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

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College: Kauai Community College
Program: Co-Req English

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Program Description

Kauai Community College: First-Year English

Program Description

The goals of the First-Year Program are:

  1. Enrollment Goal: 100% of new students will enroll in English in their first year

  2. Efficiency by Placement Goals:

    1. By 2021, 75% of students placed at one level below college-ready standards will complete their college-level English course within one semester of enrolling in English.

    2. By 2021, 70% of students placed at two or more levels below college-ready standards will complete their college-level English course within one year of enrolling in English.

  3. Student Learning Goal: All students will meet course student learning outcomes

Part I. Quantitative Indicators

KAU Co-Req
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Program Description

The goals of the First-Year Program are:

  1. Enrollment Goal: 100% of new students will enroll in English in their first year
  2. Efficiency by Placement Goals:
    1. By 2021, 75% of students placed at one level below college-ready standards will complete their college-level English course within one semester of enrolling in English.
    2. By 2021, 70% of students placed at two or more levels below college-ready standards will complete their college-level English course within one year of enrolling in English.
  3. Student Learning Goal: All students will meet course student learning outcomes

Part I. Quantitative Indicators     

TABLE 1: QUANTITATIVE INDICATORS: Tableau Data

Part II. Analysis of the Program

A. Enrollment Goal: Demand Indicators

In an effort to increase student success, Kauai CC offers accelerated developmental courses following the UHCC System goal of 70 percent passing transfer-level composition within one academic year.

 

According to Table 1, Kauai CC is not meeting this goal. The number of students enrolling in a composition course (ENG 97/75, ENG 100, ENG 106) in their first year has held virtually steady during the two years this report covers (79% enrolled in English during their first year in 2016 vs. 76% in 2017).  However, this number declined in 2018 to 62%.

 

B.  Efficiency by Placement Goals: Efficiency Indicators

Although the first-year English program at Kauai CC is currently not meeting its efficiency indicator goals that 75% of students placed at one level below will complete college-level English within one semester of enrolling in English, and 70% of students placed at two or more levels below college will complete college-level English within one year of enrolling in English, we appear to be making some progress toward these goals.  The chart below summarizes the success rate information from Table 1:

 

TABLE 2: Successful Completion of English Courses (per the Tableau data)

 

 

AY 2016-17

AY 2017-18

Progress?

Two Levels Below

ENG 97/75

43%

57%

 +14%

One Level Below

ENG 106

78%

73%

-5%

One Level Below

ENG100 + 100X

57%

35%

-22%

College Level

ENG 100

56%

61%

+5%

Two Levels Below

Completion of our two levels below course went up 14% between 2016-17--most likely caused by the increased contact time for that course which occurred between these two academic years (which added 150 minutes of contact hours). 

 

However, most students who pass ENG 97/75 are unable to complete their college English requirement in one academic year per the UHCC goal. According to the UHCC ARPD data, 22% of students placed two levels below completed college English in a single academic year in 2016-17, while 29% completed college English in a single academic year in 2017-18.  These numbers are far below the 70% success rate set by the UHCC system.

 

We are concerned about these success rates, and offer several possibilities for their cause along with potential solutions:

 

A Fall 2018 study asked Kauai CC English faculty to note the ID numbers of students whom they believed were placed in a composition course beyond their ability to succeed in that course.  Although Fall 2018 falls outside of the parameters of this report, the conclusions drawn from this study shed light on our campus’s low two-levels-below success rates: of the 20 students enrolled in ENG 75 in Fall 2018, faculty noted that six were placed beyond their abilities due to ESL needs.  These students spoke a variety of langugages, including Russian, Thai, Marshallese, Samoan, Tagalog, Ilocano, and Native Hawaiian.  Thus, almost one-third of the students placed beyond their ability level in our open entry course are not passing due to the special needs of ESL students. 

 

One Level Below: ENG 106

Although the success rates went down 5% between the two years surveyed, the overall pass rate in ENG 106 remains above 70%.  Providing a contextual English course for non-BA-seeking students has proven a successful path for these CTE students, and the ability to schedule the course at times requested by the Trades division has also been conducive to enrollment.

 

 

 

One Level Below: ENG 100 + 100X

UHCC goals state that 75% of students placing one level below college-ready standards will complete college-level English within one semester of enrolling in English.

According to the APRU data, Kauai CC is not meeting this goal.  In AY 2016-17, 45% of students met this goal, while in 2017-18, only 37% of Kauai CC one-level-below students met this goal.

The English department has been studying this.  Several factors have been isolated to help understand these bleak figures:

Per Table 3,  we notice a substantial drop in the number of students who took English 100/100x immediately following ENG 75 after Fall 2016 (the number falls from 19 students  to only 5-6 continuing students in subsequent semesters).  The declining success rate in ENG 100/100x after Fall 2016 is also noteworthy.  The drop in the total number of students who took ENG 75 compared to ENG 97/75 (74 vs 32) is significant and indicative that with newer placement measures, more students are placing one level below.  

 

TABLE 3: ENROLLMENT DROP IN TWO LEVELS BELOW

 

(In order to be counted for ENG100/X rates in the chart above, the student had to take the courses in a subsequent term to their ENG97/75 attempt.  Students who took ENG 97 in Fall 2016 may have had more time to subsequently take and pass English 100/x since the code to generate this table is looking for any subsequent term.  That may be why the success rate for passing 100/100x is highest in Spring 2018.)

 

 

 

In Fall 2017 Term (2017-8) the success rate for one-level below students dropped significantly in comparison to prior terms.  As shown in Table 4 below, in Fall 2016, the success rate for students placing into one-level below English was 51% as opposed to 63% for traditional students.  In Spring 2017, these numbers were relatively constant, with 62% of one-level-below students succeeding, and 78% of traditional students succeeding.

 

However, in Fall 2017, the success rate for one-level below students plummets to 35%.  While at first glance, the chart makes it seem as if these success rates recovered to 60% in Spring 2018, when we look closely, we see that this success rate is based on a total of 5 accelerated students.  These figures confirm that when COMPASS was no longer able to be used as a placement vehicle at our college, our success rates in accelerated courses declined.

 

 

TABLE 4: SUCCESS RATE DROP IN ONE-LEVEL-BELOW

 

 

All ENG 100, regardless of placement:

When the data are run without placement restriction (so all ENG 100 attempts are included, regardless of how and when the student was assessed), there is still a significant drop in success rates compared to the 2016/2017 Academic Year.  Our concern is that Accuplacer is not reliable for below-college level placement.  Table 5 clearly shows the success rate plummet in one-level below courses in the year following COMPASS availability.

 

 

TABLE 5: SUCCESS RATE DROP IN ONE-LEVEL BELOW POST-COMPASS

College Level:

In AY 2016-17, 60% of students placed at college level successfully completed ENG 100 in one semester.  In 2017-18, that number held most steady at 57% of at-level students passing. 

However, those averages hide the statistic mentioned above in relation to our one-level-below population: the success-rate drop immediately following the discontinuation of COMPASS.  What this means on our campus, once again, is that many former one-level below students are now placing directly into ENG 100 via the new placement measures.  Table 6 disaggregates this data, thus teasing out the anomaly: in AY 17-18, the first year for which COMPASS scores were largely unavailable for placement, one-level-below students passed ENG 100 with a 39% success rate compared to a 52% success rate for those placing at college level. 

 

TABLE 6: DECLINE IN ‘17-18 SUCCESS RATES IN ONE-LEVEL BELOW SUCCESS RATES POST PLACEMENT VIA COMPASS

 

 

C.  Student Learning Goal: Effectiveness Indicators

One holistic way the Kauai CC English department is trying to measure the success of our first-year writing program is to measure how many students who pass ENG 100 with a C or higher--whether via accelerated or traditional courses--succeed in a subsequent 200-level DL (Diversification Literature) WI (Writing Intensive) course.

To measure this, our institutional researcher created a pool of all students from 2015-16 and 2017-18 who passed ENG 100 with a C or better, and then measured how each of these students fared in the subsequent 200-level DL WI course (which during these years, was a graduation requirement: all students aiming to earn AA degrees needed to take at least one DL and one WI course).  Table 7 describes these results.  As we can see, 71% of accelerated students, and 80% of traditionally placed students succeeded at passing the 200-level WI course.  These success rates most certainly approach the UHCC goals and indicate that our 100-level courses are of quality. 

 

TABLE 7: PASS RATES IN 200-LEVEL WRITING INTENSIVE ENG COURSES POST C IN ENG 100: