Jessica Brown, Dept. Chair Mitra Sapienza, English Dept. Curriculum Chair Jim Sauvé, Assessment Coordinator
English Department Research Brief
English L Student Success: Baseline Indicators Background
As part of the English Departement’s ongoing assessment cycle, the department is seeking to develop background data and analyses on all of its classes. English L is the first class in the required English sequence. It is the lowest placement in the English credit program, and historically speaking it is a class that students have struggled within. Retention
Students in English L show strongest retention in the class during Fall semesters. They show the lowest levels of retention during Spring semesters.
Number of Students Initially Registered
Fall Spring Summer
1305 1525 246
English L Retention Fall 2006—Summer 2011 First End of Gross Retention Census Term Percentage (1st weeks to End of Term) 993 1198 171
804 895 138
61.6% 58.7% 56.1%
Adjusted Retention Percentage (1st Census to End of Term) 81.0% 74.7% 80.7%
CCSF English Department July 2011
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Pass and Persistence Rates
Pass rates for English L are among the lowest for any class in the English Department and second lowest for required classes in the English Department sequence.
Fall Spring Summer
Average Pass Rate 53.2% 48.4% 63.1%
English L Pass and Persistence Rates Fall 2005—Spring 2011 Percentage of Students Percentage of Students Enrolled Next Term* Enrolled 1 Year Later* 77.9% 73.4% 53.5% 49.5% 72.0% 68.5%
*Of students who receive an A, B, C, D, F, or W
Based on research by Steve Spurling in the CCSF Research and Planning Office, we know that ultimately 59% of the students in English L will succeed in the class. But this success occurs overwhelmingly for students the first or second time through the course. Also, it needs to be noted that students who enroll in English L during Fall or Summer terms have much stronger persistence rates at City College than students who enroll during Spring semesters.
English L Success Fall Semesters 2000-2010
60 50 40 30 20 10
0 20 1
9 Fa ll
20 0
8 Fa ll
20 0
7
Fall Semester
Fa ll
20 0
6 Fa ll
20 0
5 Fa ll
20 0
4 Fa ll
20 0
3 Fa ll
20 0
2 Fa ll
20 0
1 20 0
Fa ll
Fa ll
20 0
0
0
Fa ll
Success Percentage
70
Demographic Analysis Spring Semester
Sp r
Sp r
Sp r
Sp r
Sp r
Sp r
Sp r
Sp r
Sp r
Sp r
Sp r
in g
in g
in g
in g
in g
in g
in g
in g
in g
in g
in g
20
20
20
20
20
20
20
20
20
20
20
11
10
09
08
07
06
05
04
03
02
01
Success Percentage
CCSF English Department July 2011 3
English L Success Spring Semesters
70
60
50
40
30
20
10
0
CCSF English Department July 2011
Demographic Group African American American Indian/Alaskan Native Asian Filipino Hispanic/Latino Other Non-White Pacific Islander Southeast Asian Unknown/No Response White
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English L Pass and Persistence Rates by Demographic Group Fall 2005—Spring 2011 Average Percentage of Students Percentage of Students Pass Rate Enrolled Next Term Enrolled 1 Year Later 35.9% 61.3% 56.3% 38.9% 50.0% 37.5% 69.2% 54.9% 53.8% 66.7% 33.9% 65.1% 46.3%
80.2% 61.8% 61.3% 80.0% 51.7% 71.6% 69.9%
77.2% 58.5% 57.0% 72.0% 45.0% 68.1% 67.7%
64.4%
62.7%
57.8%
African American/Non Hispanic American Indian/Alaskan Native Asian
Student Success by Demographic 70 60
Filipino 50 Hispanic/Latino Other Non White Pacific Islander SouthEast Asian Unknown/No Response White Non Hispanic
40 30 20 10 0 Demographic Group
CCSF English Department July 2011
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English L Pass and Persistence Rates by At-Risk Demographic Populations Trends Over the Last Three Years Fall 2008—Spring 2011 Demographic Group
African American Filipino Hispanic/Latino Pacific Islander
Students in English L struggle to succeed and persist in this class as well as in later, more difficult courses in the English sequence. This mirrors the national data: many researchers and practitioners point out that students placed in Basic Skills classes, particularly in a bottom/”floor” class like English L, have low odds of eventually moving on to transfer-level coursework (Hadden, 2000; Boylan 2002). To address the needs of English L students, further research, discussion and action are clearly warranted. Such work probably necessitates pursuing grant funding: English Department faculty are interested in pursuing and receiving specialized training and work with outside consultants, scholars, and literacy experts in order to craft more successful curricula, pedagogies, and approaches tailored to the needs of these students.
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