Basic Skills Indicator Report

BOARD OF TRUSTEES' INDICATOR REPORT
1999-2000 Basic Skills

Goal 3: Basic Skills

DCCD students will acquire basic literacy skills and developmental education to live
more functionally and become ready to participate successfully in college-level curricula.

District-wide Indicators

success of developmental course completers in college level courses
graduation and transfer of developmental students
percent of developmental course completers
number and percent of students who pass TASP after remediation

Fall students who successfully complete a developmental course and then enroll in a related college-level course the following spring have higher success rates than their classmates who had not completed the developmental course.

Developmental and non-developmental student success in college level courses
See end notes for college level course definitions

Developmental Student Graduation/Transfer Rates

Student Cohort	THECB Graduation/ Transfer Standard	DCCCD College Range
Part-time	15%	27% - 45%
Full-time	30%	38% - 52%

Source: THECB 1999-2000 Institutional Effectiveness Measures, IE 7-1, 9-1
See end notes for student cohort definitions and THECB standards

All DCCCD colleges exceed the Texas Higher Education Coordinating Board performance standards for developmental student graduation/transfer rates.

While almost all 16,000 fall credit students
were enrolled in developmental courses, an
additional 22% had done so previously and
were now in college level courses.

The majority of developmental enrollments continue to be in math (69%) followed by reading (18%) and writing (13%). "Enrollments" is the number of courses in which students are enrolled. For example, a student enrolled in two classes equals two enrollments.

Acad Yr 1998-99	BHC	CVC	EFC	ECC	MVC	NLC	RLC
Dev Math Enrollments	4,435	1,599	5,580	3,004	3,250	3,878	7,188
% Completion Grades	73.6%	80.6%	76.3%	67.0%	78.4%	71.5%	74.1%
Dev Writing Enrollments	719	374	1,008	737	951	654	1,377
% Completion Grades	79.3%	79.4%	79.1%	71.8%	74.7%	81.3%	72.5%
Dev Reading Enrollments	801	593	1,112	978	1,005	808	1,303
% Completion Grades	72.5%	88.2%	83.2%	73.4%	78.4%	83.9%	76.1%

% Completion Grades = the ratio of all grades awarded other than "W" to total grades

Data Source: Program Review Data (Legacy + Colleague)

College comparison of overall developmental completion rates is not recommended since the extent of remediation needed differs by location. For example, a greater percentage of ECC developmental math students begin studies at the lowest skill level than do students at other DCCCD colleges.

Programming is currently "in-progress" to populate a model which will detail developmental student pass rates on TASP as well as students who meet their TASP obligation via the "B or Better" route. This information will be provided in a subsequent report.

End Notes:
College-level courses selected for comparison are those with developmental level prerequisites and consist of
MATH-1314, 1324, 1332, 1333, 1335, 1342, 1371, 1373, 1374, 1414, and ENGL-1301.
Developmental Student Achievement (THECB cohort definitions)
Full-time = Fall 1994 First-time-in-College dev students; Standard: 30% graduate or transfer within 4 years.
Part-time = Fall 1991 First-time-in-College dev students; Standard: 15% graduate or transfer within 7 years.
Prepared by District Office of Research May 2000

1998-1999 Basic Skills Indicator Report
1999-2000 Board Indicator Reports