Effects of Counseling 100 on
College Success Rates at de
Anza Community College
Report for Andrew LaManque, de Anza College
By
Judith Zachariasen
Geography 12, Foothill College
December 2008
Approach to Addressing Problem
Question: Does taking C100 increase likelihood of success in math
courses at de Anza College, especially for students from school
districts with relatively poor preparation
Assumption: Enrollment in basic math is a proxy for poor
preparation
Approach:
•Acquire enrollment data by zip code (LaManque data)
•Find percentages of students who take C100 (Boolean query)
•Find zip codes/districts with high basic math enrollment (Boolean query)
•Determine math success rates (Boolean query)
•Spatial intersect of districts with high C100 enrollment and math success
•Determine math success rates in high basic math zip codes (Boolean
query)
•Compare math success of C100 students and non-C100 students in high
basic math zip codes
Approach to Addressing Problem
Flow Chart 1
School Districts with Greater than
70% C100 Enrollment
•Spatial “Intersect”
queries yields large
areas and
unrepresentative
districts
•“Contain” queries
reject most districts
•Analysis by zip code
may b preferable to
school district, given
these input data.
Zip Codes and Districts with High
Percentages of Basic Math Enrollment
•11 of 25 zip
codes have
greater than
50% enrollment
in Basic Math
•Districts that
intersect cover
much greater
area
•Zip code based
data may not
represent
district as a
whole
High C100 Enrollment and Success
in Math
Passing Rates in Math Relative to
C100 Enrollment
•75% of zip
codes had
higher math
passing rates
among
students that
had taken
C100 than
among those
who had not
Counseling 100 and Math Success
for Poorly Prepared Students
•Among zip codes
with high numbers
of students with
poor math
preparation, only
half had greater
rates of success
among C100 than
non-C100
students
•C100 may not
benefit poorly
prepared students
as much as others