ELAC Educational Master Plan - East Los Angeles College

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Math Course Sequence Analysis Fall 2010 Math Course/Grade Next Math Sequence Course N Retention Success MATH105 P 58 87.9% 69.0% MATH110 P 446 79.8% 49.3% MATH115 A 165 93.9% 83.6% B 139 83.5% 60.4% C 260 75.8% 41.2% Total 1,068 81.9% 55.1% Further analysis was conducted to determine how students progress through the sequence across semesters. General statistics indicate that only 38% of students attempting an English class are able to progress through that course and pass the subsequent course within two semesters. The results indicate that only 17% are able to do so in math. English Progression Analysis Fall 2010 Fall 2010 English Course Next English Sequence Course English Course Attempted Retained Successful Attempted Retained Successful Reading 020 353 324 226 118 108 89 English 021 613 547 390 207 193 155 English 026 875 742 568 416 376 569 English 028 1,344 1,176 866 555 499 413 Total 3,185 2,789 2,050 1,296 1,176 1,226 Math Progression Analysis Fall 2010 Fall 2010 Math Course Next Math Sequence Course Math Course Attempted Retained Successful Attempted Retained Successful Math 105 336 269 140 58 51 40 Math 110 1,260 1,026 581 446 356 220 Math 115 1,790 1,398 892 564 468 329 Total 3,386 2,703 1,613 1,068 875 589 Following these results, additional analysis was conducted on specific courses. The focus of this analysis was on those courses which have been identified as targets for the Achieving the Dream initiative (English 28 and Math 115). The following data represents the success rates for those classes based on the student grade in the prerequisite course. Overall, both success and retention rates in Math 125 showed a positive approximately linear relationship to grades in Math 115 (e.g. students who received an A in Math 115 had a higher success rate in Math 125 than students who received a B in Math 115). C students in 115 were successful at a rate of only 13 Page Educational Master Plan 2012
36%. There appears to be no difference in the rate at which students delay taking the next course in the sequence based on their previous grade. Although there have been suggestions that students delay taking courses in their sequence, it appears that a large majority of students are entering directly into the next course in the sequence without delay. The data suggests that delaying taking the next course in the sequence lowers the success rate in the next course dramatically. This impact occurs regardless of the grade in the previous course. Grade in Math 115 Took Math 125 Next Semester (N = 1554) Subsequent Success by Grade: Math 115 Took Math 125 Two Semesters Later (N = 223) Took Math 125 Three or Four Semesters Later (N = 66) Retention Success Retention Success Retention Success A 92.9% 82.8% 85.1% 63.8% 77.8% 55.6% B 79.6% 53.9% 80.0% 35.7% 57.9% 26.3% C 72.8% 38.4% 64.2% 26.4% 65.5% 13.8% Total 80.1% 54.6% 73.5% 37.2% 66.7% 28.8% The majority of students who passed English 26/57 attempted English 28 in the next semester (79.5%). Students who received an A in English 26/57 were slightly more likely to take English 28 the next semester compared to students who received a B or C in English 26/57. Very few students waited three or four semesters to attempt English 28. Overall, both success and retention rates in English 28 showed a positive approximately linear relationship to grades in English 26/57 (e.g., students who received an A in English 26/57 had a higher success rate in English 28 than students who received a B in English 26/57). Also, students who waited two or more semesters to attempt English 28 had lower success and retention rates than those who took English 28 the next semester. This effect was most evident in students who received a B or a C in English 26/57. There is a somewhat strange pattern for students who got an A in English 26/57 and waited two or more semesters to take English 28. Their English 28 success rates were 86.5%, 75%, and 90%, if they took English 28 the next semester, two semesters later, or three to four semesters later, respectively. This may be due to two reasons. First, there was a smaller sample size of students who received an A in English 26/57 compared to those who received a B or C. Second, the vast majority of students who got A’s in English 26/57 took English 28 the next semester. So, the number of A students who waited two or more semesters to take English 28 may have been too small to accurately measure retention and success rates. English 26/57 Grade Subsequent Success by Grade: English 26/57 Took English 28 Next Took English 28 Semester Two Semesters Later (N = 952) (N = 171) Took English 28 Three or Four Semesters Later (N = 74) Retention Success Retention Success Retention Success A 94.5% 86.5% 87.5% 75.0% 90.0% 90.0% B 89.8% 74.0% 88.6% 68.6% 87.1% 51.6% C 82.5% 61.1% 79.2% 58.4% 75.8% 57.6% Total 87.4% 70.5% 84.2% 64.9% 82.4% 59.5% 14 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 and 12: The EPSC began its planning work up
Page 13 and 14: Additionally, the committee found t
Page 15 and 16: How Successful Are Students When Th
Page 17: Placement Enrollment Pattern: Engli
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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