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

Select the desired review year, college, and program from the drop down menus. Once a program has been selected, the results will be displayed.

Review Year: College: Program:

College: Kauai Community College
Program: Remedial/Developmental Math

Printer Friendly

PDF PDF

Program did not provide date of the last comprehensive review.

Program Description

No Content.

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 378 380 325 Unhealthy
2 Semester Hours Taught 70 79 62
3 * Student Semester Hours (SSH) Taught 1411 1469 1203
4 Full Time Students (Fall) Enrolled 142 152 124
5 Full Time Students (Spring) Enrolled 102 100 72
6 Number of Classes Taught 23 25 19
Achieving the Dream AtD Fall Cohort
2009 2010 2011
7 Percent AtD Cohort with Placement 74% 72% 76%
8 AtD Cohort Placing Remdial/Developmental 59% 57% 59%
9 Cohort Enrolling Remedial/Developmental 155 130 129
9a Percent Cohort Enrolling Remedial/Developmental 70% 67% 58%
10 * Increase Percent Enrolling 4% -3% -9%

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
11 Average Class Size 20.2 18.6 19.4 Healthy
12 * Fill Rate 89.2% 83.2% 87.8%
13 Number of Low-Enrolled (<10) Classes 1 1 0
14 * BOR Appointed Faculty (FTE) 0.9 1 0.9
15 Non-BOR Appointed Faculty Teaching Classes 4 4 4
16 Percentage Classes Taught by Regular Discipline Faculty 39% 36% 47%
17 Percentage Classes Taught by non Regular Discipline Faculty 61% 64% 53%
18 Program Budget Allocation $91,476 $91,476 Not Reported
18b Tution and Fees $0 $0 Not Reported
19 Cost per SSH $65 $62 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) Healthy
20 1 Level Below College Level 89% 94% 95%
21 2 Levels Below College Level 91% 93% 86%
22 3 or More Levels Below College Level N/A 92% N/A
Successful completion (Equivalent C or Higher)
23 1 Level Below College Level 59% 70% 72%
23a 1 Level Below College Level 196 92 94
24 Withdrawals (Grade = W) 36 8 6
25 2 Levels Below College Level 54% 56% 55%
25a 2 Levels Below College Level 59 148 131
26 Withdrawals (Grade = W) 10 18 33
27 3 or More Levels Below College Level N/A 46% N/A
27a 3 or More Levels Below College Level N/A 33 N/A
28 Withdrawals (Grade = W) N/A 6 N/A

Achieving the Dream AtD Fall Cohort  
2009 2010 2011
29 Cohort Enrolled in Remedial Developmental Course 155 130 129  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 93 76 86
31 Percent Cohort Successful Completion 60% 58% 67%
Remedial/Developmental Pipeline
32 AtD Cohort Size 372 334 374
33 Percent AtD Students Placing Into Remedial/ Developmental Level 59% 57% 59%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 42% 39% 34%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 42% 40% 39%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 26% 20% 24%

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   64% 67.3%
37a From 1 Level Below College Level, To College level 28 41 64
38 Percent From 2 Levels Below College Level, To 1 Level Below   45% 61%
38a From 2 Levels Below College Level, To 1 Level Below 26 38 51
39 Percent From 3 or More Levels Below College Level, To 2 Levels Below   38% N/A
39a From 3 or More Levels Below College Level, To 2 Levels Below N/A 8 N/A
Success in Subsequent Level (Equivalent C or Higher)
40 College Level From 1 Level Below 20 33 45
40a * Percent College Level From 1 Level Below   80.4% 70.3%
41 1 Level Below From 2 Levels Below College Level 18 28 30
42 2 Levels Below From 3 or More Levels Below College Level N/A 0 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 math 325 students were enrolled in the 12-13 year for a decrease of 55 students from the previous year. Especially spring enrollment was 72 in the 12 - 13 year for a decrease of 28 from the previous year. There were less students enrolling in R/M classes because we shortened the R/D path way. More students spent one semester in Math 26 instead of takeing Math 24 and Math 25 for two semesters. There was a 9% decrease in enrollment for the AtD cohort with placement, which is considered unhealthy according to the instructional benchmarks.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 average class size was 19.4 with the fill rate of 87.8%. We did a good job in filling our R/D classes. Retention in the courses that are one level below college level is at 95% and for courses that are two levels below it is at 86%. The successful completion statistic for Math 21 is at 61% ( a 16% increase from last year.) The teaching variations of Math 21 is standardized with the new full time developmental math instructor was hired. The successful completions for one level below courses have increased.

 

Part III. Action Plan

Tutoring - Peer tutoring continues to be important support service for students in R/D math courses.  Under the coordination of Tina Castro, the tutoring center continues to have math tutors available throughout the day.  Furthermore, all math faculty are currently offering tutoring sessions in the tutoring center 2 hours/ week.

Accelerated Courses- KCC is currently offering an accelerated Math 26 course ( a combination of Math 24 and 25 courses,) and Math 21 (a combination of basic math skill and the Math 22 course.)  Both success rate and retention rate for Math 26 / 21 have been successful. A hybrid Math 26 is currently implementing in Fall 13. 

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.

Math Bootcamp - In the summer 2013, more than 30 students who place into remedial/developmental courses spent a week at the Math Bootcamp, immersing themselves in math for five hours a night. Students' response was overwhelmingly positive. We are still collating the data from Fall 2013 semester and plan for another Math Bootcamp in Summer 2014.

Mandatory placement for students tested in Dev. Math courses - There was a 9% decrease in enrollment for the AtD cohort with placement, which is considered unhealthy according to the instructional benchmarks.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 Math department has researched the mandatory placement for R/D Math courses.

Part IV. Resource Implications

No additional resources are being requested at this time.