2010 ASCCC Curriculum InstituteSanta Clara Marriott • July 8-10, 2010

Prerequisites: Research & Implementation

Gregory M. Stoup, Cañada College

An analysis of the relationship between basic skills and performance in

transfer level courses

Research Framework

1. Objective: Examine the performance of students in transfer level courses broken out by degree of basic skills remediation in english, reading & math.

2. Approach: Segment students into their remediation level in english, reading & math controlling for their placement in each of the three remediation areas. Then examine each cohort’s performance in a set of intro transfer courses.

3. Research Goal: Determine if performance in the transfer courses is related to their degree of remediation in each basic skills domain controlling for any remediation needs in each of the other basic skills domains.

Methodology• Pulled the placement records of all students taking the

placements test over the period Fall 2000 – Spring 2009.

• Identified all introductory transfer level courses taken by these students.

• Determined the level of basic skill remediation for each student at the time of enrollment in each introductory transfer level course

• Calculated the performance of students in these transfer courses segmented by their degree of basic skills remediation

• Made adjustments to isolate the relationship between a specific basic skill domain (Reading, English or Math) and performance in transfer course.

Courses in the Selection Pool

Recommended Eligibilty Transfer Level Introductory Course Reading English Math TransferabilityGeneral Psychology (PSYC 100) Read 836 Engl 836 IGETCIntro to Sociology (SOCI 100) Read 836 Engl 836 IGETCPrinciples of Macro Economics (ECON 100) Read 836 Engl 836 IGETCPrinciples of Micro Economics (ECON 102) Read 836 Engl 836 IGETCHistory of Western Civilization I (HIST 100) Read 836 Engl 836 IGETCCultural Anthropology (ANTH 110) Read 836 Engl 836 IGETCArt of the Western World (ART 100) Read 836 Engl 836 CSUSurvey of Business (BUS 100) Read 836 Engl 836 CSU; UCIntro to Astronomy (ASTR 100) Read 836 Engl 836 Math 110 IGETCPrinciples of Biology (BIO 110) Read 836 Engl 836 IGETCIntro to Philosophy (PHIL 100) Engl 100 IGETCIntro to Interior Design (INTD 115) Read 836 Engl 836 CSUAmerican Politics (PLSC 210) Read 836 Engl 836 IGETCBeginning Clothing Construction (FASH 110) Read 836 Engl 836 CSU

Group Placement 2000/01 2004/05 2008/09MATH Pre-Algebra 37.8% 36.1% 41.5% Elem Algebra 37.1% 34.3% 32.1% Intermediate Algebra 14.6% 15.9% 13.9% Transfer Level Math 10.5% 13.7% 12.6%READING Developmental Reading 49.1% 45.4% 47.5% Acad Reading Strategies 25.2% 28.4% 29.2% Transfer Level Reading 25.7% 26.1% 23.3%ENGLISH Basic Composition 49.7% 48.2% 48.3% Writing Development 31.7% 32.1% 32.8% Transfer Level English 18.5% 19.8% 19.0%

Placement of Canada Students

Placement patterns have remained fairly stable over the coverage period.

The biggest challenge in determining the impact of a specific basic skill domain, like math, on performance in transfer level courses is that most basic skills students require remediation in multiple domains, making it difficult to attribute gains in one basic skills area to the improvements in success at the transfer level.

Our approach:

Identify students placing at the transfer level in two of the three basic skills domains but below transfer level in the third and then examine the performance in transfer courses for each level below transfer level in the one area of needed remediation.

English & Reading placement patters for student placing into Pre-Algebra (three levels below transfer Math)

Two Levels Below

Transfer78%

One Level Below

Transfer14%

Transfer Level8%

Two Levels Below

Transfer83%

One Level Below

Transfer11%

Transfer Level6%

English Placements Reading Placements

Let’s examine the performance of the these two cohorts in

transfer level courses

Three Levels below Transfer Two Levels below Transfer One Level below Transfer Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

38.9%

56.8%

70.1%

84.1%

Success Rates of students in Selected Transfer Courses* as they completed each step in the Basic Skills Algebra Sequence

(Summer 2000 – Spring 2009)

Average College Success Rate in Transfer Courses = 75.2%

Performance in Transfer Courses based on the degree of Math remediation (controlling for English & Reading)

N = 184 N = 71 N = 96 N = 693

Series10%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Succ

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in In

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Degree of Improvement associated with each level increase in Math

MATH 811

MATH 110; MATH 111

MATH 120; MATH 122

Transfer Level

Placed; Not Enrolled

Taking Concurrently

Placed; Not Enrolled

Placed; Not Enrolled

Taking Concurrently

Taking Concurrently

38.9%

56.8%

70.1%

84.1%

40.6%

54.8%

71.8%

Basic Skills Reading & English

Sequences

English & Math placement patters for student placing into Developmental Reading (two levels below transfer Reading)

Two Levels Below

Transfer76%

One Level Below

Transfer22%

Transfer Level2%

Two Levels Below

Transfer84%

One Level Below

Transfer8%

Transfer Level8%

English Placements Math Placements

Let’s examine the performance of the these two cohorts in

transfer level courses

Two Levels Below One Level Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

43.9%

56.9%

77.5%

Success Rates of students in Selected Transfer Courses as they move through each step in the Basic Skills Reading Sequence

(Summer 2000 – Spring 2009)

Average College Success Rate in Transfer Courses = 75.2%

Performance in Transfer Courses based on the degree of Reading remediation (controlling for English and Math).

N = 753N = 203N = 102

Two Levels Below One Level Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48.7%

64.7%

75.8%

Success Rates of students in Selected Transfer Courses* as they move through each step in the Basic Skills English Sequence

(Summer 2000– Spring 2009)

Average College Success Rate in Transfer Courses = 75.2%

N = 96 N = 167 N =821

Performance in Transfer Courses based on the degree of English remediation (controlling for Reading and Math placements).

Series10%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Succ

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in In

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Degree of Improvement associated with each level increase in English & Reading

ENGL 826; READ 826

English Reading

Placed; Not Enrolled

Taking Concurrently

Taking Concurrently

Placed; Not Enrolled

Transfer Level

Note: preliminary findings on the impact of learning communities on concurrent enrollment suggests that learning communities are associated with even greater improvements in transfer course success. Research forthcoming.

48.7% 48.7%

64.7%

75.8%65.9%

43.9%

56.9%

77.5%

45.1%

58.0%

ENGL 836; READ 836

Series10%

10%

20%

30%

40%

50%

60%

70%

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90%

100%

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Summary Overlay: improvement in success rates associated with each level of increase in the Basic Skills sequence

Three Levels Below

Two Levels Below

One Level Below

Transfer Level

English ReadingMath

38.9%

56.8%

70.1%

84.1%

48.7%

64.7%

75.8%

43.9%

56.9%

77.5%

Now let’s look at performance in a few

specific transfer course

Three Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

45.5%

82.4%Philosophy

Three Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

37.1%

83.3%

Sociology

Three Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

39.5%

76.6%

Economics

Three Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

37.5%

73.4%

Psychology

Success rates of students in select transfer level courses (Summer 2000 – Spring 2009)

Three Level Below in Math Transfer Level Math

N = 382

N = 416

N = 349

N = 451

+ 35.9%

+ 37.1%

+ 46.2%

+ 36.9%

N = 32

N = 44

N = 37

N = 57

Two Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

49.1%

74.9%

Philosophy

Two Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48.6%

75.6%

Sociology

Success rates of students in select transfer level courses (Summer 2000 – Spring 2009)

Two Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

55.2%

77.4%

Psychology

Two Levels Below

N = 585

N = 48

N = 501

N = 602Two Levels Below Transfer Level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

50.1%64.9%

Economics

Transfer Level

+ 22.2%

+ 14.8%

+ 27.0%

+ 25.8%

N = 498

N = 39 N = 51

N = 71

Now for the kicker!

Just when you thought you had it all figured

out…

Three Levels Below Transfer Level0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

61.5%

86.6%

Yoga

Three Levels Below Transfer Level Math

Transfer Level

N = 315

+ 25.1%

Two Levels Below Transfer Level Reading

Transfer Level

N = 421Two Levels Below Transfer Level

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

65.1%

84.9%

Yoga

+ 19.8%

Success rates of students taking Yoga(Summer 2000 – Spring 2009)

N = 36 N = 47

Lets Discuss