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: University of Hawaii Maui College
Program: Remedial/Developmental Reading

Printer Friendly

PDF PDF

The last comprehensive review for this program was on N/A, and can be viewed at:
N/A

Program Description

A formal remedial/developmental Reading mission statement has not yet been drafted by UHMC

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 133 130 84 Unhealthy
2 Semester Hours Taught 21 21 15
3 * Student Semester Hours (SSH) Taught 399 387 255
4 Full Time Students (Fall) Enrolled 52 46 27
5 Full Time Students (Spring) Enrolled 29 22 10
6 Number of Classes Taught 7 7 5
Achieving the Dream AtD Fall Cohort
2009 2010 2011
7 Percent AtD Cohort with Placement 82% 85% 87%
8 AtD Cohort Placing Remdial/Developmental 37% 39% 44%
9 Cohort Enrolling Remedial/Developmental 60 61 62
9a Percent Cohort Enrolling Remedial/Developmental 17% 17% 14%
10 * Increase Percent Enrolling 7% 0% -3%

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
11 Average Class Size 19 18.4 17 Healthy
12 * Fill Rate 95% 92.1% 85%
13 Number of Low-Enrolled (<10) Classes 0 0 0
14 * BOR Appointed Faculty (FTE) 0.1 0.3 0.2
15 Non-BOR Appointed Faculty Teaching Classes 2 2 2
16 Percentage Classes Taught by Regular Discipline Faculty 14% 43% 40%
17 Percentage Classes Taught by non Regular Discipline Faculty 86% 57% 60%
18 Program Budget Allocation $50,282 $35,364 $795,735
18b Tution and Fees $0 $1,136 $182,933
19 Cost per SSH $126 $91 $3,121
*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) Cautionary
20 1 Level Below College Level 98% 97% 94%
21 2 Levels Below College Level N/A N/A N/A
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 71% 71% 61%
23a 1 Level Below College Level 94 91 52
24 Withdrawals (Grade = W) 3 4 5
25 2 Levels Below College Level N/A N/A N/A
25a 2 Levels Below College Level N/A N/A N/A
26 Withdrawals (Grade = W) N/A N/A N/A
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 60 61 62  
30 Cohort Successful Completion at Least One Remedial/Developmental Course within First Academic Year 37 41 46
31 Percent Cohort Successful Completion 62% 67% 74%
Remedial/Developmental Pipeline
32 AtD Cohort Size 943 899 959
33 Percent AtD Students Placing Into Remedial/ Developmental Level 37% 39% 44%
34 Percent AtD Cohort Enrolled in Remedial/ Developmental Course 6% 7% 6%
35 Percent AtD Cohort Successfully Completing Any Remedial/ Developmental Course Within First Academic Year 11% 12% 11%
36 Percent AtD Cohort Successfully Completing College Level Course Within First Academic Year 14% 8% 9%

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   7.1% 2.7%
37a From 1 Level Below College Level, To College level 1 4 1
38 Percent From 2 Levels Below College Level, To 1 Level Below   N/A N/A
38a From 2 Levels Below College Level, To 1 Level Below N/A N/A N/A
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 1 4 1
40a * Percent College Level From 1 Level Below   100% 100%
41 1 Level Below From 2 Levels Below College Level N/A N/A N/A
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: November 13, 2013
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

DEMAND: The program demand is not high.

EFFICIENCY: Some aspects of program efficiency are strong; other aspects of program efficiency are weak.

EFFECTIVENESS: Program effectiveness remains fairly strong with retention at 94% and persistence falling ten percent to 61%.

Part III. Action Plan

For the foreseeable future, reading course offerings at UHMC are expected to remain low, reflecting the College’s efforts to integrate reading skills into developmental writing courses and to increase developmental reading instruction throughout the curriculum through the Reading Across the Disciplines initiative which trains faculty in integrating reading skill development activities into non-English courses.

Part IV. Resource Implications

To ensure high quality educational experiences for developmental reading students, English department faculy will need resource allocation to support the following:

Because the developmental curriculum supports all other programs at University of Hawaii Maui College by preparing the majority of incoming students for college-level coursework, the developmental curriculum need for faculty positions, are vital to the overall health of the college.