3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017 University Skills Immersion Program USIP Fact Book 2016-2017 CUNY Office of Undergraduate Studies University Skills Immersion Program (USIP) March 2018 A fully accessible version of this document is available upon request from the CUNY Office of Undergraduate Studies. Please contact Karyna Pryiomka at [email protected]. 1
37
Embed
USIP Fact Book 2016-10173/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017 University Skills Immersion Program USIP Fact Book . 2016-2017. CUNY Office of Undergraduate
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
University Skills Immersion ProgramUSIP
Fact Book 2016-2017
CUNY Office of Undergraduate StudiesUniversity Skills Immersion Program (USIP)
March 2018
A fully accessible version of this document is available upon request from the CUNY Office of Undergraduate Studies. Please contact Karyna Pryiomka at [email protected].
1
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Table of Contents
University Skills Immersion Program (USIP) FactBook2016-2017
PageSection 1.1 Program Overview 3 Figure 1. Initial Remedial Needs of First-Time Freshmen University-Wide(Seats) 3 Section 1.2. USIP Enrollment Trends 4 Figure 2. University-Wide USIP Enrollment Trends (Seats) 4 Table 1. USIP Five-Year Enrollment Trends: Year-Round 5 Table 2. USIP Six-Year Enrollment Trends: Summer 6 Table 3. USIP Five-Year Enrollment Trends: Non-Summer 7Section 2.1 Summer 2015: USIP Enrollment, Retention, and Student Profile 8 Figure 3. Admission Characteristics of Summer USIP Participants Retained in Fall 2016 8 Figure 4. Race/Ethnicity of Summer USIP Participants Retained in Fall 2016 9 Figure 5. High School Background of FTF Summer USIP Participants Retained in Fall 2016 10 Figure 6. "Other "High School Types of FTF Summer USIP Participants Retained in Fall 2016 10 Table 4. Initial Remedial Needs of First-Time Freshmen, by College: Fall 2016 11 Table 5. USIP Participation of First-Time Freshmen with Initial Remedial Need, by College: Fall 2016 12 Table 6. First-Time Freshmen Initial Needs and USIP Participation in Summer 2016 13 Table 7. Fall Retention of Students Enrolled in Summer USIP 2016 14 Table 8. Admission Type and Credit Distribution of Summer USIP Participants Retained in Fall 2016 15Section 3.1. Types, Characteristics, and Target Population of USIP Offerings 16 Table 9. USIP Enrollment and Offering Types: Summer 2016 17 Table 10. USIP Enrollment and Offering Types: Non-Summer 2016-2017 18 Table 11. USIP Enrollment and Offering Characteristics: Summer 2016 19 Table 12. USIP Enrollment and Offering Characteristics: Non-Summer 2016-2017 20 Table 13. USIP Contact Hours Distribution: Summer 2016 21 Table 14. USIP Contact Hours Distribution: Non-Summer 2016-2017 22 Table 15. USIP Target Population Groups: Summer 2016 23Section 4.1. USIP Subject Enrollment and Pass Rates 24 Figure 7. USIP University-Wide Subject Enrollment 2016-2017 24 Table 16. USIP Subject Enrollment: Summer 2016 25 Table 17. USIP Total Passing Rates: Summer 2016 26 Table 18. USIP Passing Rates in Offerings that Include CUNY Proficiency Exam: Summer 2016 27 Table 19. Post-USIP Subject Enrollment for Students in Remedial Sections: Fall 2016 28 Table 20. USIP Subject Enrollment: Non-Summer 2016-2017 29 Table 21. USIP Total Passing Rates: Non-Summer 2016-2017 30 Table 22. USIP Reading Passing Rates: 2016-2017 31 Table 23. USIP Writing Passing Rates: 2016-2017 32 Table 24. USIP Reading & Writing Passing Rates: Non-Summer 2016-2017 33 Table 25. USIP Math Passing Rates: Summer 2016 34 Table 26. USIP Math Passing Rates: Non-Summer 2016-2017 35 Table 27. USIP ESL Passing Rates: 2016-2017 36 Table 28. USIP Other Subjects Passing Rates: 2016-2017 37
2
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Section 1.1 Program OverviewSince its conception in 1985, the University Skills Immersion Program (USIP) provides tuition free opportunities for CUNY students to receive remedial or other types of instruction throughout the academic year. USIP serves a wide range of students, from first-time freshmen to continuing students in advanced standing. In light of recent placement policy changes and continuous emphasis on access and degree completion within current strategic framework, USIP serves as one of the integral pre-matriculation programs whose aim is to help students achieve and maintain academic momentum.
Although USIP offerings have expanded beyond remediation, particularly over the last few years, addressing remedial needs of CUNY students remains one of the program’s primary goals. As presented in Figure 1, between years 2010 and 2016, as many as 58.9% of the entering freshmen class was assessed as having at least one remedial need.
54.258.9 58 56.3 57 56.3 54.2
43.352.9 53.4 51.4 51.7 50.9 49.6
22.318.3 16.5 15.8 15.8 15.2 14.0
33.524.9 21.4 18.8 20.4 22.1 19.2
0
20
40
60
80
100
2010 2011 2012 2013 2014 2015 2016
% o
f firs
t-tim
e fre
shm
en ad
mits
Years (Fall Enrollment)
Figure 1. Initial Remedial Needs of First-Time Freshmen University-Wide
any math reading writing
To support students with remedial needs, USIP offers courses and workshops in math, reading, and writing, as well as ESL classes. Non-remedial offerings, which are more typical at senior colleges, support student success in additional subjects, such as psychology, biology, and chemistry. These non-remedial offerings take many forms, including early college orientations and preparatory workshops for gateway courses, such as College Algebra and English Composition. Only non-credit bearing offerings can be offered as part of USIP.
As with many successful education initiatives, USIP represents a coordinated effort among CUNY's Central Office, campus USIP directors, and local faculty and staff. The Central Office, in particular the Office of Undergraduate Studies and the Office of Academic Affairs, provides centralized administrative support in the form of incentive funds, summative and formative program evaluations, and policy oversight. College USIP Directors oversee local coordination of USIP programs, such as scheduling, local funds allocations, design and implementation of student outreach and recruitment strategies, and local data collection and reporting. Faculty and staff working as a part of USIP engage in curriculum development, student assessment and grading, and professional development for faculty and staff members.
3
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Section 1.2. USIP Enrollment TrendsObserved changes in USIP enrollment presented in Figure 2 reflect changes in funding, overall university enrollment, changes in placement policies, as well as the addition of non-summer offerings. In the past year, funding priorities shifted from program expansion toward more specific targeted goals. In the early years of USIP, the program operated only during the summer and winter terms. However, since the introduction of incentive funds, program offerings have been expanded to the fall and spring semesters. To better reflect these changes, we have substituted previously used designation of "Winter" offerings with "Non-Summer" offerings. For the purposes of funding and evaluation, the USIP academic year begins with the summer session, while sessions offered between fall and spring are considered non-summer. For instance, year-round enrollment for 2016-2017 consists of summer 2016 and non-summer sessions offered during fall 2016, winter and spring 2017. Tables 1 through 3 (pages 5-7) present campus-level data on USIP year-round, summer, and non-summer enrollment trends, respectively.
In order to aid program development and to accurately reflect programmatic outcomes, the Office of Undergraduate Studies, in collaboration with the Office of Institutional Research and Assessment, continuously refines its reporting methodologies not only to remain consistent with institutional policies but also to identify the best practices in program evaluation. Beginning with the academic year of 2015-2016, we made minor changes to the enrollment calculations for USIP evaluation. Specifically, participants with "WN" grades have been excluded from enrollment counts. Assignment of "WN" indicates that despite registering for an offering, a student never attended. Also, most of the USIP enrollment tables report seat-level data, and only a few report headcount. For seat-level data, a student is counted once for each offering in which they participate. When headcount is reported, a student is counted only once, regardless of how many offerings in which they participate. We consider seat-level enrollment to be the most accurate representation of program's size and performance.
Also, current the Factbook contains five new tables (Tables 6, 8, 10, 12, 19) presenting data on the subject enrollment of first-time freshmen with initial need, USIP participants' fall admissions status, offering types and characteristics of non-summer sessions, and students' enrollment in subject courses in a fall semester following summer USIP participation, respectively.
4
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
USIP College 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
1USIP data for summer 2014 are not available for Brooklyn and City Colleges.Source: CUNY Office of Undergraduate Studies and Institutional Research Database
6
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
USIP College 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Section 2.1 Summer 2016: USIP Enrollment, Retention, and Student ProfileIn this section, Table 4 (page 11) presents data on the initial remedial needs for first-time freshmen across individual colleges. Students' remedial needs are determined by their initial CUNY skills proficiency exam results, which could have been taken at a time other than the semester of enrollment. Some students are exempt from taking placement exams. Table 5 (page 12), in turn, shows how many of those with an initial remedial need participated in USIP during the summer 2016. Table 6 (page 13) provides a more detailed account of initial remedial needs of first-time freshmen in USIP and their enrollment in USIP subject offerings that are consistent with their needs. It should be noted that due to the technicalities of institutional data tracking, we can only report student profile data, such as initial need, admission status, race, ethnicity, and gender for the students who were retained in the fall.
A total of 13,297 students participated in USIP summer program in 2016, of which 11,918 (89.6%) students where retained in fall 2016. Table 7 (page 14) presents fall retention of summer USIP participants by college.
University-wide, the majority of retained USIP participants were female (59.8%). At senior colleges, female students accounted for 61.4% of retained USIP participants, while at comprehensive and community colleges, female students accounted for 55.2% and 61.6% of those retained, respectively.
On average, retained USIP participants were 22.1 years old. USIP participants retained at senior (20.1 years old) and comprehensive (20.3 years old) colleges were, on average, slightly younger than those at community (23.6 years old) colleges. University-wide, 19% of retained USIP participants were 25 years old or older. The proportion of retained USIP participants 25 or older at senior colleges was 10.3%, at comprehensive colleges 9.1%, and at community colleges 26.6%.
University-wide, 14.4% of retained USIP students enrolled in the fall semester part-time. The proportion of USIP participants who enrolled in the fall part-time at senior colleges was 11.1%, at comprehensive colleges 7.7%, and at community colleges 18.7%. Figure 3, Table 7 (page 14), and Table 8 (page 15) present admission characteristics of USIP participants enrolled in fall 2016.
FTF without Credits51%
Continuing Freshmen with ≤ 30 Credits
28%
Students with > 30 Credits
10%
Continuing Freshmen without Credits
7%FTF with Credits
4%
Figure 3. Admission Characteristics of Summer USIP Participants Retained in Fall 2016
8
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
For the purposes of reporting and USIP evaluation, the term first-time freshman refers to a new degree student who has never before attended any post-secondary institution for degree credit after graduating from high school or earning a GED, including students who earned any number of college credits before graduating from high school,consistent with the Office of Institutional Research's terminology. The term continuing freshmen, in this report, refers to degree students who have earned less than or equal to 30 credits, consistent with the University class standing definition. University-wide, 41.9% of summer USIP participants retained in fall 2016 had earned college credit prior to the beginning of the fall term.
Figure 4 presents race/ethnicity of summer USIP participants retained in the fall, where Black and Hispanic students represent the two largest groups university-wide. Students of American Indian or Alaskan Native descent represented 0.4% of summer USIP participants who enrolled in fall 2016 university-wide, while representing 0.3% of retained USIP students at senior college, 0.4% at comprehensive colleges, and 0.5% at community colleges.
Additionally, 21.4% of retained USIP participants university-wide were born outside of the US territory, while for 40.7% the birthplace is unknown. Community colleges had the largest proportion of retained USIP students born outside of the US territory (25.7%) closely followed by senior (18.2%) and comprehensive (14.6%) colleges.
University-wide, English was not a native language for 25.5% of retained USIP students, while for 37.9% native language was unknown. The proportion of summer USIP participants who are non-Native English speakers at community (30.9%) and senior (22.8%) colleges was higher than it was at comprehensive (16.4%) colleges.
Asian or Pacific Islander15.5% Asian or Pacific Islander
11.1%
Asian or Pacific Islander25.4% Asian or Pacific Islander
16.0%
Black, Non-Hispanic29.8%
Black, Non-Hispanic43.0%
Black, Non-Hispanic21.5% Black, Non-Hispanic
32.0%
Hispanic, Other44.5%
Hispanic, Other26.6% Hispanic, Other
37.9%Hispanic, Other
38.5%
White, Non-Hispanic9.8% White, Non-Hispanic
18.9%White, Non-Hispanic
15.0%White, Non-Hispanic
13.2%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Community Colleges(N = 6,610)
Comprehensive Colleges(N = 3,243)
Senior Colleges(N = 2, 065)
Total University(N = 11,918)
Figure 4. Race/Ethnicity of Summer USIP Participants Retained in Fall 2016
The majority of retained USIP participants graduated from New York City public schools. Figures 5 and 6 present the high school background of first-time freshman summer USIP participants retained in the fall. Overall, 85.8% of all retained USIP participants are considered recent high school graduates, meaning that they graduated from high school within 15 months of the start of the term. This number is the highest for senior colleges (97%), with Comprehensive (91%) and Community (73.4%) colleges having slightly smaller proportions of recent high school graduates among their retained USIP participants. For 4.9% of these students, the number of months since high school graduation is unknown.
9
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
NYC Public71.9%
NYC Public86.1%
NYC Public87.0% NYC Public
81.0%
Other 20.3%
Other 11.2%
Other 11.5% Other
14.7%
Unknown7.7%
Unknown2.7%
Unknown1.5%
Unknown4.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Community Colleges(N = 2,439)
Comprehensive Colleges(N = 2,517)
Senior College(N = 1,519)
Total University(N = 6,475)
Figure 5. High School Background of First-Time Freshmen Summer USIP Participants Retained in Fall 2016
10
Figure 6 presents a more detailed breakdown of high school backgroud for students who did not attend NYC public schools.
GED28.6% GED
19.9%GED1.1%
GED21.0%
NYC Private/Parochial20.2%
NYC Private/Parochial44.8%
NYC Private/Parochial49.7%
NYC Private/Parochial32.9%
NYS, not NYC8.3%
NYS, not NYC7.1%
NYS, not NYC33.7%
NYS, not NYC12.6%
US, not NYS6.5%
US, not NYS13.2%
US, not NYS9.7%
US, not NYS9.0%
Foreign36.5%
Foreign14.9%
Foreign5.7%
Foreign24.5%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Community Colleges(N = 496)
Comprehensive Colleges(N = 281)
Senior Colleges(N = 175)
Total University(N = 952)
Figure 6. Other HS Types of First-Time Freshmen Summer USIP Participants Retained in Fall 2016
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Needs Any Needs 1 Needs 2 Needs 3 Needs Math Needs Reading Needs Writing
Students with > 30 creditsTable 8. Admission Type and Credit Distribution of Summer 2016 USIP Participants Retained in Fall 2016
Enrolled in Fall After USIP
(Headcount)
First-Time Freshman Students with ≤ 30 credits
15
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Section 3.1. Types, Characteristics, and Target Populations of USIP Offerings
Offering Types (Definitions)USIP provides a wide range of offering types as presented in Tables 9 and 10 (pages 17-18). The most common offerings are courses, workshops, and bridge interventions. An offering is considered a course if its curriculum mirrors or is identical to a course taught during a traditional full academic semester. Such offerings typically require more homework than any other type. A workshop denotes an offering with a more flexible curriculum than a course. Its content may focus on a targeted or general review and includes little to no homework. Primarily offered at senior colleges, a bridge is usually a non-remedial offering, targeting entering freshmen and transfer students. Such offerings usually provide an early introduction to college-level courses and general college experience orientations. On a lesser scale, some colleges offer bootcamps and intensives, offerings that do not fit any of the definitions presented above.
Offering CharacteristicsMost USIP offerings have multiple characteristics as presented in Tables 11 and 12 (pages 19-20). Remedial offerings are designed to help students complete developmental education in reading, writing, and math. Some offerings include CUNY skill proficiency exams. Students enrolled in these offerings are required to take an official CUNY skill proficiency exam at some point during their participation in a program or upon its completion. CUNY skill proficiency exams, such as the CUNY Elementary Algebra Final Exam (CEAFE) and the CUNY Assessment Testing in Writing (CATW), are part of the criteria used by the university to determine students' eligibility to enroll in credit-bearing courses. Individual departmental and other local exams do NOT fall into this category. Additionally, some offerings include in-class or outside-of-class tutoring, or both. These interventions either have a tutor placed in a classroom assisting students throughout the intervention or require verified tutoring center attendance.
Contact HoursUSIP offerings also vary in their duration. Table 13 (page 21) and Table 14 (page 22) present the number of seats across a range of offering lengths for summer and non-summer sessions, respectively. We estimate intervention hours using the official CUNYfirst schedule. Calculated hours may differ slightly from the actual hours since, for example, our methodology does not account for times students do not meet in order to take a proficiency exam in a testing center. These categories should be understood as estimates that are not always directly related to offering types. Fully online sections are excluded from these calculations.
Target Populations (Definitions)To maximize program effectiveness and better address students’ needs, USIP directors, faculty, and staff often design interventions to target specific groups of students. Table 15 (page 23) presents the seat enrollment in offerings identified by program directors as targeting entering freshmen, continuing students, repeating students, entering transfer students, or near-passing students. For the purpose of this report, entering freshmen are new degree students who have never before attended any post-secondary institution for degree credit after graduating from high school or earning a GED, including students who earned any number of college credits before graduating from high school. Continuing students are students who have attended the college before. Near-passing students are those who were nearly successful on their most recent attempt to address a remedial need. Near-passing status of students is determined locally. Repeating students have participated in an offering or a course designed to address the same need before, but did not successfully pass it. Entering transfer students are those who are entering college as transfer from another college at the time of their USIP enrollment. These categories are not mutually exclusive, and a given offering may target multiple groups. Some offerings are explicitly open to all students and are designated with the category of Any. It should be noted that target population categories are reported by program directors at the section level and are NOT verified student-level attributes.
16
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
USIP College Total Students Enrolled (Seats) Course Workshop Bridge Other
1 Approximately 4% of John Jay's USIP seats have unknown intervention type status as per CUNYfirst coding.Source: CUNY Office of Undergraduate Studies and Institutional Research Database
Table 9. USIP Enrollment and Offering Types: Summer 2016
17
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
USIP College Total Students Enrolled (Seats) Course Workshop Bridge Other
1 Approximately 4% of John Jay's USIP seats have unknown intervention type status as per CUNYfirst coding.2 Approximately 52.9% of Lehman seats have unknown remedial status.
Source: CUNY Office of Undergraduate Studies and Institutional Research Database
Table 11. USIP Enrollment and Offering Characteristics: Summer 2016
NOTE: While senior colleges do not enroll students with remedial needs, they provide summer remedial offerings for provisionally admitted students. Students who otherwise satisfy senior college’s admission criteria but do not initially pass CUNY skill proficiency exam can enroll in remedial offerings at that senior college to address their need. If a student achieves proficiency at the end of the offering, they are allowed to continue their enrollment at the senior college.If a student is not able to address their need, they cannot enroll and are usually offered admission to a comprehensive or community college, where they can complete their developmental education.
In Summer 2016, 100% of all USIP offerings at all colleges except York were offered in-person. At York, 22% of USIP students (seats) participated in online offerings.
19
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Table 12. USIP Enrollment and Offering Characteristics: Non-Summer 2016-2017
Source: CUNY Office of Undergraduate Studies
NOTE: While senior colleges do not enroll students with remedial needs, they provide summer remedial offerings for provisionally admitted students. Students who otherwise satisfy senior college’s admission criteria but do not initially passCUNY skill proficiency exam can enroll in remedial offerings at that senior college to address their need. If a student achieves proficiency at the end of the offering, they are allowed to continue their enrollment at the senior college. If a student is not able to address their need, they cannot enroll and are usually offered admission to a comprehensive or community college, where they can complete their developmental education.
During the non-summer 2016-2017 USIP, approximately 21.7% of students (seats) at City College participated in hybrid offerings. Furthermore, approximately 1.1% of Hostos USIP students (seats) and 5% of York USIP students (seats) have participated in online USIP offerings. All other USIP students (seats) participated in the program in person.
20
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
USIP College Total Students Enrolled (Seats) 0-15 16-30 31-45 46-60 61-75 76-90 90+ Unknown
1 Approximately 4% of John Jay's USIP seats have unknown target population as per CUNYfirst coding.
Table 15. USIP Target Population Groups: Summer 2016
Note: Presented categories are not mutually exclusive.
Source: CUNY Office of Undergraduate Studies and Institutional Research Database
23
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Section 4.1 USIP Subject Enrollment and Passing Rates
Subject EnrollmentUSIP is offered primarily in the three main subjects of skill proficiency: reading, writing, and math. Some campuses offer combined reading and writing sections as part of USIP. Additionally, most campuses provide separate ESL offerings. As presented in Figure 6, math had the highest enrollment throughout the year, reflecting the highest proportion of remedial need across colleges presented earlier in Figure 1. Other subjects may include introductory workshops into college-level psychology, chemistry, biology or other subjects, depending on the locally determined need for such offerings. Table 16 (page 25) and Table 20 (page 29) presents subject enrollment by college for summer and non-summer offerings, respectively. Table 19 (page 28) presents data on students' momentum, reporting students' enrollment in subject courses in a fall.
Pass RatesIt is important to note that while it might be true for some offerings; passing USIP does not always mean achieving proficiency. Within USIP, grades are assigned by the instructor or grading staff. Passing signifies that the student has met the passing criteria determined by the instructor or program. Passing an intervention may be required for a student to advance to the next-in-sequence course. Pass rates presented in this FactBook are calculated consistent with university grading policies. Various types of withdrawal rates are reported separately. W, WA and WD grades are considered official withdrawal grades and are excluded from students’ GPAs. WU represents an unofficial withdrawal and is counted by the university as failure. Table 17 (page 26) and Table 21 (page 30) show overall pass rates for summer and non-summer sessions, respectively. Table 18 (page 27) presents pass rates for those offerings that include CUNY skill proficiency exams. Tables 22 through 28 (pages 31-37) present subject level pass rates for colleges with reported enrollment in a given subject offering.
Source: CUNY Office of Undergraduate Studies and Institutional Research Database
Total Enrolled (Seats)
NOTE: Because of a recent transition to a new reporting system, not all grades for USIP interventions offered this year have been captured. Pass rates reported in this FactBook are based on the actual enrollment numbers, with the number of known outcomes reported as a reference point. Pass rates that include withdrawals are calculated with withdrawal grades included in the denominator (e.g. Number Passed/Total Enrolled). Pass rates that exclude withdrawals are calculated excluding ALL withdrawal grades from the denominator (e.g. Number Passed/(Total Enrolled-(W, WA, WD, WU))).
26
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Enrolled Passed Enrolled Passed Enrolled Passed Enrolled Passed Enrolled PassedN % N % N % N % N % N %
Table 18. USIP Passing Rates in Classes that Include CUNY Proficiency Exam: Summer 2016ESL
Source: CUNY Office of Undergraduate Studies and Institutional Research Database
Reading and Writing MathWritingTotal Pass Rate USIP College Total
EnrolledReading
Pass rates for sections that include CUNY proficiency exams (PE) are based on the total number of enrolled students, where withdrawal rates are counted as failure. Passing an intervention which includes CUNY PE currently signals skill proficiency or advancement to the next-in-sequence developmental course for Math interventions. Pending planned policy changes, similar interpretations will be attributed to the Reading and Writing pass rates.
27
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
Focused on sustained academic momentum, data presented in Table 19 speaks directly to the Access and Completion Pillar of the Univesity Strategic Framework. Table 19 presents data on summer USIP participants' consistent enrollment in a subject of assinged need immediately following USIP participantion.
Table 19. Post-USIP Subject Enrollment for Students in Remedial Sections: Fall 2016 1
Source: CUNY Office of Undergraduate Studies and Institutional Research Database1 This table reports data for students who participated in a remedial section of math and/or reading/writing during Summer 2016 USIP and enrolled in Fall 2016 at the same college of their USIP participation.2 Any refers to any level of subject, including remedial, compensatory, and Pathways Core courses. Fall English courses also include developmental Reading and ESL courses.
28
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
USIP College Total Students Enrolled (Seats) Reading Writing Reading &
Table 21. USIP Total Passing Rates: Non-Summer 2016-2017
Withdrawal RateUSIP College
Total with Known
Outcomes (Seats)
% Passed of Total Seats
Source: CUNY Office of Undergraduate Studies
Total Enrolled (Seats)
NOTE: Because of a recent transition to a new reporting system, not all grades for USIP interventions offered this year have been captured. Pass rates reported in this FactBook are based on the actual enrollment numbers, with the number of known outcomes reported as a reference point. Pass rates that include withdrawals are calculated with withdrawal grades included in the denominator (e.g. Number Passed/Total Enrolled). Pass rates that exclude withdrawals are calculated excluding ALL withdrawal grades from the denominator (e.g. Number Passed/(Total Enrolled-(W, WA, WD, WU))).
30
3/22/2018 CUNY Office of Undergraduate Studies USIP_FactBook_2016_2017
W, WA, WD WU Number
PassedIncludes
WithdrawalsExcludes
WithdrawalsN N N N N % %
John Jay 10 10 0 0 8 80.0 80.0 Queens 98 98 0 0 89 90.8 90.8 Total Senior Colleges 108 108 0 0 97 89.8 89.8