Basic Skills Board Indicator Report

BOARD OF TRUSTEES' INDICATOR REPORT
2001-02 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

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

Over 30% of all credit students are in developmental education. One-half those attending college for the first time arrive not yet prepared for college-level work. However, while in developmental studies, most (87%) students also enroll in an academic or technical course.
developmental course enrollments, 1999 to 2001

developmental course enrollments, 1999 to 2001

Thirty-percent of all DCCCD students who transfer to a university and 57% of graduates and certificate completers were once developmental students.

Math continued to comprise the majority (72%) of developmental enrollments.

Course Retention

Dev Subject	99-00	00-01
Math	75%	77%
Writing	72.5%	74%
Reading	77%	80%

(Course Retention = % total grades that are non-withdraw)

In 2000-01, developmental course retention improved over the prior year. During the last 5-years, math tetnetion increased from 70% to 77%. Before 2000-01, reading and writing retention had decreased the prior two years.

Acad Yr 2000-01	BHC	CVC	EFC	ECC	MVC	NLC	RLC	DCCCD
Dev Math Enrollments	5,066	1,727	6,110	2,847	3,822	3,739	7,787	31,098
Course Retention	78%	82%	80%	68%	82%	76%	76%	77%
Dev Writing Enrollments	553	438	977	632	797	488	920	4,805
Course Retention	69%	72%	73%	68%	78%	83%	75%	74%
Dev Reading Enrollments	883	537	1,215	952	1,210	980	1,334	7,111
Course Retention	75%	89%	86%	77%	79%	81%	77%	80%

EFC figures include 200 math and 6 writing enrollments taught by the Dallas Telecollege

Approximately 65% of developmental grades awarded indicated student successful completion (grade = A, B, C) or that the student progressed (grade = E) but was not yet prepared for the next level course.

Continued Success After Remediation

percent a, b, c in college level courses

Fall 2001 students who successfully completed a developmental course and then enrolled Spring 2002 in a related college-level course had higher success rates than their classmates who had not completed the developmental course in the fall semester.

Such differences in performance have been found in research dating back more than a decade.

The Texas Higher Education Coordinating Board has performance standards for first-time-in-college developmental student graduation/transfer rates. Each DCCCD college exceeded these standards. The District average rate for full-time students was higher than the DCCCD Texas Peer Group average. (See endnote for standards and peer group definitions.)

Student Status	THECB Standard	Texas Peer Group	DCCCD
Part-time	15%	35%	36%
Full-time	30%	43%	46%

Students who have successfully completed the highest level developmental course in math, reading or writing are considered TASP prepared in the following analysis.

Of the Fall 2000 TASP prepared students who tested and had results reported to the DCCCD, 84% of reading, 85% of math, and 87% of writing students initially or eventually passed the corresponding TASP section. Although this performance is higher than that of Fall 1999 students, due to variation in earlier cohorts (Fall 1996 –98), any trend is not yet evident.

TASP Section	Fall 2000 TASP Pass Rates			% Students Who Eventually Pass TASP Section
TASP Section	During Dev Course	1– 6 months After	After 6 months	% Students Who Eventually Pass TASP Section
Math	68.5%	74%	66%	85%
Reading	73.5%	77%	67%	84%
Writing	67%	72%	51%	87%

Pass Rate = passing attempts/total attempts and counts multiple attempts by the same student.
"% of Students Who Eventually Pass…" is student based and also counts those who pass "B or Better" rule.

Source: 2001-02 Institutional Effectiveness Measures, http://www.thecb.state.tx.us/ctc/ie/ctciems/ctciems.cfm Developmental Student Achievement definitions:
Full-time = Fall 1996 First-time-in-College dev students; Standard: 30% graduate/transfer within 4 years.
Part-time = Fall 1993 First-time-in-College dev students; Standard: 15% graduate/transfer within 7 years.
Peer Group: Alamo, Austin, Collin, El Paso, Houston, N Harris Montgomery, San Jacinto and Tarrant County.

Prepared by District Office of Research June 2002

2000-2001 Basic Skills Indicator Report
2001-2002 Board Indicator Reports