Level of measurement: Cross-sectional and
historical analysis of measures by discipline (Fall 2004-Fall 2006)
Locally developed measures More fruitful discussion Cross-sectional and historical analysis of students
by race/ethnicity, gender (Fall 2004-Fall 2006)
What are the overall observations?
Increase in number, percent of math, English offerings with concomitant increase in enrollment
Increases in retention rates in all courses, with greatest increases in ESL and counseling
Slight increase in persistence rate in math, ESLSlight increase in percentage of basic skills
courses taught by full-time faculty in English, ESLFemale students generally have higher course
success, retention rates but not persistence ratesIn general, Asian and white students outperform
African American and Latino students
Trends inCourse Sections and Enrollment
Increase in number and percent of all sections in ENGL and MATH
Increase in students enrolled in ENGL and MATH courses
Course Section
s
ENGL ESL MATH COUN
F04 F06 F04 F06 F04 F06 F0
4F06
Number 147
181 28 28 82 10
4 3 3
Percent 41.5
45.6 38.9 37.
336.8
45.2 3.7 2.9
Students
Enrolled
ENGL ESL MATH COUN
F04 F06 F04
F06 F04 F06 F04 F0
6
Unduplicated
Headcount
3183 3617 317 298 304
73381 30 29
Trends inCourse Success, Retention, PersistenceIncrease in course success rate in ESL and Counseling
Slight increase in course retention rates in English, Math, and Counseling
Slight increase in persistence rates across the board
Course Retentio
n and Success
ENGL ESL MATH COUN
F04 F06 F04 F06 F04 F06 F04 F0
6
% Succeed
ed63.9 61.8 63.3 66.4 45.1 43.
7 64.5 87.5
% Retained 80.4 81.9 80.1 78.9 73.4 74.
1 64.5 87.5
Fall-t0-FallPersistenc
e
ENGL ESL MATH COUN
F04 F06 F04 F06
F04
F06 F04 F0
6
% Persisted to Next
Fall56.4 56.7 52.0 55.
755.5
57.5 53.3 62.
1
Observations of Differences in Gender Female students have higher course success and retention rates
Math is an exception, with a greater percent of male students being retained and persisting to the next fall term
MeasuresENGL ESL MATH
Fall 06 Fall 06 Fall 06
F M F M F M
% Succeede
d63.8 60.0 71.0 61.2 44.8 42.6
% Retained 82.3 81.1 81.0 78.6 74.2 74.5
% Persisted to Next
Fall57.1 57.1 58.9 57.6 57.1 58.7
Observations of Differences in Race/Ethnicity
ENGL ESL MATH
Fall 06 Fall 06 Fall 06
Asian Black Latino Whit
e Asian Black Latino White Asian Blac
k Latino White
% Succeede
d66.7 53.
8 61.0 71.9
75.8
40.0 67.6 62.9 59.
731.6 40.1 56.9
% Retained 83.7 77.
3 82.1 85.2
88.9
60.0 81.7 72.4 77.
072.1 73.8 76.9
% Persisted to Next
Fall61.9 48.
8 57.7 63.2
62.1
20.0 52.5 62.8 63.
552.0 58.6 59.5
Summary: What can we say at this time?
BSI baseline measures, including recommended and local measures, provide a broad overview of course offerings, staffing, and student performance in basic skills courses
More section offerings, students in math, EnglishStudents were retained at greater rates in all courses,
and succeeded at greater rates in ESL and counseling, Students persisted at greater rates in math, ESLStudents who identified as female or Asian or white
generally had higher course success, retention ratesUpcoming analytical activities include repeating
analyses to update baseline measures for Fall 2007 and developing capacity and framework to augment baseline data
DISCUSSION
Thank you for your participation!
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