Figure 1: Rate of Achievement of Educational Milestones by Cohort (Fall 2012 Promise Pathways vs. Fall 2011 LBUSD)

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1 May 15, 2013 Overview and disaggregation of the impact of the Fall 2012 Promise Pathways on key educational milestones This report provides a brief summary of the impact of the Promise Pathways initiative at Long Beach City College on early educational milestones such as the attempt or completion of transfer-level coursework and demonstration of intent to complete. The results after the first semester of the program strongly suggest that the program has substantially increased the rate of achievement of these milestones in comparison to the most recent cohort of Long Beach Unified School District students, as can be seen in the Figure 1 below. Figure 1: Rate of Achievement of Educational Milestones by Cohort (Fall 2012 Promise Pathways vs. Fall 2011 LBUSD) % % % 37.1% % 2.8% 8.2% 5.5% 3.8% Transfer Transfer to Complete LBUSD '11 (N=1660) Promise Pathways (N=976) Successful completion: Number of students in the entire cohort (not just of those who attempted) who achieved a C or better (or P) out of the total cohort in the courses in question. Behavioral intent to complete is the new Chancellor s Office measure developed in response to recommendations of the Student Success Task Force to include more students in our understanding of those with intent to complete meaningful educational outcomes. It represents the number of students who have successfully completed any 6 units and have attempted any or course, regardless of level. 1

2 Additionally, the impact of the Promise Pathways on these key early indicators of educational progress have been disaggregated by ethnicity for the major ethnic groups represented in the student population of Long Beach City College (for the entire college in Fall 2012, the ethnic demographic distribution was 48% Hispanic, 17% White, 15% African American, and 14% Asian/Pacific Islander/Filipino, and 6% students of other, unknown, unreported, or multiethnic backgrounds). As can be seen in Figures 2-5, Promise Pathways has had a strong positive impact across ethnic groups, with some of the largest relative gains among students of color % 20.7% Figure 2: Rate of Achievement of Educational Milestones by Cohort: Asian Students 7.2% 8.9% 6.7% 55.6% 3.1% 34.8% LBUSD F2011 (n = 223) Promise Pathways (n = 135) 41.7% 68.9% Figure 3: Rate of Achievement of Educational Milestones by Cohort: African American Students % 2.6% 1.3% 3.6% 3.5% 2.6% 22.5% LBUSD F2011 (n = 227) Promise Pathways (n = 138) 23.8% 49.3% 2

3 8 Figure 4: Rate of Achievement of Educational Milestones by Cohort: Hispanic/Latino Students % 31.1% 39.1% 13.4% 7.1% 3.8% 1.7% 4.8% 3.3% LBUSD F2011 (n = 942) Promise Pathways (n = 524) % 26. Figure 5: Rate of Achievement of Educational Milestones by Cohort: White Students 4.4% 15.1% 69.2% 10.7% 8.7% 47.9% LBUSD F2011 (n = 206) Promise Pathways (n = 146) 40.8% 73.3% 3

4 Importantly, the substantial gains in achievement of early educational outcomes have not come at the expense of students performance in the courses, as the success rates of Promise Pathways students were not significantly different from traditionally placed students in identical courses, as can be seen in Figures 6 and 7 in and Figures 8 and 9 for (p<.0001 for all differences in outcomes, p>.30 for both differences in success rates) Figure 6: Early milestone achievement rates (from Fig. 1) 52.9% 5.5% 3.8% LBUSD F2011 (n=1660) Promise Pathways (n=976) 32.8% Transfer Figure 7: F2012 Success Rates in Transfer Level Courses 63.9% 62. Transfer Level ( 1, 1H, 3) F2012 Non-Pathways Students (n=2095) F2012 Promise Pathways students (n=516) 15% 5% Figure 8: Early math milestone achievement rates (from Fig. 1) 5.2% Level LBUSD F2011 (n=1660) 2.8% 8.2% Transfer Figure 9: F2012 Success Rates in Transfer Level Courses 55.4% 51.3% Transfer Level F2012 Non-Pathways students (N=1803) Promise Pathways (n=976) F2012 Promise Pathways students (N=156) 4

5 Finally, an important institutional outcome of the Promise Pathways has been to initiate broader discussion of research and evidence, examination of instructional pedagogy, and experimentation and innovation in delivery of student services and instruction. One example has been the exceptional work of the department to develop new approaches for students in developmental courses. Their work culminated in a 4-week intersession workshop in which students worked through self-paced progression through sequenced skills, supported by just in time faculty led workshops when groups of students began to cluster, but with final evaluation of students performance using traditional pencil and paper examinations. Students were selected to participate primarily on the basis of having previously failed to successfully complete the course (more than 8 had received a D, F, or W in Algebra or Intermediate Algebra in the Fall 2012). As can be seen in Figure 10, compared to the typical four-year successful completion rates of previous cohorts of students who had failed to successfully complete the course with a C or better (non-completers) or even the average success rate in the courses, students in the workshop were significantly more likely to successfully complete the course Figure 10: Impact of Winter Workshop - Rates of successful completion (C or better) by course 38% 18% 61% Beginning Algebra 43% 23% 66% Intermediate Algebra Average course success rate F2008 noncompleters rate of successful completion within 4 years Winter 2013 Workshop Successful Completion Rate 5