Overall, CED Program matriculants performed comparably to SAC ESL Program students at large:
Over two-thirds of CED matriculants (72%) completed their ESL/EMLS coursework at SAC with grades of A, B, C, or P (vs. 73% of all SAC students).
11% of students in this sample withdrew from the course or received “incomplete” grades (vs.
13% of all SAC students).
Page 100 of 108 The Influence of Enrollment in RSCCD School of Continuing Education on 2005-06 AA/AS
Graduates at SAC April 2008
More than half of students graduating with an associate degree at SAC in the 2005-06 academic year had had some contact with the non-credit CED. However, a much smaller number of these graduates actually enrolled. Graduates who actually took CED courses performed slightly lower than graduates who never had CED enrollment in terms of length of time to graduate,
enrollment in basic skills courses, withdrawal rates, success rates, and cumulative GPA.
While 52% of 2005-06 AA/AS graduates (616 of 1182) had records at CED, 393 (64%) of those had taken only “Education/Career Assessment” test and no other CED course.
More than half of graduates with CED history (52%) enrolled in at least one pre-collegiate basic skills course at SAC, while less than a third of those with no CED history did.
Graduates with CED history had a slightly higher withdrawal rate in credit courses compared to graduates with no CED history (14% vs. 11%). The difference of three percentage points is reflected in the three-point lower percentage of success rates for graduates with CED history.
Graduates with CED history took an average of 9.0 semesters to graduate, while graduates with no CED history averaged 7.5 semesters.
Graduates with CED enrollment transferred to four-year universities at a significantly higher rate (42%) than graduates without CED enrollment (27%).
In 2005-06, 1182 students earned AA/AS degrees at Santa Ana College. More than half of these graduates (52%) had enrollment records at CED; however, 393 of them had taken only “Education/Career Assessment” test which may involve completing a self-evaluation questionnaire.
Because the purpose of this study is to understand the impact of CED education on these eventual SAC graduates, this analysis will focus on the 222 graduates who actually enrolled in CED courses. Even among these graduates, their CED experience was mostly brief and limited; 68% were enrolled in one or two courses, and only 10% had taken five CED courses or more.
Furthermore, many of the CED courses taken by the majority of these graduates were not related to their academic courses at Santa Ana College. For example, four of the most frequently taken courses were Driver Education, High School Subjects, Business Skills and Workforce Preparation.
These data suggest that, in terms of numbers and extent, few of SAC graduates had had CED enrollments that were meaningful to their eventual enrollment in credit courses and their degree completion.
Source: RSCCD Research Department
Page 101 of 108 Santa Ana College School of Continuing Education
Matriculants to Credit Coursework at SAC/SCC 2010/11
Course Advised Into by Placement Tested and Multiple Measures Tested Math
Math N05 3%
Math N06 23%
Math N48 26%
Math 060 22%
Math 070/080 11%
Math 105/140/145/160/219 6%
Math 150 4%
Math 170 2%
Math 180 2%
Total # Tested 1116
English
ENG N50 19%
ENG N60 25%
ENG 061 26%
ENG 101 30%
Total # Tested 1160
Source: RSCCD Research Department
Page 102 of 108 Santa Ana College School of Continuing Education
Matriculants to Credit Coursework at SAC/SCC 2010/11
Course Advised Into by Placement Tested and Multiple Measures Tested Reading
Read N80 53%
Read N90 47%
Total # Tested 630 ESL/EMLS
ESL N40A 21%
ESL N40B 8%
ESL N49 21%
EMLS 055 23%
EMLS 107 14%
EMLS 109 9%
EMLS 110 4%
ENG 101 0%
Total # Tested 393
Source: RSCCD Research Department
Page 103 of 108 MISCELLANEOUS FINDINGS
Although WIA funding remained steady for the last three years, persisters rates are low, which means that although students enter CEC at high rates, they also leave the institution
Suggestions for improvement:
Bridge program designed to transition students from noncredit to credit Creation of college-track courses
Placement test preparation
Counseling with specific education path Paper about the bridge program
Resources:
CASAS
Datatel
RSCCD Research Department
TOPSpro
U.S. Census Bureau
Page 104 of 108 Recommendations:
Consider students who are here with 16 years of school completed
Consider hours of attendance: 201-500 group
Steps to be taken by the student in the CPP will be clearly defined and marked by academically achievable benchmarks leading to enrollment in credit courses
establishment of student performance measures that would help students realize the rate at which they are progressing
help students see their own growth and keep the program accountable for the student success.
Managed enrollment
Next steps
Student Learning Outcomes assessment
Data for PA/PR
Progress indicators
Track transition of students (3 year study)
Persistence analysis
Expansion of the high school program
From which classes students transition fastest?
How to evaluate effectiveness of tutors and counselors in the classroom (BSI)?
What data is to be considered for the AB 86 Consortium
Update: noncreditdata.com
Page 105 of 108 REPORT:
Adult Education Program Just the Facts, 2013
http://rsccd.edu/Departments/Research/Documents/SchoolOfContinuingEdu cation/adultEducation%20Factsheet.pdf
Questions for research:
Where does the 20,034 number of students enrolled in Fall 2012 come from? Why is this different from WIA database?
If 900+ students matriculate from RSCCD adult education program to the college credit program every fall semester, then does this mean that the 8,888 students enrolled currently at RSCCD have been enrolling for the last ten years?
Page 106 of 108 REPORT:
Rancho Santiago Community College District School of Continuing Education Matriculation of High School Diploma-Earners to College Credit Coursework at RSCCD Colleges Compiled by RSCCD Research Department January 2014 http://rsccd.edu/Departments/Research/Documents/SchoolOfContinuingEdu cation/CEDHSGraduatesWhoMatriculatetoCollegeCredit2011_2013.pdf
Questions for research:
We need to find out what are the reasons why the counts of graduates who enrolled in college credit courses at SAC or SCE are so very low.
Students from CEC or OEC enroll in a myriad of subject areas, which results in very low numbers of grades per area. Students in Psychology received 10 grades, one of the most popular majors, whereas in
Chemistry or Communications students received only one grade in each area.
Page 107 of 108 REPORT:
Santa Ana College School of Continuing Education Course Completion by Ethnicity, Fall 2010-Fall 2013
http://rsccd.edu/Departments/Research/Documents/SchoolOfContinuingEdu cation/SACSCEgradesbyethnicitypercentF10toF13_020114.pdf
Questions for research:
Could the course completion numbers be matched with attendance hours?
What are the reasons why course completion rates have been declining?
Page 108 of 108 REPORT:
Santa Ana College School of Continuing Education Enrollment Patterns of Intermediate ESL Students Subsequent to Completion of Program, February 2014
http://rsccd.edu/Departments/Research/Documents/SchoolOfContinuingEdu cation/SACSCEESL2and3thrueducpathway020314.pdf
Could hours of attendance be matched with the success rates?
How long have students been at CEC before transferring?
Did the transferring students attend only ESL classes? If not, what were the other classes that they attended?