2009 Performance Accountability Report Vol. 2 - Maryland Higher ...

Degree Progress Model
Students enroll at Montgomery College with a wide range of academic skills: some enter well
prepared to take on challenging courses while others require developmental coursework that
delays access to college level courses. Therefore, the degree progress model examines the
success of: (1) all students, (2) students who entered the college academically prepared for
college level work, (3) students who needed and completed all recommended developmental
course work on which they were assessed, and (4) students who did not complete all of the
recommended developmental courses on which they were assessed.
An analysis of first-time full- and part-time students who attempt 18 credits over two years is
considered an indicator of students who are earnest about pursuing a degree and/or preparing for
transfer to a senior college or university, or persisting toward some other academic goal. Four
years after entry, the collective success of the cohort of students who met the 18 credit hour
criterion provides a more accurate measure of student success.
Graduation and Transfer
Data analysis of entering student cohort groups (fall 2001 through fall 2004) that met the
selection criteria (attempted 18 credit hours over two years) revealed that 47 to 55 percent had
graduated from Montgomery College and/or transferred to senior colleges and universities four
years after entry. A closer look at the data revealed that the success of the two most recent cohort
groups exceeded the established benchmark (49 percent) for graduation/transfer rate.
An examination of success by academic preparedness revealed that college-ready students were
consistently more likely to graduate and/or transfer within four years (61.5 to 62.0 percent) than
were students who had completely addressed their developmental needs (43.4 to 54.7 percent)
and those who did not complete their developmental course work (25.0 to 31.9 percent). The data
strongly suggest that students who completed developmental course work in assessed areas
increased their chance to graduate and/or transfer within four years of entry. In addition, the level
of success for developmental completers was similar to the combined success of all students in
the cohort. The overall success of the two most recent cohort groups and the success of
developmental completers have exceeded the benchmarks, while college-ready students have
virtually achieved the benchmark. Developmental non-completers were far less likely to succeed
on this dimension and consequently, their success is well below the established benchmark. The
College makes every effort to raise the academic skill levels of students who enter the College
with academic deficiencies by offering a wide range of courses and academic support services.
But it is difficult or impossible to effect change on the graduation-transfer rates of students who
have already gone through the academic pipeline. Though the benchmark for this indicator is
ambitious, the College will address this issue on two fronts: (1) by continuing its work with the
Montgomery County Public School system to assure that students are exposed to the academic
rigors that will prepare them for college level coursework, and (2) by identifying additional
strategies to help students understand the benefits of completing the sequence of developmental
coursework. It should be noted that the success of the most recent cohort group shows a higher
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