12. They enter the pipeline Where they enter and where they go…. depends on where they have been and what they have done .
13. Degree seeking, college ready in all subjects Undecided, need remedial in all three subjects Casual student, no placement tests on file Transfer in – credit in math and English Transfer out – only taking 12 hours
14.
15. For every 100 new students who entered Pierce (full and part-time)…
16. 91 are left by the end of the first term (9 didn’t make it).
22. (we are not alone) Issues Impacting Our Students Are National Issues Impacting Other Community College Students
23. What We Know Nationally Of 2002 Achieving the Dream Cohort, % Needing Developmental Education Source: Achieving the Dream Data Notes,1(6) July/Aug 2006.
24. How are they doing? Percent of 2002 AtD Cohort referred to developmental education that attempted and completed at least one developmental course during their first term, by race. Source: Achieving the Dream Data Notes, 1(6) July/Aug 2006.
25. How are they doing? Percentage of AtD students persisting by developmental status at the end of the first year. Source: Achieving the Dream Data Notes, 3(4), July/August 2008. Retention Rates 2 nd Term 2 nd Year Referred to DE – did not complete any 57% 45% Referred to DE – partially completed 85% 65% Referred to DE – completed all 94% 80% Not referred to DE = college ready 66% 54% All students 70% 57%
26.
27. First-Time Freshman Persistence: Fall Cohorts 2004 – 2009 Cohort Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Enrollment Count 3,549 3,719 3,300 3,567 4,057 3,905 Persistence to Spring Semester 69% 68% 68% 68% 68% 66%
CPCC recently joined over 130 other community colleges across the country in 24 states. Talk about these new colleges being part of a larger, broader national network … a learning and collaborative network where they can hear, read and see first hand what other institutions are implementing and the successes (and failures) that may have resulted.
With regard to the Age of Accountability – we recently learned that CPCC did not meet one of the State Accountability Measures – Pass Rates in Developmental Education. The goal was 75% and CPCC achieved 70%. These numbers have been going down every year for the last three years, but the tipping point was math. There are more developmental math students than English and reading combined. So, as math goes, so goes the rest of developmental education.
We will count our success when we see improvements in…
Many of you in this room, completed the Readiness Assessment survey which asked questions related to these four principles. On a scale of 1-5, we rated Committed Leadership, Culture of Evidence and Systemic Institutional Improvement an average of 3.5. The rating on Broad Engagement though, fell slightly below a 3.0.
