Top 25 Course Data
Etc.
Subcommittee:
Kathryn Wells, Co-Chair
Brad Bostian ,Co-Chair
Denise Wells
Brenda Armentrout
Rick Coulter

80,00%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,00%
0,00%
Success Gaps By Delivery Fall 2009
Traditional
Online

80
70
60
50
40
10
0
30
20
Success Gaps By Age Group
All
20-24

80
70
60
50
40
10
0
30
20
Success Gaps By Benchmark
70%
Current

-6,00%
-8,00%
-10,00%
-12,00%
Average % Success Gap in Fall 2009
Top 25 Courses
In percent terms, here are some of the gaps we found.
0,00%
-2,00%
Online Black Males Age 20-24 Part Time
Versus Versus Versus Versus
Traditional All All
Pell
Versus
GED
Versus
Full Time No Pell Diploma
-4,00%

% of All 20,933 Fall 2009 Top 25
Enrollments
We should also consider the proportion of the Top 25 population each group represents
45,00%
40,00%
35,00%
30,00%
25,00%
20,00%
15,00%
10,00%
5,00%
0,00%
27,03%
9,19%
36,54% 35,41%
40,85%
Online Black Males Age 20-24 Part Time
Versus Versus Versus Versus
Traditional All All
Pell
Versus
Full Time No Pell
5,64%
GED
Versus
Diploma

Additional Course Completions With
Gaps Eliminated
The relative sizes of gaps change dramatically when looked at in numerical terms and not percentages
700
600
500
400
300
200
100
0
602
381
196
70
Online Black Males Age 20-24 Part Time
Versus
Traditional
Versus
All
Versus
All
Versus
Full Time
240
Pell
Versus
No Pell
88
GED
Versus
Diploma

1600
1400
1200
1000
800
600
400
200
0
602
Additional Completions With Gaps
Eliminated
Here we made the comparisons more consistent by comparing black males and 20-24 year olds to the rest of the Top 25 population; we also added a hypothetical gap for just 8 Gen Ed Courses, between actual success r
232
601
70 240 88
854
1334
Versus Versus Versus Versus Versus Versus Courses Courses
Traditional Other Other Full Time No Pell Diploma at 70% at 75%

Here are the numbers to show how each course contributes to the success gap for the 8 courses.
N
CIS110 2287
MAT161 1078
ACC120 487
SPA111 817
ENG113
COM231
674
1007
ENG111 2078
PSY150 1184
% A-C
55.10%
59.50%
48.90%
58.50%
56.10%
63.30%
68.10%
69.80%
At 70%
341
113
103
94
94
67
39
2
At 75%
455
167
127
135
127
118
143
62

Changes In Fall 2009 Top 25 Courses
We did a casual survey to find out what changes might reasonably be expected to impact gatekeeper course success rates.
Aside from the withdrawal policy in Fall 2008
(term #35 in the chart), the main one was the ongoing introduction of prerequisites.

ACA111 no changes with the exception of adding a fast-track over summer 2010
ACA118 no changes with the exception of adding a fast-track over summer 2010
ACC120
BIO110
BUS110 seeking the best textbook for the class; seeking the best lab manual; semester to semester re-evaluation of our lab experiments; better attempts to insure that our PT faculty are informed about course expectation
CIS110 pre-requisites were added in summer 2010. Students need MAT070, ENG080, RED080 or CIS070 or anything higher
CIS111 no changes
COM110
ENG/RED prerequisite planned for summer 2011; Longterm positive influence is careful selection of textbooks (student friendly), especially critical for online/teleweb students and for part-time instructors. Common course syllabi developed/updated by all fulltime instructors and used for all sections.
COM231
ENG/RED prerequisite planned for summer 2011; Longterm positive influence is careful selection of textbooks (student friendly), especially critical for online/teleweb students and for part-time instructors. Common course syllabi developed/updated by all fulltime instructors and used for all sections.
ENG111 no changes
ENG112 no changes
ENG113 no changes
ENG114 no changes
ENG231 no changes
Motivated students who need course to graduate in limited sections; textbook is “user friendly” with lots of extras to help students be successful; course is offered via three delivery modes – telecourse, BB, traditional. If student is unsuccessful in course more than one time, they have to take the course by another delivery mode or take PED’s instead; number of
HEA110 successful students started to improve after Priority Registration was implemented by college
HIS111 added ENG/RED prerequisite summer 2010
MAT155
MAT161
MAT171
MUS110 increased number of sections offered; Fall 2010 incorporated publisher’s online component for textbook into course but having some problems with logistics which may impact 2010-11 student completion rate
PSY150 added ENG/RED prerequisite summer 2010
SOC210 ENG/RED prerequisite planned for 2011
SOC213 added ENG/RED prerequisite summer 2010
SPA111 no changes
SPA181 no changes

The Impact Of The New Withdrawal
Policy

80,00%
Grade Distribution By Term from
Summer 1997 Through Fall 2009
(Not Including Drops)
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,00%
0,00%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
A-C
D
F
InstrctrW
StudentW

40,00%
Grade Distribution By Term from
Summer 1997 Through Fall 2009
(Not Including Drops)
35,00%
30,00%
25,00%
20,00%
15,00%
10,00%
5,00%
0,00%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
A
B
C

Additional Demographics
The next slides try to answer the question of demographic interactions. For example, someone suggested that maybe black males make up a disproportionate number of the
20-24 year olds, and help to explain that gap.
In the following slide, we charted the ratio of other groups to black males by age range. While the ratio of most groups to black males does drop, with the exception of Asians and U.S. Residents, there is not enough difference to explain the other gaps.
We looked at Pell as a simple rate (not other groups compared to black males). The Pell rate doesn’t change much at all either from the 0-19 to
20-24 year old age group.

NF
NM
OF
OM
NRF
NRM
WF
WM
BF
BM
HF
HM
AF
AM
Ratio of Ratio of
Others to Others to
Black Males Black Males
0-19 20-24
3.27
3.13
1.8
1
2.9
2.93
1.76
1
0.42
0.4
0.11
0.14
0.03
0.02
0.35
0.23
0.34
0.31
0.34
0.29
0.16
0.19
0.02
0.01
0.18
0.17
0.48
0.45
46.26
45.31
27.85
42.11
8.33
47.45
46.51
60.94
52.25
Pell
Rate
0-19
18.71
14.74
65.06
55.3
42.8
35.78
52.17
34.31
56.25
14.29
53.54
40.34
45.54
33.55
Pell
Rate
0-24
21.92
16.51
74.11
55.68
45.99
NF
NM
OF
OM
NRF
NRM
WF
WM
BF
BM
HF
HM
AF
AM

100,00%
90,00%
80,00%
70,00%
60,00%
50,00%
40,00%
30,00%
20,00%
10,00%
0,00%
Fall 2009 Top 25 Population By Age
More students fall into the 20-24 year old range than any other.
100,00%
31,21%
36,54%
11,72%
7,34% 5,03%
3,48% 2,59% 2,09%
0-19 20-24 25-29 30-34 35-39 40-44 44-49 50+ Total

Top 25 Fall 2009 Relative Demographic
Proportions By Age Range
Here you can see several interesting stories, such as black females coming in great numbers in their 30’s, or white females coming to us in their 40’s and
50’s, with white males coming to us yo
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
WF WM BF BM HF HM AF AM NF NM OF OM NRF NRM
0-19 20-24 25-29 30-34 35-39 40-44 44-49 50+ Total

37.54%
41.38%
27.94%
36.59%
36.92%
39.31%
42.12%
50.93%
27.12%
18.92%
27.97%
40.34%
36.76%
43.78%
36.54%
WF
WM
BF
BM
HF
HM
AF
AM
NF
NM
OF
OM
NRF
NRM
Total
Black Males match the population average for percent of students in the 20-
24 range for Fall 2009
Top 25 courses. Other ethnicities deviate from the average significantly.

Nursing Cohorts We’d Like To Track
This cohort has nothing to do with gatekeeper course success, however we would like to study them at some point. What happens to the 41 motivated, goal-oriented students who were not accepted into the nursing program? Do they shift to other programs, drop out, transfer?
July 2009
January 2010
Total
Eligible Not
32 18
36
68
23
41

Some First Year Student Facts
These facts are especially important given the delivery gap between online and traditional classes.

More Semester Year Students Attend
Multiple Campuses Their First Semester
Than Attend Any One Campus
Multiple Central Levine Online North Cato Harper Harris
3% 1%
5%
5%
39%
11%
12%
24%

Percent Of First Semester Students
Attending Each Campus
(39% Attend Multiple Campuses)
50
35
28
14
12
7
5
Central Online Levine Cato North Harper Harris

Number Of Online Credits Enrolled In By
First Semester Online Students
Table 2. Distribution of online credit hours, First-year students registered for online course September 2010 (Mean = 4.2; Median = 3)
Number of
Credits
Count Percent
1-5 CREDITS
6-11 CREDITS
12-18 CREDITS
Total
1097
356
64
1517
72.31%
23.47%
4.22%
100.00%

515 Transfers/Completers Through
Summer 2010 Versus 1292 Missing
Since most of the transfer/completers transferred, they are referred to in the charts as transfers

Academic Success
7
6
5
4
9
8
1
0
3
2
GPA
Attempted
Credits
Completed
Credits
A to C
Credits
Transfers
Missing

50
45
40
35
30
25
20
15
10
5
0
GPA
% with 0
Academic Failure
Credits
% with 0
A to C
% with 0
Transfers
Missing

English Placement
The missing students were more likely to take placement tests and place into developmental classes.
30
20
10
0
60
50
40
%No Test % 080/085 %090/095 % 111
Transfers
Missing

Reading Placement
60
50
40
30
20
10
0
%No Test % ABE % 080 % 090 % 111
Transfers
Missing

Math Placement
60
50
40
30
20
10
0
%No Test % 050 % 060 % 070 % 080+ % 155+ % 172+
Transfers
Missing

60,00%
Ethnicity
Missing students are more likely to be black, Hispanic, Asian, or nonresidents.
50,00%
40,00%
30,00%
20,00%
Transfers
Missing
10,00%
0,00%
White Black Hispanic Asian Native NR Alien Other

14,00%
Other Factors
The missing students are not much different in these other factors.
12,00%
10,00%
8,00%
6,00%
4,00%
2,00%
0,00%
Transfers
Missing
Dual
Enrolled
First
Generation
Summer
Bridge

A Comparison By Delivery Method
For 831 First Semester Students
Starting In Fall 2009 And Taking
Both Online And Traditional
Classes That Term (all curriculum courses, not just Top 25 Enrolled)
Here, we wanted to compare the GPA success of the same students between their traditional and their online courses.

Distribution of Online and Traditional GPA
GPA<2.00 in both online and traditional
Online
GPA≥2.00 and
19%
Traditional
GPA<2.00
5%
GPA≥2.00 in both traditional and online
59%
Traditional
GPA≥2.00 and
Online
GPA<2.00
17%

2
1,5
1
0,5
0
3
2,5
2,63
Traditional
GPA Comparison
2,2
Online

90
80
70
60
30
20
50
40
10
0
77%
Traditional
2.0+ GPA Rates
64%
Online

A Comparison By Delivery Method
For 4365 Returning Students
Enrolled In Fall 2009 And Taking
Both Online And Traditional
Classes That Term
Again, this is a GPA comparison.

Distribution of Online and Traditional GPA
Online
GPA≥2.00 and
Traditional
GPA<2.00
7%
GPA<2.00 in both online and traditional
14%
Traditional
GPA≥2.00 and Online
GPA<2.00
15%
GPA≥2.00 in both traditional and online
64%

2
1,5
1
0,5
0
3
2,5
2.70
Traditional
GPA Comparison
2.43
Online

90
80
70
60
30
20
50
40
10
0
79%
Traditional
2.0+ GPA Rates
71%
Online

A Comparison By Delivery Method
For All 5349 Students Enrolled In
Fall 2009 And Taking Both Online
And Traditional Classes That Term

1,5
1
0,5
0
2,5
2
GPA Comparison (W Included)
2,31
1,99
Traditional Online

40%
30%
20%
10%
0%
80%
70%
60%
50%
Success Rate Comparison
This is a typical aggregate difference in success rates by delivery method.
70%
60%
Traditional Online

W, WN Rate Comparison
20
18
16
14
12
10
4
2
0
8
6
13
Traditional
18
Online

A Comparison By Delivery Method
For Students Of 184 Instructors
Teaching Both Online And
Traditional Classes In Fall 2009
Here we are comparing the online and traditional students of the same instructors, those teaching both online and traditional classes in the same semester.

1,5
1
0,5
0
2,5
2
GPA Comparison (W Included)
2,37
2,26
Traditional Online

40%
30%
20%
10%
0%
80%
70%
60%
50%
Success Rate Comparison
So even with the same instructor, there is still a difference.
71%
66%
Traditional Online

W, WN Rate Comparison
16
14
12
6
4
10
8
2
0
12
Traditional
15
Online

A Comparison By Delivery Method
Between 1062 First Term Fall 2009
Students And 4297 2 nd + Term
Students Enrolled In Fall 2009 And
Taking Both Online And Traditional
Classes That Term

1,5
1
0,5
0
2,5
2
GPA Comparison (W Included)
2,22
2,33
2,06
1,72
1st Semester 2nd+ Semester
Traditional
Online

40
30
20
10
0
80
70
60
50
Success Rate Comparison
New students don’t do well in general, and especially online.
71
67
62
51
Traditional
Online
1st Semester 2nd+ Semester

15
10
5
0
25
20
14
22
W Rate Comparison
17
13
1st Semester 2nd+ Semester
Traditional
Online

A Comparison By Delivery Method
Between The First Term Students
Of 144 Instructors Teaching Both
Online And Traditional Classes In
Fall 2009 And The 2 nd + Term
Students Of 184 Instructors
Teaching Both Online And
Traditional Classes That Term

2
1,5
1
0,5
0
3
2,5
GPA Comparison (W Included)
2,21
1,99
2,39
2,28
1st Semester 2nd+ Semester
Traditional
Online

40
30
20
10
0
80
70
60
50
Success Rate Comparison
Again, even for the same instructor, there is less success in online courses.
72
67 66
58
Traditional
Online
1st Semester 2nd+ Semester

25
20
15
10
5
0
12
W Rate Comparison
20
11
14
Traditional
Online
1st Semester 2nd+ Semester

What Else would you like to know ?