Taking Student Life Skills Course Increases Academic Success Data Trend #31
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1 FLORIDA DEPARTMENT OF EDUCATION Taking Student Life Skills Course Increases Academic Success Data Trend #31 John Winn, Commissioner November 2006 J. David Armstrong, Jr., Chancellor Introduction. Courses designed to teach students skills for successful completion of postsecondary education and for functions outside of the institution, such as time management and financial management, are known as Student Life Skills courses, and are offered to all students at community colleges. Traditionally, students who are required to take developmental education courses are encouraged to enroll in a Student Life Skills course. If a student scores very low on the placement test or is placed into all three areas (reading, writing, and math) of developmental education, the Student Life Skills course is required at some institutions. This study was conducted to determine if taking and successfully completing a Student Life Skills course affects a student s academic success. Methodology. Using data from the Florida Community College System (FCCS) Student Data Base and the State University System (SUS) Student Data Course Files, the study analyzed a cohort of 36,123 Fall 1999, first-time-in-college students with complete placement scores 1. The cohort was divided into two groups those who took and successfully completed a Student Life Skills course and those who did not. For purposes of this study, the following definitions apply: Successfully Completed a student earned an A, B, or C grade Academic success earned an award, transferred to the SUS, or still enrolled at a community college SLS group students in the cohort who took and successfully completed a Student Life Skills course No-SLS group students in the cohort who either (1) took and did not successfully complete a Student Life Skills course or (2) who never took a Student Life Skills course College-ready students who earned placement scores high enough to not require developmental education coursework Needs remediation students who earned a placement score requiring them to take developmental education in at least one of three areas: reading, writing, or mathematics. The groups were followed for five years ( through ) to allow time for successful outcomes to occur. Results. Overall, the SLS group was more successful than the no-sls group. The results show that for every category, taking and successfully completing a Student Life Skills course has a positive impact on academic success. Exhibit I is a graphic display of the entire cohort after five years. Fifty-eight percent of the SLS group was academically successful as compared to 41% of the no-sls group. There is a difference in every outcome of at least five percent between the SLS group and the no-sls group. 1 Complete placement scores means that a student had a score for reading, writing, and mathematics on one of the placement tests (ACT, SAT, or College Placement Test).
2 Taking Student Life Skills Course Increases Page November 2006 Academic Success Exhibit I Percentage of Students Who Achieved Success After Five Years Academic Success Still Enrolled to the SUS Awards Earned No SLS SLS Source: Results based upon information contained in the Florida Community College Student Data Base for through and various Performance-Based Program Budget (PBPB) files created from the SUS Student Data Course Files. Disaggregated by College-Ready and Remediation. The results hold true when the analysis is disaggregated by those who are college-ready and those who need remediation. For the college-ready group, taking and successfully completing a Student Life Skills course had a particular impact on earning an award. Fifty-three percent of the SLS group earned an award within five years, compared to 37% of the no- SLS group (see Exhibit II). For students who needed at least one remediation course, taking and successfully completing the Student Life Skills course had an impact on their still being enrolled after five years. Thirty-nine percent were still enrolled compared to 23% of the no-sls group. The course also had an impact on academic success with 53% of the SLS group achieving academic success compared to 33% of the no-sls group (see Exhibit III).
3 Taking Student Life Skills Course Increases Page November 2006 Academic Success Exhibit II Percentage of Students Who Were College-Ready and Who Achieved Success After Five Years Academic Success Still Enrolled to the SUS Awards Earned No SLS SLS Exhibit III Percentage of Students Who Needed at Least One Remediation Course and Who Achieved Success After Five Years Academic Success Still Enrolled 7 14 to the SUS Awards Earned No SLS SLS Source: Results based upon information contained in the Florida Community College Student Data Base for through and various PBPB files created from the SUS Student Data Course Files.
4 Taking Student Life Skills Course Increases Page November 2006 Academic Success Students who are placed into all three developmental education areas are least likely to achieve academic success because of the amount of remedial coursework required. These students oftentimes are frustrated by having to take many non-credit classes before they are allowed to start their credit courses toward their degrees. The Student Life Skills courses are designed to teach students academic skills such as time management, how to study, and how to take a test. Therefore, the expectation is that the Student Life Skills course would greatly benefit the students needing the most remediation. Analysis shows that the effects of taking and successfully completing a Student Life Skills course are even more pronounced for students who required remediation in all three areas. Exhibit IV shows that taking and successfully completing a Student Life Skills course has a positive impact on students still being enrolled after five years. Twenty percent of the no-sls group was still enrolled compared to forty percent of the SLS group. For academic success, the results are similar with 26% of the no-sls group achieving academic success compared to 47% of the SLS group. Exhibit IV Percentage of Students Who Required Developmental Education in All Three Areas and Who Achieved Success After Five Years Academic Success Still Enrolled 4 8 to the SUS 8 13 Awards Earned No SLS SLS Source: Results based upon information contained in the Florida Community College Student Data Base for through and various PBPB files created from the SUS Student Data Course Files.
5 Taking Student Life Skills Course Increases Page November 2006 Academic Success Disaggregated by Race/Ethnicity. The cohort was also examined according to the race/ethnicity of the students using the three largest groups White, Hispanic, and African American. The same pattern of taking and successfully completing the Student Life Skills course impacting academic success exists when race/ethnicity is analyzed. Exhibits V-VII show the academic success of the SLS group and no-sls group. Taking the Student Life Skills course had the largest impact on African American students who were still enrolled. Approximately two-fifths of African American students in the SLS group were still enrolled after five years, compared to slightly more than one-fifth of the no-sls group (see Exhibit V). Hispanic students who were still enrolled also had the largest impact with 43% of the SLS group compared to 26% of no-sls group (see Exhibit VI). For White students, the impact was greatest with students who earned an award. Thirty-seven percent of students in the SLS group earned an award, whereas 24% of the no-sls group earned an award (see Exhibit VII). For each racial/ethnic group analyzed, the percentage of students in the SLS group and achieving academic success was approximately 1½ times those in the no-sls group. Exhibit V Percentage of African American Students Who Achieved Success After Five Years Academic Success Still Enrolled 8 11 to the SUS Awards Earned No SLS SLS Source: Results based upon information contained in the Florida Community College Student Data Base for through and various PBPB files created from the SUS Student Data Course Files.
6 Taking Student Life Skills Course Increases Page November 2006 Academic Success Exhibit VI Percentage of Hispanic Students Who Achieved Success After Five Years Academic Success Still Enrolled to the SUS Awards Earned No SLS SLS Exhibit VII Percentage of White Students Who Achieved Success After Five Years Academic Success Still Enrolled to the SUS Awards Earned No SLS SLS Source: Results based upon information contained in the Florida Community College Student Data Base for through and various PBPB files created from the SUS Student Data Course Files.
7 Taking Student Life Skills Course Increases Page November 2006 Academic Success The cohort was also analyzed according to full-time/part-time status of the student, and by using Pell Grant recipient status as a proxy for low-income. The patterns seen above of the Student Life Skills course impacting academic success holds true for these computations as well. The raw numbers for these analyses can be seen in Appendix A. Conclusion. The Student Life Skills course, which was designed to teach students test-taking skills, study skills, time management, and financial management, is having a positive impact on all students who successfully complete it. Upon examining the content of the course, one might assume this course would be most beneficial for students requiring developmental education. However, through the analysis presented above it can be seen that the Student Life Skills course is beneficial to all students regardless of their preparation for college. To this end, several community colleges are currently experimenting with requiring this course for all incoming freshmen to improve their first year experience. For more information on the effects of Student Life Skills courses, please contact Dr. Pat Windham via telephone at (850) or via at Pat.Windham@fldoe.org. Office of the Chancellor Florida Community Colleges and Workforce Education Florida Department of Education 325 W. Gaines Street, Room 1314 Tallahassee, Florida (850)
8 Appendix A Student Life Skills Analysis Awards Earned,, and Enrollment by College Preparatory Status Based upon Fall 1999 FTIC with Complete Placement Scores College-Ready 8, % 3, % 2, % 3, % 2, % 4, % Need only Mathematics 6, % 1, % % 1, % 1, % 2, % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading 2, % % % % % % Mathematics and Writing 1, % % % % % % Reading and Writing % % % % % % Need all three areas 5, % % % % 1, % 1, % Needing any remediation 17, % 2, % 1, % 2, % 4, % 5, % Total Cohort 25, % 5, % 3, % 6, % 6, % 10, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready 2, % 1, % % 1, % % 1, % Need only Mathematics 1, % % % % % 1, % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading 1, % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 3, % % % % 1, % 1, % Needing any remediation 8, % 1, % 1, % 2, % 3, % 4, % Total Cohort 10, % 3, % 2, % 3, % 4, % 6, % Page A-1
9 African American College-Ready % % % % % % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 3, % % % % % % Total Cohort 3, % % % % % 1, % Numb Numb Numbe SLS er Percent er Rate Number Rate Number Rate Number Rate r Rate College-Ready % % % % % % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 2, % % % % % 1, % Total Cohort 2, % % % % % 1, % Page A-2
10 Hispanic College-Ready 1, % % % % % % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % 6 4.4% % % % Reading and Writing % % % % % % Need all three areas % % % % % % Needing any remediation 2, % % % % % % Total Cohort 3, % % % % % 1, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready % % % % % % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas % % % % % % Needing any remediation 2, % % % % % 1, % Total Cohort 2, % % % % 1, % 1, % Page A-3
11 White College-Ready 5, % 2, % 1, % 2, % 1, % 3, % Need only Mathematics 4, % % % % 1, % 1, % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading 1, % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 2, % % % % % % Needing any remediation 10, % 1, % % 1, % 2, % 3, % Total Cohort 16, % 3, % 2, % 4, % 3, % 6, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready 1, % % % % % 1, % Need only Mathematics 1, % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 3, % 1, % % 1, % 1, % 2, % Total Cohort 5, % 2, % 1, % 2, % 1, % 3, % Page A-4
12 Full-Time Student College-Ready 5, % 2, % 1, % 2, % 1, % 3, % Need only Mathematics 2, % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 5, % 1, % % 1, % 1, % 2, % Total Cohort 11, % 3, % 2, % 4, % 2, % 5, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready 1, % % % 1, % % 1, % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 3, % 1, % % 1, % 1, % 2, % Total Cohort 5, % 2, % 1, % 2, % 1, % 3, % Page A-5
13 Part-Time Student College-Ready 2, % % % % % 1, % Need only Mathematics 3, % % % % % 1, % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading 1, % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 3, % % % % % % Needing any remediation 11, % 1, % % 1, % 2, % 3, % Total Cohort 13, % 1, % % 2, % 3, % 4, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready % % % % % % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 2, % % % % % % Needing any remediation 4, % % % % 1, % 2, % Total Cohort 5, % % % 1, % 2, % 2, % Page A-6
14 Pell Grant Recipient College-Ready 1, % % % % % % Need only Mathematics 1, % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 4, % % % % 1, % 1, % Total Cohort 6, % 1, % % 1, % 1, % 2, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready % % % % % % Need only Mathematics % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 3, % % % % 1, % 1, % Total Cohort 3, % % % 1, % 1, % 2, % Page A-7
15 Not Pell Grant Recipient College-Ready 6, % 2, % 1, % 2, % 1, % 3, % Need only Mathematics 4, % % % % 1, % 1, % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading 1, % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 3, % % % % % % Needing any remediation 12, % 1, % % 2, % 2, % 4, % Total Cohort 19, % 4, % 2, % 4, % 4, % 7, % SLS Number Percent Number Rate Number Rate Number Rate Number Rate Number Rate College-Ready 1, % % % % % 1, % Need only Mathematics 1, % % % % % % Reading % % % % % % Writing % % % % % % Need Mathematics and Reading % % % % % % Mathematics and Writing % % % % % % Reading and Writing % % % % % % Need all three areas 1, % % % % % % Needing any remediation 5, % 1, % % 1, % 1, % 2, % Total Cohort 6, % 2, % 1, % 2, % 2, % 4, % Page A-8
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