Foothill College

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Foothill CollegeFoothill College

Basic Skills College Hour

Rob Johnstone, Ph.D. 10/8/03

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Section 1 Background Statistics,

Placement Status

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1.1 – Placement Status of Core Transfer Students, Fall 2002

Data Excerpted from P12 Summary Tables

Placement Group Overall Percent within

Status N Percent Placement (^1)

Pre-Collegiate English Only 332 5.7% 9.4%

Pre-Collegiate Math Only 914 15.8% 25.9%

Pre-Collegiate ESL Only 454 7.8% 12.9%

Pre-Collegiate in Multiple Subjects 1,005 17.3% 28.5%

College-Level in All Placed 818 14.1% 23.2%

Other Placement Outcomes Only 272 4.7% ---

No Placement Information 2,005 34.6% ---

Total 5,800

Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher.

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1.2 – English Placement Status of Core Transfer Students, Fall 2002


Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher – 1,679 had taken the English Placement test.

English Placement Group Overall

Status N Percent

English 100 706 42.0%

English 110 387 23.0%

English 1A 494 29.4%

English 1B 92 5.5%

Total 1,679

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1.3 – ESL Placement Status of Core Transfer Students, Fall 2002


Note: Analysis includes 5,800 students from Fall 2002 who were taking 6+ units and did not already have an AA degree or higher – 909 had taken the ESL Placement test.

ESL Placement Group

Status N Percent

130-level ESL 38 4.2%

140-level ESL 42 4.6%

150-level ESL 191 21.0%

160-level ESL 390 42.9%

ESL 025 153 16.8%

ESL 026 (College Level) 95 10.5%

Total 909 100%

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1.4 – Math Placement Status of Core Transfer Students, Fall 2002


Note: Analysis includes 5,678 students from Fall 2001 who were taking 6+ units and did not already have an AA degree or higher – 3,085 had taken the Math Placement test.

Math Placement Group Overall

Status N Percent

Math 250 66 2.1%

Math 200 283 9.2%

Math 101 880 28.5%

Math 105 602 19.5%

College-Level 1,254 40.6%

Total 3,085

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Section 2 Demographics of Basic Skills

Students, 2002S – 2003W

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2.1 – Age Groups of Basic Skills Students, 2002S – 2003W

Note: Analysis includes 36,548 unique students enrolled in 2002 Spring through 2003 Winter; includes 4,058 students who had taken 1+ Basic Skills courses.

Basic Skills Total FHAge Group Percent Percent

19 or less 36% 23%

20-24 32% 20%

25-29 11% 14%

30-39 12% 18%

40-49 5% 11%

50+ 3% 14%

Unknown 1% 1%

Data Excerpted from A007 Summary Tables

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2.2 – Ethnicity of Basic Skills Students, 2002S – 2003W


Basic Skills Total FHEthnic Group Percent Percent

Asian 25% 23%

African American 4% 3%

Filipino 2% 2%

Hispanic 21% 8%

White 25% 35%

Other 2% 2%

Unrecorded 21% 28%


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2.3 – Gender of Basic Skills Students, 2002S – 2003W


Basic Skills Total FHGender Percent Percent

Female 53% 52%

Male 46% 47%

Unknown 1% 1%


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2.4 – District of Residence for Basic Skills Students, 2002S – 2003W


Basic Skills Total FHDistrict of Residence Percent Percent

Foothill 66% 63%

De Anza 3% 7%

All Others 31% 30%


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2.5 – Visa Type for Basic Skills Students, 2002S – 2003W


Basic Skills Total FHVisa Type Percent Percent

None 58% 80%

F1 13% 3%

PR 22% 11%

Others 7% 6%


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2.6 – Rate of DRC/STEP Usage of Basic Skills Students, 2002S – 2003W



Basic Skills Total FHGroup Percent Percent

Used DRC 2.5% 0.9%

Used STEP 2.5% 0.7%

Used DRC or STEP 3.7% 1.3%

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Section 3Basic Skills Task Force

Key Questions, 2002-2003

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3.1 – What are the success rates of Basic Skills students?

• Math – 200: 61% – 101: 57%– 105: 58%

• English– 100: 71%– 110: 72%

• ESL – 130s: 66%– 140s: 72%– 150s: 80%– 160s: 84%– 025: 79%

• Note: Math/Eng based on 96-97 to 01-02 fiscal years, ESL based on 01-02 only (alternate credit issues)

Data Excerpted from Executive Summary P21

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3.2 – What are the retention rates of Basic Skills students?

• Math – 200: 81% – 101: 79%– 105: 79%

• English– 100: 84%– 110: 84%

• ESL – 130s: 87%– 140s: 82%– 150s: 92%– 160s: 93%– 025: 95%


• Note: Math/Eng based on 96-97 to 01-02 fiscal years, ESL based on 01-02 only (alternate credit issues)

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3.3 – What are the persistence rates of Basic Skills students?

• Pre-Collegiate Math Persistence = 30%• Pre-Collegiate English Persistence = 43%• Pre-Collegiate ESL Persistence = 47%

• Note: These persistence rates represent the percentage of students who took any Pre-Collegiate course in the relevant department in Fall or Winter Quarter of FY9697 to FY0102 and then also took a course from that department in the subsequent quarter.


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3.4A – What are the success rates in B.Skills courses by ethnicity?

Math • Asian: 73% • Black: 44%• Filipino: 57%• Hispanic: 49%• White: 64%• Other: 62%

English

• Asian: 75% • Black: 57%• Filipino: 72%• Hispanic: 65%• White: 77%• Other: 75%

ESL

• Asian: 85% • Hispanic: 65%• Other: 80%


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3.4B – What are the persistence rates by ethnicity?

Math • Asian: 36% • Black: 22%• Filipino: 28%• Hispanic: 27%• White: 31%• Other: 32%

English

• Asian: 49% • Black: 27%• Filipino: 42%• Hispanic: 36%• White: 47%• Other: 44%

ESL

• Asian: 52% • Hispanic: 35%• Other: 46%


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3.5 – How does Alternate Credit Affect Success/Persistence?

• English 100– Persistence: 54% Alt Credit, 44% D/F/W– Eng 100 Success: 33% Alt Credit, 27% DFW– Eng 110 Success: 18% Alt Credit, 16% DFW– Eng 1A Success: 15% Alt Credit, 11% DFW

• English 110– Persistence: 81% Alt Credit, 49% DFW– Eng 110 Success: 54% Alt Credit, 27% DFW– Eng 1A Success: 42% Alt Credit, 22% DFW


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3.6 – How many students are placed into Basic Skills and do

not enroll, or enroll in non-Basic Skills courses?

22Data Excerpted from Executive Summary P14

3.6 – Placement Outcomes

Placement Group Took Took Course in Took Took Never

Results N Recommended Subject Above Other Course Courses Enrolled

Course Recommended In Subject Outside Subject at Foothill

English 100 1,756 56.6% 7.8% 0.7% 23.7% 11.3%

English 110 1,278 58.3% 10.2% 2.7% 21.1% 7.7%

Math 200 772 52.1% 4.1% 2.1% 27.6% 14.1%

Math 101 2,334 64.3% 6.6% 2.1% 19.8% 7.3%

Math 105 1,778 62.4% 7.1% 6.4% 18.2% 6.0%

ESL 130-140 618 64.9% 3.2% 1.8% 6.0% 24.1%

ESL 150-160 1,658 70.0% 5.5% 2.1% 10.7% 11.6%

ESL 025 710 70.7% 3.8% 4.1% 13.8% 7.6%

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3.7 – Do students who complete their Basic Skills

courses have a higher rate of success than those who

don’t?


3.7A – English Course Completion and BSS Success

50%

76%

65%

71%

61%62%

77%

72%69%

74%77%

89%

77%

82%84%84%

89%86% 87% 86%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ECON 1 HIST 4 POLI 1 PSYC 1 SOC 1

Business/Social Science Course

Su

cce

ss R

ate

Success in English 100

Success in English 110

Success in English 1A

Success in English 1B

Notes:1) This chart describes the roughly 33% of students who had taken an English course prior to their BSS course.


3.7B – English Placement and BSS Success

55%

68%

64% 63%

59%

72%

84%

72%

78%

73%75%

67%

74%

81%

75%

89%90%

81%

88%87%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ECON 1 HIST 4 POLI 1 PSYC 1 SOC 1

Business/Social Science Course

Su

cc

es

s R

ate

Placed in Pre-collegiate English

Placed in CollegiateEnglish

Placed in Pre-collegiate ESL

Placed in CollegiateESL

Notes:1) This graph describes those students who had not taken an English course prior to the BSS course, but did have a placement in English or ESL - this represents roughly 33% of the students taking each BSS course.

Notes:1) This chart describes the roughly 33% of students who had taken NOT an English course prior to their BSS course, but HAD TAKEN the English Placement test..


3.7C – Math Level and Econ 1/Actg 1/Astr 10

86% 85% 85%

68% 69%

77%

57%

68%70%

76%79%

76%

60%

70%

76%

63% 64%

74%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Economics 1 Accounting 1 Astronomy 10

Content Course

Su

cc

es

s R

ate

CL Math Success

Math 105 Success

Math 200/101 Success

No Math, Placed CL

No Math, Placed BS

No Math, No Plcmt Info

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3.8 – Does our existing curriculum adequately prepare students for the sequence of classes they need to take?


3.8A – Math Sequence Progression, 1999-2000 Entering Cohort

• Starting in Math 200– Pass 200: 67%– Pass 101: 37% – Pass 105: 16% – Pass CL: 9%

• Starting in Math 101– Pass 101: 78%– Pass 105: 39%– Pass CL: 22%

• Starting in Math 105– Pass 105: 70%– Pass CL: 30%


3.8B – English Sequence Progression, 1999-2000 Entering Cohort

• Starting in Eng 100– Pass 100: 83%– Pass 110*: 52%– Pass 1A: 39% – Pass 1B: 22%

• Starting in Eng 110– Pass 110: 85%– Pass 1A: 50%– Pass 1B: 33%

• Starting in Eng 1A– Pass 1A: 88%– Pass 1B: 57%


3.8C – ESL Sequence Progression, 1999-2000 Entering Cohort

• Starting in ESL 150s– Pass 150s: 91%– Pass 160s: 56% – Pass 25: 39% – Pass 26: 29%

• Starting in ESL 160s– Pass 160s: 93%– Pass 25: 73%– Pass 26: 58%

• Starting in ESL 26– Pass 25: 96%– Pass 26: 68%

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3.9 – Is a student who took a Basic Skills sequence course

last quarter more likely to pass the next course in the

sequence than a student who waits 3+ quarters?

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3.9-Time Lag/Success in BS Sequence Courses

Data Excerpted from Executive Summary P85B

82%

76%

84%

51%

58%60%

73%75%

84%

42%

56% 56%

66%

71%

81%

37%

46%

56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Eng 100 - Eng 110 Eng 110 - Eng 1A Eng 1A - Eng 1B Math 200 - Math 101 Math 101 - Math 105 Math 105 - CL Math

Courses

Su

cc

es

s R

ate

s

Consecutive

1 qtr break

2+ qtrs break

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3.10 – Does prior course grade relate to future course

success in Basic Skills sequence courses?

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3.10A - Prior Course Grade and Success: Math


81%85%

83%

43%

57%

64%

18%

29%

42%

65% 65%67%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math 101 Math 105 CL Math

A Grade in Prior Crse B Grade in Prior Crse C Grade in Prior Crse No Prior Course, 1st attempt

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3.10B - Prior Course Grade and Success: Eng 110


85%

76%

59%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A in Eng 100 B in Eng 100 C in Eng 100 No Prior Course, 1st attempt

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3.10C - Prior Course Grade and Success: Eng 1A


89%

74%

60%

91%

72%

55%

89%

74%

65%

78%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

A in Eng 110 B in Eng 110 C in Eng 110 A in Eng 100 B in Eng 100 C in Eng 100 A in ESL 26 B in ESL 26 C in ESL 26 No P riorCourse, 1st

attempt

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3.11 – How does course load affect the success of Basic

Skills/ESL students?

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3.11A – Success and Number of Units: English


66%67%

69%

75%77% 78%

76%

82%84%

78% 78%

87%

64%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

English 100 English 110 English 1A English 1B

Course

Su

cce

ss R

ate

0 - 6.0 Units

6.5 - 12.0 Units

12.5 - 18.0 Units

Over 18 Units

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3.11B – Success and Number of Units: ESL


64%

73%

77%75%

68%

76%

69%

63%

72%

89%

83%

78%

87%

92%

86%

83%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

ESL 130-140 level ESL 150-160 level ESL 025 ESL 026

Course

Su

cce

ss R

ate

0 - 6.0 Units

6.5 - 12.0 Units

12.5 - 18.0 Units

Over 18 Units

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3.11C – Success and Number of Units: Math


60%

63%61%

55%

63%

58%

54% 53%

60%57%

63%61%

57%

66%65%

71%

62%

57%

72%

77%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Math 200 Math 101 Math 105 Math 001A Math 010

Course

Su

cce

ss R

ate

0 - 6.0 Units

6.5 - 12.0 Units

12.5 - 18.0 Units

Over 18 Units

Documents

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