Developmental Education Participation Rates and Outcomes

of Oregon Public High School Students at the Oregon

Community CollegesMichelle Hodara & Jacqueline

RaphaelEducation Northwest

Developmental Education Work GroupJanuary 10th, 2014

Increase Oregon students’ college and career readiness

and success through research, policy, and practice

Oregon Department of EducationDepartment of Community College and Workforce

DevelopmentOregon University System

Oregon Education Investment BoardSchool/district & college/university leaders

OR CCR Research Alliance

2

Developmental Education Study

• Support the 40-40-20 goal by providing a baseline statewide picture of the participation rates, characteristics, and outcomes of high school students in developmental education

• Inform changes to developmental policy and practice

• Provide each institution with findings on their population of high school students participating in developmental education

AS

Ask Questions• Pose questions that can be answered empirically

Acquire Data/ Evidence • Access and organize usable data and research findings

Analyze and Interpret • Create meaning from data and evidence gathered

Arrive at a Decision • Use analysis to make a decision

Data Sources

ODE HS exit from 2004/05 to

2010/11

CCWDCollege entry from 2005/06

to 2011/12

NSCCollege entry from 2005/06

to 2012/13

Sample: 122,255 Oregon public high school students at the Oregon community colleges after high school exit

Sample Characteristics

• First college entry– 45% enrolled during HS and continued after

HS exit – 36% enrolled within one year after HS exit– 10% enrolled two years after HS exit– 10% enrolled 3-7 years after HS exit

• Graduation status– 83% HS graduates– 4% dropped out– 13% unknown status

Is developmental education participation at your college higher or lower than the statewide

average, or similar?

0%20%40%60%80%

100%

35%

64%Statewide CC rate

How do participation rates vary by subject? How do they change over time?

2004/05

2005/06

2006/07

2007/08

2008/09

2009/10

2010/11

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Developmental math only

Developmental English only

Developmental math and Eng-lish

Last academic year at OR public high school

Are there differences in remediation rates between districts?

Districts that send the highest number of students to OR community colleges

Proportion of high school students enrolling in colleges from district

Proportion of students from district that enrolled in developmental education

Portland SD(N=9,239)

8%(9,239 out of 122,255)

68%(6,233 out of 9,239)

Salem-Keizer SD (N=8,178)

7%(8,178 out of 122,255)

62%(5,088 out of 8,178)

Beaverton SD (N=7,517)

6%(7,517 out of 122,255)

61%(4,616 out of 8,178)

Eugene SD(N=4,505)

4%(4,505 out of 122,255)

63%(2,848 out of 4,505)

North Clackamas SD(N=4,410)

4%(4,410 out of 122,255)

58%(2,559 out of 4,410)

How do course participation rates vary for students from different racial/ethnic backgrounds?

Asian (N=5,738)

White (N=94,098)

Multi/unknown (N=3,762)

American Indian (N=2,480)

Latino (N=12,454)

Black (N=3,723)

44%

37%

34%

25%

24%

23%

28%

39%

39%

38%

33%

30%

6%

4%

5%

6%

6%

10%

21%

20%

20%

30%

35%

36%College courses only

Develop-mental math

Develop-mental Eng-lish

Develop-mental math and English

What types of courses have the highest proportions of low-income students, students with a LEP status, and students

with an IEP in high school participated in?

Free/reduced price lunch in

HS (N=47,729)

Pell grantee in college

(N=45,703)

LEP status in HS (N=8,401)

Had an IEP in HS

(N=13,372)

27%

20%

25%

24%

37%

43%

27%

29%

6%

5%

8%

9%

29%

32%

38%

36%College courses only

Develop-mental math

Develop-mental Eng-lish

Develop-mental math and English

Tracking outcomes by math course starting level

2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years Math

starting course level

Students starting at this level

College math 12,018 17%

95 6,473 9%

60, 65, 70 20,542 30%

10, 20 12,523 18%

Excluded courses: 30-86

1252 2%

No math 16,389 24%

Total 69,197 100%

Tracking outcomes by English course starting level

2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years

Writing starting course

level

Students starting at this level

College English 36,920 53%

90, 95 7,524 11%

60, 65, 80 3,235 5%

Excluded courses: 10-59

5,425 8%

No English/writing 16,093 23%

Total 69,197 100%

Tracking outcomes by English course starting level

2005/06, 2006/07, 2007/08 entrants only tracked for five to seven years

Reading starting course

level

Students starting at this

level

College English 36,920 53%

90 5,146 7%

20-75, 80 4,123 6%

No English/reading 23,008 33%

Total 69,197 100%

After five to seven years, what proportion of students are still in college or have earned a

degree by math course starting level?

Enrolled in com-munity college

1 year in college

2 years in college

3 years in college

4 years in college

5 years in college

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48%

37%

27%

17%

College math

Math 95

Math 60, 65, 70

Math 10, 20

After five to seven years, what proportion of students are still in college or have earned a

degree by English course starting level?

Enrolled in community

college

1 year in college

2 years in college

3 years in college

4 years in college

5 years in college

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36%

20%17%

21%

15%

College English

Writing 90, 95

Writing 60, 65, 80

Reading 90

Lower than Reading 90

How does degree attainment differ by math course starting level?

Starting Level

College math

Math 95

Math 60, 65, 70

Math 10, 20

Earned a certificate

2% 3% 3% 3%

Earned an AA/AS

16% 13% 8% 4%

Earned an AGS/AAS

5% 7% 7% 4%

Transferred to a four-year college (NSC)

69% 47% 29% 16%

Earned a four-year degree (NSC)

35% 21% 12% 5%

How does degree attainment differ by English course starting level?

Starting Level

College English

Writing90, 95

Writing 60, 65, 80

Reading90

Lower than reading 90

Earned a certificate

2% 2% 3% 3% 3%

Earned an AA/AS

11% 4% 4% 5% 3%

Earned an AGS/AAS

6% 5% 4% 5% 3%

Transferred to a four-year college (NSC)

46% 19% 16% 18% 14%

Earned a four-year degree (NSC)

21% 7% 6% 7% 5%

What have we learned?• Developmental education participation is high

and has not changed over time– 2 in 3 high school students enroll in it

• Students of color and low-income students are much more likely to start college in developmental education– 3 in 4 Black, Latino, and American Indian students enroll in it – 4 in 5 Pell-grantees enroll in it

• The lower students start in developmental education the less likely they persist and earn a credential– Less than 20% of students who start college in the lowest levels

of developmental education persist

Questions about your college’s data

• Do the findings match your experiences at your college?

• What surprised you about your college’s data?• What have you learned from the

Developmental Education Work Group that might explain your college’s findings?

• How can you use your college’s data on your campus to inform the redesign of developmental education?

• What questions do you have, and what follow-up analyses are you interested in?