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BOARD OF TRUSTEES' INDICATOR REPORT
2000-01 Basic Skills

Goal 3: DCCCD 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

Although a significant number of students arrive at college lacking needed skills, as noted in this report, many obtain those skills, succeed in college-level courses and subsequently graduate and/or transfer to a university.
 
Success After Remediation

Fall 1999 students who successfully completed a developmental course and then enrolled Spring 2000 in a related college-level course had slightly higher success rates than their classmates who had not completed the developmental course in the prior semester. 
Percent A, B, C in college level courses by student preparation
 
Prepared Student TASP Results

The proposed TASP reporting model presented to the DCCCD Board of Trustees, July 2000, defined a prepared student as one who successfully completes the highest level of remediation. As a reminder, the TASP pass rate is based on test attempts and not individual students. For example, a student who attempts TASP, fails and re-tests, is counted twice in a rate calculation.

The "Cumulative % of Students…" measures TASP performance at the unduplicated student level and reveals that 82%-84% of prepared students either initially or eventually pass the corresponding TASP section.
 
TASP Section
*Average TASP Pass Rates
Cumulative % of Students Who Eventually Pass TASP Section
During Dev Course
1– 6 months After
After 6 months
Math
73%
66%
56%
82%
Reading
62%
64%
53%
82%
Writing
64%
61%
55%
84%

*Average based on Fall 1996, 1997, 1998 and 1999 cohorts, Pass Rate = passing attempts/total attempts
"Cumulative % of Students…" also includes students who pass via the B or Better route
July 2000 presentation http://www.dcccd.edu/pda/research/powerpnt/tasp/index.htm
 
Developmental Student Graduation/Transfer Rates
Student 
Cohort
THECB 
Standard
DCCCD Average
Part-time
15%
35%
Full-time
30%
49% 
All DCCCD colleges exceed the Texas Higher Education Coordinating Board performance standards for developmental student graduation/transfer rates.

Source: THECB 2000-01 Institutional Effectiveness Measures, http://www.thecb.state.tx.us/ctc/ie/ctciems/ctciems.cfm

Developmental Enrollments and Completions

The majority of developmental enrollments (number of courses in which students are enrolled) continue to be in math (71%) followed by reading (17%) and writing (12%). Enrollment in developmental math increased throughout the 1990’s while developmental writing and reading were relatively stable.
 

Developmental Enrollments in the 1990s
 
Acad Yr 1999-2000
BHC
CVC
EFC
ECC
MVC
NLC
RLC
DCCCD
Dev Math Enrollments
5,067
1,715
5,304
2,847
3,860
3,841
7,290
29,924
% Completion Grades
73%
82%
79%
67.5%
80%
73%
74.5%
75%
Dev Writing Enrollments
635
530
961
659
870
586
870
5,111
% Completion Grades
69%
70%
75%
64.5%
77%
79%
71%
72.5%
Dev Reading Enrollments
878
598
1,126
950
1,243
857
1,245
6,897
% Completion Grades
76%
82%
80%
68%
80%
78.5%
75%
77%
% Completion Grades = the ratio of all grades awarded other than "W" to total grades

Comparison of college developmental completion rates is not recommended since student developmental needs and course structure may differ by location.

College-level courses selected for comparison = MATH-1000 level courses and ENGL-1301
Developmental Student Achievement (THECB cohort definitions)
Full-time = Fall 1995 First-time-in-College dev students; Standard: 30% graduate or transfer within 4 years.
Part-time = Fall 1992 First-time-in-College dev students; Standard: 15% graduate or transfer within 7 years.

Prepared by District Office of Research May 2001

1999-2000 Basic Skills Indicator Report
2000-2001 Board Indicator Reports