The Students of Palo Alto College

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					     Palo Alto College
Achieving the Dream Retreat
       Fort Sam Houston, San Antonio

             December 1, 2004
                   Student Cohort Data
               Gatekeeper English and Math
Gatekeeper English
•   Have a performance gap by race/ethnicity in gatekeeper English.
•   Pell/Non-Pell grant status may not have impact on performance.
•   Approximately 20% of cohort students are at least 1 level below college

Gatekeeper Math
•   73% of cohort students are below college level, 50% are 3 levels below.
•   There is a 14% performance gap between Pell and Non-Pell grant students
    in successful completion of Math 1314.
•   There does not seem to be a difference in successful completion across
    ethnic groups.

T-tests being run to look at differences between groups.
                      Student Cohort Data
    Developmental English, Math, and Reading

Developmental English
•   20% are below college level in English.
•   Higher proportion of Pell students are placed into English 0301.
•   There does not appear to be a difference in successful completion across ethnic

Developmental Math
•   Higher proportion of Pell students are placed into Math 0303
•   No difference in performance Pell vs. Non-Pell in successful completion.

•   35% are below college level in Reading.
•   Higher proportion of Pell students are placed into Read 0303
•   Slight difference in successful completion in Reading between Hispanic and White
          Student Cohort Data
Persistence Fall-to-Spring and Fall-to-Fall

• There is a difference in persistence
  between Pell and non-Pell. More Pell
  students were retained fall to spring and
  fall to fall than non-Pell recipients.
• No difference between ethnicities in
       Student Cohort Data
• In general, there were no significant gaps
  attributed to ethnicity and Pell status.
  PAC Student Focus Group Data
Only 15 students participated in focus groups; Additional focus groups will be
Preliminary Results of Focus Groups
• Find school to be supportive, a “safe haven” stepping stone to their future.
• All but one student rated college programs as excellent or very good.
• All students have significant responsibilities outside of school and feel that
   those responsibilities make school more challenging.
• Most are positive about support services; all participants had taken
• Students did not find a difference in the quality of instruction between day
   and evening.
• Students described a high quality of instruction rating classes as good to
   excellent. Students credit instructors and teaching methodology.
• Students asked college to offer ways to seek remedies when they have a
• Cost was a major issue regarding cafeteria, bookstore, childcare.
• Financial Aid office received negative comments.
         PAC CCSSE Data
• College has administered survey twice
• First year rated top-performer
• Second year outperformed like colleges in
  every category
• Students rated Support for Learners as top
               PAC Policy Review
• High touch student services
• To address student needs (51% Pell recipient and 64%
• Student service area priorities
   –   One-stop Welcome Center
   –   Faculty advising
   –   Mandated, free Strategies for Succeeding in College (one credit)
   –   Declaring a major
• LRC Information Research Seminar
• Policies on late registration being considered
       Intervention/Service Inventory
• Identified programs that impacted student completion
  and persistence.
• One stop Welcome and Advising Center
• Academic advising and faculty training sessions
• Strategies for Succeeding in College
• Learning centers (Science, Math, English)
• Revision of catalogs and schedule
• Streamlined developmental coursework: addition of SI
  and availability of tutoring
• Information Research Certificate
• Evaluation of Gatekeeper courses

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