End of Year Report - Richland College

Richland College 61
2.1.8 % of students who receive a grade of “C” or better in collegelevel
coursework after successful completion of developmental
work
Strategic Measure*
Target Range
Performance
% of max. target range
≥ 68.40 – 76.00
= 72.03
= 94.80%
2.2.8 % of African-American and Hispanic students who receive a
grade of “C” or better in college-level coursework after successful
completion of developmental work
Strategic Measure*
Target Range
Performance
% of max. target range
≥ 65.70 – 73.00
= 67.04
= 91.80%
Richland tracks students who successfully complete capstone courses in developmental
education to determine their performance in related college-level courses. Performance for all
students in this cohort
●●
falls within the target range (see Figure 2.1.8A)
●●
is above the national 75th percentile for success in English 1301 after completion of developmental
coursework for both course completers (excludes “W” grades) and enrollees
(includes “W” grades) (see Table 2.1.8B)
●●
is above the 70th percentile for success in college-level mathematics after completion of
developmental mathematics for course enrollees (see Table 2.1.8B)
Performance for historically underserved students in this cohort
●●
falls within the target range
●●
exceeds 4 of 6 peers (see Figures 2.2.8A,B)
Based on continued improvement initiatives such as the Achieving the Dream focus on developmental
mathematics and reading, the Statway pilot in developmental mathematics, and the
continuation of the successful course redesign in developmental writing, leadership raised the
target for underserved students to 74.00.
*Strategic measures are those identified for special emphasis by college leadership, the DCCCD Board of Trustees, the state or national government, or
SACS accreditation agency. Operational measures are those key to the ongoing vitality of the organization but without strategic emphasis.
End of Year Report 2010-11