Report of Achieving the Dream Data Team November 28, 2007
Contents Comparison of subsequent course pass rates Comparison of failure rates by time of day by instructor position Comparison of failure rates by credit hours completed prior to enrollment in selected 2000 level courses Course matrix with statistical significance 2
Methodology
Achieving the Dream (AtD) defines student success in a course as a grade of A, B, C, or S; students earning a grade of D, F, U or W are defined as unsuccessful. 1000-level courses were selected by high enrollment (300 or greater) and high failure rates (30% or greater). 2000-level courses were selected by high enrollment (100 or greater) and high failure rates (30% or greater) All persistence and retention data is based on the ATD cohort, which includes all students who enter OCCC for the first-time in the fall semester.
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Comparison of Subsequent Course Pass Rates by Instructor Methodology Four classes were selected with clear sequence to next course LS 0033 College Writing II to Engl 1113 English Comp I Engl 1113 English Comp I to Engl 1213 English Comp II Math 0033 Basic Math to Math 0113 Elementary Algebra Math 0113 Elementary Algebra to Math 0123 Intermediate Algebra Student who achieved success in the initial course (A, B, C, S) were tracked in the subsequent course. Failure rates by initial instructor were calculated based on student grades (D, F, W) in the subsequent course. Explored statistical significance at the .05 level using ANOVA. 4
Comparison of Subsequent Course Pass Rates by Instructor Course Findings LS 0033 College Writing II to Engl 1113 English Comp I
75% of student who passed LS 0033 have completed Engl 1113 38.4% of these students earned a D, F, or W.
The average rate of failure per instructor was 40.8% There is no statistical significance between students who took LS 0033 and those who did not.
Engl 1113 English Comp I to Engl 1213 English Comp II
73% of student who passed Engl 1113 have completed Engl 1213 26.8 % of these students earned a D, F, or W.
The average rate of failure per instructor was 26.0%
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Comparison of Subsequent Course Pass Rates by Instructor Course Findings Math 0033 Basic Math to Math 0113 Elem Algebra
66% of student who passed Math 0033 have completed Math 0113 62.7% of these students earned a D, F, or W.
The average rate of failure per instructor was 62.9% Students who did not take Math 0033 have a statistically significant higher pass rate than those who did.
Math 0113 Elem Algebra to Math 0123 Interm Algebra
85% of student who passed Math 0113 have completed Math 0123 43.9% of these students earned a D, F, or W.
The average rate of failure per instructor was 39.9% Students who took Math 0113 have a statistically significant higher pass rate than those who did not.
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Comparison of Subsequent Course Pass Rates by Instructor Zero Level Subsequent Course Pass Rates by Instructor 1000 Level Subsequent Course Pass Rates by Instructor Select 2000 Level Course Success Rates Comparison by Number of Credit Hours Completed Prior to Enrolling 7
Comparison of Failure Rate by Completed Credit Hours Methodology All five 2000-level classes were selected Acct 2113 Accounting 1/ Financial Econ 2113 Principles of Macroeconomics Geog 2603 World Geography Mgmt 2053 Principles of Management Math 2013 / Bus 2023 Intro to Statistics Number of completed (A, B, C, D, or F) college-level (1000- or 2000-level) credit hours prior to enrolling in identified course was determined. Students were divided into two groups:
Those who completed 12 or less credit hours Those who completed more than 12 credit hours
Explored statistical significance at the .05 level using ANOVA. 8
Comparison of Failure Rate by Completed Credit Hours Course Findings Students who had completed greater than 12 collegelevel credit hours prior to taking the following courses have a statistically significant higher pass rate than those who had completed 12 or less credit hours: } } } }
Acct 2113 Accounting 1 / Financial Econ 2113 Principles of Macroeconomics Geog 2603 World Geography Mgmt 2053 Principles of Management
There was no statistically significant difference between the two groups in Math 2013/Bus 2023 Intro to Statistics.
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Comparison of Failure Rates by Time of Day and by Instructor
Methodology Examined all courses to identify failure rate by instructor position by time of day. Used univariate ANOVAs with ANCOVA followup tests to determine statistical significance at the .05 level by groupings. These findings are located on the Statistical Significance course matrix. 10
Comparison of Failure Rates by Time of Day and by Instructor
Significant Differences in Course Pass Rates Based on Instructor Position and Time of Day
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