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

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Review Year: College: Program:

College: Leeward Community College
Program: Remedial/Developmental Writing

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The last comprehensive review for this program was on 2011, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/index.php

Program Description

LCC remedial / developmental writing courses bring students from English 8, a remedial, not developmental, course, where students are unable to write a coherent paragraph and have much to learn at the sentence level, to English 22, a pre-college course that prepares students for success in English 100.  All writing courses include sentence-level instruction -- as needed -- and semester-long involvement in the writing process (from idea generating to drafting to revision and editing).  If students satisfy the English 22 SLOs, they have learned how to write short essays that are clear, coherent and relatively error-free, and practiced summary writing, paraphrasing and quoting from sources.

Part I. Quantitative Indicators

Overall Program Health: Healthy
Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 Enrolled in any Remedial/Developmental 1,370 1,409 1,159 Healthy
2 Semester Hours Taught 270 306 267
3 * Student Semester Hours (SSH) Taught 5217 5316 4143
4 Full Time Students (Fall) Enrolled 591 545 419
5 Full Time Students (Spring) Enrolled 332 369 237
6 Number of Classes Taught 85 97 84
Achieving the Dream AtD Fall Cohort
2009 2010 2011
7 Percent AtD Cohort with Placement 78% 82% 84%
8 AtD Cohort Placing Remdial/Developmental 43% 50% 52%
9 Cohort Enrolling Remedial/Developmental 549 607 646
9a Percent Cohort Enrolling Remedial/Developmental 74% 72% 76%
10 * Increase Percent Enrolling -4% -2% 4%

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
11 Average Class Size 19.2 17.4 15.3 Healthy
12 * Fill Rate 96.1% 93.1% 87.8%
13 Number of Low-Enrolled (<10) Classes 2 4 12
14 * BOR Appointed Faculty (FTE) 5.3 5.1 5.3
15 Non-BOR Appointed Faculty Teaching Classes 10 13 9
16 Percentage Classes Taught by Regular Discipline Faculty 56% 47% 57%
17 Percentage Classes Taught by non Regular Discipline Faculty 44% 53% 43%
18 Program Budget Allocation $434,992 Not Reported Not Reported
18b Tution and Fees $0 Not Reported Not Reported
19 Cost per SSH $83 Not Reported Not Reported
*Data element used in health call calculation Last Updated: November 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 93% 95% 95%
21 2 Levels Below College Level 97% 96% 90%
22 3 or More Levels Below College Level 97% 97% 99%
Successful completion (Equivalent C or Higher)
23 1 Level Below College Level 59% 64% 67%
23a 1 Level Below College Level 649 721 626
24 Withdrawals (Grade = W) 74 56 49
25 2 Levels Below College Level 55% 58% 48%
25a 2 Levels Below College Level 239 273 120
26 Withdrawals (Grade = W) 15 20 26
27 3 or More Levels Below College Level 55% 71% 57%
27a 3 or More Levels Below College Level 58 62 55
28 Withdrawals (Grade = W) 3 3 1

Achieving the Dream AtD Fall Cohort  
2009 2010 2011
29 Cohort Enrolled in Remedial Developmental Course 549 607 646  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 335 426 450
31 Percent Cohort Successful Completion 61% 70% 70%
Remedial/Developmental Pipeline
32 AtD Cohort Size 1,727 1,678 1,627
33 Percent AtD Students Placing Into Remedial/ Developmental Level 43% 50% 52%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 32% 36% 40%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 46% 51% 53%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 69% 66% 70%

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   71.6% 68.7%
37a From 1 Level Below College Level, To College level 252 293 323
38 Percent From 2 Levels Below College Level, To 1 Level Below   80% 76%
38a From 2 Levels Below College Level, To 1 Level Below 114 132 58
39 Percent From 3 or More Levels Below College Level, To 2 Levels Below   64% 13%
39a From 3 or More Levels Below College Level, To 2 Levels Below 24 25 4
Success in Subsequent Level (Equivalent C or Higher)
40 College Level From 1 Level Below 167 212 228
40a * Percent College Level From 1 Level Below   72.3% 70.5%
41 1 Level Below From 2 Levels Below College Level 74 100 40
42 2 Levels Below From 3 or More Levels Below College Level 10 13 2
*Data element used in health call calculation Last Updated: November 13, 2013
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

DEMAND INDICATORS

Enrollment in DevEd Writing decreased by 250 students, or about 18 percent, which in turn decreased the number of classes from 97 to 84.  The numbers of students who are still enrolling in developmental writing classes show that there is still a demand for DevEd Writing courses.

The number of full-time students dropped from 545 students in the Fall 2012 to  237 students in the Fall 2013.  In addition, the full-time student numbers dropped from 369 in Spring 2012 to 237 in Spring 2013.

 

EFFICIENCY INDICATORS

Average class size and fill rate went down, but the percentage of classes taught by regular discipline faculty increased by 10 percent, so those students who took developmental education writing classes were more likely to be taught by regular discipline faculty.   We need to maintain the number of tenured and tenure-track teachers to support course development, instructional consistency, and program continuity.  Full-time faculty who are trained in developmental teaching strategies are particularly crucial to an acceleration model.

 

EFFECTIVENESS INDICATORS

Retention is excellent at all three levels (above 90 percent) and remained relatively the same, except with ENG 19, which dropped from 96 percent to 90 percent.  ENG 22, one level below college level increased successful completion by 3 percent, from 64 percent to 67 percent, however, both ENG 19 and ENG 8 successful completion rates dropped (ENG 19 dropped 10 percent and ENG 8 dropped 14 percent).  These are numbers that we must be aware of and keep a close eye on so that the trend changes. 

PERSISTENCE

The persistence rate for students moving from ENG 22 to ENG 100 were 68.7 percent.  The persistence rate for students moving from ENG 19 to ENG 22 was 76 percent, while it was a very low 13 percent for students moving from ENG 8 to ENG 19 at 40%.  The success rate for students who received a C or better in ENG 100 after completing ENG 22 was 70.5 percent.  Although this is generally accepted rate, it is not as good as we would like.

Several initiatives to improve persistence and success have been undertaken:

1)  DevEd Steering Committee:  A core group of six Dev Ed instructors who proposed projects during AY 12-13 related to developmental education has been meeting approximately every two weeks to analyze and evaluate directions which the DevEd courses will be taking in AY 2013-2014.  A main consideration has been the implementation of a new course, ENG 24, modeled on the Chabot College project of Professor Katie Hern, which incorporates reading, writing, and reasoning into one course. This is a 6-credit course which combines both the intermediate (ENG 18,19) and developmental levels (ENG 21, 22) into one. The faculty meet bi-weekly and continue to develop curriculum and are working on assessment of the course during the third semester of the two-year pilot program.

2)  The Accelerated Learning Project, an initiative developed by Peter Adams (CC Baltimore), combines an even number of developmental writing students with transfer level students, adding 3 credits of supplemental instruction for those at the ENG 22 level.  ALP instruction was offered for the fifth semester in Fall 2013.

4)   Writing tutors have been invited into English classrooms since 2006 by teachers to facilitate student groups.  The high degree of satisfaction shown by students and teachers alike has encouraged more writing instructors to follow suit.  At present, at least nine writing faculty use in-class tutors.

Many of the writing teachers are actively involved in campus and system-wide DevEd, COMPASS and writing-focused committees.

Developmental Education Counselor Nicole Keim-Fortuno is proving to be an invaluable contribution to the student success initiative.  She advises DevEd students who are struggling in various ways.  She has also given advice and support to DevEd teachers with challenging students (i.e.  disruptive students).

Useful components of the Team Success initiative are still being used in DevEd classrooms:  a campus exploration project, expanded time management and study skills instruction, participation in Counseling’s Early Alert procedure, regular use of planners, and self-analysis re: motivation, attitude toward college, college success skills and strategies.

 

Part III. Action Plan

1)  Continue to support/fund professional development.  Attendance at discipline conferences, workshops or seminars in Hawaii or elsewhere is essential to both keeping abreast of trends in writing instruction and infusing faculty members with enthusiasm for new models, methods, and materials.

 All attendees will share what they learn with the Language Arts Division.  With the interested colleagues, the attendees will explore what can be done to improve DevEd student success, retention, persistence, and the speed with which they move through DevEd courses.  Current research (Hillary Pennington, The Gates Foundation) continues to indicate that if developmental students take more than a year to complete preparatory level courses, we will lose half.

2)  Hire more full time writing faculty to replace those who will soon be retiring. To increase efficiency of instruction for student success, more full-time developmental English positions should be considered.

Part IV. Resource Implications

Professional development funds to permit faculty to continue to attend (or present at) conferences and workshops ideally should continue.  Faculty ability to visualize and develop more efficient programs to move developmental level students through to transfer level classes have come from exposure to national conferences.

Hire writing faculty to replace those who retire. To increase efficiency of instruction for student success, more full-time developmental English positions should be considered.