Embed Size (px)
Citation preview
Texas Academic Skills Program
Texas Higher Education Coordinating Board
August 1995
Texas Higher Education Coordinating Board
Leonard Rauch, ChairmanCharles C. Sprague, M.D., Vice ChairmanW. Mike BaggettHerbert L. ButrumJoaquin G. Cigarroa, Jr., M.D.Rene HaasJuan J. HinojosaJoseph R. KrierWendy MarshJanie S. McGarrAndrew MelontreeMartha MillerTom C. NicholsPatricia S. PratherRay E. Santos, M.D.Carlos VillaMary Beth Williamson
HoustonDallasDallasHoustonLaredoCorpus ChristiMcAllenSan AntonioAmarilloDallas
TylerTexarkanaLubbockHoustonLubbockEI PasoSan Antonio
Coordinating Board Mission
The mission of the Texas Higher Education Coordinating Board is to provide theLegislature advice and comprehensive planning capability for higher education, tocoordinate the effective delivery of higher education, to administer efficiently assignedstatewide programs, and to advance higher education for the people of Texas.
Coordinating Board Philosophy
The Texas Higher Education Coordinating Board will promote access to quality highereducation across the state with the conviction that access without quality is mediocrityand that quality without access is elitism. The Board will be open, ethical, responsive,and committed to public service. The Board will approach its work with a sense ofpurpose and responsibility to the people of Texas and is committed to the best use ofpublic monies.
Created by the Texas Legislature in 1965, the Texas Higher Education CoordinatingBoard works with institutions of higher education, other state agencies, the Legislatureand the Governor to ensure that Texans seeking higher education have access to highquality programs. The Board's overall responsibilities include assessing the state ofhigher education in Texas, making recommendations to the Governor, Legislature andinstitutions for its enhancement, and establishing policies for the efficient and effectiveuse of the state's higher education resources.
Texas Academic Skills Program
Annual Report on the TASPand the Effectiveness of Remediation
Executive Summary
The Texas Academic Skills Program (TASP)
The Texas Academic Skills Program (TASP) was created by the 70th TexasLegislature in 1987 as an early assessment and academic support program forall students entering Texas public institutions of higher education. The firstTASP Test was administered March, 1989.
.
Students are required to take the TASP assessment to determine if they havethe reading, writing, and mathematics skills, as defined by higher educationfaculty I to be successful in college.
.
Students found to have academic skill deficiencies in these areas mustparticipate continuously in remediation programs until skill mastery isdemonstrated by passing the appropriate sections of the TASP Test.
.
Students must pass all three sections of the TASP Test before they can takeupper-level courses beyond 60 semester credit hours and before they cangraduate from a certificate, associate or baccalaureate level program.
.
Institutions may require local placement tests with standards that are higher thanrequired by the state-mandated TASP. All remediation efforts, whether based onlocal tests or the TASP Test, are included in the cohort analysis. Trend analysisis based on TASP Test performance alone.
.
Effectiveness of Remediation
This report includes both a trend analysis of year-end test results and a cohort analysisof academic performance. Trend analysis is appropriate for making comparisons ofstudent performance among groups over time. The cohort analysis should be usedonly as a snapshot of the progress of a particular group of students at a given point in
iii
time. Any group comparisons from the cohort data should be made only when cohortshave been in existence for a similar time period (two cohorts--one that has been inexistence for four years and the second for three years-- should only be compared withdata from their respective second and third years).
Trend Analysis
Trend analysis shows student performance on the TASP Test by ethnicities andacademic subjects at Texas public postsecondary institutions for academic years 1989-90 through 1993-94. The raw numbers of all students except White students continueto increase, and the proportion of all students except Whites attempting the TASP Testcontinues to increase. Minority students are accounting for proportionately more of theentering and tested freshmen students, reflecting the changing demographics of Texas.
Comparison of 199.3-94 annual results with the previous years' results is difficultbecause of several programmatic changes implemented September 1993 -exemptionsfrom the Texas Academic Skills Program through high performance on other testinstruments, changes to the test instrument in anticipation of increasing standards, andthe rescinding of the "15 hour rule" for attempting the test. These programmaticalterations have caused a dramatic change in the tested population, and less preparedstudents are now attempting the examination, resulting in dramatically lower pass rateswhen compared with previous years.
The data still support some general conclusions:
.
Asian students have more difficulty with the language assessments of readingand writing, and all other students have more difficulty with the mathematics
assessment;
.
all minorities except Asians appear to be increasing in proportion of overallpassing rates, and
.
all minorities pass in proportions that exceed their proportions of studentsattempting the assessment.
Not included in these analyses are students exempt from the T ASP through collegecredit earned prior to the 1989-90 academic year, students participating in TASP-waived certificate programs, students attending independent or out-of-state institutions,high school students who attempt the TASP Test, and students attending upper divisionor medical institutions where numbers are so few that student privacy might be violatedif TASP score data were released. Finally, excluded from the cohort analyses arestudents attending only one semester of an academic year.
IV
Cohort Analysis
The success of students requiring remediation is compared to the success of studentsnot requiring remediation as measured on grade point averages above 2.0 (C average),attempting and passing college level coursework with a 0 or higher, retention rates, andhighest award earned (cohorts 1989-95 and 1990-96 only).
Cohort studies, when complete, will allow for a given cohort to be analyzed over a six-year period, the time in which most students can be expected to complete anundergraduate education. Future reports will follow the four cohorts presented here, aswell as new cohorts as they come into existence until their sixth year.
Statewide, students who completed required remediation are performing in college atlevels generally comparable to those students who did not require remediation. Datashow that when students complete remediation, they:
obtain a grade point average of 2.0 or higher at rates within 10 percentage pointsof students not requiring remediation,
.
pass the first college-level English course at rates within 10 percentage points ofstudents not requiring remediation, and
.
pass the first college-level mathematics classes at rates within 20 percentagepoints of students not requiring remediation.
.
After a five year period, students who complete remediation earn certificates andassociate degrees at a proportionately higher rate than students who do not requireremediation. Students who do not require remediation earn proportionately morebaccalaureate degrees, but students who complete remediation remain in school longerand may perform at the same level if given additional time to complete their degrees.
v
Annual Report on the T ASPand the Effectiveness of Remediation
INTRODUCTION
Background
In 1985, the Texas Higher Education Coordinating Board appointed the Committee onTesting to determine how many Texas students entering college were inadequatelyprepared for college-level work and to explore the feasibility of creating a basic skillstest for entering students. The committee was directed to repor1 its recommendationsfor addressing the problem to the Select Committee on Higher Education.
The committee repor1ed that the problem of under preparation facing Texas studentscould no longer be ignored. Texas had to take steps to insure that students enteringpublic institutions of higher education possessed the basic skills required to be effectivein college and reap the maximum benefit from their educational experience. Afterholding several public hearings, visiting other states to study their basic skill testingprograms, and considering several possible approaches, the committee issued a reportentitled A Generation of Failure: The Case for Testing and Remediation in Texas HigherEducation (July 1986). The committee estimated that at least 30 percent of thestudents who enter Texas public higher education each year cannot read, write, orcompute at levels needed to perform effectively in higher education. Some of thosecollege students leave higher education because they lack needed skills, not becausethey lack ability. Others may receive degrees without mastering basic reading, writing,and mathematics skills.
To remedy the problem, the Committee on Testing recommended that Texas adopt adiagnostic test for the reading, writing, and mathematics skills needed to performeffectively in college. The committee also suggested that the test be administered afteradmission decisions had been made, thereby avoiding a possible move to admitstudents according to their performance on the skills test. Another recommendationcalled for all institutions to develop both advising programs for all students and remedialprograms to meet the needs of under prepared students.
Accountability for such an extensive and important education initiative was a majorconcern of the committee. The committee recommended that each institution reportannually to the Texas Higher Education Coordinating Board the effectiveness ofremedial and advising programs.
The Coordinating Board has adopted rules that address specific issues related to the
administration of the T ASP, including rules governing when students take the test andwhat action is needed if performance indicates a need for remedial intervention.Continuous remediation is required by Coordinating Board rules, although no particularprogram is prescribed. The individual instructional needs of skill-deficient students aredetermined by the institutions. Developmental educators and academic advisors oneach campus, with appropriate educational experience, resources, and knowledge of
2
the background of each student, determine the best way to meet student needs.Institutions are encouraged to provide a wide variety of remedial options to students,including classroom instruction, tutorials, self-paced classes, computerized instructionand self-directed study.
Although the testing component of the T ASP usually receives most of the public'sattention, TASP is much more than a test. Skill assessment is accompanied byacademic advising and placement into courses at appropriate levels, or remediation ifnecessary. While the TASP created the first statewide skill assessment andremediation program in Texas, many public colleges and universities had a long historyof diagnostic assessment and academic assistance for under prepared enteringstudents. When implementing the TASP, the Coordinating Board took advantage ofthis institutional experience in assessment and remediation by adopting rules allowingcolleges and universities to continue administering diagnostic examinations already inplace to entering students.
The Coordinating Board believes that students benefit most from early and intensiveremediation. Board rules require a student to participate in remediation every semesterof enrollment until all sections of the examination are mastered. Although studentsneeding help in more than one content area do not have to remediate in all areas atonce, they must continuously work on skill development in at least one area eachsemester they are enrolled. Continuous remediation motivates students to developtheir skills early so that they have the greatest opportunity for success in college-levelcourse work; therefore, evaluations of advising and remedial programs are alsoconducted to determine program effectiveness.
Funding
In addition to formula funding for course-based remediation, more than $22.6 million ofremedial program start-up funding was appropriated to institutions during the1990-1991 biennium. The Legislature appropriated $11.6 million for non-course basedremediation during the 1992-1993 biennium, $11.9 million for the 1994-1995 biennium,and $11.7 million for the 1996-1997 biennium.
THE TASP TEST
Development
More than 3,000 Texas higher education faculty and administrators were involved in thedevelopment of the TASP Test. They served on key committees and contributed to thevalidation and standard setting processes.
3
Three content committees --one each for reading, writing, and mathematics --determined which skills and sub-skills should be tested, reviewed test materials for bias,and reviewed test items for accuracy, appropriateness, and skill match. A separatecommittee studied all test materials to insure that they were free from bias. Finally,regional panels provided an additional review of the materials.
Through surveys, several thousand Texas faculty were asked if the skills to be testedrepresented preparation necessary for success in an undergraduate degree orcertificate program. Results of the validation survey indicated the chosen skills were
necessary.
Following the development and validation of the skills and test items, the items werefield-tested on freshmen students attending public colleges and universities. Thecontent and bias review committees reviewed and approved changes to items found tobe unsatisfactory.
Test Components and Scoring
Each section of the TASP Test is designed to measure a student's skills in relation to astandard of competence established by the Texas Higher Education CoordinatingBoard. For a complete list of the 28 tested skills, refer to Appendix B.
The reading section includes 300- to 700-word reading selections similar to those foundin course materials (e.g" textbooks, lab manuals, articles) students are likely toencounter during their first year in college. Students respond to approximately 40multiple-choice questions from 1 0 to 12 reading selections.
The mathematics section consists of approximately 50 multiple-choice questionscovering fundamental mathematics, algebra, and geometry. Test questions focus on astudent's ability to perform mathematical operations and solve problems. Appropriateformulas are provided to students for use in performing some calculations. Studentsmay not use calculators during the test.
The writing section consists of two parts -approximately 40 multiple-choice questionsand a writing sample. Passing the writing section is based primarily on the essay; themultiple-choice is used only if the student receives a failing grade on the essay fromone or both of two scorers. The multiple-choice section assesses students' ability torecognize various elements of effective writing. Writing assignment topics are similar totypical in-class essay assignments. Students are not allowed to use dictionaries duringthe test.
The TASP Test is administered six times per year at more than 100 testing centersacross the state. Standardized test administration procedures ensure security,
4
uniformity, and fairness. At the beginning of a test session, each student receives atest booklet that contains all three sections of the examination. The sections are nottimed and students may work on the sections in any order they choose. A total of fivehours is given for a test session, during which time a student may work on one, two, orall three sections. If a student is retaking the examination, only those sections failedmust be repeated. The total testing time is provided for all students regardless of thenumber of sections they choose to attempt. In keeping with the Americans WithDisabilities Act of 1990 and the Rehabilitation Act of 1973, students with disabilitiesmay be entitled to special accommodations for the TASP Test. Accommodations caninvolve changes to the test environment or to the test materials. Students must providedocumentation of their disability in order to get appropriate accommodations.
Multiple-choice test questions are machine scored. Writing samples are holisticallyscored by trained scorers from across the state. The writing scorers look for effectivecommunication of a complete message to a specified audience for a stated purpose.Appropriateness, unity and focus, development. organization, sentence structure,usage, and mechanical conventions are the characteristics considered in scoring writingsamples. Failing essays are also analytically scored.
Each test form is constructed in a way that allows computation of a total score for eachsection as well as diagnostic information about performance on individual skills orgroups of skills. Each student receives an individual score report that providesinformation about total score for each section (pass/fail) and an indication of strengthsor weakness for each skill area. Students may choose up to three institutions toreceive a copy of the score information.
Trend Analysis
Annual student test performance data allows for a trend analysis of that data. The dataare from the institutional CBM 002 TASP reports to the Coordinating Board and from
National Evaluation Systems (NES), Inc. data tapes. NES presently is the contractor
responsible for the publication, administration, scoring and-score reporting of the TASPTest. All trend data figures refer to students at Texas public postsecondary institutions
during the academic years 1989-1990 through 1993-1994. The figures reflect all
attempts --initial or repeat --to complete the test section or battery-
5
Figure 1 shows by academic year the raw number of students who were administeredthe TASP Test and the numbers of students successfully completing all three sections(passing the TASP Test) during that academic year. The percent of students passingthe TASP Test is computed by dividing the "Passing" figure by the "Tested" figure. Theproportion of students passing the TASP Test has generally averaged about 65 percenteach year until 1993-94, when programmatic changes were implemented that alteredthe tested population, resulting in a lower overall passing rate (see Programmatic
Changes, p. 10). For data trend analysis, 1993-94 results will be shown on all datacharts but will not be compared with previous years in the discussion.
Figure 1: Tested and Passing TASP Test
Public Postsecondary Institutions
6
~
U A Y 1989-90
.AY 1990-91
~ AY 1991-92~~ AY 1992-93
-AY 1993-94
AY 1989-901 i 88.5% 78.7% i 79.3%
AY 1990-91:1 i 87.3%; / 78.8% i 81.4%
AY 1991-92 !! i 86.2%' 76.8% 81.7%'I
AY 1992-93 : 85.8% 77.3%; 81.8%AY 1993-94 1 ; 78.0% : 65.3% i 75.9%
!
Figure 2 illustrates the proportion of all students passing the individual subject mattertests of reading, mathematics, and writing. The trend for reading is down from a high of88.5 percent in academic year 1989-1990 to 85.8 percent in 1992-1993. The trend inmathematics is also generally down, though an increase of one-half of one percent isevident from the 1991-1992 level. The trend in writing seems to be fairly steady,showing incremental increases over the past two years. While the trend data seem tobe down or "flat," more than 75 percent of the students passed the mathematics test,approximately 80 percent passed the writing test, and more than 85 percent passed thereading test in any given year except 1993-94 (see Programmatic Changes, p. 10).
7
Although the overall passing rate of all students remained roughly the same until 1993-94, and although passing rates for all students by subject declined slightly or remained"flat," there were steady increases in the passing rates of the Black and Hispanicminorities. If these trends continue, the passing rates for minorities except Asiansshould continue to approach the passing rate for Whites (pass rates by subject matterand ethnicity are given in Appendix C; overall pass rates are given in Figure 5).
Programmatic Changes
A number of programmatic changes implemented in the 1993 fall semester affected theTexas Academic Skills Program. These changes included exempting students from theTASP based on high performance on the Scholastic Assessment Test (SAT), AmericanCollege Test (ACT), or the Texas Assessment of Academic Skills (TAAS). Anotherchange was the rescission of the rule by which students could wait until their 15thcollege hour to take the TASP Test. Now, all students must attempt the test by theirninth college hour. Finally, changes to the assessment instrument made for a longerand slightly more difficult test.
These programmatic changes affected the TASP Test passing rate for academic year1993-1994. A study was completed to insure that these changes affected nodemographic group's pass rate disproportionately. The results of that study follow.
Testing Instrument Changes
Effective with the fall semester 1993, changes were made to the reading and themathematics portions of the TASP Test, and a new type of prompt on the essay portionof the writing test was introduced to reflect a more realistic college writing assignment.All of these changes were field tested before implementation to assure that no
demographic group would be disproportionately affected. However, analysis of testitems common to all forms of the TASP Test back to its September 1991 administrationshow a decline in performance by the 1993-94 students.
The decline in performance reflects a change in the tested population. Test formequating assures that students, given no change in the tested population, have thesame chance of passing from one test form to another, i.e" no one test form is moredifficult than another test form. Thus, if the tests are shown to be equivalent in difficulty,but test passing rates decline significantly from one year to the next, then it is knownthat the population tested changed. Two factors were identified that account, at least inpart, for the change in population -the exemption of certain students and the rescissionof the 15 hour rule.
10
ExemQtions
Texas Education Code. Sect. 51.306(m) exempts students from the Texas AcademicSkills Program based on exceptionally high performance on either the TexasAssessment of Academic Skills (TAAS) , the Scholastic Assessment Test (SAT), or theAmerican College Test (ACT). Texas public institutions of higher education determinewhich students meet the performance levels set by the Coordinating Board.
The number of students sitting for their initial attempt on the TASP Test duringacademic year 1993-94 was 94,297. There were 5,511 exemptions awarded based onhigh performance on the TMS, SAT, or ACT. This gave an exemption rate of 5.5percent. When the exempted students were factored into the pass rate, the pass rateincreased by two percentage points.
The SAT accounted f,or 69.8 percent of all exemptions awarded; the ACT accounted for8.5 percent, and the TAAS accounted for 21.7 percent of all exemptions awarded. Atotal of 72.1 percent of the exemptions were awarded by four-year institutions, while27.9 percent of the exemptions were awarded by two-year institutions. By studentethnicity, Whites accounted for 77.8 percent of all exemptions, Asians accounted for 9.6percent, and Hispanics accounted for 8.3 percent of all exemptions awarded. Blacksand Others accounted for 2.3 and 1.9 percent of the exemptions awarded, respectively.
The exemptions depress the TASP Test pass rate because the top tier (5.5 percent) ofstudents, all of whom presumably would have passed the TASP Test. is not tested.However, an increase in the pass rate of only a couple of percentage points is notsufficient to account by itself for the total decline in the pass rate observed.
Rescinding of "15-Hour Rule"
Texas Education Code, Sect. 51.306 requires students to attempt the TASP Test in thesemester in which they complete their ninth semester credit hour (SCH). Prior to fallsemester, 1993, Coordinating Board rules allowed an institution to permit its students towait until they had completed 15 SCH to attempt the T ASP Test, if the incomingstudents were administered a local placement examination upon entry and placed into
appropriate remediation as needed.
To comply with the statute, the "15-Hour Rule" was rescinded effective in the fallsemester 1993. As a result, it appears that a less-prepared student population is beingtested, lowering the passing rate statewide. More than half (58.6 percent) of allinstitutions had elected the 15-hour rule, accounting for 61 percent of the two-yearinstitutions, 52 percent of the four-year institutions, and 64.1 percent of the tested
student population.
1
Figure 6
100% -
~
15 Hr. Schools 9 Hr. Schools
As Figure 6 shows, this change had a profound effect on student test performance.Examination of only those students who ~ the TASP Test shows that a clearincrease in the proportion of those students occurred in the 1993-94 academic year atinstitutions that historically had been under the 15-hour option.
Requiring the 9-hour rule for all institutions now captures TASP-tested students whootherwise would have had an additional semester preparation, particularly at the two-year community and technical colleges, where many students enter for limited retrainingonly. Many of these students now test under the statute at nine hours, perhaps failing asection or more, and never attempt a retest because they have achieved their limitedgoal and have left higher education.
While rescinding the "15-hour rule" caused a general change in the tested population, itdoes not affect anyone group disproportionately. The spread of pass rate decreasesacross all ethnicities is 2.4 percentage points (from a 12.2 percentage points decreasefor White students to a 14.6 percentage points decrease for Black students).
An examination of the changes between 1992 and 1993 in the proportion of studentsfailing the test disclosed that no one group was affected more significantly than anotherBy ethnicity, the proportion of failing students increased for Whites (0.8 percent) andAsians (0.3 percent) and decreased for all other ethnicities by less than 1.1 percentcombined. Similarly, when the failing proportions were examined by age grouping,
12
differences were minor -the largest change was in the age group of 20-29 (+ 4.1percent). Finally, the data were examined by ethnicity and gender at both historically"9-hour schools" and historically "15-hour schools". Any increase or decrease in theproportion of failures from 1992 to 1993 was 1.5 percent or less.
In conclusion, no demographic group has been affected disproportionately by the
programmatic changes, though the population tested as a whole is less prepared at thetime of testing as a result of the rescission of the "15-hour rule." For more detailedinformation, contact the TASP Office at (512) 483-6330.
Until the fall semester, 1993 the TASP Test had a common passing standard based oncommon test content and a common tested population, and trend comparisons werevalid. One of these elements, the tested population in 1993-94, has changed.Because of this change, comparisons of academic year 1993-94 and previous yearsshould be approached with caution.
13
COHORT STUDIES
Introduction
A "cohan" is defined as a "group of individuals having a statistical factor in common in a
demographic study" (Webster's Ninth New Collegiate Dictionary). The cohons studiedhere are first-time entering freshmen who remain in school for at least two semesters,not necessarily contiguously, through the following fall semester. The cohon data
presented below do .QQ! represent trends; rather, the data mark the progress of thecohon to date.
Higher Education in Texas, 1992
The present study concerns the 29 public universities and 69 public community andtechnical colleges submitting TASP reports to the Coordinating Board from 1989 to1992, the entry date of the latest cohort included in the study. Texas ranked thirdnationally in the number of private and public institutions of higher education in 1991and fourth in 1993 ("Facts on Higher Education in Texas", 1991, 1993). Publicuniversities accounted for approximately 50 percent of the student enrollment in publichigher education in Texas, and community and technical colleges accounted forapproximately 50 percent.
Freshmen Enrollment
In 1992, freshmen accounted for 43 percent of the student body, with 25 percentattending four-year institutions, and 75 percent attending two-year institutions. First-time, full-time entering freshmen were 9 percent of the total student population.Approximately 50 percent of these freshmen attended four-year institutions, andapproximately 50 percent attended two-year institutions.
Retention
Four-year institutions retained almost 69 percent of their freshmen. Community andtechnical colleges retained slightly fewer than 51 percent of their freshmen.
Graduation
Twenty-four percent of students transferred from two-year institutions to four-yearinstitutions to complete their college education. Twenty-three percent of the two-yearstudents earned an associate degree or certificate and did not transfer to a seniorinstitution. At public universities, 47.6 percent of first-time, full-time (enrolled in 12 or
14
more semester credit hours) students graduated within six years (THECB 1993Statistical Report).
The reader should remember these general figures when looking at the cohort databelow. For example, the 1992-93 community college graduation figures cited aboveare six-year figures for first-time, full-time freshmen who entered fall 1987 t accountingfor only slightly more than 12 percent of the community and technical colleges' studentpopulation. More than 85 percent enrolled part-time and may be still be attendingschool part-time or may have completed a personal training or re-training goal short ofearning a degree or certificate and left Texas public higher education. Presently thereis no way to distinguish between students in the cohort data who attend part-time andthose who have left higher education. This may cause a misleading and inaccurateremediation completion rate. At present, there is no way to exclude students who haveleft higher education from the cohort database.
Design
Three principles were established for assessing the effectiveness of remediation.These principles guided the development of the evaluation criteria and the datacollection system.
The first principle requires student academic progress to be monitored over time.Students must be given a sufficient amount of time for learning to take place. Indicatorsof academic progress must be collected at several points during the students' academiccareers for accurate measurement of progress.
Second, multiple indicators of student progress and performance are needed. Becausethe law requires that all skill-deficient students participate in remediation, controlledexperimental studies designed to isolate the effects of remedial programs cannot beconducted. Multiple indicators of effectiveness help compensate for the lack ofexperimental control. Any single indicator, such as grade point average, is subject toinfluences beyond the effects of remediation. Patterns found in multiple indicators,however, can lead to informed judgments regarding program effectiveness.
Finally, the performance of skill-deficient students must be compared to the
performance of students who do not require remedial interventions. An effectiveremedial program should enable students to earn similar grades --within 20 percentage
points of each other for the two groups, as determined by the T ASP Evaluation
Committee --and to progress toward graduation comparably to students who did notrequire remedial programs.
The following indicators, used in combination, form the basis of comparison betweenstudents requiring remediation and those who do not:
15
No cohort data are considered complete because none of the cohorts reported herehave completed the typical six-year college experience and study period. Therefore, nospecific conclusions will be drawn on the effectiveness of remedial efforts for thesestudents until the initial cohort (cohort 1989-95) completes the study period. Reports onsubsequent cohorts will be provided as they complete the study. Trends across thecohorts may be analyzed at that time.
Finally, in 1993 the cohort definition was modified to include students who begin in thespring or summer sessions and who return the following fall. Revised second AnnualReport data are available upon request from the Texas Higher Education CoordinatingBoard TASP Office (512-483-6330).
Interim Cohort Findings To Date
The cohorts studied here are a sampling from the total freshman class. Numbers oftested/not tested students and enter/complete remediation are from the cohorts, aspresented in Table 1:
Table 1 Comparison Numbers
Cohort1989-95
Cohort1990-96
Cohort1991-97
Cohort1992-98
Number ofFreshmen 344,815 346,584 349,668 351,710
TotalCohort 122,925 146,821 148,608 142,296
Not Tested
Population 40,000 34,092 29,102 25,719
Tested
Population 82,925 112,729 119,506 116,577
EnterRemedia-tion
44,809(54,0%)
57,680(51.2%)
59,596(49.8%)
57,588(49.4%)
CompleteRemed ia-tion
23,804(53.1 %)
32,517(56.4%)
33,446(56.1 %)
31,081(54.0%)
7
18
TABLE 2: Retention and Award Earned Outcome Measur§§
RemainingIn School After Two Years Three Years Four Years Five Years
Cohort 1989-95Total Cohort 91% .
55.2% 45.6% 34.9%
RemediationCompleted 89% .
70.6% 59.0% 47.9%
Cohort 1990-96Total Cohort 73.0% 55.9% 46.1%
RemediationCompleted 847% 70.1% 57.7%
Cohort 1991.97Total Cohort 71.2% 55.7%
RemediationCompleted 83.8% 67.8%
Cohort 1992-98Total Cohort 70.0%
RemediationCompleted 81.5%
HighestAward Eamed
Cohort 1989-95Remediation NotRequired
CertificateAssociatesBachelors
RemediationCompleted
CertificateAssociatesBachelors
0.9%5.7%7.9%
1.3%6.9%
23.2%
1.9%7.3%10%
2.2%9.6%5.Q%
Cohort 1990-96Remediation NotRequired
CertificateAssociatesBachelors
RemediationCompleted
CertificateAssociatesBachelors
1.3%4.2%4.1%
2.{)%7.8%1.3%
Cohan 1989-95 two year retentIOn data computed for TASP-tested students only
19
TABLE 3: Grade Point Earned and Class Performance Outcomes
Grade PointEarned .C. or Better
Three YearsWriting Mathematics
Four YearsWriting Mathematics
Two YearsWriting Mathematics
Five YearsWriting Mathematics
Cohort 1989-95RemediationNot Required 77% Overall 77.7% Overall 78.2% 77.6% 78.5% 78.2%
RemediationCompleted 74% Overall 68.3% Overall 70.6% 71.8% 70.7% 72.1%
Cohort 1990-96RemediationNot Required 76.8% Overall 77.5% 77.4% 78.0% 77.9%
RemediationCompleted 66.3% Overall 70.0% 71.5% 70.3% 71.7%
Cohort 1991-97RemediationNot Required 78.1% 78.0% 778% 78.1%
RemediationCompleted 71.7% 71.8% 70.6% 71.1%
Cohort 1992-98RemediationNot Required 78.3% 78.9%
RemediationCompleted 70.4% 71.4%
Passing ClassroomPerfOm1ance Writing Mathematics Writing Mathematics Writing Mathematics Writing Mathematics
Cohort 1989-95RemediationNot Required 85% 73% 85.4% 71.8% 84.8% 71.2% 84.4% 70.1%
Remediation
Completed 82% 64% 67.7% 52.3% 75.1% 542% 74.5% 53.5%
Cohort 1990-96RemediationNot Required 85.4% 72.5% 84.7% 715% 84.4% 70.7%
Remediatiorl
Completed 70.3% 540% 777% 549% 76.5% 54.2%
Cohort 1991-97RemediationNot Required 85.9% 72.7% 85.3% 71.4%
RemediationCompleted 77.2% 54.1% 75.7% 53.2%
Cohort 1992-98RemediationNot Required 85.2% 722%
RemediationComp!eted 76.5% 57.2%
20
Conclusions and Cautions
None of the cohort studies reported here is complete. All data are interim, and allconclusions based on these data should be approached with caution.
Statewide, students who completed required remediation are generally performing incollege at levels comparable to those students who did not require remediation. Datapresented in Tables 2 and 3 reveal that students who comolete remedliation generall_v:
.
obtain a grade point average of 2.0 or higher at rates within 10 percentage pointsof students not requiring remediation;
.
pass the first college-level English course at rates within 1 0 per(~entage points ofstudents not requiring remediation; and
.
pass the first college-level mathematics course at rates within 20 percentagepoints of students not requiring remediation.
Table 2 shows that students who complete remediation stay in school at a higher rateand earn certificates and associate degrees at a higher rate than studE~nts not requiring
remediation. Next year's report will provide information to determine a full six-:year
completion rate for the 1989-95 cohort.
The data as presented here support only limited trend analysis because of differencesin time references. Such trend analyses are possible only when enou~Jh data has been
collected to compare the different cohorts over the same amount of time (for instance,looking at Cohort 1989-95 after three years' time and Cohort 1990-96 c3.fter three years'time and Cohort 1991-97 after three years' time). More accurate com~larisons will be
possible after each cohort completes the six-year study period.
Finally, the percentage of students completing remediation may be corlsidered low bysome readers (see Table 1). Remediation completion rates may be lOIN for a number ofreasons. Why students do not complete remediation, which is part of the largerquestion of why students leave higher education, is a continual concern for educators.Students most often cite such personal reasons as finances as the reason for leavinghigher education rather than poor academic performance (How Collegle AffectsStudents, Ernest Pascarella and Patrick Terenzini, Jossey-Bass, 1991 and WhatMatters in College: Four Critical Years Revisited, Alexander Aspin, Jossey-Bass,1993). Remediation completion rates by ethnicity are reported in AppE~ndix F.
The cohort data reported here include part-time students. These studE~nts, particularlyat community colleges, may remain in school only long enough to achieve a personalgoal of retraining or personal enrichment and, in the process, become TASP liable.
21
APPENDIX A
Texas Education Code, Sect. 51.306
23
§ 51.306 Testing and Remedial Coursework
(a) In this section:(1) "Board" and "institution of higher education" have the meanings assigned by SE~ction 61.003
of this code.(2) "Deaf student" means a student who is a deaf person as defined by Section 54.205{a) of
this code.(3) "Blind student" means a student who is a blind person as defined by Section 54.205(a) of
this code.(b) All students in the following categories who enter public institutions of higher edulcation in the
fall of 1989 and thereafter must be tested for reading, writing, and mathematics skills:(1) all full-time and part-time freshmen enrolled in a certificate or degree program;(2) any other student, prior to the accumulation of nine or more semester credit hours or the
equivalent; and(3) any transfer student with fewer than 60 semester credit hours or the equiva~ent who has
not previously taken the tests.For that purpose, the institution shall use a test instrument prescribed by the board. The sameinstrument shall be used at all public institutions of higher education.
(c) The test instrument adopted by the board must be of a diagnostic nature and be designed toprovide a comparison of the skill level of the individual student with the skill level nec:essary for astudent to perform effectively in an undergraduate degree program. In developing the test, the boardshall consider the recommendations of faculty from various institutions of higher education.
(d) An institution may not use performance on the test as a condition of admis:sion into theinstitution.
(e) The board shall prescribe minimum performance standards for the test instrumerlt. A studentwhose performance is below the standard for tested skill must participate in a remediation program.An institution may require higher performance standards.
(f) If the test results indicate that remedial education is necessary in any area tested, 1:he institutionshall refer the student to remedial courses or other remedial programs made available by theinstitution. Each institution shall make available those courses and programs on the same campusat which the student would otherwise attend classes. The courses or programs may not beconsidered as credit toward completion of degree requirements.
(g) A student may not enroll in any upper division course completion of which would give thestudent 60 or more semester credit hours or the equivalent until the student's test re~jults meet orexceed the minimum standards in all test scores. The board shall establish other assessmentprocedures to be used by institutions in exceptional cases to allow a student to enroll in upper divisioncourses in cases where student test results do not meet minimum standards.
(h) The state shall continue to fund approved nondegree credit remedial courses. Additionally, theboard shall develop formulas to augment institutional funding of other remedial academic programs.The additional funding required under such formulas shall be met by state appropria1:ion for fiscalyears 1990-1991 and thereafter.
(i) Each institution shall establish an advising program to advise students at every level of coursesand degree options that are appropriate for the individual student.
U) The unit costs of each test shall be borne by the student. Costs of administering the tests tostudents shown to be financially needy under criteria established by the board shall be borne by thestate through appropriation to the board for that purpose or other sources of
24
§ 51.306
HIGHER EDUCATIONTITLE 3
25
§ 51306 HIGHER EDUCATIONTITLE 3
(0) This section does not apply to a deaf student.(p) An institution of higher education shall provide to each student under Subsecltion (b) of this
section who is accepted by the institution for admission information in the institution's catalog relatingto the testing and remedial requirements of this section and of the rules adopted by the Texas HigherEducation Coordinating Board.
Added by Acts 1987, 70th Leg., ch. 807, § 1, eft. Aug. 31,1987. Amended by Acts 1989, 71s1 Leg., ch. 234,§ 1, eft. June 2, 1989; Acts 1991, 72nd Leg., ch. 283, § 1, eft. Aug. 26, 1991; Acts 1993, 73rd Leg., ch. 273,§ 1, eft. May 24, 1993; Acts 1993, 73rd Leg., ch. 431, § 1, eft. June 6, 1993; Acts 1993, 73rd Leg., ch. 431, §2, eft. Sept. 1, 1995.
Historical and Statutory Notes
and adopt a program of remedial courses that havebeen determined by qualified professionals to befully accessible to and unbiased ~toward deaf orblind students, to be used on and after September1, 1991, to meet the requirements of Section51.306, Education Code."
1987 LegislationSection 2 of the 1987"The test required
administered to studenlstudents entering institutfor the first time no late1989,"
1991 LegislationFormer subsec.(I), making the section
inapplicable to deaf or blind students, added byActs 1989, 71st Leg., ch. 234, § 1, eft. June 2,1989, expired Sept. 1, 1991, pursuant to § 2(a) ofthat act.
1989 LegislationSection 2 of the 1989 amendatory act provides:"(a) Section 51.306(1), Education Code, as
added by this Act, expires September 1, 1991."(b) Before September 1, 1991, the Texas
Higher Education Coordinating Board shall prepareand adopt versions of the Texas Academic SkillsProgram (T ASP) examination similar to the T ASPexamination, which have been determined byqualified professionals to be fully accessible to andunbiased toward deaf or blind students, to be usedon and after September 1, 1991, to meet therequirements of Section 51.306, Education Code.
"(c) Before September 1, 1991, the TexasHigher Education Coordinating Board shall prepare
1993 LegislationSection 3 of Acts 1993, 73rd Leg., ch. 273
provides:"Subsection (m), Section 51.306, and
Subsection (k), Section 13.032, Education Code,as added by this Act, apply for admission to apublic institution of higher education, as defined bySection 61.003, Education, on or after thebeginning of the fall semester, 1993.
§ 51.3061 Testing and Remedial Coursework for Deaf Students
(a) In this section:(1) "Agency" means the Central Education Agency.(2) "Coordinating board" means the Texas Higher Education Coordinating Board.(3) "Deaf student" means a student who is a deaf person, as defined by Section 54.205(a) of
this code.
26
Act provides:by this Act shall be
:s beginning with thoseions of higher educationf than the fall semester
§ 51.306 HIGHER EDUCATIONTITLE 3
(4) "Institution of higher education" has the meaning assigned by Section 61.003 of this code.(b) A deaf student who enrolls at an institution of higher education must take the Stanford
Achievement Test, nationally normed on the hearing-impaired population by Gallaudet University, ifthe student:
(1) is a full-time or part-time freshman enrolled in a certificate or degree program that containsnit1e or more semester credit hours of general education courses or the equivalent of those courses;or
(2) is a transfer student from an institution that is not an institution of higher education, has lessthan 60 semester credit hours, and has not previously taken the test required by this section.
(c) The agency shall administer the test.(d) A deaf testing committee is established to advise the coordinating board and the State Board
of Education on required performance standards on the test and required remedial colJrsework forstudents who fail the test.
(e) The deaf testing .committee consists of the following 10 members:(1) a person appointed by the agency's testing and evaluation division;(2) a person appointed by the agency's office on deaf education;(3) an administrator of the deaf student services program of the Texas State Techrlical College
System;(4) a vice-president of the Southwest Collegiate Institute for the Deaf;(5) a person appointed by Eastfield College's deaf support services program;(6) a person appointed by Houston Community College's deaf support services program;(7) a person appointed by Eastfield College's Gallaudet extension program;(8) a person with expertise in deaf student services from an institution of higher' education,
appointed by the coordinating board; and(9) two persons appointed by the coordinating board.
Added by Acts 1993, 73rd Leg., ch. 431, § 3, eft. June 6, 1993.
Historical and Statutory Notes
and the State Board of Education shallestablish performance standards for the testrequired under Section 51.3061, EducationCode, as added by this Act, and shallestablish remedial coursework requirementsfor students who fail the test."
1993 LegislationSections 4 and 5 of the 1993 Act provide:"Sec. 4. Notwithstanding Section
51.3061, Education Code. as added by thisAct. deaf students who enroll at institutions ofhigher education are required to take the testprescribed by that section beginning with thefall semester in 1995.
"Sec. 5. Not later than May 1. 1995, theTexas Higher Education Coordinating Board
27
APPENDIX B
TASP Test Skills List
28
T ASP SKD..LS
The T ASP skills serve as the basis of the program and the test. The approved T ASP skills define whatis measured by the test and are the focus of remediation efforts for those who do not pass the test.
The purpose of the test, which was developed to suppon the goals of the Texas Acadenrlic Skills Program,is to assess the reading, mathematics, and writing skills first year students should have if they are to performeffectively in undergraduate cenificate or degree programs in Texas public colleges and universities. The 28skills listed below are eligible to be assessed by the TASP Test.
Reading Skill DescripnoM
The Reading section of the T ASP Test consists of approximately 40 multiple<hoice questions matched toreading selections of about 300 to 750 words each. The selections represent a variety of subject areas and aresimilar to reading materials (e.g., textbooks, manuals) that students are likely to encounter during their first
year of college.
1.
Detennine the meaning of wor~ and p~.This skill includes using me context of a passage to determine me meaning of words withmultiple meanings, unfamiliar and uncommon words and phrases, and figurative
expressions.
2. Understand the main idea and supporting details in written material.This skill includes identifying explicit and implicit main ideas and recognizing ideas thatsupport, illustrate, or elaborate the main idea of a passage.
3. Identify a writer's purpose, point or view, and intended meaning.This skill includes recognizing a writer's expressed or implied purpose for writing;evaluating the appropriateness of written material for various purposes or audiences;recognizing the likely effect on an audience of a writer's choice of words; and using thecontent, word choice, and phrasing of a passage to determine a writer's opinion or point of
view.
4. Analyze the relatio~hip among ideas in written material.This skill includes identifying the sequence of events or steps, identifying c:ause-effectrelationships, analyzing relationships between ideas in opposition, identifying solutions toproblems, and drawing conclusions inductively and deductively from infonnation stated or
implied in a passage.
29
5. Use critical reasoning skills to evaluate written material.This skill includes evaluating the stated or implied assumptions on which the validity of awriter's argument depends; judging the relevance or importance of facts, examples, orgraphic data to a writer I s argument; evaluating the logic of a writer I s argument; evaluating
the validity of analogies; distinguishing between fact and opinion; and assessing thecredibility or objectivity of the writer or source of written material.
6, Apply study skills to reading assignments.This skill includes organizing and summarizing information for study purposes; followingwritten instructions or directions; and interpreting information presente(! in charts, graphs,or tables.
Mathematics Skill Descrlptiom
The Mathematics s~ion of the T ASP Test consists of approximately 50 multiple-<:hoice questions coveringfour general areas: fundamental mathematics, algebra, goomeuy, and problem solving. The test questionsfocus on a student's ability to perform mathematical operations and solve problems. Appropriate formulas areprovided to help examinees perform some of the calculations required by the test questions.
NOTE: The Mathematics skills list was revised as of September 1993. The skills were previously numbered7-16. They are currently numbered I-II. The skills in reading and writing were not renumbered so thatdiagnostic reporting in those areas would remain consistent.
Fundamental Mathematics
1. Solve word probleJm involving integers, fractiom, decimals, and units ofmeasurement.Includes solving word problems involving integers, fractions, decimals (includingpercentS), ratios and proportions, and unitS of measurement and conversions (includingscientific notation).
2. Solve problems involving data interpretation and analysis.Includes interpreting information from line graphs, bar graphs, pictographs, and pie chans;interpreting data from tables; recognizing appropriate graphic representations of variousdata; analyzing and interpreting data using measures of central tendency (mean, median,and mode); and analyzing and interpreting data using tl1e concept of variability.
Algebra
3. Graph numbers or number relatiomhips.Includes identifying the graph of a given equation or a given inequality; finding the slopeand/or intercepts of a given line; finding the equation of a line; and recognizing andinterpreting information from the graph of a function (including direct and inverse
variation).
30
4. Solve one- and two-variable equatiom.Includes finding the value of the unknown in a given one-variable equation, expressing onevariable in terms of a second variable in two-variable equations, and solving systems oftwo equations in two variables (including graphical solutions).
s. Solve word problelm involving one and two variabl~.Includes identifying tlle algebraic equivalent of a stated relationship and solving wordproblems involving one and two unknowns.
6. Understand operatiom ~tb algebraic expressiom and functional notation.Includes factoring quadratics and polynomials; performing operations on and simplifyingpolynomial expressions, rational expressions, and radical expressions; and applyingprinciples of functions and functional notation.
7. Solve problerm involving quadratic equatiom.Includes graphing quadratic functions and quadratic inequalities; solving quadraticequations using factoring, completing the square, or the quadratic formula; and solvingproblems involving quadratic models.
Geometry
8.
Solve probleJm involving geometric figures.Includes solving problems involving two-dimensional geometric figures (e:.g., perimeterand area problems) and three-dimensional geometric figures (e.g., volume and surface areaproblems), and solving problems using the Pythagorean theorem.
9. Solve problems involving geometric concepts.Includes solving problems using principles of similarity, congruence, parallelism, andperpendicularity .
Problem Solving
10. Apply reasoning skilb.Includes drawing conclusions using inductive and deductive reasoning,
11.
Solve applied problam involving a combination of mathematical skills..Includes applying combinations of mathematical skills to solve problems and to solve aseries of related problems.
Writing Skill Descriptiom
The Writing section of the T ASP Test consists of two subsections: a multiple-choice subsection and a writingsample subsection. The multiple-choice subsection includes approximately 40 questions assessing a student'sability to recognize various elements of effective writing. The writing sample subsection requires students to
demonstrate their ability to communicate effectively in writing on a specified topic.
31
26.
27.
28.
33
APPENDIX C
TASP Test Results
34
.?;-"u"c.r:.
oWc
>.
U
"Vi .0
X
In "-
ro In
"Cc..a>
C
I-a>
C
a.a>U
a.Ua>
«QjEc..::JU
)c..U
)
~
'-roa>>
-<.)0
.-0)E
I
a>
0)
-000roO
)<
.)..-~ '-roQ
)>
-U"-
.-0')E
I
Q)o
-00')roO
')u"-<
{ I-roQJ
>-UN
.-mE
IQ
J"--omromu"-~ roQ
)>
-uC')
.-0)E
'
Q)N
-cO)
roO)
u'-<
{ '-coQ
«>
-«u'o:t
'- 0)
E
IQ
)c-'>-00)coO
)u'-«
0)c::c(\]Q
)(:k:
~~
~~
~~
000000C
D.q-M
f--.OLt)
('()Nocrir--:cx:i
mf--.aJf--.f--.aJ
~~
~~
~~
000000O
ON
O>
(X)C
")
~~
~~
~~
000000
CO
CO
CO
C")~
NN
Mm
mN
<D
O>
t'--t'--CO
t'--OO
cn<.J
cn cn'c cn cn ~
Q)~
CO
C'
~<
.Ja.CO
Q)1--
.c co
cn .-:5 0
:SC
DI~
OI--
~~
~~
~~
000000f'..0>
<D
f' C
X>
Nc-;m
a:>N
u10>
f'..f'..<D
f'..CX
>
~~
~~
~~
000000<
X>
VV
N<
X>
Or-o.:..q:c:)..q:o)cx)<
X>
(o1"-\l')
\l')1"-
II)uO,-=
roEQ)
.!:-ro~
~~
~~
~~
0000001""11)1""11)000
c-'ja:i 0 cri<
Da:i
0011)1""00001""
~~
~~
~~
0000001l)(J)"i".qoN
CX
)N
cOcricriLricO
CX
)Il)CO
CX
)CX
)r'-.
~~
~~
~~
000000
Q)C
')I.t)Q)I.t)C
')
Na:im
o<rir---"
CO
I.t)<D
O>
Q)1'--
~
~
~
~
~
,-00
0 0
0 0
0'~
f'-.f'-.CO
Nf'-.
~~
~~
~~
000000
Q')~
""'U')~
C')
N"...:I.{j("jm
l.{j,
~U
')(X),
CO
(/)u
(/) (/)
.c: (/)
(/) -J
Q)~
roc'-<t:
~ua.roQ
)1--.c
ro (/)
.-.c0
Sm
I~O
I--
35
0)C"Z.~~
~~
~~
~~
000000N
Q)'o;tU
')C")C
Oa
ooL(jr---: cC"":
Q)C
Of'--U
') coco
~~
~~
~~
000000oom
f'..mcom
!i:ic--ia)cx) :!i:i
OO
CO
CO
.q"Ll")f'..
~
~
~
~
,0 ~0
0 0
0 0'
0L!)vvO
<x)~
<X
)(Q<
")(J)r <
X)(Q
r-..L!)L!)<X
)
~~
~~
~~
000000N
O)
moln
t'-.a>
~~
~~
~IX
><
Dt'-.<
D<
D1X
>
~~
~...o...o...o
0 0
0 0'
0' 0'
N(O
Lt>M
OM
II)uII)
II) .C
II)
II) :::;!
Q)~
roCQ
)"'".~
u
a. ro
..cI-
..c ro
11)'- 0
:SC
DI~
51-
a~a.c0:sQ)
(/)
-InQ)
0)cco.cU<
.):;:;coEEco'-0)0~Q
)Q
)(/)
..
('f'j('f'jO..-N
r---:0>
t--<X
>t--t--<
X>
~~
oomL()O
OO
OL()
(0 O
OO
O!'--
<0000000)
CX
)(O(O
(O
(0 I'--
APPENDIX D
File Transfer Protocol (FTP)
36
FILE TRANSFER PROTOCOL (FTP)
Cohort data for cohort 1989-1995 (five years' data), cohort 1990-1996(four years' data), cohort 1991-1997 (three year's data), and cohort 1992-1998 (two year's data) for each institution are available in Lotuscompatible (. wk 1) spreadsheets on the internet anonymous ftp server at:
info. thecb. texas.gov
(192.16.72.17)
Look in the misc/taspdata/taspsr (or)
misc/taspdata/taspjr
directories for the four-year and two-year schools, respectively
The files are named according to fice code, eg., 0O3541.WK1 is AngeloState University.
There are two additional files in each directory that contain summaryinformation. File 445566. WK1 contains statewide totals of the data for alltwo-year institutions, file 778899.WK1 contains statewide totals of thedata for all four-year institutions, and 999999.WK1 contains statewidetotals for all institutions combined.
Remember to retrieve these spreadsheets as binary files! The extensionWK1 must be capitalized, also.
If you are unfamiliar with ftp, contact your local network manager orsystems operator (sysop). If you have questions about the data, contact
37
APPENDIX E
Cohort Data: Statewide Summaries
38
8~01~ -Jc(I-0I-azc(Q
:"
t0.c0()ro"'5I-~01.NN "0(1)
"Vi
(1)I-ro'0l-ll)N0)-N~
'U~:50-Q)
cr"5zcQ15
~EQ)
cr c0~~Ewa:"tJ~50-Wa:a.(/)<I- c:
Q-ro
~EGI
Ck:
~-g-C
k:
.2-"jijg-J
"0<U
0. in
(/) <
U
«1:~
~MMaJ-N r---
c(L)0
tX).
:=NC-.:-
<II
"Qj
a::
cro.c
c -C
1I-C
C
1I c
1/)200
~~
~",-0C
1I C
1I
E
EC
1I C
1I
U)~
'"
(0~~Q)-
M"0Q)
isu"5-:J-g::> W
,"f.ID~
.cm~.c~~ OJ
c:'610Q
Ja::
OJ
:~~ OJ
c:'5~Q
)
~ ~~~ .r:ro~
0)c'CraQJ
0: C)
~~ rog..J ~'"c:I1j
~
jij-0f- (.)
't: E
oQ)~
ru'-.c~
(.)c.Q)
°5~~
:5U
>aJIO
NO
tD.-1t)
~tD
It)MM
~-orIt)N
tDN
O"N
"r-.:N-orM
10M
0"'-10O
~IO
N"'-
~~
MM
NN
r.:M-aiN
LnM
Lr;0)~~
~M
8aJtOaJ
(D- ~- N
, ~
-~
M
Nr-..M
Mm
..,...,...,.0..,.1O
0!DN
aJ!D
- r N
!D
-~ <
O~
MM
<O
InCO
""~1n
mlnN
~m
~-""-N
-~-
~ ~LlJN
NLlJ
LlJ~t'-LlJaJ
~~
~M
.-\0- aJ- N- ~
.--
.- --MIr>
N0-0..,...,...,.N
10,... C
X)
..,.- ri ri
IO-
N-
('1...C1C
1-:-~
Pri~
~~
L()- Ir) ri L()-
... O"'N
~M
NO
~N
aJ~
N"'N
N00
ai M
- ",,0":,
N §N
aJOO
tO
~1l)
to to M.~
0- to- ~- to- N
~N (QO
~N
MM
M(Q
I{)O)
~o)O
a)N0" ~
- N ~
-~-
N~ '-~
IDcx)(y)
(y)~O
1IDN
r-..(y)0101~N
l/')- .--(y)- .--N
.-
<D
Lt)Lt)~N
CI~
Na)~
NO
<D
<D
CI
ri r-: as ~- N
Lt)N -
InMIn..,.M
MI'-tD
010..,.tD
In
CX
JM
'f;i,~'ID
r;:"N'
t.DN
r--~M
CM
Mt.D
t.Dr--
0 11)- <XJ- ~
N
. ~.
-eNM
NII)~
"'~&.
E00
0N
UII
-/\
CC
I)~C
O~
«~U
Q.C
I)Q
..cCO
In.c(:)~
ffiIO
Ir>a>
m~
~~
~""Ir>
M1r>
~u)~
NM
- ~ Lt'i N
MN
NN
~a)C
"I ".."..
"..~~
a) ~
m
~gfN
ID""-
o)(!)aJNM
1'-.1'-.a)~(!)
M~
a)~~
cD 1'-.- ~
Iri .--M
N
Ln~
N-M
M
~
MIO
M
NM
~a)-
~-
--<'i
O1ID
~O
O1
~""'8
<X
)<X
),
~
01ll"), -..r ~
- ..:
NM
8ID
MM
~
NID
.-CX
).-MC
X)
ai -.i .--N
-
~~
r')~;!;
O~
~LI')i/')
.,f a)- .--ri~ Ii)m
~U
)m"f~
","1i)01Ii)~
N"fU
)"'"- ri..:
N
Lt1<X
JIDID
Lt1Lt1"!"m
MI'-.
M<
XJ"!"N
I'-.O
.,r.,:ri~ O
N"I"I'--I'--
N"I".-aJl'--
MalalN
.-ai
ai N
- 1/)- .-"
.-
OJ
c:'5raQ
J~
C)(O
~~
CX
)C
)L{)MO
O(oc)N
~~
cD
L{)- N-
(0- NM
N
a>.-I'-.IO
~N
.-I'-.m~
10010.-1'-.M
NN
r-:.--~
C')
InmO
Noq"
N 0...
r-..M...lnm
MM
In- N
NIl)\D
O)N
Il) O
il) M
il)a)1l)1l)0)a)0
Iri .--N.- m
<O
MI'--M
NM
lt)m-o:-
<0
It)N
M-O
:-m
- Ir> .--N
-
uCI)
:E~(/)OJ
c:-u
a. c:
EC
I)~~
~C
I)~uQ
.CI)
&.~
V).r:
~~
CD
£O
aJaJ~~
N~
~~
mm
ON
aJ('111">---Ir>
---ri~ 0,
""1{)m
lD~
lD.-
M~
"".-OM
I{)- N
,.f
.- Oa)(D
MM
a)-C1Jf'-.C
1J"otC
1J"otM(D
f' "ri
O"IM
Nf'-f'-
In~N
OI!)M
U~
O"I«IN
~~
(0- f'-- N
an"E
~Q
).cro~
39 ~lnaJ'f'f
~C
7)O'f1O
aJ~N
C7)'f
r.D ,
N- In- ..:
!'"IN
~
NO
!D
001 !D
.-~
NM
!DN
N CX
)~m
M""
~"..~
~~
"..- M-
MO
Q)O
)U)
Nr-.."tN
r-..O
)O)Lt)~
N
"to N
.--
ION
f'-U'>
NIO
M.-O
1NN
U'>
NO
~,..: co; .--N
\0\0000a)c-)f'-.c-)Lf)It)\O
C1N
f'-..--N
N
It)-N
.-
uOJ
E:JU)
awz~c(wa~c(
~I-cnw:I:(!):i:
It)(,)N~
ON
(7)N-0(')(7)III
-oC
l"-tJmCD
-t:Q)
'-' M.-O
)I{)M
NM
I'--U
IO.-M
0InIn~
-.r~M
-.rO
""L()aJCD
-NQI
~(JII!C
D
1:Q)
()
Mr-..m
r-..to.-tO
tOgaJ.-N(J)(J)<
~tC
L()r-.otC
.-r-.L()-~
Q)
.curoCD
1::Q)
()
mo'ot.-
OO
NU
11OU
m.-'ot
0 .
IJI'-IJI«
OM
mr-..
I!).qo.qo~N
...
Mlt)O
)lt),-""IO
NM
.-
a)N
,.(!)N
a).-(")
uCC
I)~~
~~
ua.CI)
.c~II).c
~ffiIO
.-a)O)N
N~
~N
""o),...~
~O
,...,r;
a)- .--~
---N
~OJ
~c
C-Q
)~!V
...C
/)~uc.Q
)C
/).c!VC
/).c
~~
Cii£o
0;~(j)~ .oJ
~0I-az«~<.?
1::0.c0Uiij"0f-NQ)-
CD
"f'.- ""(j)in(j)f-""iij"0f-~f".N
-~~
]:5C"
QI
cr"'0zc:Q~~EQ
Icr c:Qm~EQ
)Q
:
~:;0-Q
)
Q:
a..(/)
~
c:Qro~ECI)
Q:
"0-g-Q
:;:::.ro'0'-'
"0CI)
c..'Vi
(/)CI)
«Cf-:JO
J
«B-q-"C
")
Inc.q"of'-.
.~r...:
C(O
III"Q
jQ
:
cco.c
c -Q
)_cQ
)c",2502~
~","0Q
) Q
)
E E
Q)
Q)
(/)crQ
)c0
"ijiju"5-:J"0C:) 0)"'"O
.LnLn a;mN
-N
.£:iij~
C)
c'6."QJ
oc OJ
~~ .ci6~ CI
~~0)c:'5mQ
Ja: .cm~
C)
c'0raQ)
~
OJ
~~ ~-J ~I/)CII!~
""iij-0I-
u1::
CoC
1)~cu~
.c""uQ.C
1)o.ccu.n.cusC
X5£5
m(!)~
omN
m~
r O
Or-..r-..~
N- ('1- M
o'
-.i(!)~
.-
I'---q-Mm
.-aJ.-O
l().-l().-m
lOm
-q-- N -q-- M
- riI'--l()
.-
'-~~
r-..~O
~N
r-..~N
MN
MN
r aJ-
~-
..: C
'i\O
~
.-
InNM
InInO
O)O
(O~
(0""'-,,"0)0)- Q
)- M
(0-.- N
Nll)ID
O)
NID
IDr
'-IDID
ll)N
0)- ai N ll)- .--
.- lDQ
)M.-~
lD~
L()lDO
Nm
mlD
r--
0- m- N
L()- ..:
N ~ffl~
~~
~~
oa.-.--~
- ~- m
- .--M
.-
OO
Nm
m('\j""~
m",
om"""",
ai ~. ",- ,
.--~ N
MN
CD
.-C
D In C
O).-
N~
/'.lnln,In- C
- M" 0)- .--
N.-
N~
""IO~
ma)""~
,...O
IO~
a)m~
- N
M- Ir) .--
MN
.-a)aJaJlt)f'-.\O
f'-.It)\O~
f'-.Nf'-.\O
f'-.- N
cri a)- NM
N
~<
D<
D<
D<
Dr-..O
O'l~
NN
ll)~M
O'I
O'
O'
N.
ll). .-'
MN C')/'-oa>
a>C
')C)C
)N.-
a>N
a>0-
Ln- ai .--C
')-/'-C
') N
I().-~(')r---
N.-N
ION
ION
I()
a)O
I()-"":r r
(')-~
.- .-
c:8~ffi~
~0
."'". M
. In. <D
.~
1n","N<
D.-
.n.-
8.E0(.)0N
u
II -
1\ c:
CI)~
ra'"«-':U
c.CI)
Q.5.!2~
£l'):>
aJIO
ON
tOm
MM
tOO
f'..cx)M
tO~
~f'..
~~
-N-'-':ri
CO
CO
co/'.
L()":tL()N
MN
L()tO~
":tM/'.- ~
- C"i 0)- C
"iL()":t
~~
~.e@
--:-0 f'-a)
f'-N
- 01- N f'-- NLf)(¥)
a)a)N"f"f
l()N\O
l().-N
N"fO
l()0- l()- .--M.- O
Q)O
MO
)1'-.1111'-.\01'-.\O
~~
1111'-.0)" Ir>
..: N
g>~
NM
~.-LX
M~
N.--1/)- .--N
- .--.- ~
\t)IOI")",
10 0
r-.a)r-.r-.r-." 0
..." ~"
l!) 0)
tOtO
"I"
tOM
a>"I"O
)M
a>M
Na>
0)- M- .--M
-
~M
u")MM
U")","N
_~O
O(O
~O
)ri
(0- --~-
- O)~
O)~
CX
)M
NM
~(O
~(O
~(O
~..r
M-""
N~
CI
c'5IVQI
~
l()NM
OJ~
NN
OJO
gC
X)l()~
~
~- ~
M- m
.qo-
N~
~m
~m
(t)"'"(t)a)~
mm
f'.mN
- ,.f
(t)" ci N
to"'" ~
~E:JU)0)c:-u
Co
CE
C!)~
~'"
C!)~
ua.C!)
.c:~",.c:
~~
a5IO
.-M(O
ON
r--N~
.-aIU
)NO
alM(0" ri
"'-\0"'-0"'-"'-(")O
)O)N
"'-"'-aJaJN(")" IC
i ..:
(")" ~
"~ ~
U')U
')...U')
N8~
~g
N
~-
M-
... 'OI"N
r-..WO
l~
WO
I~M
~W
OIr-..r-..
v- W- ~- v'
~ O'-N
"'-O'ot"'ot".-
"' (0)
"'- -"'- -(0)- IIi .--.- "I"O
aJaJaJ111 aJ-O
"I"
aJNtO
-aJaJ-N
---"I"-
Il)ll)g
OJM
VIall)
OJ..,.
ur ,.
~Il)
~ ~
-o-rir---E
N~
Qj
.cis~
NC
D.,--q-.,-
NN
OIIl>
Il>M
NO
IOO
r-: cc" .--cc" M-
MN
40 -gE:J(/)
aJMN
.-N01
f'-.f'-. aJf'-.
f'-.NN
f'-."-~
~M
-ajN
1()a)1() N
I"-l() !D
I'")
.-1()'q"a)Nri .-"
1D1D
M~
<O
a)NM
ON
~M
M<
omai
-q-- ~-
N°
;';;~::;:;!Q
N""a)(D
i?)~(D
O ri
or-'
M~
It)NIt)
It)M<
OaJ<
O<
0 <
OM
0
It)
m~
-~-M
-
vlt>m
ooa>
~O
l'-.vN
vMvO
a>- ~
- ('1- I'-. -~
-N
~
awz~~wa~~~f-(/)W:I:~:I:
~QJ
<)
~O
(oM(O
CX
)~O
g (0. .-II) .-
",N'"<
U1N
o)U1
Or'--O
)O)U
1-(')~
~~
Qj
-
.c~uIIIa) tQ
)<
.)
1n1n1n<X
>InN
OI<
X>
gtD~
MInIn<{
r r-..N
:§.;:MN
'ot"Q
).cumII) tQ
j(.)
N8
1OLn
r-. M
IO
gCX
>.-M
II)II)<
MN
OO
O\O
N~
r'">W
'-.c(JroC
D
tJc:Q
)~ro~
~tJc.Q
).crocn.c
~~
IO
N.-(!)O
)(')L{)(')L{)
.-
MtD
CX
)~~
I/)r--~M
~
a) M
W
'Of
r-..r-..N'O
f
0) U
c: -
-Q)
c:cn-~
ra'"cn-U
Q.Q
)ra.cracn.cQ
.~a3:fo
qm -J~0~0z<~(.9
~0.s:;0(.)jij-0I-~ID
-a)~ "0Q
)~Q
)I-m15I-~L/')
ai~~
~~:;c-O)
Ck:
"0zc:Qiij'50)
E0)C
k: c:Qiij
~E111C
l:"tJ~:;0-111C
l:a-U
)
~
cQi5~EQI
cr"Q-tTQI
cr>-
i5ua..J
"0II)
a. in(/)11)
~cI-=>N'-:"mLl)-M IX
)C
V0""-=
N-
CIX
)<
II
~Q:
CIU.c:
C
-Q)
_CQ
)C
Cl)Q
'o°2~
~C
I)"CQ
) Q
)
E E
Q)
Q)
V)Q
:Q
)C0
"0Q)
"'i6~"Q
.:J
"0C:J 0ai.0)It) .qoL/')tD
.C
¥)N
.s::is~
OJ
c:'5roC
IJ~
C)
:~~ .ciij~
C7)
c'5roOJ
~
OJ
~~ .I::iU~
01c:
'6II!IIIa: O
J
~~ rou0-J ~c:ca.=
jij"'5f- u
t ~
oQ)~
(V~
.c~ua.Q
)O
.cIOC
/).c()~
ii5:r:O
m""..,.c-)aJ
ffim;::~
~ai
..,.- U")- ..,.- ..,.-
i"-u") ~
~O
iM~
~m
,...~
N- .,: iii N
M-
,...In ...
.-NM
OC
DI{)~
I{)MN
OI{)l{)
0)00"
a>" M
" C
D"
N O)l{)aJl{)...
1{)1{)~","aJ
aJI{)NIO
~0- oj
~- 10-
N Nm
.-~~
m~
a)mN
N""'"
0" oj ",- 11)- --
N ~i1j~
~~
a>'-IO
I'-MN
1'-- ..,.- ai.--
M.-
a)a)('1.-CD
","O)N
ON
O)a)C
Do)ll>
as CD
- ('1- CD
- .- ..,.r-..M
LnOJ
LnOr-..Ln~
NtO
0
aJr-..cD
0"
..,.- O
J" ~"
N~ Na>
N~
~O
tOC
"11t)1t)~
N~
o)i'-aiai~
-~~
-N
~ ~Q
)~r')0)
\D~
.-NI'-.
\DI'-.r')1()0
N- 0- I()- N
- ~-
I()r') .-
~N
tOm
"..a>
~Lt)m
~O
~tO
Mm
0- 0-
N°
Lt) M
N
'ot.-/'..CX
)CX
)~
~~
ffi~N
-ri..:ri'ot-/'..M
.-N
Nr--O
1CX
JCX
JC
\D~
O1Il")Il")
0 ~- ~
M
- 01. CX
J-~
~~
NIl").-
cn.-
8.E0u
0N
uII
-/\
c:C
I)~~
,-<
"=uo.C
I)c...c~
In.c
(9~C
CIO
","Nr---","~
8aJr---o","~
r---N","
NID
NaJ-""-
~M
~N
§~
~
00)0
1'- N
O)
~-
M- M
- O'
M\D
~
~
0 ,
""a)a)(O'O
t,...N
Na)(')
fg- ~- ri
a)- ri
C')It)O
JNf-..
1t)1t)~C
')~1t)~
\DN
It)O
' L(j ~
. ri
~ i'-.Oi'-.M
i'-.M
a)~N
a)O
mM
a)a)O
-~-~
-N-
~ CX
>.-O
tO.-
1'--,-(")(")0C
X>
.-"I"m"l"
O' It)- .--N
- .- R
~a~
~\O
"-c~a)
ai c- N 11)-
~~ -t~
(o~
M
~I'-N
N
(o1'-~
0m
- M" .--M
.-"
mL{)cx)~
NI'-!C
!CI'-I'-
L{)OI'-!C
OM
!C- ~- ..t ..:
~ Lt1NO
>I--I--
I--NO
:-I--N0:-'-0>
1--\0Lt1" .-"
ri Q
)" .-"N
.-
OJ
[:
'5roQJ
crVM
OO
tOr-..
In~V
NtO
VO
OtO
lnVV
- to- M- ai -.i
InM
uQI
E:J(/)C)
c-Qc.
"cE
QI~
~...
QI'=
.QI
.c~V
I.c~
~a5IO
-It)IDM
f-..N
IDlt)aJ-
aID-f
ID- N
..:
..:
~"'N
N8
(oCD
~:B
NN
Ln- N- M- ..:
~ M,
MIO
, .-M
N","O
","a)L()M,
NIO
-~ri
.- ~~
r---oC')
N(!)m
~N
r---(!)~O
a)~
- (!)o N Iri~ ,-Ll)
~N
OI
0110 -.r,
lOLl)
r
, " 10" ri ~
.-"
.- ~~N
(,)o) ~
0).-(')
0/'..0)0c) N
.-- (')
~O
\Dl{)O
cn'OtIl)N
Mr')
Ul{)~
","O\D
~N
O-riai
EN
~Q
).c16~
...aJaJ~...
""'~u)aJaJ
aJ""'N~
MaJ- (1)- C'i to M
-M
N
I!)-O:-~
O)~
~M
MaJ\D
NI!)O
)aJaJ
~~
-Mo)-N
M~
~~
.9;aJN
\/)I'-NC
"i..:
UQJ
:E:JV) tDM
tDN
u)N
a)a)'o:".-'o:"t'-M
Mm
a)- ri N
-
mN
Mf'-.f'-.
Nf'-.a)N
.N
.IOIO
.10- M
- .--
~:g
-q-roOl
M
-q-O~
01 -q-M
tOO
I--q--~-M
41 a)"'-M/jJN
~U
')~r--r--
N~
~r--~
~-~
-,.,--,..:~-
Qwzocc{wQocc{
~l-t/)WJ:"I
~G)
u
01l')1l')1'--~
~O
aJg 0
~",N'"~
a)Na)Ll)
a ","",".-ID-a) Q
)
.r;UtCa) 't:II)
u
'/"<D
r-..a><
Da>
~'/"
M
N~I/)I/)c( 0-a;.r:u~aJ ~C
I)
(.)
MO
)It)ON
It) ~
It) 0-
Il)<
:
mM
mM
~M
N0W.r.uC
OC
D
-OM
-J"...q"M
-.q" -
tDC
').-tDC
')..,...,..-N
.-
ta.-Na).-
0)11)1' M
II)~N
M
.-CJ
c:Q
J~ro'"
~C
JQ.Q
J.cro"'.c~
ffiIO
O.-~
MO
NLn~
-O:-~
~M
M!'-.-
~- Ln- -0:-- .--Ln-
~-O
:- .-
"""§
"~
01.- N
01001 II)
10- 10- ,,- ,,- M-
'0#".- .-
O§
c-)!'-.o N
a!c-)a!
a! lO
aJC-)
Iri cD ~- ..." c-)-
lOoot
...
OJ
~~
"' c
CI):;~
(I!~C
I)-uc.aJa.(I! §
.!2 !a :6
>m
:I:O
CO
)mN8J .oJ
~0I-0Z<a:(!)
t0.c0U""ffi"5f-~~N~ "CC
I)
'inCI)
I-"jij"0l-I::::In.(0--
"0~'50-il)c:"5zc:Q~'gEiI)
c: ~"'i6"6Q
JEQ
Ja:"0~:5C
"Q
Ja:c..(/J
~
cQis~EQI
a:"0-0-QI
a:~"iiju0...J
"CQ)
a.-u;(/)
Q)
<c
1-::>IX)
..,.m..,.-M N
CM
0\0-=
0)-C
O)
OJ
~~"UQj
~~""Q.
:J"UC:J
c~.!:C
-Q
I
_CalC
I/IQoO
2~~
I/I"UQ
I Q
I
E E
QI
QI
(/)~Q
IC0
m<X
Jm~
0"I"tDN-
N
.ciU~
CI
c:'5roQ
)a: C
)
~~ .s:.16~
CIc:
istoQ)
~
OJ
~~ .ciO~
C)
c'5roQ)
a: CI
~~ iiju0-J ~onc:tU
~
""ffi"'5f-
ut:
"CoC
l)~ro'"
.c~ua.C
I)o.croln.cU
~a5IO
MO
~Lt)",-
"'-N
0 "'-"'-
o"'-ma>
Lt)In"
"!"- M
- 0-
In"to"!"
~
~~
~;1;'-
M'iD
.-,...~,
M- Ir>
M- ..,.-
,...Ln .-
tOm
0""'0"""""~
Olt)
om""'.-N
NO
-~-N
-~-
It) .-
1010 "I'
MM
~~
"I'IOM
~~
~O
N0" cii ri
, ~
-N r---N
OI.-1n
InCO
.-"'t".-M
CO
CO
OIO
~- 01- N
r .--
N (08
"I" tr>
I'-.I'-.
"1"(")0)0.-(0(")0)ai ai N
tr>- .--
.- Q)(O
m~
f'-. "t"O
M
M
mf'-.Q
) M
o-\ri M o' .--
M.-
.-
LnNM
CI~
"tLnMN
Ma>
OC
lNtO
r ID
Nr
~-
~ t!)M~
N§
NIO
10
..,...,. t!)
t!)- ai M 0" .-"
N
.-
Q)1[)-
§r---
-r---r--- 10
r---NO
~
I[)- 10- M- ~- --N
- Nm
a)~.-
a)NO
LfJmLfJa)r
a)Iri
~"
10" a)"1rir-..~
.-
OO
\"""'ffi
1/)1/)00o~
~~
-i <
D- C\i -i
~-
N~
'-10 'It
Ll')10'ltLl')aJ'ltLl')aJN
r--Or--
0" N
" ai ..;
'It"r--M
N
mlO
ol/)a)I"-.-I"-IO
N1/).-01"-100"
1/)- cD Iri
M"
oq-.- .-
L{)C)r
a)c'-~
N.-N
0 O
. ~.
r O
. a).
C=
NM
.-L{).-in~8-E0uaN
U
II -
" C
Q)~
IU-
«~ua.Q
)a..I::IU
I/I.I::~
~ffiIO
~~
'-Ma)
M~
$~I::
U;" ~
N- r
-.i
.-Q)Q
)OLt)
Lt)'-C')N
f---C
')OC
')Q).-
0" C')- ri
ai -.i
1O.qo
(!),c;(~N
(!)~
~O
tO~
~- ~
- ri a)- ri
M~
Mt'--N
t'--Nt'--InN
Q)1n1n~
<D
O-Iri"~
-M-
~ a)~N
~8
001~<
O
'-ON
!'--
0" Iri .--N .--
.- aJMO
~.qo
O>
MN
I'-.I'-.M
ON
(O.qo
0" Il)" .--N
.--~ a)~
""a)~~
~~
r,:::~"':ai..:1ri.- C
X)1:::c;:j.1;~
~N
NU
10aJ- ri
M- ..:
M~
MLI')O
) M
O
)LI')(X)
,... ~
(X)O
NLI')---~
----
0 It)
("lit) a)
~O
)O)("I("I
O-M
It)O)
I.ri O' ri
0)- --("I-
0>c:
'C~Q)
Q:'-LI'>
M'/"m
Ll'>r
OLl'>
MLI'>
a;)M<
om
- M- N
- a;)- '/"-'/"M
13QJ
E~(/)C!
C-(Ja.
cE
QJ~
Ia~Q
J~(Ja.Q
J.cIaV
l.c
~3:iD
:f5
~<
O<
ON
N
.-NQ
)..,.aJO
\1)..,.O
-N-""-O
M-
<0..,.
.-
-0:-101/)01-0:-IO
N-o:-r
"'0110 0:-
-0:--
!8~~
~L()
NO
M;X
S~
0" Lri
T-"
N"
T-"
T-
~~
~~
N\D
\D'r-..r-..1B
CX
)- '-:"- N
NU
')U')~
..,O
U')~
~..,
I'-. M
tO
all'-.N
- U')- ~- ..,-
~ NInQ
)Q).-
I"-NtD
tD.-
C')'O
Z"Q
)'OZ
"tD1"-- iii
N
iii .--
.- tt)Ot-..(()N
t-..CX
)(()CX
)..,.m
OM
M.-
t N
.--M
O)/'..ID
a)a)",a)a)/'..ID
U')
t)U')U
')o)f'1IDi
0- 0)- N- /'..-
EN
Q)
.cro~42 UQI
E:J(/)0) U
c: -
-Q
Ic:
(/)-~~
~(/)-ua.Q
I~
.c~(/).c
a.~ffi£O
<D
/'-.M~
NIt)IC
)~M
N<
D<
D/'-./'-.IC
)IC
)" ~"
.--IC)"
M"
MN
...~;S
<~
~""M
~O
I
(0" ri
CX
)" N"
It)M
O1'-~
N~
~~
N~
~N l")L().-N
L()~
l")O"f"Q
)I'--N
OIQ
) I'--
~-l")-
~-
~0>
'-80>","\D
~~
~~
-N
.--
m~
MN
M"fLnM
N"f
Ln!OO
MLn
00- M- ~
- M-
C1>
\O~
N""
NM
NI/).-
~\oI/)O
NC
D- 1/)- M
- Q)- .--
N.-
QwZ~c(wa~~f-(/)Wr~::f
-gu
~~
Olt)
I'-I'-I'-~81'-
~
UI
UI
~
NN
Na)
.Q~
,-ll)c-,C
I).r;U"'C
I)
~QI
U gInIn« 0""Q
j.cuIVaJ i<
.) ~I/)<
:
uCC
II~C
U~
'=U
Q.C
II.cC
U"'.c
~a5£5
N.-W
l'-.N
~~
M r-.IXJ'"tL()
(0.- m
NN
~L()(¥)(¥)~
OO
'-N
IXIO
~M
""c-.C)~
~ M~
In.-~
.-0""Q
j.cuIUC
D
aJlnlnMm
'-M~
APPENDIX F
Cohort Outcome Indicators by Ethnicity
43
~(3C.cW>-
.Q1/1u.. 0)(~'6
!acO
OQ
J C
0.-0.1/1c{
QJ
5u:s01:0.c0()
"0~50-Il>~-0zc:Qiij'5II>EII>~ ~5a-Q
)~c:Q"'is
'gEQ)
~ "0Q)
'di-a.E0C)cQ10
~EQ)
(2:
2-E~ ~uroas Q
j.c<
5l.>c:~'"I 2!.E~ ~UIaas uC'"C
o(/)
I P-i:~ ~Uto
ffi uC~InI
ro~"0(/)
~L()~
.c
91 .cC
)C)
(/)~
-
cc~
-.;:
ro_-="51
L()EC
) ~
~~
rocO
;>Q
)£~Q
)~~
wO
).c"O-~
a: (/)(/)
a)-ro~Q
.(/)(/)
O)roQ
)~
roro~
~a:~
~
Q.a.
~~
~~
~~
~~
~~
N~
~~
,"":q
########"I" <
D"I"""""O
OIl)
ojajNuiui,
,cNN
MM
<D
<D
<D
<D
a>
~~
~~
~~
~~
f'-.tOf'-.M
Inf'-.f'-.tOr-:a;m
"':O"':<
DN
M"#"M
f'-.f'-.f'-.tOaJ
~~
~~
~~
~~
O)\C
O)~
"=
"O)
ON
N~
~~
~!Y
'i\cL()"=
"~~
~,,,"~
~~
~O
JNaJ
cr)<D
NM
NM
~~
~1O
.q"1O0";;"":!'-IO
IO
~~
~M
'otMN
";ci(O
\tJ(O
~~
~~
.qo~ait-..:t-..:(').qoLt)
********~
\DN
Mll1m
\D1l1
Ilillilrilliaj...:o-io-i'oI"N
Mr---\D
r---Il1r---
~~
~~
~~
~~
"1"~M
N\D
mN
"1"
########.-tD
a>
"I" "I"MO
a>
aeaeaeaeae~aeae
OJIO
u)Mu)f"'"u)N
",:"':...:-.ic-;-.ic-;mM
M~
f"'"f"'"f"'"IOf"'"
'"to:ro"acn~~~
.c~
:bO
)O)
cn-I1JC
C.c=
0)\D
11J0) ~
"a"EI1JC
a;>~
E~
m~
~W
o.c"a_«
~
cncnC
I-I1J~
cncnC
lI1JQ):>
a.. I1JI1J
.-~~
>{!)
a.. a..
********r-o:<
DC
')"fmr---<
DN
********'V
~<
x)M<
x)<x)'V
O~
uia)~~
~N
~M
'VM
(()(()(()(()<X
)
~~
~~
~~
~~
"', C"J. r-- ~
--: <
"! l/); ~O
.-NO
JO\O
J(o.-~
L()"'(o(o(o(oaJ
********C
")1.C)C
")(DO
l"-C")o)
aiciciLriLriLriWN
(D(D
1.C)aJaJaJI"-aJ
~~
~M
Nr--
,..:",,0)M
NN
~~
~(caiNLri~
..:(C
U)(c
~~
~ID
t"-Maiaj.,...I()~
I()
***I'--InI'--"':0;0;M
M~
########I()N
N"f\D
~I'--~
r-.:r-.:cxilricxic;:j1ri1O"fN
MI'--\D
1'--1()1'--
********"t"~
\D\D
ON
aJ~"':O
N...:trir--:O
a)C
'1C'1C
'1\D\D
\Dl{)aJ
~~
~~
~~
~~
~~
I()""-'-OI()
~~
~~
~~
~~
~~
--:NM
~M
--:
~~
~~
~~
~~
I"-'t" IX
> 10.-0)
0) IX
>~
lriOM
MM
":M~
't"'t"1O1O
1O1O
1X>
********~
~~
~If>
:r--.'"":1f>:
********C
DN
I!)I'--.qo
~~
~N
NO
J<
riM"":
MN
N
~~
~M
IDN
!ri""ai1D
Lt>Lt>
~~
~lD
aJ~cxj,..:LriL()~
L()
~~
~~
~~
~~
.-Nlnl'--I'--I'--N
ln~
1ri~..j~
OM
Iri~
NM
I'--\Ol'--lnl'--
~~
~~
~~
~~
ION
I'--I'--IO(,)O
OO
criajo..;.triaj..;.triN
N
(')10 1O
1O\t)
I'--
********a)a).-f'--O
IDf'--m
M~
NO
OO
NLt:i
IDf'--f'--a)a)a)f'--a)
~~
~N
~O
1..;cxir-:M
M~
~~
~~
~~
~~
r-.,~N
O1(D
CO
CO
M
~~
~~
~~
~~
Il1NaJaJ<
D.-O
Nr-..:ai~
~~
~~
oM
M~
r--r--r--<D
aJ
'iO'
i6"0II)>.
M~
.cII)
.cO)O
) II)
~
-CC
.c=i6
111___0)!'-
0) ~
"O"E
IIIC
o;>~
~g>
.m~
~W
~.c"O
-«~
11)11)01-=
III "E
o..11)11)
01 ow
~
:>
III III
~~
~:>
~
0..0..
'i:o16'0III>
.N~
.c
III .cC
)C)
III
g -C
C.c=
IQ
IQ---C
)C
O
C)
~'O
"EIQ
C
o:>~
~~
~~
~W
N.c'O
-<1x:
111111C
J)-IQ~
~
111111C
J)IQIJ)~
'" IQ
IQ.-~
Q::~
(.9 Q
.Q.
cecececececececeN
I"-I"-O')\l).-",.-
lri-:,-:,C'iaidaitd
",NM
l"-tOl"-\l)1"-
~~
~~
~~
~~
"f'PM
.tDo'O
tC"JC
"J
********N
~M
a)~m
~m
("j"':~"':a:im
lrilriM
NM
IDID
IDIt)!'-.
~~
~~
~~
~~
lOM
OlO
lO~
OC
X>
,..;(Yjlrilrio)~
r-.:a:iM
MM
l'-.l'-.l'-.lOl'-.
~~
~~
~~
~~
Q)N
tOtO
O~
O~
L{)"':ML{)
L{)L{) NM
M~
~tO
tO(O
tOQ
)
~~
~~
~~
~~
a)~N
a)I.()~~
~
********~
N~
I'-,~~
~~
~~
~r--m
r--Lt)N
tCi
MN
N
~~
~N
aJ'ot~
N<
D\D
L{)L{)
***N
Oa>
~~
Iri(O
Lj")Lj")
~~
~LnC
X>
CX
>,..;ajr--:M
M~
~~
~~
~~
~~
M.-M
ON
NN
N
QI
OJ
mQj
~C"5Q
.QI
"i<:5
II«Q.
~
OM
r-.Oo)O
~1/)
1.Dr-.1.D
Q)r-.Q
)r-.Q)
lOcD
~N
lricDO
ajN
NN
lOlO
lOU
1r-..
MID
Na)a)o)":":
("1N("1tO
tOtO
~r--
NIriO
OaiO
~1ri
1Of'-f'-a)f'-a)f'-a)
\ocx)cC,...;,...;aj...:1ri
MN
M\O
\O\O
I()t'-.
r InInr--tO
MO
M~
~r--r--r--tO
a)
.-N..,m
mm
a>C
')..,U
)..,IDID
IDID
a>
a)";;Nlriuiuiui~
(D(D
It)
CO
coco/'. C
O
lDai~
(.cj~ai~
""M
NM
IDID
IDI()r--
vMID
'OiN
cioa)N
NN
CD
I'-.CD
Inl'-.
~oiM
~~
~oi~
M~
~r-..r-..r-..tO
a)
aJON
InInInC1-v
IDlD
lnaJaJaJlDaJ
.q"":C-;"':O
ON
LriC
Dl"-l"-aJaJaJl"-aJ
APPENDIX G
Glossary of Terms
45
Glossary
Cohort Subset of students from the general populationdefined as first-time entering students in anacademic year in public higher education whoremain in school for at least two semesters
through the following fall semester (not
necessarily contiguously). Overall cohort "N"(number) is computed by adding the unduplicatedcounts plus "untested."
Cohort Analysis: Study of a subset of students after a givenamount of time on a given set of outcomes. Nota trend analysis unless the cohorts are studiedat the same point in time (after the same amountof time has elapsed). As presented in thisstudy, the cohort analysis may be used forfor limited two to three year trends.
Cohort Datal
Study:Numbers based on the performance of cohortstudents from the time of their entry into thecohort through the next six years. Cohortsidentified to date are Cohorts 1989-95, 1990-96,1991-97, and 1992-98, representing the beginningand final years of the study period for the cohort.
Ethnicity: Self-reported student data describing students'ethnic origin. "Others" includes Asian student,Native American students, and foreign students.
Exemption Legislation passed by the 73rd Texas Legislatureallowed for students to be exempted from the T ASP(but not local placement testing) based on highperformance on the Scholastic Assessment Test(SAT), American College Test (ACT), or the TexasAssessment of Academic Skills (T AAS) test.Exemption cut-score levels are set by the TexasHigher Education Coordinating Board.
46
Grade Point
Average (GPA)
Number of student with a GPA equal to or better thana 2.0 (C) average after completion of the first college-level mathematics or English class.
Highest AwardEarned:
Number of certificates, associate or bachelordegrees earned to date by cohort students. Thisshould NOT be confused with the "graduationrate" published by the Texas Higher EducationCoordinating Board.
.
Locally RequiredRemediation:
Cohort students who have passed T ASP placementtesting but have failed a local placement testin the subject shown. Unduplicated count arestudents liable for remediation locally in oneor more than one subject.
N Number of students.
Passing First
College-LevelClass:
Computed for English and mathematics (thereis presently no measure for first college-level readingcourse). Passes are divided by attempts for thegiven academic subject. A passing grade is"0" or higher.
Placement
Testing:Tests used to diagnose students' preparednessfor college coursework. The TASP Test sets thestatewide minimum; local placement requirementsmay be higher.
Remediation
Completed:Data for those students who completeremediation are summarized in thisreport for purposes of comparison with studentswho do not require remediation. Detailednumbers are available from the TASP Officestaff, who compile this separate analysis ofcohorts.
Remediation Not
Required
Cohort students who passed the TASP Test bysubject shown. Unduplicated count are studentswho passed more than one section.
47
Remediation
Required:
All remediation required through placementtesting (TASP and local).
Retention: Students still in school. Students identifiedas retained either at the original (local)institution or by transfer to anotherinstitution are summed. That sum is divided byeither the cohort number N (overall retention)or by the ethnicity number N (retention byethnic group).
Semesters inRemediation: Number of semesters of remediation provided
T ASP Liable: Unless waived or exempted, since 1989 allstudents attending a public postsecondaryinstitution for more than nine semester credithours have been required to take the TASP Test.A "non-attempt" on a section of the TASP Test isconsidered the same as a failure in the tested
subject.
T ASP RequiredRemediation:
Cohort students who either have failed bothlocal and TASP placement testing in subjectshown or have passed local placement testing andhave not yet attempted the TASP Test.Unduplicated count are students liable forremediation in one or more than one subject.
TASP Untested: Students waived from the T ASP requirement byexemption or enrollment in special certificateprograms. The untested students are subtractedfrom the overall cohort N (number) to arrive atthe Tested N (number), or the number of studentswho had to take the TASP examination.
T ASP-WaivedCertificate: Students enrolled in certain certificate programs with
less than nine general education hours are waivedfrom the TASP.
Tested
Population Cohort students required to take the TASP Test,
48
Trend Analysis: Comparisons of student performance for anacademic year with student performance from
subsequent academic years on a common set ofmeasures to show improving or decliningperformance. A cohort analysis is NOT a trendanalysis unless cohorts are compared at the samepoint of time duration.
c.
t
49
For more information, contact:
TASP OfficeUniversities DivisionTexas Higher Education Coordinating BoardPO Box 12788Austin, TX 78711-2788
512/483-6322512/483-6168 (Fax)
[email protected]@thecb.texas.gov
Internet::
The Texas Higher Education Coordinating Board does not discriminate on the basis of race, color,national origin, gender. religion, age or disability in employment or the provision of services.
