Remediation Data in Illinois’ Higher Education Systemremedial hours enrolled and earned by broad area of remedial instruction: –Mathematics - Courses designed to develop math skills

Remediation Data in Illinois’ Higher Education System

Senate Joint Resolution 41 Taskforce,

September 9, 2019

Harold Washington College, Chicago, IL

1

Eric LichtenbergerIllinois Board of Higher EducationDeputy Director of Information

Management and Research

Nathan WilsonIllinois Community College Board

Deputy Director for Academicand Institutional Effectiveness


• ICCB and IBHE Data Systems Overview

• Remediation in the Illinois Community College System– Defining Remediation– Context Data– Progress & Outcome Measures– National Comparison

• Upcoming Research Project: ICCB-College Board SAT Benchmark Project

• Transition of IL HS Graduates into IL Higher Education (ISBE Illinois Report Card)

• Remediation in Illinois 4-year Illinois Colleges and Universities

• Questions 2

Illinois Community College BoardRemedial Data Collection

ICCB Centralized Data System:

• ICCB collects credit student-level enrollment, demographic, curriculum, course, characteristics, and credential information, as well as staff and financial data.

• ICCB collects non-credit student-level demographic, course, characteristics, and completion information.

• ICCB is the State of Illinois Administrator for Adult Education and collects adult education student-level enrollment, demographic, course/curriculum, characteristics, credential, staff and financial information via the web-based Data and Information System – Illinois (DAIS-I).

• ICCB collects High School Diploma Equivalent student demographic, attainment, and testing site information.

ICCB Survey Data Collection

3

Illinois Community College BoardRemedial Data Collection

• For each student, via the annual curriculum-based collection, ICCB collects remedial hours enrolled and earned by broad area of remedial instruction:

– Mathematics - Courses designed to develop math skills. Courses may be related to basic arithmetic, math applications, elementary algebra, pre-algebra, intermediate algebra, geometry, and mathematical literacy.

– Writing/Communications (English) - Courses designed to develop writing and speaking skills. Courses may be related to fundamentals of writing, communication skills development, and language skills development.

– Reading - Courses designed to develop college reading skills. Courses may be related to reading fundamentals, reading comprehension, and literacy.

• For each student, via the annual course-based collection, ICCB collects college unique remedial course prefix/number/section, hours attempted and earned, and course grade awarded.

4

Illinois Board of Higher EducationData System

• IBHE’s Fall Enrollment I- preliminary fall enrollments and unduplicated counts of students enrolled in remediation.

• IBHE’s Fall Enrollment II (partially retired)-includes final fall enrollment disaggregated by academic program, degree-level, residency, race/ethnicity, transfer status, and gender

• IHEIS (IBHE’s Component of the Illinois Longitudinal Data System)– All semester-specific enrollment records at the student level

from all degree-granting entities specified in the ILDS Act– Annual graduation collection at the student level from all

degree-granting entities specified in the ILDS act.– New course and teacher assignment system specific to

remediation and dual credit

5

Illinois Board of Higher EducationRemedial Data Collection

IHEIS Enrollments• Semester by semester enrollment information that includes

whether the given student enrolled in remedial math or English.

• Examined longitudinally and linked to demographics and information on academic qualifications

Course Assignments (recently implemented)• For each student in a remedial or co-requisite course we

collect the course prefix, course number, credits attempted, credits earned, grade, and information on the teacher of record

• Next year, we will collect parallel information on performance in gateway courses.

6

Illinois Community Colleges Total Students Served

Fiscal Years 2005–2018

0

200,000

400,000

600,000

800,000

1,000,000

1,200,0002

00

5

20

06

20

07

20

08

20

09

20

10

20

11

20

12

20

13

20

14

20

15

20

16

20

17

20

18

Noncredit

AE & Other

Credit

7Source: ICCB Centralized Data System

Illinois Community College Remedial Education Proportion to Overall Credit Students, Fiscal Years 2005–2018

20.1% 19.9% 19.7% 19.7% 19.5% 21.1% 21.2% 20.5% 19.9% 19.7% 18.3% 16.9% 15.9% 15.1%

0

100,000

200,000

300,000

400,000

500,000

600,000

FY0

5

FY0

6

FY0

7

FY0

8

FY0

9

FY1

0

FY1

1

FY1

2

FY1

3

FY1

4

FY1

5

FY1

6

FY1

7

FY1

8

Credit Enr At Least One Rem Course


Illinois Community College Remedial Education Proportion to Overall Credit Students By Community College

Fiscal Year 2018

0%

5%

10%

15%

20%

25%

30%

Comm Coll

15.1% State Avg


Illinois Community College Students Enrolled in Remedial Education by

Instruction Type

10

59.1% 60.1%68.8%

27.6% 25.5%

22.1%

13.3% 14.4%9.1%

FY10 FY14 FY18

Transfer CTE Gen Assoc

Source: ICCB Centralized Data System

Illinois Community College Students Enrolled in Remedial Education by

Instruction Type

FY10 FY14 FY18

58.0% 58.9%68.0%

27.1% 25.0%

21.8%

13.1% 14.1%9.0%

1.9% 2.0% 1.3%

Transfer CTE Gen Assoc Other


Illinois Community College Remedial Education Students By Age Range

FY 2010 FY 2014 FY 2018

0.5% 0.1% 0.1%

54.5%45.8%

54.3%

16.6%24.7%

22.3%

12.1% 13.0%11.6%

8.9% 8.9%6.8%

6.8% 6.6% 4.2%0.6% 1.0% 0.6%0.0% 0.0% 0.0%

16 and under 17-20 21-24 25-30 31-39 40-55 Over 55 Unknown


Illinois Community College Remedial Education Students By Race/Ethnicity

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

Asian NativeAmerican

AfricanAmerican

Latino White NonresidentAlien

PacificIslander

Two or MoreRaces

Unknown

FY 2014 FY 2018


Illinois Community College Remedial Education Students By Gender

41.3%

58.7%

Male

Female


42.3%57.7%

42.7%57.3%

FY 10

FY 14

FY 18

Illinois Community College Students Enrollment by Remedial Coursework,

Fiscal Years 2010, 2014, and 20185-Year 10-Year

FY2010 FY2014 FY 2018 % Change % Change

Math Only 65,548 58,347 37,673 -35.4% -42.5%

English Only 9,231 7,994 7,197 -10.0% -22.0%

Reading Only 6,125 4,402 2,372 -46.1% -61.3%

Math & English 12,942 9,588 6,320 -34.1% -51.2%

Math & Reading 6,211 4,607 2,092 -54.6% -66.3%

English & Reading 5,279 5,713 3,706 -35.1% -29.8%

Math, English & Reading 10,506 9,896 4,793 -51.6% -54.4%

Total 115,842 100,547 64,153 -36.2% -44.6%


Illinois Community College Students Enrolled in Remedial Education Courses Fiscal Years 2006,

2010, 2014, and 2018

59.0% 56.6% 58.0% 58.7%

9.4% 11.2% 9.5% 9.9%

5.1% 5.4% 4.6% 3.3%

8.7% 9.1% 9.8% 7.5%

17.8% 17.8% 18.0% 20.7%

FY 2006 FY 2010 FY 2014 FY 2018

Math Only Math & English Math & Reading Math, English & Reading English &/Or Reading

82% 82% 79%

16

=

Of Remedial students, those that took at least one Remedial Math Course

82%


Illinois Community College Remedial Education Enrollment Takeaways

• Remedial education decrease in enrollment has occurred in all areas and outpaced enrollment declines in credit, adult education, and noncredit programs.

• Students in Bacc/Transfer Curriculums currently accounts for nearly 70 percent of remedial education enrollments.

• The majority (86 percent) of community colleges are within 8 percent of the statewide rate of students enrolling in remedial education courses.

• Approximately 80 percent of students in remedial education take at least one Math remedial course and that has remained constant.

• Latino and African-American remedial students are overrepresented in remedial education courses compared to overall courses in community colleges.

17

Illinois Community College Student Course Completion in Remedial Education

50%

55%

60%

65%

70%

75%

80%

85%

90%

FY0

5

FY0

6

FY0

7

FY0

8

FY0

9

FY1

0

FY1

1

FY1

2

FY1

3

FY1

4

FY1

5

FY1

6

FY1

7

FY1

8

Remedial Education Course Completion Rate Compared to Overall Rate, Fiscal Years 2005-2018

Overall (NoDev Ed)

Dev Ed


Illinois Community College Rate of Remedial Education

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

Fall 2014 Fall 2015 Fall 2016

Full-time, First-time Degree or Certificate-Seeking Students Enrolling in One or More Remedial Courses in Entering Fall Term

Remedial No Remedial


Illinois Community College Student Graduation Rates

27.10%

28.20%

30.60%

37.00%

37.70%

39.40%

18.00%

19.10%

20.80%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45%

2014 Cohort

2015 Cohort

2016 Cohort

Full-time, First-time Degree or Certificate-Seeking Students Completing within 150% of Normal Time

Remedial No Remedial Overall


Illinois Community College Student Advancement Rates

61.60%

61.80%

62.90%

70.00%

70.10%

70.10%

54.00%

53.80%

54.90%

0% 10% 20% 30% 40% 50% 60% 70% 80%

2014 Cohort

2015 Cohort

2016 Cohort

Full-time, First-time Degree or Certificate-Seeking Students Completing, Still Enrolled, or Transferring within 150% of Normal

Time

Remedial No Remedial Overall


Illinois Community College Student Credit Accumulation in First Year

22

53.9% 52.9%54.5% 54.3% 54.1%

11.5% 12.2% 12.5% 12.7%14.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

Fall 2013 (FY14) Fall 2014 (FY15) Fall 2015 (FY16) Fall 2016 (FY17) Fall 2017 (FY18)

Fall First-Time Degree or Certificate-Seeking Students Completing 24 Credit Hours Within First Academic Year

No Remedial vs Remedial

Full-time Overall(No Remedial)

Full-time Remedial


Percentage of First-Time, Credential-Seeking Freshmen Who Enroll in Math Remedial

Education in First year

0%

10%

20%

30%

40%

50%

60%

70%

IL TX WI IN TN OH MO

23Source: ICCB Centralized Data System & Complete College America

Percentage of First-Time, Credential-Seeking Freshmen Who Enroll in English Remedial

Education in First year

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

IL TX WI IN TN OH MO

24Source: ICCB Centralized Data System & Complete College America

Illinois Community College Student Success Takeaways

• Students enrolled in remedial courses complete 13 percent less of their courses compared to non-remedial courses.

• 5 out of 10 incoming students enroll in remedial education course(s).

• Incoming students initially enrolling in remedial education course(s) have substantially lower outcomes related to Graduation Rate, Advancement Rate, and Credit Accumulation.

• Nationally (for other state data that are available) Illinois compares favorably in relation to rate of incoming students enrolling in a remedial course(s).

25

ICCB and College Board SAT College Readiness Research Project

• ICCB in the process of executing a data agreement with The College Board.

– Illinois began administering the College Board SAT to all 11th-grade public school students in the 2016-17 school year.

– Linking College Board SAT Evidence-Based Reading and Writing and Math section scores from individual records with ICCB student records will allow ICCB and the Illinois Community College System to analyze college readiness related to SAT benchmarks.

26

Transition of IL HS Graduates into IL Higher Education

IL HS Graduating

ClassGraduates

(N)

Attending Illinois

Community College (N)

Attending Illinois

Community College (%)

Enrolled in Remedial

Courses (N)

Enrolled in Remedial

Courses (%)

2013 138,520 39,922 28.8 19,427 48.7

2014 132,661 42,256 31.9 20,894 49.4

2015 128,527 41,464 32.3 19,388 46.8

2016 137,548 42,703 31.3 19,506 45.7

27Source: ISBE Illinois Report Card (Via ISBE and ICCB Data Match)

28

0

500

1000

1500

2000

2500

3000

3500

4000

2014 2015 2016 2017

Annual Enrollments in Remediation/ Development Education at Illinois Public Universities (2014-2017)

CSU EIU ISU NEIU SIUC SIUE UIC UIS WIU

Source: IBHE Fall Enrollment Survey I

29

0%

5%

10%

15%

20%

25%

2014 2015 2016 2017

Proportion of 12-month Undergraduate Enrollments in Remedial Coursework (2014-2017)

CSU EIU ISU NEIU SIUC SIUE UIC UIS WIU

Source: IBHE Fall Enrollment Survey I and IPEDS 12-Month Enrollment

What Happened at Southern Illinois University Carbondale?

• SIUC Mathematics employed a two-pronged approach1) SIUC improved and expanded the variety of math

courses to meet the needs of students in non-quantitative fields to satisfy university core requirements. • State-of-the-art liberal arts mathematics course

• Data science course

2) For students in majors requiring a higher level of mathematics, they moved to a co-requisite model and eventually found it no longer had to schedule their non-credit intermediate math course.

30

Co-requisite Modeling at SIUC• For college algebra, they introduced a co-remediation

class, in which students lacking the requisite math skills were able to master college algebra and the prerequisite material in a single semester.

• SIUC is applying this same method at higher levels as well.– Although college algebra and trigonometry are credit

bearing courses, sometimes the long sequence to get into Calculus I prevents STEM majors from graduating in four-years

– SIUC integrated many of the algebra and trigonometry prerequisites with a traditional Calculus I course into a single semester course

31

Results at SIUC

32

55%

32%

62%

0% 10% 20% 30% 40% 50% 60% 70%

Co-Remediation

Traditional (Intermediate Algebra)

Traditional (Direct Placement)

Pass Rates in College Algebra

• College-ready students still have an advantage, but for a student lacking the requisite preparation for direct placement in college algebra, co-remediation has an overwhelming advantage.

• The other issue is the conditional aspect of taking the traditional intermediate algebra to college algebra math pathway.• Before, getting into college algebra was conditional upon passing

intermediate algebra and the pass rate in that course had been around 27%.

• The conditional probability of passing college algebra for someone taking intermediate algebra was only 8.7%.

Source: Communications with SIUC Representatives

Sample of Undergraduate Students Enrolled in Remedial Coursework in fall of 2018-19

• Inclusive of the seven Illinois public universities: CSU; EIU; ISU; SIUE; UIC; UIS; and WIU

• The information is limited to Language Arts/English and Math remediation

– If a public university is offering remediation in another subject area, we didn’t collect it

– Fall only, so it is possible that some students (non-freshmen) took remediation prior or could have taken it subsequently

33

Remediation in Fall of 2018-19

34

11.4%

88.6%

Remediation Status for New Freshmen (n=15,165)

Remediation in either Math or English No Remediation

3.2%

96.8%

Remediation Status for all Undergraduates (n=65,854)

Remediation in either Math or English No Remediation

Source: IBHE’s IHEIS Fall Enrollment Collection

Remediation Status and Class Level

Class Level Remediation Rate

Non-Degree Seeking 5.6%

Freshmen 11.4%

Sophomore 1.3%

Junior 0.7%

Senior 0.2%

35

82.0%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Remedial Students

Class Level Distribution of Students Enrolled in Remedial

Education in fall of 2018-19

Non-Degree Freshmen Sophomore

Junior Senior


36

32%

13%

4%

8%

22%

17%

27%

55%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Remediation No Remediation

Racial/Ethnic Distribution of All Undergraduates in Fall of 2018-19 by Remediation Status

African American AsianHispanic WhiteOther Non-Resident AlienNot Reported


37

31%

16%

5%

8%

26%

21%

29%

47%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Remediation No Remediation

Racial/Ethnic Distribution of First-Year Undergraduate Students by Remediation Status

African American Asian Hispanic

White Other Non-Resident Alien

Not Reported


38

88.4%

94.3%

38.7%

92.6%

88.3%

77.9%

65.9%

0.0% 20.0% 40.0% 60.0% 80.0% 100.0%

EIU

ISU

CSU

SIUE

UIC

WIU

UIS

Detailed Remediation Status for Freshmen by Public University in Fall of 2018-19

No Remediation Math Only Math and English English Only


39

88.2%

89.0%

7.8%

7.0%

3.0%

3.1%

0% 20% 40% 60% 80% 100%

Male

Female

Gender and Detailed Remediation Status for Freshmen at Illinois Public Universities in Fall

of 2018-19



40

84.6%

92.0%

10.0%

5.2%

0% 20% 40% 60% 80% 100%

Received Pell

No Pell

Pell Receipt and Detailed Remediation Status for Freshmen at Illinois Public Universities in Fall of 2018-19



85.2%

92.0%

9.8%

5.2%

0% 20% 40% 60% 80% 100%

Received MAP

No MAP

MAP Receipt and Detailed Remedition Status for Freshment at Illinois Public Universities in Fall of 2018-19


Detailed Remediation Status and High School Academic Qualifications

ACT Comp ACT English ACT Math SAT Comp SAT MathSAT Critical

ReadingHigh School

GPA

No Remediation 22.55 22.48 22.04 1117.27 561.22 566.88 3.33

Math Only 19.91 19.90 18.67 1009.06 486.67 532.76 3.09

Math and English 17.75 17.90 17.23 943.79 477.91 471.45 3.15

English Only 19.54 18.03 19.97 997.03 510.30 489.20 3.16

41Source: IBHE’s IHEIS Fall Enrollment Collection

Differences in Academic Qualifications in Freshmen by Remediation Status

High School GPA ACT Composite

Remed. No Remed. Diff. Remed. No Remed. Diff.

EIU 2.92 3.11 -0.19 18.38 20.68 -2.30

CSU 18.12 19.42 -1.30

ISU 3.12 3.29 -0.17 20.65 22.80 -2.15

SIUE 3.04 3.39 -0.35 18.31 22.98 -4.67

UIC 3.24 3.30 -0.06 21.03 22.94 -1.91

WIU 3.02 3.27 -0.25 18.93 20.60 -1.67

UIS 3.20 3.66 -0.46 20.18 25.55 -5.37

42


43

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

EIU CSU SIUE UIC UIS

Performance on ACT English Subject Test for Freshmen by Remediation Status

English Remediation No English Remediation


44

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

EIU ISU CSU SIUE UIC WIU UIS

Performance on ACT Math Subject Test for Freshmen by Remediation Status

Math Remediation No Math Remediation


Academic Performance in College among First-Time/ Full-Time Students by Detailed Remediation Status

45

0.00

0.50

1.00

1.50

2.00

2.50

3.00

College GPA

College GPA by Detailed Remediation Status

No Remediation

Math Only

Math and English

English Only

12.9

9.3

6.0

8.8

0

2

4

6

8

10

12

14

Credits Earned

Credits Earned by Detailed Remediation Status

No Remediation Math Only

Math and English English OnlySource: IBHE’s IHEIS Fall Enrollment Collection

Has there been evidence of misplacement into remediation courses?

• National research has established that 18% of students at public universities who took remediation (either math or English) were well academically qualified

• Defined as having two or more of the following:– 3.5+ high school GPA

– 24 or higher on the ACT

– Calculus as their highest math course in HS

46

Chen, X. & Simone, S. (2016). Remedial Coursetaking at U.S. Public 2- and 4-Year Institutions: Scope, Experiences, and Outcomes. Institute for Education Sciences, National Center for Education Statistics: Washington, DC.

Was there evidence of misplacement with the sample of undergraduates at Illinois Public

Universities?• Using a similar framework, we found only 40 cases of well

academically qualified first-year students enrolled in remediation (2.3% of the freshmen taking remedial coursework in fall of 2018-19).

• However, this doesn’t account for potential deficits in particular subject areas. For example, a student could perform well in all subjects but math, and still have a 3.5 or higher GPA and/or a 24 or higher on the ACT.

• With a more math-specific measure, there were only 14 cases of well-academically qualified first-year students being enrolled in remediation in math (1.1%).

• With a more English-specific measure, there were only 9 cases of well-academically qualified first-year students enrolling in English remediation (1.5%).

47

Key Takeaways• Among the sample, disproportionately more African

American and Latinx students took remedial coursework at Illinois public universities.

• There were no discernable gender differences.• There was a lot of variation in the rates of remediation

across the public universities.• Not all Illinois public universities offer the same

remedial coursework.• There were only a few instances of well- academically

qualified students being placed in remedial coursework at Illinois public universities.

• Non-remedial students academically outperform remedial students at college.

48


Senate Joint Resolution 41 Taskforce,

September 9, 2019

Harold Washington College, Chicago, IL

49

Eric LichtenbergerIllinois Board of Higher EducationDeputy Director of Information

Management and Research

Nathan WilsonIllinois Community College Board

Deputy Director for Academicand Institutional Effectiveness

Documents

Remediation Data in Illinois’ Higher Education Systemremedial hours enrolled and earned by broad area of remedial instruction: –Mathematics - Courses designed to develop math skills