Tracking Student Progress Through Basic Skills: A Discipline Framework

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Janet Fulks, Bakersfield College
Marcy Alancraig, Cabrillo College ASCCC Basic Skills Webinar Series

Tracking Student Progress Through Basic Skills: A Discipline Framework

Janet Fulks, Bakersfield College

Marcy Alancraig, Cabrillo College

ASCCC Basic Skills Webinar Series

Outcomes for this Session

Relate the story of CB 21 coding for basic skills

Demonstrate what this project might mean for your college

How do you define basic skills? Type the answer in the chat box.
Title 5 math reading

writing
ESL

Basic Skills improvement was only 50%

ESL improvement only 47.4% There was no movement for a decade.

THE MYSTERY Why did the AARC report reveal that less than half the students in basic skills and ESL were progressing?

To find the clues First we need some basics

Every course is described or defined by course basic codes (CB coding) that assign data elements to allow reporting and analysis according to specific curriculum functions. Some examples: Repeatability (CB 12) Course title (CB 02)

TOPs code (CB03)

Credit status (CB 04) Transfer status (CB 05) Basic skills/ Degree applicable (CB 08)

Course Prior to Transfer (CB21) Noncredit Category (CB22)

Part of a Program (CB24)

Uses of Course Coding

The following represent a few reports created purely on the MIS * coding without ever referencing the Course Outline of Record: Allocation of funding to the colleges Census data FTES counts for apportionment FTEF counts for staffing reports Equity reporting Reporting to the federal database IPEDS Report to the California database CPEC Report to the state legislature ARCC Accountability report for California Community Colleges * MIS = Management Information Systems

CCC MIS Database

DSPS
VTEA EOPS Matric. Enrollments (SX) Pgm. Awds. Calendar Sessions Sections Emp. Assign. Emp. Demo. Assignments

PBS

Student Demographics (SB) Fin. Aid CalWORKs

Courses

Assess.

How is the data used?

The data, based upon the coding, can be used to Justify funding increases or decreases Provide a rationale for policies Provide accountability for expenditures such as Perkins and Basic Skills Initiative Dollars Program review Educational improvement

ARCC Report
Basic Skills Success
Basic Skills Progress progress up the levels CB A to B to C to college level

Basic Skills Supplemental Report

Basic Skills Success and Basic Skills progress by discipline Math (4 levels credit Reading (4 levels) Writing/English (4 levels) ESL (writing, reading, speaking/listening, 6 levels; integrated) Plus number of sections & assessment levels & noncredit

The Problem Discovered!

The Coding was Not Consistent with the Curriculum

CB 21 had no consistent definition

Used to mean courses prior to college/transfer but What is transfer level? What is college level?
Prior to Fall 2009 meant graduation requirements Currently graduation requirements = intermediate algebra

(college level but not transferable)

Currently Title 5 allows Algebra as degree applicable which then dictates that this is equivalent to college level .
Student Success Conference 2009

College #1 Elementary Geometry Intermediate Algebra Elementary Algebra Pre-algebra College #2 Elementary Algebra Arithmetic College #3 Elementary Algebra Elementary Algebra- 1st half Elementary Algebra -2nd half Intermediate Algebra College #4 Intermediate Algebra Basic Mathematics Beginning Algebra

Sample Coding Credit Courses only CB04 Degree applicability or not CB08 Basic Skills or not CB04= D Degree Applicable CB04= D Degree Applicable CB04= D Degree Applicable CB04= N NOT Degree Applicable CB08=N Not basic Skills CB08=N Not basic Skills CB08=N Not basic Skills CB08=B Basic Skills

CB 21 levels A A B C

CB04= D Degree Applicable CB04= N NOT Degree Applicable

CB08=N Not basic Skills CB08=B Basic Skills

A B

CB04= D Degree Applicable CB04= D Degree Applicable CB04= D Degree Applicable CB04= D Degree Applicable

CB08=N Not basic Skills CB08=N Not basic Skills CB08=N Not basic Skills CB08=N Not basic Skills

A A A A

CB04= D Degree Applicable CB04= N NOT Degree Applicable CB04= N NOT Degree Applicable

CB08=N Not basic Skills CB08=B Basic Skills CB08=B Basic Skills

A C Y

Coding Problems
Some CB coding was incorrect All coded at the same CB 21 level CB 21 coded backwards or inconsistently Some courses are incorrectly identified as transfer (CB 05) Some courses are incorrectly identified as degree applicable contrary to Title 5 (CB 08)

Some courses are NOT identified as Basic Skills when they were basic skills
Some courses were placed in the wrong TOP codes

The solution to the Problem!

Gather Faculty to create rubrics to define what each level below transfer means

Student Success Conference 2009

ASCCC Organized Meetings

English
Reading Mathematics ESL Non-Credit

CB 21 Rubrics
Developed by over 350 faculty Work included national literature research Created CB 21 rubrics for statewide levels of all courses within common guidelines Vetted by over 300 faculty Shared with professional groups (CATESOL, ECCTYC, CMC3, CRLA) Officially adopted by all 110 colleges April 2009 RESULTS..

Corrected existing coding inconsistencies

Involved collaboration of faculty, selected curriculum committee members, discipline faculty, CIOs and researchers

Discipline Math English

Credit Four levels CB 21 A, B, C, D Four levels CB 21 A, B, C, D

Noncredit Six levels CB 21 A, B, C, D, E, F Seven levels CB 21 A, B, C, D, E, F, G Five levels CB 21 A, B, C, D, E 8 levels ESL Integrated CB 21 A,B,C,D,E, F, G, H Includes vocational and Cultural skills

Likely bridge noncredit to credit Levels C & D Level B or C

Reading ESL

Four levels CB 21 A, B, C, D 6 levels ESL Reading CB 21 A, B, C, D, E, F

Level A or B Most noncredit end 2 levels prior to English 1 A at Level B

6 levels ESL Writing CB 21 A, B, C, D, E, F

6 levels ESL Speaking & Listening CB 21 A, B, C, D, E, F

Student Success Conference 2009

Where are the Rubrics and Guidelines?

They can be found at http://www.cccbsi.org

And the CCCCO website

Student Success Conference 2009

How can you use the rubrics?

Lets answer a few key questions
Type in your answer to the questions below

? This CB21 recoding process

A. required new TOP codes for all ESL, basic skills math, English and reading B. corrected existing inaccuracies in CB 21 coding

C. aligned statewide levels of basic skills courses

D. helped correct other CB data elements E. did all of the above

? Which of the basic skills courses are coded with CB 21 ?

A. Reading, math, ESL and writing (English) courses in a sequence
B. All reading, math, ESL and writing (English) basic skills courses C. Study Skills courses D. Transfer courses E. None all of the above are basic skills

? Can a course be coded as both degree

applicable (CB04) and basic skills (CB08) ?

A.Yes

B.No
C.Under some specific conditions

? Can you have more than one course on a specific CB21 level ?
A. Yes, it is allowable
B. No, it is not allowable

C. Yes, it is allowable but you should examine why

Deleted T.O.P. codes 4930.21 Writing 4930.70 Reading Skills Development 4930.71 Reading Skills, College Level 4930.40 Career Technical Computational Skills 4930.41 Pre-Algebra (Basic Math/Arithmetic) 4930.42 Elementary Algebra 4930.20 Communication Skills

New T.O.P. Code or Existing Codes 1501.00 English (writing) 1520.00 Reading

1701.00 Mathematics, General 1702.00 Mathematics Skills

1506.00 Speech Communication or 4930.33 Learning Skills, Speech Impaired or Other appropriate T.O.P. codes 4930.84 ESL Writing 4930.85 ESL Reading 4930.86 ESL Speaking/Listening 4930.87 ESL Integrated 4930.87 ESL Integrated or 4930.90 Citizenship

4930.80 ESLIntermediate 4930.81 ESLAdvanced 4930.82 ESLElementary 4930.83 ESLDegree-applicable 4930.91 ESL Civics

? When courses are coded, are you allowed to have gaps? For instance CB 21 D,C,A ?
A. Yes gaps are allowable B. No gaps are not allowable C. You may have gaps but this should result in discussions about your curriculum

Things to Consider
Student success: Should you have more levels or fewer levels? The longer the ladder the fewer students complete Research indicates too many steps are a barrier to progress

There are TIPPING POINTS

Dialogue:
Stimulate discussions about basic skills and degreeapplicable courses appropriate to your college vision, mission and culture

ARCC DATA Indicator Student Progress & Achievement Completed 30 or more units Fall to Fall Persistence Voc Ed Course Completion Basic Skills Course Completion Basic Skills Course Improvement ESL Course Improvement

2008 51.2% 70.4% 68.3% 78.2% 60.5% 50.0% 44.7%

Statewide Rates 2009 2010 51.8% 52.3% 71.2% 69.2% 77.7% 60.5% 51.2% 50.1% 72.4% 68.7% 77.6% 61.5% 53.8% 50.2%

2011 53.6% 72.8% 67.6% 77.0% 61.4% 54.6% 58.6%

Now that you know about CB 21, what might this information mean for your college specifically?

Student Success Conference 2009

Coding Makes a BIG Difference in Outcomes Reports! What will you do at your college? How will you define basic skills?
Thanks