Del Mar College

Del Mar CollegeDevelopmental Education Needs of First-Time-In-College Students and High School Graduates

http://www.delmar.edu/IRESurvey/HSDev02-03.pps

Summer/Fall 1999 New Students StatewideOf the 158,903 new students enrolled in Texas public colleges and universities in Summer and Fall 1999, 67 percent were enrolled in community colleges.

Thirty-one percent were enrolled in universities.

Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003

Summer/Fall 1999 New Students Statewide

Chart3

105913

49104

3886

Community Colleges 105,91367%

University 49,10431%

Other3,886 2%

Sheet1

2002-03 CCISD High School Graduates Enrolled at Del Mar College as of Fall 2003

CCISD Graduates2,127

Fall 2003Enrolled at Del Mar College698

MathEnrolled or Placed in Developmental Math76.6%

EnglishEnrolled or Placed in Developmental English31.7%

ReadingEnrolled or Placed in Developmental Reading28.7%

AnyAssessed as Developmental78.6%

Developmental Status of Summer/Fall 1999 New Students Statewide

SectorNew StudentsMathMath

Community Colleges105,91342,29939.9%

University49,1049,40019.1%

Other3,8861,42736.7%

Total158,90353,12633.4%

Sheet1

0

0

0

0


0

0

0

Summer/Fall 1999 New Students StatewideOf the 158,903 new students enrolled in Texas public colleges and universities in Summer and Fall 1999, 40 percent of those enrolled in community colleges were assessed as requiring math developmental course work.

Of those enrolled in universities, 19 percent were assessed as requiring math developmental course work.

New Students Statewide Requiring Developmental Math, Within School Type

Chart3

42299

9400

1427

University 9,40019%

Other 1,427 37%

Community Colleges 42,29940%

Sheet1











University49,1049,40019.1%

Other3,8861,42736.7%

Total158,90353,12633.4%

Sheet1

0

0

0

0


0

0

0

Summer/Fall 1999 New Students StatewideRequiring Developmental Math Statewide, 82 percent of the new students requiring mathematics developmental education are enrolled in two-year colleges.

New Students Statewide Requiring Developmental Math, by School Type

Chart4

0.82

0.18

Students Enrolled In Math Developmental Education

Community and Technical Colleges82%

University18%

Sheet1











University49,1049,40019.1%

Other3,8861,42736.7%

Total158,90353,12633.4%


Community and Technical Colleges82.0%

University18.0%

Total100.0%

Sheet1

0

0

0

0


0

0

0

0

0


New Students Statewide Requiring Developmental Math, by EthnicityAbout one-half of the students requiring mathematics developmental education are White, about one-third are Hispanic, and about one-sixth are African-American.

A greater percentage of African-American and Hispanic students require developmental math.

New Students Statewide Requiring Developmental Math, by Ethnicity

Chart5

9195224424

172989023

3975117746

99021933

Total

Requiring Math Dev

91,952

1,93320%

17,74645%

9,02352%

24,42427%

Sheet1











University49,1049,40019.1%

Other3,8861,42736.7%

Total158,90353,12633.4%



University18.0%

Total100.0%

White91,95224,42426.6%

Black17,2989,02352.2%

Hispanic39,75117,74644.6%

Other9,9021,93319.5%

Total158,90353,12633.4%

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0

0

0

0


00

00

00

00

Total

Requiring Math Dev

New Students Statewide Requiring Developmental Math, by AgeOlder students are not more likely than their younger counterparts to require mathematics developmental education.

Seventy-four percent of students requiring mathematics developmental education are 19 or younger; 83 percent are 21 or younger. After age 24, the percentages requiring mathematics developmental education decrease with age, and people over 50 are less likely to require mathematics developmental education than any other age group.Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003

New Students Statewide Requiring Developmental Math, by High School ProgramEncouraging more students to enroll in the Recommended High School Program should help reduce the demand for mathematics developmental education, but not eliminate it.

The existing data are encouraging, indicating that fewer students who have taken an advanced or recommended high school curriculum are required to complete mathematics developmental education.

Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003

New Students Statewide Requiring Developmental Math, by High School Program

Chart2

4740223033

5001911657

6148218436

Total

Requiring Math Dev

18,43630%

11,65723%

23,03349%

Sheet1











University49,1049,40019.1%

Other3,8861,42736.7%

Total158,90353,12633.4%



University18.0%

Total100.0%

Ethnicity

White91,95224,42426.6%

Black17,2989,02352.2%

Hispanic39,75117,74644.6%

Other9,9021,93319.5%

Total158,90353,12633.4%

High School Curriculum

Regular47,40223,03348.6%

Recomm/Advanced50,01911,65723.3%

Unknown61,48218,43630.0%

Total158,90353,12633.4%

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0

0

0

0


00

00

00

00

Total

Requiring Math Dev

00

00

00

Total

Requiring Math Dev

2004 ACT-Tested High School Graduates Meeting College Algebra Benchmark by Race/EthnicityOnly 40 percent of ACT-tested 2004 high school graduates met ACTs College Readiness Benchmark demonstrating their readiness for their first credit-bearing college course in Algebra.

When disaggregated by race/ethnicity, the college readiness numbers are even more sobering. Only 24 percent of Hispanic students, and 11 percent of Black students, are ready for college Algebra.Source: ACT, Crisis at the Core: Preparing All Students for College and Work, 2004

2004 ACT-Tested High School Graduates Meeting College Algebra Benchmark by Race/EthnicitySource: ACT, Crisis at the Core: Preparing All Students for College and Work, 2004

New Students Statewide Requiring Developmental Math, After Two Years

Percent of Del Mar College FTICs Assessed as Requiring Developmental Course WorkCompared to students at most other Texas public community colleges, more Del Mar College students require developmental math, and fewer require developmental writing and reading.

Compared to national averages, many more Del Mar College students require developmental math, and substantially more require developmental writing and reading.

1 Del Mar College institutional data files

2 Hunter Boylan, An Evaluation of Developmental Education in Texas Public Colleges and Universities

3 U.S. Department of Education, National Center for Education Statistics, Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000, public 2-year colleges29.3%30.8 %Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Work

Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Workby Fall Semester and Subject

Developmental Status of 2002-03 DMC District High School Graduates Enrolled at Del Mar College as of Fall 2003Thirty-one percent of high school grads enrolled at Del Mar College within three months of graduation. Of these students who attended Del Mar, 73 percent of high school graduates were assessed as requiring developmental course work in one or more subjects, and 71 percent required developmental math.

ISDs in the Del Mar College District include Corpus Christi, Calallen, Flour Bluff, Tuloso-Midway, and West Oso.

Developmental Status of 2002-03 All DMC District High School Graduates Enrolled at Del Mar College as of Fall 2003

Chart2

0.713

0.284

0.264

0.729

All DMC District Graduates

Sheet1








All DMC District Graduates3,198






Sheet1

0

0

0

0

2002-03 DMC District High School Graduates

Math Developmental Status of Fall 2000 First-Time-in-College Students After Three Years

Del Mar College Developmental Student OutcomesDevelopmental students have higher retention rates than non-developmental students.

Developmental students take longer to prepare for college-level work.

Non-developmental students, who have already reached college level, are much more likely to transfer or graduate.

Fall 2000 FTICs Graduated, Transferred, or Still Enrolled, as of Fall 2003

Chart7

0.043520.053480.258

0.0876620.3013380.186

Graduated

Transferred

Still Enrolled

cohort

cohort

Developmental

Non-developmental

Retention and Graduation Rates for First-Time-In-College Students by Cohort

EnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledEnrolledGraduateGraduatedGraduated

FallSpringFallSpringFallSpringFallSpringFallSpringFallSpringFallRateorTransferred

1997199819981999199920002000200120012002200220032003TransferredStill Enrolled

Fall 1995 Cohort31.7%26.7%20.9%18.3%15.8%14.7%0.0%0.0%0.0%0.0%

(n=1,980)

Rem (n=1,488)34.5%29.1%23.4%20.2%18.0%16.4%0.0%0.0%0.0%0.0%

No Rem(n=492)23.2%19.5%13.2%12.6%9.1%9.6%0.0%0.0%0.0%0.0%

Spring 1996 Cohort24.0%20.9%14.5%13.5%11.1%10.0%0.0%0.0%0.0%0.0%

(n=880)

Rem (n=700)26.3%22.4%16.1%14.9%12.4%10.9%0.0%0.0%0.0%0.0%

No Rem(n=180)15.0%15.0%8.3%8.3%6.1%6.7%0.0%0.0%0.0%0.0%

Fall 1996 Cohort45.9%39.1%30.5%24.5%19.7%18.3%15.1%11.7%11.0%9.4%8.7%8.0%7.0%16.9%35.0%

(n=2,035)

D.E. (n=1,410)49.7%42.1%34.0%26.8%22.4%21.0%17.5%13.8%13.1%11.8%10.8%9.6%8.4%17.0%29.4%

No D.E. (n=625)37.1%32.3%22.4%19.4%13.4%12.2%9.8%7.0%6.1%4.2%4.2%4.3%4.0%16.6%47.8%

Spring 1997 Cohort44.4%35.4%24.0%23.0%16.9%13.3%11.4%10.8%9.8%9.2%8.7%6.6%5.2%9.0%17.0%

(n=953)

D.E. (n=739)43.6%34.2%25.0%24.4%18.3%15.2%12.6%12.4%10.4%9.6%9.1%6.9%5.3%7.4%13.4%

No D.E. (n=214)47.2%39.3%20.6%18.2%12.1%7.0%7.5%5.1%7.5%7.9%7.5%5.6%5.1%14.5%29.4%

Fall 1997 Cohort1,98269.8%42.5%36.3%29.4%25.5%17.8%16.3%13.9%12.2%12.1%11.2%8.9%10.7%28.9%

(n=1,982)

D.E. (n=1,339)1,33967.7%46.3%39.0%31.8%27.6%20.3%18.0%15.6%14.6%14.0%13.3%10.2%9.7%20.8%31.0%

No D.E. (n=643)64374.2%34.7%30.8%24.4%21.2%12.4%12.8%10.3%7.0%8.1%6.7%6.2%12.8%45.6%51.8%

Spring 1998 Cohort78442.6%35.1%24.6%22.4%18.0%14.5%13.9%14.0%12.0%10.3%8.9%8.0%15.6%

(n=784)

D.E. (n=587)58742.2%35.6%27.1%24.4%20.6%16.7%15.2%15.2%13.3%11.8%9.7%7.7%12.1%

No D.E. (n=197)19743.7%33.5%17.3%16.8%10.2%8.1%10.2%10.7%8.1%6.1%6.6%9.1%25.9%

Fall 1998 Cohort1,91573.8%46.9%39.4%31.8%27.9%22.7%18.6%16.6%14.2%12.6%10.3%29.2%

(n=1,915)

D.E. (n=1,111)1,11170.2%47.0%39.6%32.9%28.9%24.5%19.4%18.0%15.6%14.0%8.3%18.8%32.8%

No D.E. (n=804)80478.9%46.8%39.1%30.2%26.6%20.1%17.5%14.7%12.3%10.8%13.1%43.7%54.5%

Spring 1999 Cohort67341.6%34.2%25.6%20.5%18.9%18.9%15.0%12.5%12.8%9.4%14.7%

(n=673)

D.E. (n=455)45540.4%31.9%26.4%21.3%19.6%19.8%16.5%14.1%12.7%7.0%9.7%

No D.E. (n=218)21844.0%39.0%23.9%18.8%17.4%17.0%11.9%9.2%12.8%14.2%25.2%

Fall 1999 Cohort1,95472.4%43.7%39.5%31.9%28.5%23.8%20.7%16.3%8.6%25.8%

In Developmental Ed.1,17868.2%47.6%41.9%35.1%31.7%26.2%23.1%19.1%7.5%16.9%9.4%

No Developmental Ed.77678.9%37.8%35.7%26.9%23.7%20.2%17.0%12.1%10.4%39.3%28.9%

Spring 2000 Cohort76943.2%34.2%27.8%24.1%19.5%18.2%13.1%4.6%9.6%

In Developmental Ed.52344.9%34.8%27.7%24.1%19.7%19.3%14.7%2.9%5.2%

No Developmental Ed.24639.4%32.9%28.0%24.0%19.1%15.9%9.8%8.1%19.1%

Fall 2000 Cohort2,02771.9%45.1%38.4%33.6%28.6%22.5%6.4%23.0%16.6%

In Developmental Ed.1,10368.6%50.5%41.7%37.4%32.5%25.8%4.4%9.7%5.3%

No Developmental Ed.92475.8%38.6%34.5%29.0%24.0%18.6%8.8%38.9%30.1%

Spring 2001 Cohort76647.7%39.9%28.6%24.8%21.3%2.7%8.4%

In Developmental Ed.48452.5%43.0%32.9%26.7%25.0%1.9%4.1%

No Developmental Ed.28239.4%34.8%21.3%21.6%14.9%4.3%15.6%

Fall 2001 Cohort2,08873.9%47.1%39.8%32.8%2.6%4.0%

In Developmental Ed.1,16569.4%52.6%42.6%36.4%1.0%2.2%

No Developmental Ed.92379.5%40.2%36.2%28.2%4.7%6.2%

Spring 2002 Cohort88046.9%37.3%29.3%1.5%1.5%

In Developmental Ed.57349.0%38.0%32.1%0.3%0.3%

No Developmental Ed.30743.0%35.8%24.1%3.6%3.6%

Fall 2002 Cohort2,32976.0%46.9%0.4%0.4%

In Developmental Ed.1,30575.7%54.5%0.1%0.1%

No Developmental Ed.1,02476.3%37.3%0.9%0.9%

Spring 2003 Cohort92546.5%0.4%0.4%

In Developmental Ed.57949.7%0.0%0.0%

No Developmental Ed.34641.0%1.2%1.2%

Fall 2003 Cohort2,2500.0%0.0%

In Developmental Ed.1,7200.0%0.0%

No Developmental Ed.5300.0%0.0%

Source: LONESTAR database. Each semester, students entering Del Mar College who have no prior college experience are identified as that semester's first-time-in-college cohort. Each cohort file is updated every semester with enrollment, performance, an

&C&"Times New Roman,Italic"&16Del Mar College Statistical Profile 2003/04

cohort

000

000

Fall 1997

Fall 1998

Fall 1999

Four-year Retention by Cohort, All FTIC Students by Developmental Status

000

000

Fall 1997

Fall 1998

Fall 1999

Graduated as of Fall 2003

000.36

000.514

Fall 1997

Fall 1998

Fall 1999

Graduated or Transferred as of Fall 2003

000.36

000.514

Fall 1997

Fall 1998

Fall 1999

Graduated, Transferred, or Still Enrolled as of Fall 2003

Del Mar College Completers Who Began as Developmental StudentsOne of the most important measures of the success of a colleges developmental education program is the percentage of graduates who were at some point assessed as requiring developmental education.

This measure is especially important to a college like Del Mar, which has open admissions and enrolls many developmental students.

Studies show that this measure varies among colleges from 10 to 50 percent1. At Del Mar College, an average of well over 60 percent of all graduates were enrolled at some time in developmental course work.

1 Source: Boylan report

Documents

Del Mar College