Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
Performance Indicators
Defining basic skills courses
As defined by the data element dictionary from the Chancellor’s Office, CB21 courses refers to
basic skills credit and noncredit English (writing), ESL, mathematics, and reading courses
PRIOR to TRANSFER – Regardless of being coded as Basic Skills courses as defined by CB8.
This is because some courses prior to transfer are degree-applicable and others are not. The new
CB 21 identifies those courses in a sequence that lead to the transferable Reading, ESL, English
and Math courses.
Basic Skills Progression (CB21)
English
Assessment Level
ENGL 1A or 1B
ENGL 150/153
ENGL 350/353
READ 360
Math
Assessment Level
Transfer-level
Math 5, 15, 25, 30, 50A
CB21-A
Math 120
CB21-B
Math 380
CB21-C
Math 376
CB21-D
Math 372
Note. Basic skills courses may never be degree-applicable as defined for CB08. Title 5 § 55062.
Since typically courses that are one level below in Reading and English/writing and two
levels below in math and can be degree applicable, they cannot be Basic Skills.
Note. Once English Assessment has been determined, students must complete the sequence to
move on; however, students are able to re-assess for math.
AY 2010-2011 Performance Indicators - Cohort
The 2010-2011 cohort was defined as any first-time-to-college student who enrolled in the
academic year (Summer, Fall, or Spring). Transfer, current, returning, concurrently enrolled, and
unknown students were not considered in this primary cohort.
2010-2011 Cohort Information:
2010 Summer
2011 Fall
2011 Spring
Total
Male
6
611
272
889
Female
10
506
211
727
Note. Cohort was derived from selecting a student’s latest new term and removing duplicate
records.
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
Assessment level of new students (2010-2011)
English: About 63% of CR students placed into basic skills courses, 16.5% were college level,
and 20.8% did not complete the assessment process. Math: About 61% of CR students placed
into basic skills courses, 17.5% were college level, and 22% did not complete the assessment
process.
Assessment level of new students enrolling in Summer 2010, Fall 2010, or Spring 2011.
English
Math
Assessment Level
Count
Percent
Assessment Level
Count Percent
ENGL 1A or 1B
267
16.52%
Transfer-level math ready 161
9.96%
ENGL 150/153
488
30.20%
Math 120
106
6.56%
ENGL 350/353
393
24.32%
Math 380
443
27.41%
READ 360
130
8.04%
Math 376
493
30.51%
Math 372
50
3.09%
No tests on file
336
20.79%
No tests on file
360
22.28%
Unknown placement 2
0.12%
Unknown placement
3
0.19%
EOPS/CARE and Basic Skills Students
The majority of new students (85%) involved in EOPS/CARE were assessed into English basic
skills. Only 3% of EOPS/CARE students did not complete the assessment process compared to
23.5% of the non-EOPS/CARE students.
New students involved in EOPS/CARE and Aggregate English Assessment Level
EOPS/CARE
Non-EOPS/CARE
Assessment Level
Count
Percent
Count
Percent
Transfer-level
27
12.44%
240
17.16%
Basic Skills
184
84.79%
827
59.11%
No tests on file
6
2.76%
330
23.59%
Unknown placement
2
0.14%
The majority of new students (83%) involved in EOPS/CARE were assessed into math basic
skills. Only 4% of EOPS/CARE students did not complete the assessment process compared to
25% of the non-EOPS/CARE students.
New students involved in EOPS/CARE and Aggregate math Assessment Level
EOPS/CARE
Non-EOPS/CARE
Assessment Level
Count
Percent
Count
Percent
Transfer-level
28
12.90%
239
17.08%
Basic Skills
181
83.41%
805
57.54%
No tests on file
8
3.69%
352
25.16%
Unknown placement
0.00%
3
0.21%
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
DSPS and Basic Skills Students
The majority of new students (76%) involved in DSPS were assessed into English basic skills.
Only 13.89% of DSPS students did not complete the assessment process compared to 22% of the
non-DSPS students.
New students involved in DSPS and Aggregate English Assessment Level
EOPS/CARE
Non-EOPS/CARE
Assessment Level
Count
Percent
Count
Percent
Transfer-level
18
10.00%
249
17.34%
Basic Skills
137
76.11%
874
60.86%
No tests on file
25
13.89%
311
21.66%
Unknown placement
0.00%
2
0.14%
The majority of new students (72%) involved in DSPS were assessed into math basic skills. The
proportion of DSPS students who did not complete assessment (19%) is similar to non-DSPS
(23%). About 12% more DSPS students places into math basic skills and about 8.5% less place
into transfer level math.
New students involved in DSPS and Aggregate math Assessment Level
DSPS
Non- DSPS
Assessment Level
Count
Percent
Count
Percent
Transfer-level
16
8.89%
251
17.48%
Basic Skills
130
72.22%
856
59.61%
No tests on file
34
18.89%
326
22.70%
Unknown placement
0.00%
3
0.21%
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
Percentage of new students who enrolled in appropriate courses
English Enrollment: 54% of new students who completed the English assessment process
(n=686) during the 2010-2011 academic year enrolled in an English course during their first
year. Most of these students enrolled in an appropriate course (shaded in the green diagonal).
Courses below the diagonal (shaded in light red) were courses 1 or 2 levels below placement.
First Academic Year English Enrollment for new students in 2010-2011
Course Level Assessed into
ENGL
1A
or
ENGL
ENGL
No tests
Course
1B
150/153
350/353
READ 360
on file
Enrollment
100
(92%)
85
18
2
4
ENGL 1A or 1B
6
141 (93%)
87
10
ENGL 150/153
3
10
137 (96%)
32
7
ENGL 350/353
1
5
36 (100%)
2
READ 360
109
237
247
80
13
Total
Note. The table count has two duplicated cases due to students beginning in the summer rather
than the fall term.
Note. Column percent shown is for students enrolling in appropriate level course or lower.
Math Enrollment: 59% of new students who completed the assessment process in math (n=742)
during the 2010-2011 academic year enrolled in an math course during their first year. Most of
those students enrolled in an appropriate course (shaded in the green diagonal). Courses below
the diagonal (shaded in light red) were courses 1 or 2 levels below placement.
First Academic Year Math Enrollment for new students in 2010-2011
Course Level Assessed into
TransferCourse
level
Math 120
Math 380
Math 376
Math 372
Enrollment
102
(86%)
11
1
Transfer-level
6
52 (88%)
35
2
Math 120
9
4
207 (92%)
32
Math 380
2
2
14
217 (82%)
3
Math 376
No tests
on file
1
1
1
1
1
3
13
15 (100%)
7
Math 372
119
70
260
264
18
11
Total
Note. The table count has five duplicated cases due to students beginning in the summer rather
than the fall term.
Note. Column percent shown is for students enrolling in appropriate level course or lower.
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
2010-2011 Progression through English BSI to College Courses
Each of the following charts track an initial cohort (starting 1, 2, or 3 levels below) through the
basic skills progression to see how many made it through successfully.
Attempted = were enrolled at census.
Passed = received a passing grade (A, B, C, P, CR).
Cohort: Took READ 360 in fall 2008 – spring 2009. Tracked through fall 2011.
120
100%
100
80
58%
60
44%
40
23%
15%
20
10%
7%
6%
Attempted
Passed
0
Attempted
Passed
Attempted
READ-360
Passed
Attempted
ENGL-350
Passed
ENGL-150
ENGL-1A
Cohort: Took ENGL 150 as a New student in fall 2008 – spring 2009. Tracked through fall 2011.
450
400
100%
350
300
62%
250
50%
200
31%
150
22%
100
16%
50
0
Attempted
Passed
ENGL-350
Attempted
Passed
ENGL-150
Attempted
Passed
ENGL-1A
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
Cohort: Took ENGL 150 as a New student in fall 2008 – spring 2009. Tracked through fall 2011
600
100%
500
400
64%
300
44%
35%
200
100
0
Attempted
Passed
ENGL-150
Attempted
Passed
ENGL-1A
The READ 360 cohort has the sharpest drop off in students progressing through the sequence.
Twenty-three percent of the initial cohort eventually passed the next level (ENGL 350) over the
three year period. Compare that to 31% of those starting in ENGL 350 who pass the next level
(ENGL 150). Five of the six students who successfully progressed to ENGL 1A from READ 360
received special services. Four were in DPSP, two were in EOPS, and one was an Athlete. The
number of contact that these students had with advising and counseling services was far more
than with the general student body (range = 7 to 54). Only one of the six students received fewer
than a dozen contacts.
The courses taken by the six successful students were also identified. The table below shows
course with at least three enrollments. Note the number of enrollments in GUID 145 and 345.
Course
GUID-145
ENGL-350
MATH-380
MATH-376
ENGL-150
ENGL-1A
READ-360
MATH-120
PE-52
HE-1
POLSC-10
Enrollments of
6 students who
Passed 1A
16
10
10
9
8
8
8
7
6
6
5
PSYCH-1
ENGL-52
GUID-345
SPCH-1
GS-150
BUS-10
ASTRO-10
DRAMA-24
PE-80
ART-17
PSYCH-33
MATH-372
CIS-100
5
5
4
4
3
3
3
3
3
3
3
3
3
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
2010-2011 Progression through Math BSI to College Courses
Each of the following charts track an initial cohort (starting 1, 2, or 3 levels below) through the
basic skills progression to see how many made it through successfully.
Attempted = were enrolled at census.
Passed = received a passing grade (A, B, C, P, CR).
Cohort: Took MATH 372 in fall 2008 – spring 2009. Tracked through fall 2011
120
100%
100
80
53%
60
45%
40
27%
19%
20
12%
9%
4%
0
Attempted
Passed
MATH-372
Attempted
Passed
Attempted
MATH-376
Passed
Attempted
MATH-380
Passed
MATH-120
Cohort: Took MATH 376 as a New student in fall 2008 – spring 2009. Tracked through fall 2011
400
100%
350
300
250
58%
200
41%
150
27%
100
21%
50
14%
0
Attempted
Passed
MATH-376
Attempted
Passed
MATH-380
Attempted
Passed
MATH-120
Performance Indicators for Basic Skills - 2010-2011
Prepared by the Office of Institutional Research
March, 2012
Cohort: Took MATH 380 as a New student in fall 2008 – spring 2009. Tracked through fall 2011
500
450
100%
400
350
67%
300
51%
250
200
32%
150
100
50
0
Attempted
MATH-380
Passed
Attempted
Passed
MATH-120
Four percent of students beginning in MATH 372 progressed to MATH 120 over the three year
period. Those four students all received EOPS/DSPS services and received a very high number
of advising and counseling contacts. A somewhat larger percentage (14%) of students starting at
MATH 376 successfully progressed through MATH 120.
The largest drop off in each of the cohorts occurs during the first math course, and it doesn’t
matter if this course is the lowest or highest level in the sequence. Starting out in a student’s first
math course, the likelihood of them making it through the sequence is low, but if they get
through that first course they have a much better chance of making it all the way through.