crafton student characteristics and successful student behaviors
TRANSCRIPT
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Crafton Student Characteristics and Successful Student Behaviors Prepared by Keith Wurtz
CHC Office of Institutional Effectiveness, Research & Planning
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Objectives
• Crafton Student Demographics
• Entering Students from Primary Service Area High Schools
• Basic Skills Math and English Throughput Rate
• A general understanding of the characteristics of most Crafton students
• Successful Student Behaviors
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Fall Unduplicated Headcount at Crafton
5,988 6,450 6,204
5,626 5,276
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
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Crafton Student Demographics
By Ethnicity %
Asian 4.6
African American 5.2
Hispanic 39.4
Native American 0.8
Caucasian 49.4
Unknown 0.6
Fall 2012 Crafton Students (N = 5,276)
By Gender %
Female 51.6
Male 48.1
Unknown 0.2
89% of Crafton Students are Caucasian or Hispanic
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Crafton Student Demographics
By Age %
19 or younger 33.0
20 – 24 years old 39.8
25 – 29 years old 11.6
30 – 34 years old 5.2
35 – 39 years old 3.2
40 – 49 years old 4.5
50 years old or older 2.7
Unknown 0.0
Fall 2012 Crafton Students (N = 5,276)
Note: Fall 2012 Average Age was 24.
73% of Crafton Students are 24 years old or younger
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Percent of Hispanic Students Fall 2003 to Fall 2012
24% 25% 26% 27% 28% 29% 31%
33% 36%
39%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Fall2003
Fall2004
Fall2005
Fall2006
Fall2007
Fall2008
Fall2009
Fall2010
Fall2011
Fall2012
The largest percent increases occurred from Fall 2010 to Fall 2011 and Fall 2011 to Fall 2012.
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Entering Students Directly from Primary Service Area High Schools - Fall 2011
Student Background Information
• 85% have an educational goal to transfer
• 58% enrolled full-time
• 74% feel that it is “very true” that they are a good student
Reading
• 60% state that they need to read material (e.g.: textbooks) more than once before they understand it
Math
• 27% feel very confident that they can do math problems from their last math class
• 55% don’t like math or are scared by it, and believe that they can probably pass math if they give a good effort
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Entering Students Directly from High School - Fall 2011 Student Placement in English
19%
12%
38%
31%
0%
5%
10%
15%
20%
25%
30%
35%
40%
Intro to Reading(R925)
Basic Skills English(E914)
Preparation forCollege Writing
(E015)
FreshmanComposition (E101)
• 31% of entering students from primary area high schools place into college level English
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Entering Students Directly from High School - Fall 2011 Student Placement in Reading
20%
13%
24%
42%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
Intro to Reading(R925)
IntermediateReading (R956)
Advanced Reading(R078)
College Reading(R100)
• 42% of entering students from primary area high schools place into college level Reading
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Entering Students Directly from High School - Fall 2011 Student Placement in Math
0%
20% 20%
49%
7% 1% 2% 0% 0%
10%
20%
30%
40%
50%
60%
• 10% of entering students from primary area high schools place into college level math
10% of entering students from primary service area high schools place into college level math
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Basic Skills Math Throughput Rate to Transfer Level Math
3% 4%
7% 10%
6% 7%
14%
11%
19%
32% 30%
34%
17% 16%
21%
0%
5%
10%
15%
20%
25%
30%
35%
40%
2007-08 to 2009-10 2008-09 to 2010-11 2009-10 to 2011-12
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
Total
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Basic Skills English Throughput Rate to Transfer Level English
23%
17% 18%
24%
29%
33% 32%
45% 48%
32% 34%
39%
0%
10%
20%
30%
40%
50%
60%
2007-08 to 2009-10 2008-09 to 2010-11 2009-10 to 2011-12
3 Levels Below
2 Levels Below
1 Level Below
Total
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Characteristics of Most Crafton Students • Caucasian (49%) or Hispanic (39%)
• 24 years old or younger (73%)
• 85% have an educational goal to transfer
• 71% state that they need read material more than once or several times before they understand it
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Placement Results of Most Crafton Students • 69% place into one level below transfer English (ENGL-015,
38%) or Transfer English (ENGL-101, 31%)
• 66% place into one level below transfer reading (READ-078, 24%) or transfer level reading (College Level Reading, 42%)
• 59% place into one level below transfer math (MATH-095, 49%) or transfer level math (MATH-102 or higher, 10%)
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Basic Skills Throughput Rate of Most Crafton Students • 61% do not complete transfer level English in three years
• 79% do not complete transfer level math in three years
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Successful Student Behaviors
Strategies Related to Transfer
• The best predictor of transferring to a four-year institution is to complete transfer level math
31%
15%
58%
0%
20%
40%
60%
80%
Students inCohort
Did NotComplete
Transfer Math
CompletedTransfer Math
Tran
sfe
r R
ate
905
578
327
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Successful Student Behaviors
Strategies Related to Transfer
• Students who successfully complete transfer math in five years and 30 units in two years have a 72% transfer rate
60%
72%
0%
20%
40%
60%
80%
Completed Transfer Math in 5 Years…
…and Completed 30 Units in 2 Years
Tran
sfe
r R
ate
347
221
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Successful Student Behaviors
Strategies Related to Transfer
• Students are more likely to transfer if they enroll full-time
20%
31%
54%
0%
20%
40%
60%
80%
2 Semesters orLess
3 Semesters 4 or MoreSemesters
Tran
sfe
r R
ate
543
114
248
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Successful Student Behaviors
Strategies Related to Transfer
• Students who complete 15 units in their first semester are twice as likely to transfer (60%) than students in the first-time college student cohort (31%)
60%
36%
17%
0%
20%
40%
60%
80%
First Semester 2 or 3 Semesters 4 or MoreSemesters
Tran
sfe
r R
ate
62
507
336
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Successful Student Behaviors Strategies Related to Transfer
• Students are more likely to transfer if they enroll in summer semesters
27%
46%
0%
20%
40%
60%
80%
0 or 1 Summer Semester 2 or More SummerSemesters
Tran
sfe
r R
ate
734
171
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EAB Study: Services and Strategies for Improving Completion Rates
• Encourage collaboration between student affairs and academic affairs (e.g.: rewarding faculty for advising students)
• Improve the delivery of financial aid and increase the aid available especially among low-income students
• Stress the importance of helping students successfully complete developmental education courses in a timely manner (e.g. enroll as soon as possible and complete as soon as possible)
• Establish a robust Institutional Research Offices (i.e. communicate effective strategies related to student success)
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EAB Study: Services and Strategies for Improving Completion Rates (Continued)
• Enhance the accessibility of student services offices to reduce frustration and increase engagement
• Students who have a clear pathway (e.g.: Education Plans) are more likely to earn a degree
• Student success courses (i.e. College Life and Personal Career & Development) provide valuable guidance to students who may be unprepared for college-level work
• Outreach to local public school districts that help students prepare for college-level work (e.g.: SOA3R)
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Brief findings of research gathered from over 6,500 students at 30 campuses
• Student’s experiences in the first year at college have more of impact on their academic competence than their background
• The single greatest influence on academic competence was the perception of support that students received from faculty and staff
• Students who were engaged cognitively--institution emphasized analysis, evaluation, and application of ideas--were more likely to be academically competent