ELAC Educational Master Plan - East Los Angeles College

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% Students Overall Student Completion In an effort to inform campus discussions on the development of a new ELAC Educational Master Plan, the Office of Institutional Effectiveness (OIE) presented a cohort-based pipeline report on ELAC student progression over a 3 year period towards completion of a certificate, degree, or transfer to a 4-year university. “Leakage points” were identified that showed where students were most likely to be delayed in completing one of the above outcomes, and/or where they were most likely to leave the college altogether without completing. Cohort Analysis 2007 Cohort 2008 Cohort N % N % Cohort 3,729 100.0% 4,127 100.0% Completed First Semester Units 2,539 68.1% 3,049 73.9% Fall to Spring Persistence 2,352 63.1% 2,784 67.5% Fall to Fall Persistence 1,980 53.1% 2,334 56.6% Completion of Math Competency 891 23.9% 988 23.9% Completion of English Competency 814 21.8% 959 23.2% Completion of Both English and Math Competency 563 15.1% 636 15.4% Completion of Degree, Certificate or Transfer 414 11.1% 417 10.1% Transfer to a Four-Year Institution 236 6.3% 198 4.8% Completion of an On-Campus Degree or Certificate 279 7.5% 310 7.5% 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% 100.0% 100.0% Pipeline Comparison 68.1% 73.9% 53.1% 56.6% 15.1% 11.1% 15.4% 10.1% 6.3% 4.8% 7.5% 7.5% The initial data suggest that students are having great difficulty completing their educational goals within a three-year period. The committee determined that completion of units in the first semester of a student’s academic career has a tremendous impact on the overall completion rate. The initial cohort indicated that 32 % of students withdrawal or fail all of their courses in their first semester. Further analysis indicated that these early setbacks have a substantial impact on overall completion. Failing to complete units the first semester reduce completion rate to 2.6% for the 2007 cohort and 1.2% for the 2008 cohort. 7 Page Educational Master Plan 2012
Additionally, the committee found that completion of the English and math sequence was a substantial barrier to student success. The following data represent the impact of initial math and English placement on the overall completion of a degree, certificate or transfer program. The data indicate that students beginning lower in the English and math sequence succeed at a far lesser rate than those students placing at or able the college competency level (English 101 and Math 125). Cohort Analysis by First English First English 2008 Cohort Completions % Transfer Level 31 13 41.9% English 101 333 83 24.9% English 28/60s 614 87 14.2% English 26/57 527 58 11.0% English 21 492 35 7.1% Reading 20 275 17 6.2% ESL 384 53 13.8% Other Reading 57 3 5.3% None 1,414 68 4.8% Total 4,127 417 10.1% Cohort Analysis by First Math First Math 2008 Cohort Completions % Transfer Level 190 83 43.7% Math 120/125 420 104 24.8% Math 115 681 80 11.8% Math 110/112 1,155 79 6.8% Math 105 183 7 3.8% None 1,497 64 4.3% Other 1 0.0% Total 4,127 417 10.1% The initial success completion data led to additional analysis on the math and English sequences. Specifically, all students who took their first math course at ELAC in Fall 2008 were tracked through Spring 2011 (n = 2,465). These students could be of any academic level, but must have begun their math sequence in Fall 2008. To ensure that students with different initial levels of math knowledge were not all grouped together, students were placed into cohorts based on their first math course at ELAC (i.e. Math 105, 110/112, 115, 125, Transfer Level). For example, the progress of students whose first math class at ELAC was Math 105 in Fall 2008 was tracked for three years. Students who began at Math 110/112 in Fall 2008 were grouped into a separate cohort and their progress was also tracked through three years. The data below illustrate success through the math sequence as a function of initial math level. In addition, the average number of attempts that students needed to pass each math course in the sequence was calculated for each cohort. It is clear from the data that a substantial number of students fail to complete the math sequence within three years and that the lower the starting point, the more likely the student is to fail to reach transfer level. Furthermore, students average nearly 1.5 attempts per level, adding significant time to completion for a large portion of the student body. 8 Page Educational Master Plan 2012
Page 1 and 2: East Los Angeles College East Los A
Page 3 and 4: Administrative Members Board of Tru
Page 5 and 6: Table of Contents COLLEGE HISTORY .
Page 7 and 8: During the 1970s, more buildings we
Page 9 and 10: Academic Senate ELAC Shared Governa
Page 11: The EPSC began its planning work up
Page 15 and 16: How Successful Are Students When Th
Page 17 and 18: Placement Enrollment Pattern: Engli
Page 19 and 20: 36%. There appears to be no differe
Page 21 and 22: Adelante Success Rates by Ethnicity
Page 23 and 24: Cohort Analysis: Athletics 100.0% 9
Page 25 and 26: Cohort Analysis: Puente 80.0% 80.0%
Page 27 and 28: practical experience of the faculty
Page 29 and 30: Current English and Math Capacity F
Page 31 and 32: Fill Rate by Relative Time of Day R
Page 33 and 34: How Does Fulltime Status Impact a S
Page 35 and 36: EAST LOS ANGELES COLLEGE EDUCATIONA
Page 37 and 38: Goal Goal 1: Increasing student suc
Page 39 and 40: Goal Goal 1: Increasing student suc
Page 41 and 42: Goal Goal 2: Increasing equity in s
Page 43 and 44: Goal Goal 3: Sustaining communityce
Page 45 and 46: Goal Goal 4: Ensuring institutional

ELAC Educational Master Plan - East Los Angeles College

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