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

tuition and fees for Maryland public four-year colleges and universities was at 35 percent or
lower.
Wor-Wic served more than 11,000 unduplicated students (credit and non-credit combined) in FY
2008. Surpassing its benchmarks this year for credit, non-credit and total headcount, the college
experienced growth in this indicator over the past two years. Half of all first-time, full-time
service area residents attending higher education in Maryland chose Wor-Wic in the fall of 2008,
meeting the college’s benchmark. In addition, the college enrolls more than 80 percent of the
part-time service area undergraduates pursuing higher education in Maryland.
Credit enrollments in online courses almost doubled over the last four years and non-credit
enrollments increased 40 percent in the same time frame. In response to the college’s strategic
objective to increase enrollment in online and hybrid courses, a new 10-week online summer
session was offered in FY 2008. In addition, hybrid courses were offered for the first time in FY
2008.
Of the recent service area public high school graduates enrolled in higher education institutions
in Maryland, more than half attend Wor-Wic. This percentage increased each year from 52
percent in AY 04-05 to 57 percent in AY 07-08 and has reached the college’s benchmark. Wor-
Wic has numerous articulated credit and dual enrollment agreements with area secondary schools
to create a seamless transition from secondary to postsecondary education. These agreements
support the State Plan’s action recommendation for greater collaboration between institutions of
higher education and preK-12 schools.
Quality and Effectiveness: Student Satisfaction, Progress and Achievement
Wor-Wic recognizes learning, a core value of the college, as intellectual and personal growth
that is promoted through a positive and supportive atmosphere that encourages creative and
critical thinking. Learning is the key to student success.
Four years after entering the college, 61 percent of the fall 2004 cohort of students either
graduated, transferred or were still attending the college (successful or persisting). The
successful-persister rates for students who didn’t require any developmental coursework (84
percent) and for students who completed their required developmental coursework (85 percent)
were both higher than the overall rate. Students who did not complete required developmental
coursework had a much lower successful-persister rate of 31 percent. More than one-quarter of
the first-time entering students who require one or more developmental courses complete their
developmental coursework within four years. Supporting the college’s strategic objective to
increase student retention and goal achievement of developmental students, policy changes will
be implemented in the fall of 2009. Students who need developmental coursework must enroll in
at least one developmental course in any semester/session during which they take more than one
course. In addition, fast-track developmental beginning and intermediate algebra courses are
being offered in the summer of 2009. Qualified students can complete their developmental
mathematics courses at an accelerated pace so that they can begin college-level mathematics
courses in their first fall semester. It is expected that these changes will positively impact the
completion rate of developmental students.
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