PDCCC
Institutional Research Brief
STUDENTS
IN
DEVELOPMENTAL
COURSES:
FALL 1998 TO FALL 2002
Table of Contents
Page
Introduction.............................................................................................................................
1
Section 1: Students in
Developmental Courses
......................................................................3
Section 2: Students in
Developmental English Courses
......................................................... 5
Section 3: Students in
Developmental Mathematics
Courses................................................. 6
Summary
.................................................................................................................................
7
List of Tables
Page
Table 1: Students Enrolled in
Developmental........................................
.3
Table 2: Students Enrolled in Developmental Courses
................................................... 3
Table 3: Students Enrolled in Developmental English
Courses by Gender and
Race
................................. 4
Table 4: Students Enrolled in Developmental English
Courses by Age ..................................... 4
Table 5: Developmental English Student
Retention
5
Table 6: Students Enrolled in Developmental Math
Courses .................................................. ...6
Table 7: Students Enrolled in Developmental Math
Courses by Gender and
Race
......................................6
Table 8: Students Enrolled in Developmental Math
Courses by Age...........................................6
Table 9: Developmental Math Student
Retention
.....................................7
Table 10: Developmental
English students vs. Non-developmental English
students
.
...7
Table 11: Developmental
Math students vs. Non-developmental math students
7
PDCCC STUDENTS IN DEVELOPMENTAL COURSES: FALL 1998
TO FALL 2002
Introduction
Developmental courses at
PDCCC are designed to help students develop skills needed for success in the
Colleges courses and curricula. Students whose scores on placement tests fail
to qualify them for admission to courses carrying college credit are advised to
enroll in developmental courses. The Developmental courses offer students the
opportunity to acquire and develop skills that will help ensure their readiness
for college-level work.
This report presents
information on enrollments in developmental English and developmental
math courses for the
College. In addition, demographic information is provided on the students
enrolled in these courses during five fall semesters (fall 1998 to fall 2002).
The cohort included PDCCC first-time students, transfer students, continuing
students, and returning students who were enrolled in one or more developmental
courses.
From fall 1998 to fall
2002, the number of students enrolled in developmental courses increased by 8
(a decrease of approximately 2%). Over the five-year period, an average of 10%
of all PDCCC students were enrolled in developmental English courses and 14%
were enrolled in developmental math courses. The percent of students enrolled
in developmental English courses decreased from 11% of the total PDCCC
population in the fall 1998 semester to 8% in the fall 2002 semester. Of those
students enrolled in developmental English courses, the largest number was
enrolled in English 01. The approximate division between male and female
students during the fall 1998 through fall 2002 semesters was 42% male students
and 58% female students. The majority of those enrolled in developmental
English courses were white students (51%) and 72% of the students were 25 years
of age and younger.
Overall, the number of
students who were enrolled in developmental math courses increased 9% from fall
1998 to fall 2002. The proportion of all PDCCC students that enrolled in
developmental math courses also increased during this time, from 12% of the
PDCCC population in fall 1998 to 14% in the fall 2002 semester. The majority of
the students in developmental math courses were female (52%) and white students
(53%). Fifty-nine percent (59%) of the students in developmental math courses
were 25 years of age and younger.
The report is presented
in four sections. Section 1 presents the total enrollments in developmental
English, developmental math courses during the fall 1998 through fall 2002
semesters. In Section 2, analyses by gender, race, and age are presented for
the students enrolled in developmental English courses. Students who enrolled
in developmental math courses are examined in the same manner in Section
3. Section four deals with the success
of developmental students in credit-level classes versus their counterparts at
the college who had never completed a developmental class.
A summary concludes the
report.
Section
1: Students in Developmental Courses
This section presents
headcounts in developmental English and developmental math courses. Table 1
shows the number of PDCCC students who were enrolled in developmental courses
during the fall 1998 through fall 2002 semesters. The students are counted only
one time within each category, even though they may have taken more than one
course. Table 2 presents the proportion of all PDCCC students who were enrolled
in developmental English courses and developmental math courses.
Each semester, a larger
number of students were enrolled in developmental math courses compared to
developmental English (see Table 1). Over the five-year period, an average of
8% of all PDCCC students were enrolled in developmental English courses, 7%
were enrolled in developmental math courses.
Table 1: Students Enrolled in Developmental Courses
|
DEVELOPMENTAL ENROLLMENT HEADCOUNT |
|||||
|
|
Fall 98 |
Fall 99 |
Fall 00 |
Fall 01 |
Fall 02 |
|
Eng 01 |
102 |
116 |
110 |
106 |
100 |
|
Eng 04 |
13 |
23 |
21 |
18 |
12 |
|
Eng 05 |
48 |
30 |
34 |
17 |
25 |
|
Total |
163 |
169 |
165 |
141 |
137 |
|
Math 02 |
67 |
64 |
94 |
73 |
76 |
|
Math 03 |
89 |
112 |
68 |
118 |
116 |
|
Math 04 |
36 |
49 |
27 |
31 |
18 |
|
Total |
192 |
225 |
189 |
222 |
210 |
|
TOTAL |
355 |
394 |
354 |
363 |
347 |
|
Source: REG 898 & PC_IR_DEV_HEADCOUNT |
|
|
|
|
|
Table 2: Number of Students Enrolled in Developmental Courses
4050607080
The proportion of PDCCC
students taking developmental courses remained at 22%
from fall 1998 to fall
2002 after a high of 27% in Fall 1999.
|
Semester |
Developmental English |
% of PDCCC Fall Student Headcount |
Developmental Math |
% of PDCCC Fall Headcount |
All Developmental Courses |
% of Fall PDCCC Headcount |
|
Fall 1998 |
163 |
10% |
192 |
12% |
355 |
22% |
|
Fall 1999 |
169 |
11% |
225 |
15% |
394 |
27% |
|
Fall 2000 |
165 |
11% |
189 |
12% |
354 |
23% |
|
Fall 2001 |
141 |
9% |
222 |
15% |
363 |
24% |
|
Fall 2002 |
137 |
8% |
210 |
14% |
347 |
22% |
|
Source: REG 898/ PC_HEADCOUNT_PLAN |
|
|
|
|
|
|
Section
2: Students in Developmental English Courses
Section 2 presents
student enrollment patterns in developmental English courses from the fall 1998
to the fall 2002 semester. Analyses are provided of the students enrolled in
developmental English courses by gender, race, and age and semester retention
Students who fail to
achieve minimum scores on the English Placement Test are advised as to which
developmental course(s) they need to take before seeking admission to English
111 at PDCCC. The College offers three developmental English courses designed
to prepare students for college-level English and other courses. English 01
prepares students for college writing; English 04 and English 05 teach reading
improvement skills.
As shown in Table 1,
there were 8 less students enrolled in developmental English courses in fall
1998 compared to fall 2002, an decrease of 2%. The largest number of developmental
English students were enrolled in English 01. The number of students enrolled
in developmental English decreased from
163 in fall 1998 to 137 in fall 2002, a 16% decrease during the five-year
period (see Table 2).
There were also annual
decreases in the number of students enrolled in English 01. The number of
students in English 01 decreased from 102 students in the fall 1998 semester to
100 students in the fall 2002 semester (see Table 1).
In English 04,
enrollments fluctuated from one fall semester to another. However, the fall
2002 enrollment was approximately the same as the fall 2002 enrollment.
Enrollments in English 05 decreased from 48 in fall 1998 to 25 in the fall 2002
semester, a (48% decrease) (see Table 1).
As shown in Table 2, the
percent of students enrolled in developmental English courses decreased from
10% of the total PDCCC population in the fall 1998 semester to 8% in the fall
2002 semester.
Table 3 presents the
number of students enrolled in developmental English courses by gender from
fall 1998 to fall 2002. Overall there were a slightly larger percentage of
female students enrolled in developmental English courses (51%) than male
students (49%).
Table 3: Students Enrolled in Developmental English Courses by
Race and Gender
|
Developmental English Student
Profile |
||||||||||
|
|
Fall 1998 |
Fall 1999 |
Fall 2000 |
Fall 2001 |
Fall 2002 |
|||||
|
|
No. |
% |
No |
% |
No. |
% |
No. |
% |
No. |
% |
|
Male |
73 |
45% |
74 |
44% |
66 |
40% |
61 |
43% |
58 |
42% |
|
Female |
90 |
55% |
95 |
56% |
99 |
60% |
80 |
57% |
79 |
58% |
|
White |
80 |
49% |
88 |
52% |
79 |
48% |
71 |
50% |
70 |
51% |
|
Black |
82 |
50% |
78 |
46% |
84 |
51% |
66 |
47% |
64 |
47% |
|
Other |
1 |
1% |
3 |
2% |
2 |
1% |
4 |
3% |
3 |
2% |
|
Total |
163 |
|
169 |
|
165 |
|
141 |
|
137 |
|
|
Source: SEB03D PC_IR_AKT_BIO_Demo |
|
|
|
|
|
|
|
|
|
|
Table 3 also presents
the students enrolled in developmental English courses analyzed by race.
It can be seen that the
proportion of Black students decreased slightly from the fall 1998 to fall 2002
semesters.
As shown in Table 4,
students age 24 years and under were the largest age group of those enrolled in
developmental English courses from fall 1998 through fall 2002. Overall, this
group accounted for approximately 72% of the enrollments. During this time
period students age 24 years and under accounted for approximately 40% of the
total PDCCC fall population.
|
Developmental English Student
Profile |
||||||||||
|
|
Fall 1998 |
Fall 1999 |
Fall 2000 |
Fall 2001 |
Fall 2002 |
|||||
|
|
No. |
% |
No |
% |
No. |
% |
No. |
% |
No. |
% |
|
<21 |
18 |
11% |
20 |
12% |
25 |
15% |
14 |
10% |
16 |
12% |
|
22-24 |
98 |
61% |
101 |
60% |
94 |
57% |
83 |
59% |
82 |
60% |
|
25-29 |
26 |
15% |
30 |
18% |
26 |
16% |
28 |
20% |
25 |
18% |
|
30-44 |
13 |
8% |
10 |
6% |
13 |
8% |
10 |
7% |
8 |
6% |
|
>45 |
8 |
5% |
8 |
4% |
7 |
4% |
6 |
4% |
||