Report of Achieving the Dream
Data Team
November 28, 2007
Contents
 Comparison of subsequent course pass
rates
 Comparison of failure rates by time of day
by instructor position
 Comparison of failure rates by credit
hours completed prior to enrollment in
selected 2000 level courses
 Course matrix with statistical significance
2
Methodology
 Achieving the Dream (AtD) defines student success in a course
as a grade of A, B, C, or S; students earning a grade of D, F, U
or W are defined as unsuccessful.
 1000-level courses were selected by high enrollment (300 or
greater) and high failure rates (30% or greater).
 2000-level courses were selected by high enrollment (100 or
greater) and high failure rates (30% or greater)
 All persistence and retention data is based on the ATD cohort,
which includes all students who enter OCCC for the first-time in
the fall semester.
3
Comparison of Subsequent Course Pass
Rates by Instructor
Methodology
 Four classes were selected with clear sequence to next course
 LS 0033 College Writing II to Engl 1113 English Comp I
 Engl 1113 English Comp I to Engl 1213 English Comp II
 Math 0033 Basic Math to Math 0113 Elementary Algebra
 Math 0113 Elementary Algebra to Math 0123 Intermediate
Algebra
 Student who achieved success in the initial course (A, B, C, S) were
tracked in the subsequent course.
 Failure rates by initial instructor were calculated based on student
grades (D, F, W) in the subsequent course.
 Explored statistical significance at the .05 level using ANOVA.
4
Comparison of Subsequent Course Pass
Rates by Instructor
Course Findings
 LS 0033 College Writing II to Engl 1113 English Comp I

75% of student who passed LS 0033 have completed Engl 1113
 38.4% of these students earned a D, F, or W.


The average rate of failure per instructor was 40.8%
There is no statistical significance between students who took LS
0033 and those who did not.
 Engl 1113 English Comp I to Engl 1213 English Comp II

73% of student who passed Engl 1113 have completed Engl 1213
 26.8 % of these students earned a D, F, or W.

The average rate of failure per instructor was 26.0%
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Comparison of Subsequent Course Pass
Rates by Instructor
Course Findings
 Math 0033 Basic Math to Math 0113 Elem Algebra

66% of student who passed Math 0033 have completed Math 0113
 62.7% of these students earned a D, F, or W.


The average rate of failure per instructor was 62.9%
Students who did not take Math 0033 have a statistically significant
higher pass rate than those who did.
 Math 0113 Elem Algebra to Math 0123 Interm Algebra

85% of student who passed Math 0113 have completed Math 0123
 43.9% of these students earned a D, F, or W.


The average rate of failure per instructor was 39.9%
Students who took Math 0113 have a statistically significant higher
pass rate than those who did not.
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Comparison of Subsequent Course Pass
Rates by Instructor
Zero Level Subsequent Course Pass Rates by
Instructor
1000 Level Subsequent Course Pass Rates by
Instructor
Select 2000 Level Course Success Rates
Comparison by Number of Credit Hours
Completed Prior to Enrolling
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Comparison of Failure Rate by Completed
Credit Hours
Methodology
 All five 2000-level classes were selected

Acct 2113 Accounting 1/ Financial

Econ 2113 Principles of Macroeconomics

Geog 2603 World Geography

Mgmt 2053 Principles of Management

Math 2013 / Bus 2023 Intro to Statistics
 Number of completed (A, B, C, D, or F) college-level (1000- or 2000-level)
credit hours prior to enrolling in identified course was determined.
 Students were divided into two groups:


Those who completed 12 or less credit hours
Those who completed more than 12 credit hours
 Explored statistical significance at the .05 level using ANOVA.
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Comparison of Failure Rate by Completed
Credit Hours
Course Findings
 Students who had completed greater than 12 collegelevel credit hours prior to taking the following courses
have a statistically significant higher pass rate than those
who had completed 12 or less credit hours:




Acct 2113 Accounting 1 / Financial
Econ 2113 Principles of Macroeconomics
Geog 2603 World Geography
Mgmt 2053 Principles of Management
 There was no statistically significant difference between
the two groups in Math 2013/Bus 2023 Intro to Statistics.
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Comparison of Failure Rates by Time of
Day and by Instructor
Methodology
Examined all courses to identify failure
rate by instructor position by time of day.
Used univariate ANOVAs with ANCOVA followup tests to determine statistical significance at
the .05 level by groupings.
These findings are located on the Statistical
Significance course matrix.
10
Comparison of Failure Rates by Time of
Day and by Instructor
 Significant Differences in Course Pass Rates
Based on Instructor Position and Time of Day
11