University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Kauai Community College
Program: Remedial/Developmental Math

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Program did not provide date of the last comprehensive review.

Program Description

The Developmental Math program at Kauai Community College consists of all math courses that are below college level and is coordinated by the math department as part of their regular curriculum offerings.  Developmental Math is further supported by the Tutoring Center and the College Success’ Developmental Math Coordinator.  The 2010-11 coordinator left the college in the summer and we are currently in the process of hiring another coordinator.

The mission of the College Success initiatives is to provide exemplary programs for student learning that assist and engage students in acquiring the skills that lead to increased student success and retention, and provide the foundation for the achievement of academic, career and personal goals.

The Math Department lies within the Liberal Arts program which is guided by the KCC mission which is, "Kaua‘i Community College provides open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives."

Part I. Quantitative Indicators

Overall Program Health: Cautionary
Demand Indicators Program Year Demand Health Call
09-10 10-11 11-12
1 Enrolled in any Remedial/Developmental 384 378 380 Unhealthy
2 Semester Hours Taught 69 70 79
3 * Student Semester Hours (SSH) Taught 1,476 1,411 1,469
4 Full Time Students (Fall) Enrolled 179 142 152
5 Full Time Students (Spring) Enrolled 140 102 100
6 Number of Classes Taught 23 23 25
Achieving the Dream AtD Fall Cohort
2008 2009 2010
7 Percent AtD Cohort with Placement 75% 74% 72%
8 AtD Cohort Placing Remdial/Developmental 59% 59% 57%
9 Cohort Enrolling Remedial/Developmental 112 155 130
9a Percent Cohort Enrolling Remedial/Developmental 66% 70% 67%
10 * Increase Percent Enrolling 0% 4% -3%

Efficiency Indicators Program Year Efficiency Health Call
09-10 10-11 11-12
11 Average Class Size 21.4 20.2 18.6 Healthy
12 * Fill Rate 94% 89% 83%
13 Number of Low-Enrolled (<10) Classes 1 1 1
14 * BOR Appointed Faculty (FTE) 1 0.9 1
15 Non-BOR Appointed Faculty Teaching Classes 4 4 4
16 Percentage Classes Taught by Regular Discipline Faculty 43% 39% 36%
17 Percentage Classes Taught by non Regular Discipline Faculty 57% 61% 64%
18 Program Budget Allocation $100,158 $91,476 $91,476
18b Tution and Fees $0 $0 $0
19 Cost per SSH $68 $65 $62

Effectiveness Indicators Program Year Effectiveness Health Call
09-10 10-11 11-12
Retention (Course Completion) Cautionary
20 1 Level Below College Level 90% 89% 94%
21 2 Levels Below College Level 91% 91% 93%
22 3 or More Levels Below College Level N/A N/A 92%
Successful completion (Equivalent C or Higher)
23 1 Level Below College Level 64% 59% 70%
23a 1 Level Below College Level 236 196 92
24 Withdrawals (Grade = W) 36 36 8
25 2 Levels Below College Level 52% 54% 56%
25a 2 Levels Below College Level 63 59 148
26 Withdrawals (Grade = W) 11 10 18
27 3 or More Levels Below College Level N/A N/A 46%
27a 3 or More Levels Below College Level 0 N/A 33
28 Withdrawals (Grade = W) N/A N/A 6

Achieving the Dream AtD Fall Cohort  
2008 2009 2010
29 Cohort Enrolled in Remedial Developmental Course 112 155 130  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 74 93 76
31 Percent Cohort Successful Completion 66% 60% 58%
Remedial/Developmental Pipeline
32 AtD Cohort Size 284 372 334
33 Percent AtD Students Placing Into Remedial/ Developmental Level 59% 59% 57%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 39% 42% 39%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 44% 42% 40%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 32% 26% 20%

Successful Next Level Program Year  
09-10 10-11 11-12
Persistence (Fall to Spring)  
37 * Percent From 1 Level Below College Level, To College Level     64%
37a From 1 Level Below College Level, To College level 37 28 41
38 Percent From 2 Levels Below College Level, To 1 Level Below     45%
38a From 2 Levels Below College Level, To 1 Level Below 24 26 38
39 Percent From 3 or More Levels Below College Level, To 2 Levels Below     38%
39a From 3 or More Levels Below College Level, To 2 Levels Below N/A N/A 8
Success in Subsequent Course (Equivalent C or Higher)
40 College Level From 1 Level Below 28 20 33
40a * Percent College Level From 1 Level Below     80%
41 1 Level Below From 2 Levels Below College Level 16 18 28
42 2 Levels Below From 3 or More Levels Below College Level N/A N/A 0
Last Updated: December 7, 2012
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

 

The demand for Developmental math is about the same each semester. About 12 classes are offered each semester with an average of 19 students per class for the 2011-12 academic year (20.2 students per class last year).  The percentage of the students who placed into rem/dev math who actually enrolled in rem/dev classes has decreased 7%, which considered “unhealthy”. This suggests that new students are delaying their study of mathematics.  One of the possible solutions is to require students who test into rem/dev to take it in their first semester. The fill rate has dropped from 89% to 83% this year, which is still considered a healthy efficiency measurement. As for measurement of effectiveness, retention is at 94% and has increased by 5% from last year and by 4% since 2009-10 for courses that are just below college level. The successful completion statistic for these courses is at 70% (an 11% increase from last year). Retention for courses two below college level is at 93% and has increased by 2% from last year. The success rate rose slightly to 56%. Retention for Math 21, is at 92% and has increased by 3% from last year. The successful completion statistic for this course is at 46% (a 33% decrease from last year.) Since a full time developmental math instructor left in the summer of 2011, there were variations of teaching in Math 21 classes.The Math Department taught 36% of the developmental courses with lecturers teaching the remaining 64% from 2011 to Spring 2012. The successful completion rate may be affected by the teaching variations. In the summer of 2012, a new full time developmental math instructor was hired. Math instructors have taught 61% of the developmental courses and 100% of Math 21 classes since Fall 2012. The teaching variations may be standardized.

The math faculty are re-designing some of the math curriculum to allow students move through the developmental courses faster. They have been piloting Math 21 which is a combination of basic skill and Math 22. Students will be able to enter Math 24 or Math 26 if they are successful. Math 26 is Math 24 and 25 combined which means that students could eliminate at least one semester of Math to get to the college level courses. 52% of the students who passed Math 26 also successfully passed college math within 1 year comparing to 12% of the students who passed Math 24 also successfully passed college math within 1 year. However, the population size for Math 26 is only 48. We will need more data to draw a firm conclusion. The math faculty plan to fully implement Math 26 in Fall 2013. A Hybrid Math 26 (online lessons along with onsite instruction portion) will be offered by Fall 2013. A summer Math boot camp will be offered to Math 21 students by 2013. The math faculty plan to create a policy to require student to take rem/dev Math in their first semester.

Part III. Action Plan

PROGRAM GOAL

ACTION ITEM

RESOURCES NEEDED

PERSON(S) RESPONSIBLE

TIMELINE

INDICATOR of IMPROVE-MENT

PLO IMPACTED

STATUS

Increase persistence, retention, and success of students who place into basic skills.

 

 

Strategic Priority:

Increase success of Remedial/

Developmental students

 

 

 

 

 

Strengthen peer assistance tutoring.

 

Set up a temporary Math tutoring referral service in conjunction with the Math Dep.

Assist with the creation of College Success Center.

No new resources needed.

Learning Center Coordinator& College Success Center Coordinator

Spring 2011

Students will pass their tutored course at the same rate as or higher than non-tutored students. 

 

Currently implementing

 

Discontinued

 

 

 

Currently implementing

No new resources needed.

V. Nguyen

Fall 2011

Success=20% of students who use the service will pass the course.

No new resources needed.

College Success Center, & Learning Center Coordinator

Spring 2011

 

Collaborate with the UH CC Dev Ed Group.

 

Supplemental tutoring sessions hosted by Math Instructors & Dev. Math Coordinator.

 

 

 

Host an annual Math Retreat with the Math Dept, Dev. Math Coordinator, & a Science Instructor.

No new resources needed.

V. Nguyen

Spring 2011

Innovation Fund Proposals     

  Currently implementing

 

 

2012

Completed

 

No new resources needed.

V. Nguyen

Spring 2011

Improve retention & success rate for students who are enrolled in Dev. Math courses (by 5% increase.)

$700/year

 V. Nguyen

Fall 2011

Redesign Dev. Math courses.

 

Math course for ABE.

 

Math 26 curriculum change

 

Acceleration project

Creation and implementation of Math 21

 

Math Dept. – Gigi Drent and Dev. Math Coordinator

Spring 2011

Math 21 created,  implemented, evaluated for effectiveness

 

2011

Completed

          

IS 103 Requirement for entering freshmen

 

Once approved may need money for lecturers College Success Center team. Spring 2011 Improve 5 out of 8 benchmark measurements established by IR

 

Currently implementing

Mandatory placement for students tested in Dev. Math courses.

No new resources needed

College Success Center team.

Summer 2011

Improve retention & success (by 5% increase.)

 

          Researching

Math26 Implemention

No new resources needed.   Math Dept. Fall 2013

Improve overall success (by 5% increase, from 70% 2011-2012 to 75% 2012-2013.)

 

 

Boot Camp

Grant application Spring 2013   Coco, Chi Summer 2013

Improve retention & success (by 5% increase.)

 

 

Math 26 Hybrid No new resources needed  Ryan Fall 2013 Remain the  same retention & success as the traditional Math 26 class (94% & 68%).    
Develop strategies for increasing retention of rem/dev No new resources needed Math Dept. Spring 2013 Improve retention (by 5% increase.)    
Address CTE's Math need  Faculty overload

  Coco, Chi

  Math Dept.

Spring 2013 to

Fall 2013

Improve retention & success (By 5% increase.)    
Develop a math tutor training session No new resources needed   Coco

  Tina

Spring 2013      

Part IV. Resource Implications

A new full time developmental math instructor was hired in the summer of 2012.

APRU Item # 1:  LRC 123 Renovation (Spring 2013)

In order to make LRC 123 more conducive to teaching and learning.  It will also make this room a dual purpose:  a computer lab or lecture room.To do this the following need to be purchased (item #s from the K-Log catalog):

Total from above: $1976 (not including tax or shipping)

No additional resources are being requested at this time.