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 Reading

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Program did not provide date of the last comprehensive review.

Program Description

The Remedial/Developmental Reading and Writing program at Kauai Community College consists of all Reading and Writing courses that are below college level and is coordinated by the English department as part of their regular curriculum offerings.  Remdial/Developmental Reading and Writing is further supported by the Tutoring Center, the College Success’ Developmental English Coordinator, and volunteer tutoring by the English Department.

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.

Part I. Quantitative Indicators

Overall Program Health: Cautionary
Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Enrolled in any Remedial/Developmental 99 115 107 Healthy
2 Semester Hours Taught 24 21 24
3 * Student Semester Hours (SSH) Taught 339 384 333
4 Full Time Students (Fall) Enrolled 46 58 36
5 Full Time Students (Spring) Enrolled 23 16 11
6 Number of Classes Taught 8 7 8
Achieving the Dream AtD Fall Cohort
2009 2010 2011
7 Percent AtD Cohort with Placement 86% 91% 92%
8 AtD Cohort Placing Remdial/Developmental 41% 44% 42%
9 Cohort Enrolling Remedial/Developmental 48 50 59
9a Percent Cohort Enrolling Remedial/Developmental 31% 34% 37%
10 * Increase Percent Enrolling -2% 3% 3%

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
11 Average Class Size 14.1 18.3 13.9 Cautionary
12 * Fill Rate 56.4% 73.1% 55.5%
13 Number of Low-Enrolled (<10) Classes 2 1 1
14 * BOR Appointed Faculty (FTE) 0.3 0.4 0.6
15 Non-BOR Appointed Faculty Teaching Classes 4 2 2
16 Percentage Classes Taught by Regular Discipline Faculty 38% 57% 75%
17 Percentage Classes Taught by non Regular Discipline Faculty 63% 43% 25%
18 Program Budget Allocation $31,305 $31,305 Not Reported
18b Tution and Fees $0 $0 Not Reported
19 Cost per SSH $92 $82 Not Reported
*Data element used in health call calculation Last Updated: August 13, 2013

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
Retention (Course Completion) Unhealthy
20 1 Level Below College Level 96% 94% 96%
21 2 Levels Below College Level 97% 86% 93%
22 3 or More Levels Below College Level N/A N/A N/A
Successful completion (Equivalent C or Higher)
23 1 Level Below College Level 46% 50% 67%
23a 1 Level Below College Level 37 54 54
24 Withdrawals (Grade = W) 3 6 3
25 2 Levels Below College Level 55% 71% 47%
25a 2 Levels Below College Level 18 15 14
26 Withdrawals (Grade = W) 1 3 2
27 3 or More Levels Below College Level N/A N/A N/A
27a 3 or More Levels Below College Level N/A N/A N/A
28 Withdrawals (Grade = W) N/A N/A N/A

Achieving the Dream AtD Fall Cohort  
2009 2010 2011
29 Cohort Enrolled in Remedial Developmental Course 48 50 59  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 31 25 36
31 Percent Cohort Successful Completion 65% 50% 61%
Remedial/Developmental Pipeline
32 AtD Cohort Size 372 334 374
33 Percent AtD Students Placing Into Remedial/ Developmental Level 41% 44% 42%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 13% 15% 16%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 20% 17% 23%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 18% 7% 11%

Successful Next Level Program Year  
10-11 11-12 12-13
Persistence (Fall to Spring)  
37 * Percent From 1 Level Below College Level, To College Level   20.5% 0%
37a From 1 Level Below College Level, To College level 3 8 0
38 Percent From 2 Levels Below College Level, To 1 Level Below   50% 33%
38a From 2 Levels Below College Level, To 1 Level Below 3 5 4
39 Percent From 3 or More Levels Below College Level, To 2 Levels Below   N/A N/A
39a From 3 or More Levels Below College Level, To 2 Levels Below N/A N/A N/A
Success in Subsequent Level (Equivalent C or Higher)
40 College Level From 1 Level Below 2 8 0
40a * Percent College Level From 1 Level Below   100% N/A
41 1 Level Below From 2 Levels Below College Level 1 3 1
42 2 Levels Below From 3 or More Levels Below College Level N/A N/A N/A
*Data element used in health call calculation Last Updated: August 13, 2013
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

In R/D Reading 107 students were enrolled in the 12-13 year for a decrease of 8 students from the previous year.  The average class size was 13.9, down from 18.3 the previous year.  The fill rate was 55.5% which is 17.6% lower than the previous year.  Demand is considered healthy according to existing benchmarks, while efficiency is cautionary.  Retention in the courses that are one level below college level is at 96% and for courses that are two levels below it is at 93%. The successful completion numbers were 47% for remedial and 67% for developmental courses.  The retention rates are slightly higher the previous year, whereas the succesfull completion rates increased for developmental, but declined for remedial courses.  The effectiveness indicators are unhealthy.  

The Learning Center continues to provide tutors serving English students in the 12-13 school year.  This is an AtD strategy that has proven to be successful.  Another strategy that was continued this year was the use of the IS 103 course that includes study skills, college resources, technology and affective skills training. Fall 2012 was the first semester of implementation of madatory placement into IS 103 for students who place into two or more remedial/developmental courses.  Eleven sections of IS 103 were taught in the 12-13 year, and twelve sections are scheduled for the 13-14 year. 

 KCC has established a College Success Program.  It is currently staffed by an English Instructor/Coordinator and a Math Instructor/Coordinator.

Part III. Action Plan

Tutoring - Peer tutoring continues to be important support service for students in R/D Reading courses.  Under the coordination of Tina Castro, the tutoring center continues to have English tutors available throughout the day.  Furthermore, the Brainfuse tutoring service offers an online option for students looking for assistance with R/D Reading.

Accelerated Courses- KCC is currently offering an accelerated ENG 22/100 course, and an accelerated ENG 19/22 course.  The English faculty will discuss the possibility of an accelerated developmental reading course.

IS 103- Starting in the Fall 2012 semester, KCC students who place into two or more remedial/developmental courses are required to take IS 103, Intro to College, in their first semester.  IS 103 is a college success course which covers study skills, college resources, technology as well as time managememnt and motivation. The purpose of the course is to increase student retention and success.

In the Spring 2014 semester, two sections of ENG 21 will be taught using Spark3000 software.  Several innovative features of the program are that it adjusts readings to individual Lexile levels, articles are "stretchable" so that students can read a "skeleton" of an article and then expand it to full-length when they've mastered the initial content, and a database of articles that can be tailored per student interest.  

Professional Development - KCC has been working with Mauai College, LCC and WCC to plan a Reading Across the Disciplines workshop on Oahu in the summer 2014.  If the funding for the grant is approved, faculty from KCC will be able to participate in professional development on strategies for teaching reading.

Part IV. Resource Implications

No additional resources are being requested at this time.