Del Mar Del Mar College College Developmental Education Developmental Education Needs of First-Time-In- Needs of First-Time-In- College Students and High College Students and High School Graduates School Graduates http://www.delmar.edu/IRESurvey/HSDev02-03.pps http://www.delmar.edu/IRESurvey/HSDev02-03.pps
Del Mar College Developmental Education Needs of First-Time-In-College Students and High School Graduates .
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Del Mar CollegeDel Mar College
Developmental Education Developmental Education Needs of First-Time-In-Needs of First-Time-In-College Students and High College Students and High School GraduatesSchool Graduates
http://www.delmar.edu/IRESurvey/HSDev02-03.ppshttp://www.delmar.edu/IRESurvey/HSDev02-03.pps
Summer/Fall 1999 New Students Summer/Fall 1999 New Students StatewideStatewide
Of the 158,903 new students enrolled in Of the 158,903 new students enrolled in Texas public colleges and universities in Texas public colleges and universities in Summer and Fall 1999, 67 percent were Summer and Fall 1999, 67 percent were enrolled in community colleges.enrolled in community colleges.
Thirty-one percent were enrolled in Thirty-one percent were enrolled in universities.universities.
Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003
Summer/Fall 1999 New Students Summer/Fall 1999 New Students StatewideStatewide
Community Colleges 105,913
67%
University 49,10431%
Other3,886 2%
0
20,000
40,000
60,000
80,000
100,000
120,000
1 2 3
Summer/Fall 1999 New Students Summer/Fall 1999 New Students StatewideStatewide
Of the 158,903 new students enrolled in Of the 158,903 new students enrolled in Texas public colleges and universities in Texas public colleges and universities in Summer and Fall 1999, 40 percent of Summer and Fall 1999, 40 percent of those enrolled in community colleges those enrolled in community colleges were assessed as requiring math were assessed as requiring math developmental course work.developmental course work.
Of those enrolled in universities, 19 Of those enrolled in universities, 19 percent were assessed as requiring math percent were assessed as requiring math developmental course work.developmental course work.
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, Within School TypeDevelopmental Math, Within School Type
Community Colleges 42,299
40%
University 9,40019%
Other 1,427 37%
0
10,000
20,000
30,000
40,000
50,000
Summer/Fall 1999 New Students Summer/Fall 1999 New Students StatewideStatewide
Requiring Developmental Math Requiring Developmental Math
Statewide, 82 percent of the new students requiring mathematics developmental education are enrolled in two-year colleges.
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, by School TypeDevelopmental Math, by School Type
Community and Technical Colleges
82%
University18%
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, by EthnicityDevelopmental Math, by Ethnicity
About one-half of the students requiring mathematics developmental education are White, about one-third are Hispanic, and about one-sixth are African-American.
A greater percentage of African-American and Hispanic students require developmental math.
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, by EthnicityDevelopmental Math, by Ethnicity
91,952
24,42427%
17,2989,02352%
39,751
17,74645%
9,902 1,93320%
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
90,000
100,000
White Black Hispanic Other
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, by AgeDevelopmental Math, by Age
Older students are not more likely than their younger counterparts to require mathematics developmental education.
Seventy-four percent of students requiring mathematics developmental education are 19 or younger; 83 percent are 21 or younger. After age 24, the percentages requiring mathematics developmental education decrease with age, and people over 50 are less likely to require mathematics developmental education than any other age group.Source: Texas Higher Education Coordinating Board, A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, by High School Developmental Math, by High School
ProgramProgram Encouraging more students to enroll in
the Recommended High School Program should help reduce the demand for mathematics developmental education, but not eliminate it.
The existing data are encouraging, indicating that fewer students who have taken an advanced or recommended high school curriculum are required to complete mathematics developmental education.Source: Texas Higher Education Coordinating Board, A Comparison
of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students, January 2003
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, by High School Developmental Math, by High School
ProgramProgram
47,402
23,03349%
50,019
11,65723%
61,482
18,43630%
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
Regular Recomm/Advanced Unknown
2004 ACT-Tested High School Graduates Meeting College Algebra Benchmark by
Race/Ethnicity
Only 40 percent of ACT-tested 2004 high school graduates met ACT’s College Readiness Benchmark demonstrating their readiness for their first credit-bearing college course in Algebra.
When disaggregated by race/ethnicity, the college readiness numbers are even more sobering. Only 24 percent of Hispanic students, and 11 percent of Black students, are ready for college Algebra.
Source: ACT, Crisis at the Core: Preparing All Students for College and Work, 2004
2004 ACT-Tested High School Graduates Meeting College Algebra Benchmark by
Race/Ethnicity
Source: ACT, Crisis at the Core: Preparing All Students for College and Work, 2004
New Students Statewide Requiring New Students Statewide Requiring Developmental Math, After Two YearsDevelopmental Math, After Two Years
Status
All Student
s
Received degree or certificate, and no Received degree or certificate, and no longer enrolledlonger enrolled 452 (1%)
Completed math DE, still enrolled but not Completed math DE, still enrolled but not been awarded a degree or certificatebeen awarded a degree or certificate 9,967 (19%)
Completed math DE but had not received a Completed math DE but had not received a degree or certificate and were no longer degree or certificate and were no longer enrolledenrolled 4,287 (8%)4,287 (8%)
Not yet completed math DE but still enrolledNot yet completed math DE but still enrolled13,678 (26%)
Not yet completed math DE and not Not yet completed math DE and not enrolledenrolled
24,491 24,491 (46%)(46%)
Percent of Del Mar College FTICs Assessed Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Workas Requiring Developmental Course Work
Compared to students at most other Compared to students at most other Texas public community colleges, more Texas public community colleges, more Del Mar College students require Del Mar College students require developmental math, and fewer require developmental math, and fewer require developmental writing and reading.developmental writing and reading.
Compared to national averages, many Compared to national averages, many more Del Mar College students require more Del Mar College students require developmental math, and substantially developmental math, and substantially more require developmental writing and more require developmental writing and reading.reading.
Subject Del Mar College
1
Statewide 2 National
3
Math 64.3% 61.8% 22.0%Writing 40.4% 14.0%Reading 37.7% 20.0%
1 Del Mar College institutional data files
2 Hunter Boylan, “An Evaluation of Developmental Education in Texas Public Colleges and Universities”
3 U.S. Department of Education, National Center for Education Statistics, “Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000,” public 2-year colleges
29.3%30.8 %
Percent of Del Mar College FTICs Assessed Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Workas Requiring Developmental Course Work
Percent of Del Mar College FTICs Assessed Percent of Del Mar College FTICs Assessed as Requiring Developmental Course Workas Requiring Developmental Course Work
by Fall Semester and Subjectby Fall Semester and Subject
Fall 1998 1999 2000 2001 2002 2003
Math54.0
%73.0
%63.0
%61.0
%61.0
%74.0
%
Writing23.0
%32.0
%31.0
%32.0
%32.0
%35.0
%
Reading30.0
%31.0
%29.0
%28.0
%28.0
%30.0
%
Any61.0
%75.0
%67.0
%65.0
%73.0
%76.0
%
Developmental Status of 2002-03 DMC Developmental Status of 2002-03 DMC District High School Graduates Enrolled at District High School Graduates Enrolled at
Del Mar College as of Fall 2003Del Mar College as of Fall 2003
Thirty-one percent of high school grads Thirty-one percent of high school grads enrolled at Del Mar College within three enrolled at Del Mar College within three months of graduation. Of these students months of graduation. Of these students who attended Del Mar, 73 percent of high who attended Del Mar, 73 percent of high school graduates were assessed as school graduates were assessed as requiring developmental course work in requiring developmental course work in one or more subjects, and 71 percent one or more subjects, and 71 percent required developmental math.required developmental math.
ISDs in the Del Mar College District include ISDs in the Del Mar College District include Corpus Christi, Calallen, Flour Bluff, Tuloso-Corpus Christi, Calallen, Flour Bluff, Tuloso-Midway, and West Oso.Midway, and West Oso.
Developmental Status of 2002-03 All DMC Developmental Status of 2002-03 All DMC District High School Graduates Enrolled at Del District High School Graduates Enrolled at Del
Mar College as of Fall 2003Mar College as of Fall 2003
71.3%
28.4% 26.4%
72.9%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Math English Reading Any
Math Developmental Status of Fall 2000 First-Math Developmental Status of Fall 2000 First-Time-in-College Students After Three YearsTime-in-College Students After Three Years
Arithmetic and GeometryLevel 1 (Math 0370) Students
Cumulative Percent
Total 201 100.0%
Passed Level 1 109 54.2%
Passed Level 2 54 26.9%
Passed Level 3 25 12.4%
Passed College Level 14 7.0%
Did Not Pass Level 1 92 45.8%
Math Developmental Status of Fall 2000 First-Math Developmental Status of Fall 2000 First-Time-in-College Students After Three YearsTime-in-College Students After Three Years
Elementary AlgebraLevel 2 (Math 0371) Students
Cumulative Percent
Total 372 100.0%
Passed Level 2 183 49.2%
Passed Level 3 78 21.0%
Passed College Level 27 7.3%
Did Not Pass Level 2 189 50.8%
Math Developmental Status of Fall 2000 First-Math Developmental Status of Fall 2000 First-Time-in-College Students After Three YearsTime-in-College Students After Three Years
Extended Intermediate AlgebraLevel 3 (Math 0372/0373) Students
Cumulative Percent
Total 304 100.0%
Passed Level 3 121 39.8%
Passed College Level 57 18.8%
Did Not Pass Level 3 183 60.2%
Del Mar College Developmental Student Del Mar College Developmental Student OutcomesOutcomes
Developmental students have higher Developmental students have higher retention rates than non-developmental retention rates than non-developmental students.students.
Developmental students take longer to Developmental students take longer to prepare for college-level work.prepare for college-level work.
Non-developmental students, who have Non-developmental students, who have already reached college level, are much already reached college level, are much more likely to transfer or graduate.more likely to transfer or graduate.
Fall 2000 FTICs Graduated, Fall 2000 FTICs Graduated, Transferred, or Still Enrolled, as of Transferred, or Still Enrolled, as of
Fall 2003Fall 2003
4.4%5.3%
8.8%
30.1%
18.6%
25.8%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Developmental Non-developmental
Graduated Transferred Still Enrolled
Del Mar College Completers Who Del Mar College Completers Who Began as Developmental StudentsBegan as Developmental Students
One of the most important measures of the success One of the most important measures of the success of a college’s developmental education program is of a college’s developmental education program is the percentage of graduates who were at some point the percentage of graduates who were at some point assessed as requiring developmental education.assessed as requiring developmental education.
This measure is especially important to a college like This measure is especially important to a college like Del Mar, which has open admissions and enrolls Del Mar, which has open admissions and enrolls many developmental students.many developmental students.
Studies show that this measure varies among Studies show that this measure varies among colleges from 10 to 50 percentcolleges from 10 to 50 percent11. At Del Mar College, . At Del Mar College, an average of well over 60 percent of all graduates an average of well over 60 percent of all graduates were enrolled at some time in developmental course were enrolled at some time in developmental course work.work.
1 1 Source: Boylan reportSource: Boylan report
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