Performance of Online to College (OTC) Students While in High School to

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1 September 2008 Performance of Online to College () Students While in High School to Overview: At the request of the Executive Assistant to the President/Superintendent and the Coordinator of the Online to College Program, the Office of Institutional Research examined various Montclair High School performance outcome measures, comparing Online to College () students to non- students. Methodology: The Coordinator has worked hard to establish a collegial partnership between Chaffey College and Montclair High School. Epitomizing this partnership is Montclair High School s willingness to allow Chaffey College s Institutional Research (IR) Office to access Montclair High School student demographic, course, and performance outcome databases. Since , Montclair High School administrators have allowed Chaffey College IR Office personnel to access Montclair High School s administrative computing system and extract the following data and information: Student demographics Attendance data Course information Grade reporting history Standardized test score data College test score data Language assessment data Graduation requirement information As part of the larger scope of the Program, the IR Office identifies 5 th grade students enrolled at Kingsley, Lehigh, and Monte Vista Elementary Schools and continues to track these students through middle school (Serrano and Vernon Middle Schools) and high school (Montclair High School). This tracking system serves as the primary vehicle that is used to identify students enrolled at Montclair High School. To maintain Program eligibility, a student must be continuously enrolled in 5 th through 12 th grades at one of the three elementary schools, two middle schools, and Montclair High School. Findings: The tables and graphs on the following pages identify a number of performance outcome measures that have been examined since the academic year, illustrating differences that have been observed between and non- students. The tables and graphs examine: Grade Point Average (GPA): A comparison of mean cumulative GPA by grade level and year accrued by and non- students. Class Rank: A comparison of the mean relative class ranking by grade level and year - of and non- students. Attendance: A comparison of the mean number of days present by grade level and year of and non- students. California High School Exit Examination (CAHSEE): To receive a diploma, students must satisfy CAHSEE requirements, as well as other state and local requirements. The purpose of the CAHSEE is to improve student achievement in high school and to help ensure that students 1

2 who graduate from high school can demonstrate grade-level competency in reading, writing, and mathematics. The CAHSEE consists of two parts: English-Language Arts (ELA) and mathematics. In order to pass CAHSEE graduation requirements, a scale score of 350 or higher is required on each test part. Scaled scores range from 275 to 450. For the and Montclair High School 12 th grade classes, the tables and graphs compare the mean ELA and mathematics CAHSEE scaled scores of and non- students ( data was not available at the time this research study was conducted). More information on test exam content can be obtained at the California Department of Education CAHSEE web site: California Standards Test (CST): As part of the larger statewide Standardized Testing and Reporting (STAR) Program, CSTs have been developed by California educators and test developers specifically for California. CSTs measure students progress toward achieving California s state-adopted academic content standards and describe what students should know and be able to do in each grade and subject tested. While a number of discipline-specific CSTs exist (e.g., History, Earth Science, Biology, etc.), for the purposes of this study only Algebra I and English-Language Arts (ELA) 11 th grade CST scores were examined. For and non- students enrolled in 12 th grade in the , , and academic years, 11 th grade ELA and Algebra I mean scaled scores were compared. While a number of CST mathematics tests exist (General Math, High School Math, Algebra I, Geometry, Algebra II, and Integrated Mathematics I, II, and III), Algebra I was selected since: a) it is the CTS mathematics test taken by the largest percentage of Montclair High School students; and b) numerous research studies have cited the relationship between Algebra I performance and subsequent performance and success in secondary and postsecondary education. Additional information on the California Standards Test can be obtained at: SAT I Scores: The SAT Reasoning Test (SAT I) is a standardized instrument designed to assess the critical reading, mathematics, and writing skills of high school students. Developed by the College Board, it is taken by more than two million students annually. A student can earn points in each of the three SAT I sections, generating an overall SAT score of points. The tables and graphs on the following pages compare the mean critical reading, mathematics, writing skill, and overall SAT scores of and non- who took the SAT test and were enrolled in 12 th grade at Montclair High School in the , , and academic years. Enrollment at Postsecondary Educational Institutions: The National Student Clearinghouse (NSC) is a non-profit organization that was established by the higher education community in Since its origin in 1993 when the National Student Loan Clearinghouse (as it was originally called) started a pilot project with 34 postsecondary educational institutions, the NSC has grown to become one of the nation s primary sources for student degree, diploma, and enrollment verification. The NSC currently partners with 3,212 public and private postsecondary educational institutions nationwide, maintaining an electronic registry of over 80 million student records (91% of all U.S. college students). The Chaffey College Office of Institutional Research submitted a database of , , and Montclair High School 12 th graders who were actively enrolled at the end of each academic year to the NSC. In total, 1,763 records (582 from ; 607 from ; 574 from ) were submitted to the NSC. Once the student cohort file is received, the NSC utilizes a combination of unique identifiers (first name, last name, middle name initial, and suffix) to match students to postsecondary educational institutions. For each unique student identified, entire enrollment histories leading up to the submit date are reported. The NSC provides a response file that identifies the following information for each matched student: Whether a college record was found in the NSC database ( Y or N ) The OPE/FICE code of the college that the student attended Name of the college that the student attended 2

3 State in which the college that the student attended is located College type (i.e., 4-year institution, 2-year institution, or less than a 2-year institution) Whether the college is a public or private institution Enrollment start date (semester/quarter specific) Enrollment end date (semester/quarter specific) Enrollment status (i.e., whether the student is full-time, half-time, less than half-time, or has withdrawn from the institution) 3

4 Grade Point Average End of 9 th Grade Grade Point Average (GPA) Not * * * * Group # GPA # GPA # GPA # GPA Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 4

5 Grade Point Average End of 10 th Grade Grade Point Average (GPA) Not * * * * * * Group # GPA # GPA # GPA # GPA Online to College Not Online to College * Statistically significant differences observed between and non- students (p <.05) 5

6 Grade Point Average End of 11 th Grade 2.70 Grade Point Average (GPA) * * * Not * * * Group # GPA # GPA # GPA # GPA Online to College Not Online to College * Statistically significant differences observed between and non- students (p <.05) 6

7 Grade Point Average End of 12 th Grade Grade Point Average (GPA) * * Not * * Group # GPA # GPA # GPA # GPA Online to College Not Online to College * Statistically significant differences observed (p <.05) 7

8 Average Class Rank End of 9 th Grade Average Class Rank Not * * Class Size: * Class Size: Class Size: * Class Size: 806 Group # Rank # Rank # Rank # Rank Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 8

9 Average Class Rank End of 10 th Grade Average Class Rank Not * * * * Class Size: Class Size: * Class Size: * Class Size: 885 Group # Rank # Rank # Rank # Rank Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 9

10 Average Class Rank End of 11 th Grade 350 Average Class Rank Not * * * Class Size: * Class Size: * Class Size: * Class Size: 765 Group # Rank # Rank # Rank # Rank Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 10

11 Average Class Rank End of 12 th Grade 350 Average Class Rank Not * * Class Size: Class Size: * Class Size: * Class Size: 630 Group # Rank # Rank # Rank # Rank Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 11

12 Average Number of Days Present End of 9 th Grade Average Number of Days Present Not * * * * * * Group # Days # Days # Days # Days Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 12

13 Average Number of Days Present End of 10 th Grade Average Number of Days Present Not * * * * * * * * Group # Days # Days # Days # Days Online to College Not Online to College * Statistically significant differences observed between and non- students (p <.05) 13

14 Average Number of Days Present End of 11 th Grade Average Number of Days Present Not * * * * * * Group # Days # Days # Days # Days Online to College Not Online to College * Statistically significant differences observed between and non- students (p <.05) 14

15 Average Number of Days Present End of 12 th Grade Average Number of Days Present Not Group # Days # Days # Days # Days Online to College Not Online to College * Statistically significant differences observed (p <.05) 15

16 CAHSEE Mathematics Mean Scaled Score CAHSEE Mean Scaled Score Mathematics Not * * * * Group # Scaled Score # Scaled Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 16

17 CAHSEE English-Language Arts Mean Scaled Score CAHSEE Mean Scaled Score English-Language Arts Not * * * * Group # Scaled Score # Scaled Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 17

18 CST Algebra I Mean Scaled Score CST Mean Scaled Score Algebra I Test Not * * * * Group Scaled Scaled Scaled # Score # Score # Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 18

19 CST English-Language Arts Mean Scaled Score CST Mean Scaled Score English-Language Arts Test Not * * Group Scaled Scaled Scaled # Score # Score # Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 19

20 SAT I - Overall Mean Score SAT I Mean Score Overall Test Not Group # Mean Score # Mean Score # Mean Score Online to College 120 1, , ,356 Not Online to College 494 1, , ,333 * Statistically significant differences observed between and Non- students (p <.05) 20

21 SAT I - Mathematics Mean Score SAT I Mean Score Mathematics Test Not Group # Mean Score # Mean Score # Mean Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 21

22 SAT I Writing Skills Mean Score SAT I Mean Score Writing Skills Test Not * * Group # Mean Score # Mean Score # Mean Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 22

23 SAT I Critical Reading Mean Score 800 SAT I Mean Score Critical Reading Test Not Group # Mean Score # Mean Score # Mean Score Online to College Not Online to College * Statistically significant differences observed between and Non- students (p <.05) 23

24 ENROLLMENT AT POSTSECONDARY EDUCATIONAL INSTITUTIONS: While th graders were included in the file that was submitted to the NSC, at the point in time that the file was originally submitted (August 25 th, 2008), many postsecondary educational institutions had either not commenced their fall 2008 semester/quarter or had not posted fall enrollment data to the NSC. In either case, sufficient time had not elapsed between the end of the high school academic year and the start of the fall postsecondary education academic year to render a valid return. At a later date the cohort will be resubmitted to the NSC. College Attendance: The table below identifies the number of 12 th grade Montclair High School students in and who subsequently attended a postsecondary educational institution (through September 9, 2008) and compares to non- students. Attended a Postsecondary Institution Percent Attending a Postsecondary Institution Number of 12 th Graders Identified % Online to College % Not Online to College % % Online to College % Not Online to College % Type of College Attended: 2-Year Institutions vs. 4-Year Institutions: The table below identifies the number of 12 th grade Montclair High School students in and who enrolled in two- or four-year postsecondary educational institutions. The first institution initially attended following high school is identified. A student might have subsequently transferred from a 2-yr institution to a 4-yr institution. Conversely, students might also attend a 2-yr institution after initially enrolling at a 4-yr institution. Attend a 2-Yr Institution Attend a 4-Year Institution Cohort Attended College N % N % Online to College Not Online to College Not Public vs. Private Institutions: The table below identifies the number of 12 th grade Montclair High School students in and who enrolled in public or private postsecondary educational institutions. The first institution initially attended following high school is identified. A student might have subsequently attended a different type of postsecondary educational institution (public or private) following their initial postsecondary educational institution enrollment. 24

25 Attend a Public Institution Attend a Private Institution Cohort Attended College N % N % Online to College Not Online to College Not In-State vs. Out-of-State Institutions: The table below identifies the number of 12 th grade Montclair High School students in and who enrolled postsecondary educational institutions in-state and out-of-state. The first institution initially attended following high school is identified. A student might have subsequently attended a different type of postsecondary educational institution (in-state or out-of-state) following their initial postsecondary educational institution enrollment. Attend In-State Institution Attend Out-of-State Institution Cohort Attended College N % N % Online to College Not Online to College Not Examining the combined two-year total of and non- Montclair High School students who enrolled at out-of-state postsecondary educational institutions following high school, the table below identifies various states where enrollments were identified: Non- Students Students State N % N % Arizona Colorado Connecticut Florida Illinois Kentucky Massachusetts Nebraska New Jersey New York Oklahoma Oregon Pennsylvania Texas Washington TOTAL

26 Postsecondary Institutions Most Frequently Attended: The table below identifies the postsecondary educational institutions most frequently attended by Montclair High School and non- students following 12 th grade: Students (N = 123) * Non- Students (N = 390) ** Rank Institution # % Institution # % 1 Chaffey College Chaffey College CSU San Bernardino Mount San Antonio College Mount San Antonio College Cal-Poly Pomona UC Riverside Citrus College Cal-Poly Pomona UC Riverside CSU Fullerton CSU San Bernardino Citrus College CSU Fullerton DeVry University (Pomona) UC Los Angeles (UCLA) CSU Stanislaus ITT Technical Institute Mount St. Mary s College Los Rios College UC Santa Barbara University of La Verne DeVry University (Pomona) UC Irvine UC Santa Barbara CSU Los Angeles CSU Stanislaus Concordia University Connecticut College Fullerton College Los Angeles Trade Tech Pitzer College Rio Hondo College Riverside City College Santa Ana College University of Phoenix * Examining the Online to College cohort, 15 other institutions were identified that were attended by one (1) student ** Examining the non- cohort, 33 other institutions were identified that were attended by one (1) student 26

27 Summary: With the exception of SAT I mean writing skill score in , all observed statistically significant differences favored students in the Online to College Cohort. Among the various performance outcomes measures examined the tables below indicate where statistically significant differences were observed ( ) between Online to College () and non- students. Grade Point Average (GPA): Grade Academic Year Level th Grade 10 th Grade 11 th Grade 12 th Grade In the most recent academic year ( ) statistically significant differences were observed between and non- students at all grade levels. In , statistically significant differences were observed between and non- students in 10 th, 11 th, and 12 th grades. Statistically significant differences between and non- 11 th observed the past three academic years. graders have been Average Class Rank: Grade Academic Year Level th Grade 10 th Grade 11 th Grade 12 th Grade In the most recent academic year ( ) statistically significant differences were observed between and non- students at all grade levels. In , statistically significant differences were observed between and non- students in 10 th, 11 th, and 12 th grades. Statistically significant differences between and non- 11 th observed the past three academic years. graders have been Days Present: Grade Academic Year Level th Grade 10 th Grade 11 th Grade 12 th Grade Over the past three academic years, statistically significant differences between and non- students have been observed among 9 th, 10 th, and 11 th graders. In this same period, statistically significant differences have not been observed among 12 th graders. 27

28 CAHSEE Mean Scaled Score: Academic Year CAHSEE Test Mathematics English Language - Arts In both academic years examined, statistically significant differences were observed between and non- students on both Mathematics and English Language-Arts (ELA) CAHSEE mean scaled scores. CST Mean Scaled Score: Academic Year CST Test Algebra I English Language - Arts While statistically significant differences were not observed in the academic year, over the past two academic years statistically significant differences have been observed between and non- students on both the Algebra I and English Language-Arts (ELA) CST mean scaled scores. SAT Score: Academic Year SAT Test Overall SAT Test Score Mathematics Test Score Writing Skills Test Score Critical Reading Test Score In examining Overall, mathematics, writing skill, and critical reading SAT mean test scores, the only statistically significant difference that was observed was in the academic year. Non- students exhibited statistically significantly higher mean SAT writing skill test scores than students. This was the only finding where statistically significant differences favored non- students. Enrollment at Postsecondary Educational Institutions: Examining and th graders, students were statistically significantly more likely to attend a postsecondary educational institution following completion of the 12 th grade than non- students. Approximately 70% of and Montclair High School 12 th graders attended twoyear postsecondary educational institutions following graduation. Statistically significant differences were not observed between and non- students. Approximately 92% of Montclair High School students attend public postsecondary educational institutions following high school. Statistically significant differences were not observed between and non- students. 28

29 Approximately 95% of Montclair High School students attend postsecondary educational institutions in California following high school. Statistically significant differences were not observed between and non- students. Examining enrollment at out-of-state postsecondary educational institutions, Montclair High School students were enrolled at institutions in fifteen different state, including institutions as far away as Connecticut, Massachusetts, New York, and Florida. Online to College students were more likely to enroll at Chaffey College than non- students. While Chaffey College was the most popular postsecondary educational destination for both groups, almost half of students (48.0%) chose to attend Chaffey College compared to slightly over 1/3 of non- students (35.6%). 29