Achieving the Dream Data & Assessment Team Meeting Agenda November 30, 2009, 1 – 2:30pm President’s Dining Room (PDR) 1. AtD / JBL file submission status = due November 15 th 2. HEIRS Fall 2009 file(s) submission – newly added assessment data 3. AY 2008-09 Withdrawal Report 4. Learning Communities Report – reworked for grades A-D vs. A-C 5. Retention Report updated 6. Proficiencies vs. Prerequisites – discussion / update a. Pilot focus: First-time freshmen in BIO, CHM, ERS, SCI, & HIS 101 7. AtD strategy Team evaluation plans – Advising & College-level Math 8. Next Project – Economic status and college success (is there an impact?) – FISA, Pell data + family size compared to withdrawal rates and course completion 9. Spring 2009 College-level Math tutoring report 10. Team project updates _______________________________________________________ Next meeting: December 10, 2009, 1-2pm President’s Conference Room - Library
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Achieving the Dream Data & Assessment Team Meeting Agenda
November 30, 2009, 1 – 2:30pm President’s Dining Room (PDR)
1. AtD / JBL file submission status = due November 15th
2. HEIRS Fall 2009 file(s) submission – newly added assessment data
3. AY 2008-09 Withdrawal Report
4. Learning Communities Report – reworked for grades A-D vs. A-C
5. Retention Report updated
6. Proficiencies vs. Prerequisites – discussion / update
a. Pilot focus: First-time freshmen in BIO, CHM, ERS, SCI, & HIS 101
7. AtD strategy Team evaluation plans – Advising & College-level Math
8. Next Project – Economic status and college success (is there an impact?) – FISA, Pell data + family size compared to withdrawal rates and course completion
9. Spring 2009 College-level Math tutoring report
10. Team project updates _______________________________________________________
Next meeting: December 10, 2009, 1-2pm President’s Conference Room - Library
Northern Essex Community College AY 2008‐2009 Withdrawal Report
During AY 2008‐2009 there were 527 withdrawals reported from 523 students at Northern Essex Community College. There were 316 withdrawals reported in Fall 2008, 152 withdrawals reported in Spring 2009 and 59 withdrawals reported in Summer 2009. Demographics
69%
31%
0.4%
47%
39%
7% 8%
59%
40%
0.2%0%
10%
20%
30%
40%
50%
60%
70%
80%
Female Male Missing W H A, B, I Other* <=25 >25 Missing
% of Total W
ithdraw
als
N=523
Ethnicity Age
*Includes Other, Unknown and Missing Ethnicity.
Reasons for Withdrawal 99% (523) of student withdrawal forms included 569 reasons for withdrawal. Of those reasons:
Personal/Family 34%
Transferring 13%
Conflict with Work 12%
Financial 12%
Illness 9%
Other 9%
Moving 7%
Academic Difficulty 3%
Quality of Courses 2%
1 Office of Institutional Research and Planning, September 2009
City of Residence 36% (188) of students who withdrew during AY 2008‐2009 resided in Lawrence.
2
0%
5%
10%
15%
20%
25%
30%
NECC Enrollment
Fa08 (N=7020) Sp09 (N=6423) Su09 (N=2587)
Withdrawal Cohort
36%
14%
12%
4% 3%
17%
14%
1%
0%
5%
10%
15%
20%
25%
30%
35%
40%Withdrawals (N=527)
Degree / Certificate Program 81% (424) of student withdrawal forms reported the Degree or Certificate program they were enrolled in at the time of withdrawal.
Nursing 16%
Business 13%
Medical 11%
Liberal Arts 11%
ESL 10%
General Studies 9%
Criminal Justice 8%
Unclassified 6%
Education 5%
Arts 3%
Other 3%
CIS 2%
Human Services 2%
Paralegal 1%
Office of Institutional Research and Planning, September 2009
Course Enrollment A total of 1,378 courses were reportedly dropped during AY 2008‐2009 in the following subject areas:
Biology 10%
Math 10%
Reading 9%
English 9%
English as a Second Language 8%
Psychology 6%
Computer Information Systems 5%
Writing 4%
Criminal Justice 3%
History 3%
Art 2%
Sociology 2%
Accounting 2%
Business 2%
Literature 2%
Graphic Design 2%
Health Services 1%
Early Childhood Education 1%
Communications 1%
Spanish 1%
Human Services 1%
Dental Assisting 1%
Government 1%
Philosophy 1%
Economics 1%
Geography 1%
Science 1%
Emergency Medical Technician 0.5%
Paralegal Studies 0.5%
Anthropology 0.4%
Chemistry 0.4%
College Success Seminar 0.4%
Deaf Hard of Hearing 0.4%
Marketing 0.4%
Music 0.4%
American Sign Language 0.4%
Deaf Studies 0.4%
Education 0.4%
Earth Science 0.4%
French 0.4%
3 Office of Institutional Research and Planning, September 2009
Physical Education 0.4%
Practical Nursing 0.4%
All Other 3%
Financial Aid 34% (181) of withdrawn students reported receiving Financial Aid. Satisfaction When students withdraw, they are asked to rate their satisfaction with both the quality of instruction and the quality of the overall experience they had with NECC. 51% (268) of withdrawal forms reported student levels of satisfaction with the quality of instruction, while 51% (269) of withdrawal forms reported the level of satisfaction with the quality of the overall experience received.
Office of Institutional Research and Planning, September 2009 4
Not at all Satisfied
1%
Not Satisfied
1%
Neutral8%
Satisfied29%
Extremely Satisfied60%
Quality of Instruction
Not at all Satisfied
1%
Not Satisfied
3% Neutral9%
Satisfied24%
Extremely Satisfied62%
Quality of Overall Experience
A ‐ D
NECCIRandP\ojk\11/17/2009 S:\Research_Shared\Data Requests\Learning Communities\Learning Community Course Study_comparison report.xlsxNECCIRandP\ojk\11/17/2009 S:\Research_Shared\Data Requests\Learning Communities\Learning Community Course Study_comparison report.xlsx
Fall 2007 Learning Community Course Study
Grades A ‐ C Grades Learning Community Courses (Section CodHL*)
Office of Institutional Research and Planning 11/17/2009 Northern Essex Community College
NECC Student Retention Report0539 Web Page Design & Dev Cert 29 15 52% 5 2 7 48%0541 Web Page Design: Graphics Cert 21 11 52% 8 1 4 62%0543 Computer Service Spec Cert 15 7 47% 2 0 3 33%0544 Computer Networks Certificate 19 7 37% 2 3 1 32%0546 Elect Tech:Computer System Opt 25 16 64% 3 0 11 56%0549 CIS: Web Technologies Opt 14 6 43% 3 0 3 43%0557 Elect.Tech/Elec Tester Ct/ATT 2 0 0% 0 1 0 50%0558 Elect Tech:Comp Netwrk Eng Opt 31 17 55% 4 1 10 48%0660 General Studies:ESL Studies 557 376 68% 0 15 252 48%0662 Comm Supp HSPrac:Dir Supp Ct 3 2 67% 3 0 0 100%0999 Unclassified‐Majr not Declared 911 317 35% 0 143 97 26%7144 General Studies: Paralegal 15 9 60% 0 1 2 20%7200 General Studies: Criminal Just 46 0 0% 0 4 0 9%7201 General Studies: Early Childhd 43 21 49% 0 4 10 33%7209 General Studies: Pract Nursing 128 79 62% 0 6 30 28%7212 General Studies: Radiol Tech 120 73 61% 0 5 33 32%7213 General Studies:Nursing 452 322 71% 0 25 157 40%7214 General Studies: Resp Care 14 8 57% 0 1 2 21%7218 General Studies: Dental Asst 22 8 36% 0 1 4 23%7237 General Studies:Early Child Ev 14 9 64% 0 1 6 50%7245 General Studies: Deaf Studies 17 10 59% 0 1 3 24%7255 General Studies: Human Svs 15 3 20% 0 0 2 13%7260 General Studies: Medical Asst 20 8 40% 0 0 1 5%
Office of Institutional Research and Planning 11/17/2009 Northern Essex Community College
Office of Institutional Research & Planning, August 2009
NECC College Math Tutoring Center Results Spring 2009
The new College Math Tutoring Center at Northern Essex Community College opened its doors to students for the Spring 2009 semester. A total of 940 students enrolled in one or more college level math courses during the term, 128 of which sought math tutoring services through the Center. The 128 students who participated in math tutoring averaged 8 total contacts with the Center, 771 contact minutes, and 13 contact hours (see Table 1). Table 1.
Tutoring Activity
# of Contacts N 128 Mean 8 Median 5 Mode 1 Sum 1,040
Contact Minutes N 103 Mean 771 Median 390 Mode 60 Sum 79,455 Contact Hours N 103
Mean 13 Median 7 Mode 1 Sum 1,324
College Math Student Profile Although more males than females enrolled in college math courses, a slightly larger percentage of females than males accessed math tutoring services (see Table 2). Table 2.
Gender Received Tutoring No Tutoring Total
Frequency Percent Frequency Percent Frequency Percent Female 65 50.8% 388 47.8% 453 48.2% Male 62 48.4% 424 52.2% 486 51.7% Unknown 1 0.8% 0 0.0% 1 0.1%
Total 128 100.0% 812 100.0% 940 100.0%
Office of Institutional Research & Planning, August 2009
20.3% of students who sought math tutoring were Hispanic and 5.5% were Black, non-Hispanic. The ethnic makeup of all students enrolled in college math courses included 18.5% Hispanic and 2.8% Black, non-Hispanic (see Table 3). Table 3.
Ethnicity Received Tutoring No Tutoring Total
Frequency Percent Frequency Percent Frequency Percent American Indian 0 0.0% 5 0.6% 5 0.5% Asian 3 2.3% 22 2.7% 25 2.7% Black, non-Hispanic 7 5.5% 19 2.3% 26 2.8% Hispanic 26 20.3% 148 18.2% 174 18.5% Non-Resident Alien 2 1.6% 3 0.4% 5 0.5% White, non-Hispanic 79 61.7% 537 66.1% 616 65.5% Unknown 11 8.6% 78 9.6% 89 9.5%
Total 128 100.0% 812 100.0% 940 100.0% The vast majority of students accessing math tutoring services were continuing students, consistent with the overall composition of students enrolled in college math (see Table 4). Table 4.
Student Status Received Tutoring No Tutoring Total
Frequency Percent Frequency Percent Frequency Percent Continuing 113 88.3% 688 84.7% 801 85.2% New 4 3.1% 51 6.3% 55 5.9% Readmit 10 7.8% 46 5.7% 56 6.0% Readmit Grad NECC 0 0.0% 1 0.1% 1 0.1% Transfer 0 0.0% 17 2.1% 17 1.8% Unknown 1 0.8% 9 1.1% 10 1.1%
Total 128 100.0% 812 100.0% 940 100.0%
On average, students seeking math tutoring services were older than who did not (see Chart 1). Chart 1.
Office of Institutional Research & Planning, August 2009
N 127 812 939
27
24 24
0
5
10
15
20
25
30
Received Tutoring No Tutoring Total
Average Age
Mean 27 24 24 Median 22 21 21 Mode 19 18 20
College math students were enrolled for an average of 11 credits (see Chart 2). Chart 2.
N 127 803 930
11 11 11
0
5
10
15
Received Tutoring No Tutoring Total
Average Credits Enrolled
Mean 11 11 11 Median 12 12 12 Mode 12 12 12 Sum 1,425 8,845 10,270
Students who participated in math tutoring had earned, on average, more credit hours than those who did not seek tutoring (see Chart 3). Chart 3.
Office of Institutional Research & Planning, August 2009
N 127 803 930
38
29 30
0
5
10
15
20
25
30
35
40
Received Tutoring No Tutoring Total
Average Hours Earned
Mean 38 29 30 Median 35 21 24 Mode 12 0 0 Sum 4,783 22,976 27,759
Nearly 90% of students who participated in math tutoring during Spring 2009 had attempted an average of 3 math courses at NECC prior to the Spring 2009 semester, either at the developmental or college level (see Table 5 and Chart 4). Table 5.
Math Experience Prior to Spring 2009 Received Tutoring No Tutoring Total
Frequency Percent Frequency Percent Frequency Percent Any Math Attempted 115 89.8% 669 82.4% 784 83.4% No Math Attempted 13 10.2% 143 17.6% 156 16.6%
Total 128 100.0% 812 100.0% 940 100.0%
Chart 4.
Office of Institutional Research & Planning, August 2009
N 115 669 784
3
2 2
0
1
2
3
4
Received Tutoring No Tutoring Total
Average Math Courses Attempted
Mean 3 2 2 Median 2 1 2 Mode 1 1 1 Sum 299 1,357 1,656
61.7% of students participating in math tutoring at the college level during Spring 2009 had initially assessed into developmental math (see Table 6). Table 6.
Math Placement Test Results Received Tutoring No Tutoring Total
Frequency Percent Frequency Percent Frequency Percent Assessed into Developmental 79 61.7% 474 58.4% 553 58.8% Assessed into College Level 17 13.3% 158 19.5% 175 18.6% Unknown 32 25.0% 180 22.2% 212 22.6%
Total 128 100.0% 812 100.0% 940 100.0% Note: For students who tested more than once, results from the most recent test were used.
Students who participated in college math tutoring had received a lower average Elementary Algebra test score than those who did not seek tutoring (see Chart 5). Chart 5.
Office of Institutional Research & Planning, August 2009
N 96 631 727 Mean 52.1 62.0 60.7 Median 43.3 59.3 57.9 Mode 39.7 37.3 21.0
Note: For students who tested more than once, results from the most recent test were used. College Math Outcomes The final GPA for the Spring 2009 term was, on average, higher for college math students who accessed tutoring services than for those who did not (see Chart 6). Chart 6.
N 128 811 939 Mean 2.78 2.54 2.58 Median 3.13 2.85 2.90 Mode 4.00 0.00 0.00
52.1
62.0 60.7
0.05.0
10.015.020.025.030.035.040.045.050.055.060.065.0
Received Tutoring No Tutoring Total
Average Elementary Algebra Score
2.782.54 2.58
0.00
1.00
2.00
3.00
4.00
Received Tutoring No Tutoring Total
Average Final Term GPA
Office of Institutional Research & Planning, August 2009
A total of 964 college math grades were distributed among 940 individual students during the Spring 2009 semester. Students seeking tutoring achieved notably higher A-C and A-D completion rates in college math than those who did not seek tutoring (see Table 7). Table 7. Final College Math Grade Distribution
Received Tutoring No Tutoring Total Frequency Percent Frequency Percent Frequency Percent
Correlation Analysis A correlation exists when two variables are linked closely enough that knowing the values for one variable lets us predict with some accuracy the values for the second variable. Correlation does not prove causation, only that there is a relationship. While a correlation coefficient with an absolute value of 1 (-1 or +1) indicates a perfect association, an absolute value of .2 or higher is usually worth noting.
Correlation analysis was utilized to determine whether tutoring, the independent variable, influenced final college math grade, the dependent variable. The result showed a very weak tendency (.263) for students who participated in tutoring to complete college level math with a grade of A-C, and for students who did not participate in tutoring to achieve a grade lower than C, or not successfully complete college math. No association was revealed between the number of visits made to the College Math Tutoring Center and the final course grade (.093), or between the total time spent at the Center and the final course grade (.079).
Students who initially assessed into college level math strengthened the relationship between math tutoring and successful course completion from very weak to moderate (.585). The association between tutoring and A-C completion endured, but did not increase, for students who placed into developmental math (.237). Controlling for gender, the relationship between math tutoring and A-C completion increased from very weak to weak for females only (.442). Males did not influence (.106) the relationship between tutoring and completion.
Office of Institutional Research & Planning, August 2009
The association between tutoring and college math course completion increased from very weak to weak for students over age 25 (.429). Students age 25 or younger had no influence (.199) on the relationship between the tutoring and completion. For full-time students the relationship between math tutoring and A-C course completion increased from very weak to weak (.320). Though the strength of association endured for part-time students (.202), it did not increase. Controlling for ethnicity, the strength of association endured in both Majority (White non-Hispanic) and Minority (American Indian, Asian, Black non-Hispanic, and Hispanic) sub-groups without increasing appreciably in either (.275 and .297 respectively). This provides further evidence that tutoring and course completion are related, but ethnicity is not a factor. Summary
College math students who accessed tutoring services tended to be slightly older, had earned more credit hours, and had attempted more math courses prior to Spring 2009 than those who did not seek tutoring. Students who participated in tutoring had also achieved, on average, a lower Elementary Algebra score at the time of assessment than those who did not seek tutoring.
There were positive outcomes for college math students who sought tutoring. Those students achieved a higher average term GPA and higher course completion rates in college math than students who did not seek tutoring. An association between math tutoring and successful course completion was revealed through higher level analysis; the association increased for students who assessed into college level math, females, students over age 25, and students enrolled full-time.
Further study might include the calculation of retention rates from Spring 2009 to Fall 2009 for college math students who participated in tutoring versus those who did not. In addition, the development of regression models would reveal whether certain combinations of independent variables help predict and/or explain college math outcomes.