Table 1. Students Underprepared in Math: First Developmental or College-Level Math Course Taken, by Retention Status, 2004
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1 Table 1. Students Underprepared in Math: First Developmental or College-Level Math Course Taken, by Retention Status, First developmental or college math courses taken: Underprepared in math % Retained at native Took developmental course % Took at college level with supplemental help only 5 2.9% Took at college level, placed out of dev. with inst. exam 1 0.6% placing out % Did not take subject, did not place out of dev. with inst. exam % Total % Took developmental course or placed out in math? Took dev./suppl. education or placed out % Did not take dev./suppl. education or place out % Not retained at native First developmental or college math courses taken: Took developmental course % Took at college level with supplemental help only 5 5.2% placing out % Did not take subject, did not place out of dev. with inst. exam % Total % Took developmental course or placed out in math? Took dev./suppl. education or placed out % Did not take dev./suppl. education or place out % Note: Categories reflect the first course of its type taken as of a student's last semester of enrollment within their first two years. Students taking both developmental and supplemented college-level courses are counted in the developmental category. Course counts do not include students who withdrew. Developmental courses taken by university students at KCTCS are included in the university's developmental course total.
2 Table 1. Students Underprepared in Math: First Developmental or College-Level Math Course Taken, by Retention Status, Underprepared in math % Total students underprepared in math First developmental or college math courses taken: Took developmental course % Took at college level with supplemental help only % Took at college level, placed out of dev. with inst. exam 1 0.4% placing out % Did not take subject, did not place out of dev. with inst. exam % Total % Took developmental course or placed out in math? Took dev./suppl. education or placed out % Did not take dev./suppl. education or place out % Note: Categories reflect the first course of its type taken as of a student's last semester of enrollment within their first two years. Students taking both developmental and supplemented college-level courses are counted in the developmental category. Course counts do not include students who withdrew. Developmental courses taken by university students at KCTCS are included in the university's developmental course total.
3 Table 2. Students Underprepared in English: First Developmental or College-Level English Course Taken, by Retention Status, Underprepared in English % First developmental or college English course taken: Retained at native placing out % Did not take subject, did not place out of dev. with inst. exam 2 1.5% Total % Took developmental course or placed out in English? Did not take dev./suppl. education or place out % Not retained at native First developmental or college English course taken: Took developmental course 1 2.1% placing out % Did not take subject, did not place out of dev. with inst. exam % Total % Took developmental course or placed out in English? Took dev./suppl. education or placed out 1 2.1% Did not take dev./suppl. education or place out % Total students underprepared in English First developmental or college English course taken: Took developmental course 1 0.5% placing out % Did not take subject, did not place out of dev. with inst. exam 8 4.4% Total % Took developmental course or placed out in English? Took dev./suppl. education or placed out 1 0.5% Did not take dev./suppl. education or place out % Note: UofL does not offer developmental courses in English; the students shown in this category took a developmental course at KCTCS. Categories reflect the first course of its type taken as of a student's last semester of enrollment within their first two years. Course counts do not include students who withdrew.
4 Table 3. Students Underprepared in Reading: First Developmental Reading or College-Level Social Science Course Taken, by Retention Status, Underprepared in reading % First developmental reading or college social science course taken: Retained at native Took at college level with supplemental help only % placing out % Did not take subject, did not place out of dev. with inst. exam 3 3.5% Total % Took developmental course or placed out in reading? Took dev./suppl. education or placed out % Did not take dev./suppl. education or place out % Not retained at native First developmental reading or college social science course taken: Took at college level with supplemental help only % placing out % Did not take subject, did not place out of dev. with inst. exam % Total % Took developmental course or placed out in reading? Took dev./suppl. education or placed out % Did not take dev./suppl. education or place out % Note: UK does not offer developmental courses in reading. The college-level courses with supplemental help referenced above are social science courses with supplemental reading help, as reading is not offered at the college level. Categories reflect the first course of its type taken as of a student's last semester of enrollment within their first two years. Course counts do not include students who withdrew. Developmental courses taken by university students at KCTCS are included in the university's developmental course total.
5 Table 3. Students Underprepared in Reading: First Developmental Reading or College-Level Social Science Course Taken, by Retention Status, Underprepared in reading % Total students underprepared in reading First developmental reading or college social science course taken: Took at college level with supplemental help only % placing out % Did not take subject, did not place out of dev. with inst. exam 7 6.0% Total % Took developmental course or placed out in reading? Took dev./suppl. education or placed out % Did not take dev./suppl. education or place out % Note: UK does not offer developmental courses in reading. The college-level courses with supplemental help referenced above are social science courses with supplemental reading help, as reading is not offered at the college level. Categories reflect the first course of its type taken as of a student's last semester of enrollment within their first two years. Course counts do not include students who withdrew. Developmental courses taken by university students at KCTCS are included in the university's developmental course total.
6 Table 7. Grade in First Developmental Math Course: Students Underprepared in Math, N % Grade in first developmental math course A % B % C % F/E % Withdrew 6 3.1% Total % Successful completion of first developmental math course Did not successfully complete first course % Successfully completed first course % Note: Grade in first developmental math course only. Successful completion includes receiving a grade of A-C or being moved to a college-level course.
7 Table 8. Grade in First Developmental English Course: Students Underprepared in English, The does not offer developmental courses in English. Note: Grade in first developmental English course only. Successful completion includes receiving a grade of A-C or being moved to a college-level course.
8 Table 9. Grades in First Developmental Reading Course: Students Underprepared in Reading, The does not offer developmental courses in reading. Note: Grade in first developmental Reading course only. Successful completion includes receiving a grade of A-C or being moved to a college-level course.
9 Table 10. Students' Grades in their First College-Level Math Course by Preparation Level and Developmental Education in Math, Grade in first college-level math course A B C D F Students taking college-level math Prepared 30.2% 28.2% 18.9% 9.9% 12.9% 1,395 Underprepared, took dev. course or placed out 13.0% 23.4% 24.7% 24.7% 14.3% 77 Underprepared, no dev. course or placement out 12.8% 20.5% 30.8% 12.8% 23.1% 39 All students 28.9% 27.7% 19.5% 10.7% 13.2% 1,511 Note: Developmental services include developmental courses, college-level classes with supplemental help, or placement out of developmental education based on an al exam. Grades are normalized across s such that F=failure. Students taking their first college-level course in this subject on a pass/fail basis for no quality points are not included in the total. Missing data may cause totals to differ across tables.
10 Table 11. Students with Grades of C or Better in their First College-Level Math Course by Preparation Level and Type of Education in Math, Students' preparation level Students taking college-level Grade in first college-level math course math A-C D-F Prepared Total 1, % 22.8% math: Took developmental course % 35.3% Took at college level with supplemental help only % 24.0% Took at college level, placed out of dev. with inst. exam % 23.1% placing out 1, % 21.4% Underprepared, took dev. course or placed out Total % 39.0% math: Took developmental course % 43.9% Took at college level with supplemental help only % 10.0% Took at college level, placed out of dev. with inst. exam 1.. Underprepared, no dev. course or placement out Total % 35.9% math: placing out % 35.9% Note: Developmental services include developmental courses, college-level classes with supplemental help, or placement out of developmental education based on an al exam. Grades are normalized across s such that F=failure. Students taking their first college-level course in this subject on a pass/fail basis for no quality points are not included in the total. Missing data may cause totals to differ across tables.
11 Table 12. Students' Grades in their First College-Level English Course by Preparation Level and Developmental Education in English, Grade in first college-level English course A B C D F Students taking college-level English Prepared 52.1% 28.0% 11.5% 1.8% 6.6% 1,813 Underprepared, took dev. course or placed out Underprepared, no dev. course or placement out 29.5% 45.1% 16.8% 2.3% 6.4% 173 All students 50.1% 29.4% 12.0% 1.9% 6.6% 1,987 Note: UofL does not offer developmental courses in English; the students shown in this category took a developmental course at KCTCS. Grades are normalized across s such that F=failure. Students taking their first college-level course in this subject on a pass/fail basis for no quality points are not included in the total. Missing data may cause totals to differ across tables.
12 Table 13. Students with Grades of C or Better in their First College-Level English Course by Preparation Level and Type of Education in English, Grade in first Students college-level taking English course college-level English A-C D-F Students' preparation level Prepared Total 1, % 8.4% English: Took developmental course 1.. placing out 1, % 8.4% Underprepared, took dev. course or placed out Total % English: Took developmental course 1.. Underprepared, no dev. course or placement out Total % 8.7% English: placing out % 8.7% Note: UofL does not offer developmental courses in English; the students shown in this category took a developmental course at KCTCS. Grades are normalized across s such that F=failure. Students taking their first college-level course in this subject on a pass/fail basis for no quality points are not included in the total. Missing data may cause totals to differ across tables.
13 Table 14. Students' Grades in their First College-Level Social Science Course by Preparation Level and Developmental Education in Reading, Grade in first college-level social science course A B C D F Students taking college-level social science Prepared 33.1% 32.0% 18.7% 8.6% 7.6% 1,842 Underprepared, took dev. course or placed out 18.5% 48.1% 22.2% 7.4% 3.7% 54 Underprepared, no dev. course or placement out 13.0% 37.0% 31.5% 11.1% 7.4% 54 All students 32.2% 32.6% 19.2% 8.6% 7.5% 1,950 Note: Table reflects student performance in first social science course only, and not other kinds of reading-intensive courses. UofL does not offer developmental courses in reading; developmental services include college-level classes with supplemental help, or placement out of developmental education based on an al exam. Grades are normalized across s such that F=failure. Students taking their first college-level course in this subject on a pass/fail basis for no quality points are not included in the total. Missing data may cause totals to differ across tables.
14 Table 15. Students with Grades of C or Better in their First College-Level Social Science Course by Preparation Level and Type of Education in Reading, Students' preparation level Students taking college-level social Grade in first college-level social science course science A-C D-F Prepared Underprepared, took dev. course or placed out Underprepared, no dev. course or placement out Total 1, % 16.2% reading: Took at college level with supplemental help only % 12.2% placing out 1, % 16.3% Total % 11.1% reading: Took at college level with supplemental help only % 11.1% Total % 18.5% reading: placing out % 18.5% Note: Table reflects student performance in first social science course only, and not other kinds of reading-intensive courses. UofL does not offer developmental courses in reading, developmental services include college-level classes with supplemental help, or placement out of developmental education based on an al exam. Grades are normalized across s such that F=failure. Students taking their first college-level course in this subject on a pass/fail basis for no quality points are not included in the total. Missing data may cause totals to differ across tables.
15 Table 16. Students' Retention to the Second Year by Math Preparation Level and Type of Math Education, Institutional retention System retention Retained at native Not retained at native Retained at any KY PSE Not retained in KY PSE system Students' preparation level Prepared Total 2, % 22.9% 84.8% 15.2% Developmental courses or placements in math: Took developmental course % 31.8% 77.3% 22.7% Took at college level with supplemental help only % 28.0% 78.0% 22.0% Took at college level, placed out of dev. with inst. exam % 21.5% 87.6% 12.4% Took at college level without taking dev. or placing out 1, % 16.8% 89.5% 10.5% Did not take subject, placed out of dev. with inst. exam % 53.3% 55.6% 44.4% Did not take subject, did not place out of dev. with inst. exam % 29.7% 80.1% 19.9% Underprepared, took dev. course or placed out Total % 35.4% 77.3% 22.7% Developmental courses or placements in math: Took developmental course % 34.8% 78.1% 21.9% Took at college level with supplemental help only % 50.0% 60.0% 40.0% Took at college level, placed out of dev. with inst. exam Note: Only coursework taken during the first year is included in this table. Developmental services include developmental courses, college-level classes with supplemental help, or placement out of developmental education based on an al exam. Grades are normalized across s such that F=failure. Students taking this course pass/fail for no quality points are not included in the total. Missing data may cause totals to differ across tables.
16 Table 16. Students' Retention to the Second Year by Math Preparation Level and Type of Math Education, Institutional retention System retention Underprepared, no dev. course or placement out Retained at native Not retained at native Retained at any KY PSE Not retained in KY PSE system Total % 37.1% 71.4% 28.6% Developmental courses or placements in math: Took at college level without taking dev. or placing out % 25.6% 82.1% 17.9% Did not take subject, did not place out of dev. with inst. exam % 51.6% 58.1% 41.9% Note: Only coursework taken during the first year is included in this table. Developmental services include developmental courses, college-level classes with supplemental help, or placement out of developmental education based on an al exam. Grades are normalized across s such that F=failure. Students taking this course pass/fail for no quality points are not included in the total. Missing data may cause totals to differ across tables.
17 Table 17. Students' Retention to the Second Year by English Preparation Level and Type of English Education, Institutional retention System retention Retained at native Not retained at native Retained at any KY PSE Not retained in KY PSE system Students' preparation level Prepared Underprepared, no dev. course or placement out Total 2, % 24.2% 83.8% 16.2% Developmental courses or placements in English: Took at college level without taking dev. or placing out 1, % 21.8% 85.6% 14.4% Did not take subject, did not place out of dev. with inst. exam % 37.6% 73.6% 26.4% Total % 26.0% 82.9% 17.1% Developmental courses or placements in English: Took at college level without taking dev. or placing out % 23.7% 85.0% 15.0% Did not take subject, did not place out of dev. with inst. exam % 75.0% 37.5% 62.5% Note: Only coursework taken during the first year is included in this table. UofL does not offer developmental courses in English. Grades are normalized across s such that F=failure. Students taking this course pass/fail for no quality points are not included in the total. Missing data may cause totals to differ across tables.
18 Table 18. Students' Retention to the Second Year by Reading Preparation Level and Type of Education in Reading, Institutional retention System retention Retained at native Not retained at native Retained at any KY PSE Not retained in KY PSE system Students' preparation level Prepared Underprepared, took dev. course or placed out Underprepared, no dev. course or placement out Total 1, % 23.7% 84.9% 15.1% Developmental courses or placements in reading: Took at college level with supplemental help only % 36.6% 73.2% 26.8% Took at college level without taking dev. or placing out 1, % 21.0% 87.0% 13.0% Did not take subject, did not place out of dev. with inst. exam % 62.3% 56.1% 43.9% Total % 22.2% 94.4% 5.6% Developmental courses or placements in reading: Took at college level with supplemental help only % 22.2% 94.4% 5.6% Total % 29.5% 77.0% 23.0% Developmental courses or placements in reading: Took at college level without taking dev. or placing out % 25.9% 79.6% 20.4% Did not take subject, did not place out of dev. with inst. exam % 57.1% 57.1% 42.9% Note: Only coursework taken during the first year is included in this table. The college-level courses with supplemental help referenced above are social science courses with supplemental reading help, as reading is not offered at the college level. Table reflects student performance in first social science course only, and not other kinds of reading-intensive courses. UofL does not offer developmental courses in reading. Grades are normalized across s such that F=failure. Students taking this course pass/fail for no quality points are not included in the total. Missing data may cause totals to differ across tables.
19 Table 19. Students' Grade Point Average (GPA) at End of First Year by Math Preparation Level and Type of Education in Math, Credential-seeking entering class of 2004 GPA at end of first year Students' preparation level Prepared Total 2, math: Took developmental course Took at college level with supplemental help only Took at college level, placed out of dev. with inst. exam placing out 1, Did not take subject, placed out of dev. with inst. exam Did not take subject, did not place out of dev. with inst. exam Underprepared, took dev. course or placed out Total math: Took developmental course Took at college level with supplemental help only Took at college level, placed out of dev. with inst. exam 1. Underprepared, no dev. course or placement out Total math: placing out Did not take subject, did not place out of dev. with inst. exam Note: Only coursework taken during the first year is included in this table. UofL does not offer developmental courses in English; developmental services include college-level classes with supplemental help, or placement out of developmental education based on an al exam. Missing data may cause totals to differ across tables.
20 Table 20. Students' Grade Point Average (GPA) at End of First Year by English Preparation Level and Type of Education in English, Credential-seeking entering class of 2004 GPA at end of first year Students' preparation level Prepared Underprepared, no dev. course or placement out Total 2, English: placing out 1, Did not take subject, did not place out of dev. with inst. exam Total English: placing out Did not take subject, did not place out of dev. with inst. exam Note: Only coursework taken during the first year is included in this table. UofL does not offer developmental courses in English. Missing data may cause totals to differ across tables.
21 Table 21. Students' Grade Point Average (GPA) at End of First Year by Reading Preparation Level and Type of Education in Reading, Credential-seeking entering class of 2004 GPA at end of first year Students' preparation level Prepared Underprepared, took dev. course or placed out Underprepared, no dev. course or placement out Total 1, reading: Took at college level with supplemental help only placing out 1, Did not take subject, did not place out of dev. with inst. exam Total reading: Took at college level with supplemental help only Total reading: placing out l Did not take subject, did not place out of dev. with inst. exam Note: Only coursework taken during the first year is included in this table. The college-level courses with supplemental help referenced above are social science courses with supplemental reading help, as reading is not offered at the college level. Table reflects student performance in first social science course only, and not other kinds of reading-intensive courses. UofL does not offer developmental courses in reading; Developmental services include college-level classes with supplemental help, or placement out of developmental education based on an al exam. Missing data may cause totals to differ across tables.
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