Tulsa Community College

Benchmark Data

Table of Contents

• Student Cohort Profile• Goal 1: Developmental courses• Goal 2: Gatekeeper courses• Goal 3: Complete courses

successfully• Goal 4: Re-enrollment

(persistence)• Goal 5: Completions

TCC Cohort Profile

Fall 2004 Cohort

1,972 First-time to TCC Students

*includes students who withdrew after final add/drop date

(All statistically significant differences are calculatedat the 95% confidence level or higher.)

Fe-male59%

Male41%

Gender

Under 2172%

21-2412%

25-297%

30-396%

40 and Older3%

Age

Campus of Primary Attendance

Southeast50%

Metro22%

West15%

Northeast13%

Caucasian71%

Native American

11%

African American

10%

Hispanic4%

Asian2%

Other2%

Ethnicity

Enrollment Status

Full-time69%

Part-time31%

47% of cohort took 12 credit hours during entry semester.

Workforce De-velopment

25%

University Transfer58%

Undeclared17%

Degree Type

*at entry semester

Financial Aid

Received FA41%

Did Not Receive FA

59%

$1700 average during entry semester.

Academic Preparation

• 60% reported ACT scores; average ACT composite score = 19.6

• 77% were tested for remedial needs

• 18% enrolled in developmental English/writing

• 29% enrolled in developmental reading

• 67% enrolled in developmental math

GOAL 1Successfully complete developmental courses and progress to credit-

bearing courses

(success = “C” or better)

0 1 2 30

500

1000

1500

2000

Number of Developmental Areas

Num

ber o

f Stu

dent

s

30%40%

17%13%

Developmental Placement (based on entry-level assessment)

591 788 329 263

Fresh Comp I

Writing II Writing I0

500

1000

1500

2000

Num

ber o

f Stu

dent

s

1628 126

83%

6% 11%

Writing Placement(based on entry-level

assessment)

218

College Level Reading II Reading I0

500

1000

1500

2000

Num

ber o

f Stu

dent

s

Reading Placement(based on entry-level

assessment)

71%

13% 16%

1404 263 305

College Algebra

Intermediate Algebra

Beginning Algebra

Basic Math0

500

1000

1500

2000

Num

ber o

f Stu

dent

s

Math Placement(based on entry-level

assessment)

33%

2%7%

58%

648 48 143 1133

Where are our students succeeding?

Success Rate with a “C” or Better

(based on number of attempts)

Intermediate Algebra……………. 45% Beginning Algebra………………. 49%Basic Math ..……………………… 63%

Writing II ..………………………… 61%Writing I…………………………… 65%

Reading II…………………………. 64%Reading I …………………………. 64%

Who is succeedingwith a “C” or better?

Developmental Course Success

by Gender

Intermediate Algebra Success(based on number of attempts)

Male Female0

20

40

60

80

100

41%48%

Gender

Succ

ess

Rate

414248

Beginning Algebra Success(based on number of attempts)

Male Females0

20

40

60

80

100

40%54%

Gender

Succ

ess

Rate

196 375

Basic Math Success(based on number of attempts)

Male Females0

20406080

10057%

66%

Gender

Succ

ess

Rate

210 445

Writing II Success (based on number of

attempts)

Male Female0

20

40

60

80

100

47%

71%

Gender

Succ

ess

Rate

87 130

Writing I Success (based on number of attempts)

Male Female0

20

40

60

80

10060%

69%

Gender

Succ

ess

Rate

79 111

Reading II Success (based on number of attempts)

Male Female0

20

40

60

80

10054%

71%

Gender

Succ

ess

Rate

123 202

Reading I Success (based on number of attempts)

Male Female0

20

40

60

80

10055%

69%

Gender

Su

cc

es

s R

ate

91 164

Developmental Course Success

by Ethnicity

020406080

100 66% 60%46%

66%77%

54%

Ethnicity

Succ

ess

Rate

Basic Math Success (based on number of attempts)

80 10 100 430 22 44

How many students persisted from

developmental coursework into College Algebra or

Freshman Comp?

Persist to College Level?

Yes11%

No89%

College Algebra

Yes55%

No45%

Freshman Composition I

Developmental Course Summary

• Females were significantly more successful in all developmental course work

• African Americans who enrolled in Basic Math faced significantly greater challenge

• No significant differences by age, degree type, or enrollment status

• Most students who required remediation did not persist to College Algebra

• Over half of students requiring writing remediation did persist to Freshman Comp I

GOAL 2

Enroll in and Successfully complete gatekeeper courses

(success = “C” or better)

Gatekeeper Course Success

Prin of C

hemistry

Chemistry I

Biology/non-majors

Intro to

Psych

Fin Accounting

0%

20%

40%

60%

80%

100% 82% 78%74% 70% 68%

Su

cc

es

s R

ate

93 175 368 1189 272

Gatekeeper Course Success

Fresh Comp I

Fresh Comp II

College Algebra

American Fed Gov

Biology for m

ajors0%

20%

40%

60%

80%

100%

67% 66% 66% 61% 59%

Su

cc

es

s R

ate

1823 1251 974 1345 394

What differences exist based

on gender, ethnicity, age,enrollment status, or

degree type?

Freshman Composition by Gender

Male Female0

20406080

100 61% 70%

Fresh Comp I

Su

cc

es

s R

ate

Male Female0

20

40

60

80

10060%

71%

Fresh Comp II

757 1066 473 778

Intro to Psychology by Ethnicity

0102030405060708090

100

72%

93%

51%

72% 70% 68%

Succ

ess

Rate

144 28 101 842 43 31

Freshman Comp II by Age

< 21 21-24 25-29 30-39 40+0

20

40

60

80

10065%

71% 65%82% 84%

Succ

ess

Rate

990 117 68 51 25

American Federal Government by Age

< 21 21-24 25-29 30-39 40+0

102030405060708090

100

60% 57%66%

79% 74%

Succ

ess

Rate

1038 138 80 62 27

Psychology by Enrollment Status

Full-time Part-time0

102030405060708090

100 73%62%

Succ

ess

Rate

899 290

College Algebra by Degree Type

University Transfer

Workforce Development

Undeclared0

102030405060708090

10069%

58%67%

Succ

ess

Rate

302 133 49

Gatekeeper Course Summary

• 10 Gatekeeper courses were identified based on enrollment frequency and/or success rate

• Female students were more successful in Freshman Comp I and II

• African Americans, and more specifically African American males were most at risk

GOAL 3

Complete the courses taken with a grade of

“C” or higher

Percent C or Higher by Gender

Male Female0

102030405060708090

100

57% 63%

Perc

ent C

or H

ighe

r

2649 4499

Percent C or Better by Ethnicity

Native American

Asian American

African AmericanCaucasian

HispanicOther

0

20

40

60

80

100

61%71%

43%

62%54%

70%

Perc

ent C

or B

etter

802 204 595 5103 266 176

< 21 21-24 25-29 30-39 40+0

20

40

60

80

100

61%55% 58% 62% 68%

Perc

ent C

or B

etter

Percent C or Better by Age

5213 766 482 459 228

Grade Summary

• Females significantly more successful • African Americans are less likely to attain

a “C” or higher• Among non-traditional student, success

increases as age increases• No difference was found between full-time

and part-time students• UT students had a higher cumulative GPA

(2.43) than WD students (2.26)

Re-enroll from one semester to

the next

GOAL 4

Persist or Graduate

Fall 0

4

Sprin

g 05

Fall 0

5

Sprin

g 06

Fall 0

6

Sprin

g 07

0

20

40

60

80

100100%

75%

50% 49%40% 36%

Chart Title

Pers

iste

nce

Rate

1972 1485 989 968 781 717

Persist or Graduate by Gender

Fall 2004

Spring 2005

Fall 2005

Spring 2006

Fall 2006

Spring 2007

0

20

40

60

80

100100%

78%

53% 52%42% 39%

71%

46% 45%36% 33%

Male (N=800)Female (N=1172)

Pers

iste

nce

Rate

Persist or Graduate by Ethnicity

Fall 04

Spring 05Fall 05

Spring 06Fall 06

Spring 070

20

40

60

80

100

Native American (N=222)Asian (N=46)African American (N=201)Caucasian (N=1384)Hispanic (N=74)Other (N=44)

Pers

iste

nce

Rate

*The one Native Hawaiian was removed from the dataset

Persist or Graduateby Minority Ethnicity

Fall 04

Spring 05Fall 05

Spring 06Fall 06

Spring 070

20

40

60

80

100

Native American (N=222)Asian (N=46)African American (N=201)Hispanic (N=74)

Pers

iste

nce

Rate

Persist or Graduate by Degree Type

Fall 2004

Spring 2005Fall 2005

Spring 2006Fall 2006

Spring 20070

20

40

60

80

100University Transfer (N=649)Workforce Development (N=268)Undeclared (N=103)Degree Code Missing (N=952)

Pers

iste

nce

Rate

Summary of Persistence

• Females were significantly more likely to persist• African Americans were less likely to persist

from Fall to Fall and from entry semester to last Spring semester

• African American males were at highest risk for drop out

• Students 21-24 years and 30-39 years were most likely to persist

• Students with unidentified majors do not persist

Degree or Certificate Completion

(within 3 years)

GOAL 5

Fall 04

Spring 05

Summer 05Fall 05

Spring 06

Summer 06Fall 06

Spring 07Total

0

50

100

150

200

250

5 8 3 833 39

58 68

222

Gra

duati

on R

ate

Total Completions over 3 years

222 Completions by 212 Students

Did they Graduate?

Yes

22%

No78%

University Transfer

Yes17%

No83%

Workforce Development

Graduation Rate by Number of Developmental Areas

Required

0 1 2 30

102030405060708090

100

19%10%

4% 3%

Developmental Areas Required

Gra

duati

on R

ate

591 789 329 263

Graduation RateBy Writing Placement

Freshman Comp

Writing II Writing I0

20

40

60

80

100

12%4% 4%

Gra

duati

on R

ate

1628 126 218

Graduation Rateby Reading Placement

College Level

Reading II Reading I0

20

40

60

80

100

14%5% 3%G

radu

ation

Rat

e

1404 263 305

Graduation RateBy Math Placement

College Algebra

Intermediate Algebra

Beginning AlgebraBasic Math

0

20

40

60

80

100

18% 21%7% 7%

Gra

duati

on R

ate

648 48 143 1133

Summary of Completions

• 212 students earned 222 degrees and certificates, yielding an 11% graduation rate (within 3 years)

• University Transfer majors had a higher completion rate than Workforce Development students

• Students needing more than one area of developmental coursework are less likely to graduate

Next Steps:

What do we do with these data?

Next Steps

• Today: Identify and prioritize challenges to student success based on these data

• November: Begin to identify barriers to success related to these challenges

• Spring: Begin to develop interventions around these challenges

Not everything that counts can be counted,and not everything that can be counted counts.

Albert Einstein