Fall Quarter 2014, Selected Student Success Analysis Results

This document summarizes results from analysis and reporting of Shoreline Community College institutional data conducted by the Office of Institutional Assessment and Data Management (IADM) during Fall 2014 based on questions provided by the President.

Waitlists

For an overview of waitlist analysis, please see Figure 1. Indicators of demand and areas of concern were developed to facilitate course-by-course analysis.

Questions addressed:

1)In what areas/disciplines do we most often see waitlists?

Based on the snapshot and indictors from Fall of 2013, 14 course areas were identified as warranting additional analysis (See Figure 2 for details).

Developmental math
English 100/101/102
Communication studies
Introductory business
College level math
Introductory chemistry
Music Technology core courses
Computer science
Physics
Multi-cultural studies
Social science core requirements: Sociology 101, Psychology 101
Nutrition 101
Cinema 201

Dean Team helped identify this list, and in-depth analyses have been conducted for Developmental math, English 100/101/102, and Communication studies. These are continually presented to Dean Team and the developmental math data (see Figure 3) has been presented to the math department. IADM is scheduled to attend the departmental meeting again in January to present college-level math and computer science data.

2)At what times of day do classes most often have waitlists?

Table 2 provides data on waitlist indicators by course start time. These figures should be interpreted with caution as many classes (e.g., Chemistry lecture & chemistry lab) occur at different times of the day. For analyses, only one of these times could be selected (i.e., the "primary" time).

The most striking findings here are as follows:

There appears to be no real pattern in waitlist indicators across time of day
There is a consistently lower enrollment rate and higher "loss rate" for online students than in-person students. Fewer online students from the waitlist eventually enroll in the course (reasons undetermined), then more of those end up NOT enrolling at Shoreline at all that quarter.

3)What proportion of waitlisted students end up enrolling in the course? In any courses at Shoreline?

See Figure 1

Questions not yet addressed:

Are there indications of instructor-specific waitlists?
What proportion of waitlisted students enroll then persist or drop the course? Overall, how do late-enrolling students compare to on-time enrollment in terms of persistence?

First-time, transfer-seeking students

Definition: Students who are attending Shoreline for the first time and have no record of having attended another college as a college student.

Questions addressed:

1) How many of these students start their college experience at Shoreline each quarter (since Fall 2009)?

See Table 3: The most striking finding here is that the proportion of transfer-seeking students fitting the first-time, first-year definition has increased steadily over the last three years for international students, and increased substantially for domestic students between 2012-2013 and 2013-2014.

2) What English & Math classes do they enroll in and when? What is their course completion and success rate in these courses?

See Table 3 (English) and 4 (Math)

Question not yet addressed:

How many test into pre-college English and Math

Tipping point

For ease of analysis, which at this point is only preliminary, I used the same first-time, first-year transfer cohorts to understand more about tipping points.

Questions addressed:

1) How many SCC students with 55 credits or more do not complete? (focus on transfer students)

2) What courses do these students need? See Tables5 and 6

The group that may warrant the most attention is those who have reached 60 credits, but have not yet taken a college math class (see Table 6).

Bonus Question: Capacity

See Figure 4

Fall 2014 Student Success Analysis1

Figure 2. Course-by-Course Waitlist Analysis

Fall 2014 Student Success Analysis1

Figure 3. In-depth analysis, developmental math

Figure 3 (cont.) In-depth analysis, developmental math

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Table 1. Waitlist indicators by time

WL# / Cap. / Loss % / Ratio / Enroll % / Stuck %
Online / 612 / 9001 / 18.1% / 1 / 15 / 43.8% / 18.1%
Before 7:30am / 20 / NA / NA / NA / NA
7:30/8am / 165 / 1318 / 9.1% / 1 / 8 / 70.3% / 9.1%
8:30/9am / 270 / 3783 / 7.8% / 1 / 14 / 61.9% / 7.8%
9:30/10am / 504 / 6304 / 10.3% / 1 / 13 / 58.7% / 10.3%
10:30/11am / 484 / 5838 / 7.9% / 1 / 12 / 66.1% / 7.9%
11:30am/12pm / 459 / 5109 / 6.5% / 1 / 11 / 63.0% / 6.5%
12:30/1pm / 329 / 4887 / 5.8% / 1 / 15 / 62.3% / 5.8%
1:30/2pm / 37 / 853 / 24.3% / 1 / 23 / 40.5% / 24.3%
2:30/3pm / 20 / 310 / 5.0% / 1 / 16 / 65.0% / 5.0%
3:30/4pm / 115 / 1325 / 8.7% / 1 / 12 / 67.8% / 8.7%
4:30/5pm / 1 / 160 / 0.0% / 1 / 160 / 0.0% / 0.0%
5:30pm or later / 92 / 1618 / 5.4% / 1 / 18 / 51.1% / 5.4%

Table 2. Number of first-time, first-year, transfer (FTFY) students entering each quarter, by international status

Academic Year / Fall / Winter / Spring / Summer / Total FTFYT / TotalTRANSFER / %
2009-2010 / Domestic / 478 / 93 / 71 / 37 / 679 / 3898 / 17.4%
International / 117 / 44 / 21 / 11 / 193 / 598 / 32.3%
Total / 595 / 137 / 92 / 48 / 872 / 4496 / 19.4%
2010-2011 / Domestic / 601 / 90 / 81 / 31 / 803 / 4267 / 18.8%
International / 112 / 46 / 32 / 18 / 208 / 638 / 32.6%
Total / 713 / 136 / 113 / 49 / 1011 / 4905 / 20.6%
2011-2012 / Domestic / 448 / 99 / 58 / 26 / 631 / 3706 / 17.0%
International / 127 / 69 / 25 / 21 / 242 / 687 / 35.2%
Total / 575 / 168 / 83 / 47 / 873 / 4393 / 19.9%
2012-2013 / Domestic / 475 / 115 / 115 / 48 / 753 / 4303 / 17.5%
International / 208 / 59 / 39 / 26 / 332 / 819 / 40.5%
Total / 683 / 174 / 154 / 74 / 1085 / 5122 / 21.2%
2013-2014 / Domestic / 580 / 120 / 114 / 40 / 854 / 4185 / 20.4%
International / 263 / 77 / 81 / 31 / 452 / 998 / 45.3%
Total / 843 / 197 / 195 / 71 / 1306 / 5183 / 25.2%

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Table 3. Number and percentage of first-time, first-year transfer students enrolled in their first English courses in their first quarter (Q1), second quarter (Q2), and third quarter and beyond (Q3+) of starting

Academic Year / English Course / Q1 / Q2 / Q3+
# Enrolled / % of Total Enrolled / #
Passed / Pass Rate / # Enrolled / % of Total Enrolled / #
Passed / Pass Rate / # Enrolled / % of Total Enrolled / #
Passed / Pass Rate
2011-2012
N = 873 / ENGL 080 / 12 / 3% / 9 / 75% / 2 / 2% / 2 / 100% / 1 / 1% / 0 / 0%
ENGL 090 / 38 / 8% / 23 / 61% / 1 / 1% / 1 / 100% / 8 / 5% / 6 / 75%
ENGL 100 / 87 / 18% / 55 / 63% / 7 / 9% / 4 / 57% / 12 / 7% / 2 / 17%
ENGL&101 / 328 / 69% / 264 / 80% / 71 / 87% / 57 / 80% / 139 / 85% / 107 / 77%
ENGL102+ / 9 / 2% / 4 / 44% / 1 / 1% / 0 / 0% / 4 / 2% / 2 / 50%
TOTAL / 474 / 355 / 75% / 82 / 64 / 78% / 164 / 117 / 71%
2012-2013
N = 1085 / ENGL 080 / 4 / 1% / 2 / 50% / 1 / 1% / 0 / 0% / 0 / 0% / 0 / -
ENGL 090 / 27 / 5% / 19 / 70% / 5 / 6% / 5 / 100% / 6 / 3% / 5 / 83%
ENGL 100 / 68 / 13% / 44 / 65% / 15 / 18% / 9 / 60% / 19 / 9% / 10 / 53%
ENGL&101 / 417 / 79% / 333 / 80% / 62 / 73% / 48 / 77% / 170 / 85% / 125 / 74%
ENGL102+ / 13 / 2% / 6 / 46% / 2 / 2% / 1 / 50% / 6 / 3% / 4 / 67%
TOTAL / 529 / 404 / 76% / 85 / 63 / 74% / 201 / 144 / 72%
2013-2014
N = 1306 / ENGL 080 / 4 / 1% / 3 / 75% / 1 / 1% / 0 / 0% / 2 / 2% / 1 / 50%
ENGL 090 / 28 / 5% / 18 / 64% / 4 / 3% / 1 / 25% / 9 / 7% / 2 / 22%
ENGL 100 / 69 / 13% / 48 / 70% / 25 / 20% / 13 / 52% / 6 / 5% / 1 / 17%
ENGL&101 / 425 / 78% / 358 / 84% / 88 / 72% / 67 / 76% / 114 / 86% / 25 / 22%
ENGL102+ / 16 / 3% / 12 / 75% / 4 / 3% / 1 / 25% / 2 / 2% / 1 / 50%
TOTAL / 542 / 439 / 81% / 122 / 82 / 67% / 133 / 30 / 23%
TOTAL
N = 3264 / ENGL 080 / 20 / 1% / 14 / 70% / 4 / 1% / 2 / 50% / 3 / 1% / 1 / 33%
ENGL 090 / 93 / 6% / 60 / 65% / 10 / 3% / 7 / 70% / 23 / 5% / 13 / 57%
ENGL 100 / 224 / 14% / 147 / 66% / 47 / 16% / 26 / 55% / 37 / 7% / 13 / 35%
ENGL&101 / 1170 / 76% / 955 / 82% / 221 / 76% / 172 / 78% / 423 / 85% / 257 / 61%
ENGL102+ / 38 / 2% / 22 / 58% / 7 / 2% / 2 / 29% / 12 / 2% / 7 / 58%
TOTAL / 1545 / 1198 / 78% / 289 / 209 / 72% / 498 / 291 / 58%

Table 4. Number and percentage of first-time, first-year transfer students enrolled in their first Math courses in their first quarter (Q1), second quarter (Q2), and third quarter and beyond (Q3+) of starting

Academic Year / Math Course / Q1 / Q2 / Q3+
# Enrolled / % of Total Enrolled / #
Passed / Pass Rate / # Enrolled / % of Total Enrolled / #
Passed / Pass Rate / # Enrolled / % of Total Enrolled / #
Passed / Pass Rate
2011-2012 / MATH 060/070 / 57 / 15% / 39 / 68% / 17 / 18% / 12 / 71% / 20 / 19% / 14 / 70%
MAT 080/098 / 105 / 28% / 81 / 77% / 33 / 34% / 24 / 73% / 26 / 25% / 21 / 81%
MATH 099 / 17 / 5% / 11 / 65% / 3 / 3% / 3 / 100% / 10 / 10% / 7 / 70%
MATH 107+ / 191 / 52% / 171 / 90% / 43 / 45% / 36 / 84% / 49 / 47% / 40 / 82%
TOTAL / 370 / 302 / 82% / 96 / 75 / 78% / 105 / 82 / 78%
2012-2013 / MATH 060/070 / 62 / 18% / 41 / 66% / 28 / 22% / 20 / 71% / 42 / 24% / 21 / -
MAT 080/098 / 79 / 23% / 60 / 76% / 19 / 15% / 15 / 79% / 33 / 19% / 29 / 88%
MATH 099 / 22 / 6% / 15 / 68% / 10 / 8% / 7 / 70% / 8 / 5% / 4 / 50%
MATH 107+ / 186 / 53% / 162 / 87% / 70 / 55% / 62 / 89% / 92 / 53% / 76 / 83%
TOTAL / 349 / 278 / 80% / 127 / 104 / 82% / 175 / 130 / 74%
2013-2014 / MATH 060/070 / 71 / 21% / 50 / 70% / 33 / 25% / 14 / 42% / 4 / 5% / 4 / 100%
MAT 080/098 / 83 / 24% / 59 / 71% / 16 / 12% / 10 / 63% / 17 / 22% / 9 / 53%
MATH 099 / 27 / 8% / 20 / 74% / 4 / 3% / 1 / 25% / 3 / 4% / 2 / 67%
MATH 107+ / 159 / 47% / 126 / 79% / 77 / 59% / 56 / 73% / 52 / 68% / 33 / 63%
TOTAL / 340 / 255 / 75% / 130 / 81 / 62% / 76 / 48 / 63%
TOTAL / MATH 060/070 / 190 / 18% / 130 / 68% / 78 / 22% / 46 / 59% / 66 / 19% / 39 / 59%
MAT 080/098 / 267 / 25% / 200 / 75% / 68 / 19% / 49 / 72% / 76 / 21% / 59 / 78%
MATH 099 / 66 / 6% / 46 / 70% / 17 / 5% / 11 / 65% / 21 / 6% / 13 / 62%
MATH 107+ / 536 / 51% / 459 / 86% / 190 / 54% / 154 / 81% / 193 / 54% / 149 / 77%
TOTAL / 1059 / 835 / 79% / 353 / 260 / 74% / 356 / 260 / 73%

Table 5. Credit level reached by first-time first year transfer students during their first (Y1), second (Y2), and third (Y3) year of attending SCC, as well as the number and percent who have taken any math class (#M/%M0), a college math class (#CM/%CM), and English 101 (#E/%E)

Fall 2014 Student Success Analysis1

Table 6. Number of first-time-first year students who have completed their degrees (to date), and those who have not, by credit level, including % who have taken any math (%M), college math (%CM), and English 101 (%Eng)

Degree / NoDegree
Academic Year Start / Credit Level / # / % M / % CM / %Eng / # / % M / % CM / %Eng
2009-2010 / <30 / 300 / 25% / 9% / 26%
30 / 100 / 59% / 24% / 72%
45 / 55 / 64% / 33% / 84%
60 / 54 / 80% / 41% / 83%
75+ / 213 / 96.7% / 86.9% / 98.6% / 142 / 94% / 68% / 93%
2010-2011 / <30 / 440 / 19% / 5% / 24%
30 / 94 / 57% / 21% / 63%
45 / 67 / 82% / 45% / 82%
60 / 46 / 74% / 41% / 87%
75+ / 188 / 98.4% / 84.0% / 96.8% / 143 / 91% / 71% / 92%
2011-2012 / <30 / 319 / 24% / 6% / 32%
30 / 78 / 59% / 27% / 65%
45 / 66 / 70% / 41% / 82%
60 / 54 / 83% / 46% / 87%
75+ / 158 / 98.7% / 90.5% / 100.0% / 160 / 93% / 71% / 91%
2012-2013 / <30 / 351 / 26% / 7% / 28%
30 / 110 / 48% / 23% / 55%
45 / 87 / 67% / 33% / 74%
60 / 80 / 81% / 56% / 74%
75+ / 136 / 98.5% / 94.9% / 98.5% / 207 / 93% / 71% / 93%
2013-2014 / <30 / 561 / 23% / 8% / 28%
30 / 227 / 58% / 34% / 53%
45 / 198 / 72% / 59% / 57%
60 / 74 / 82% / 77% / 62%
75+ / 7 / 100% / 100% / 86%

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Figure 5. Total FTEs by time of day in 2002-2003, 2007-2008, and 2013-2014

Fall 2014 Student Success Analysis1