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Further Information
Primer of Statistical Tools
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Section Three: Exploring the Fall Quarter 1998
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Table 3: College of DuPage -- Fall Quarter 1998 CAAP Results |
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COD- 1998 Fall Institutional Summary |
Writing Skills |
Usage / Mechanical |
Rhetorical Skills |
Essay Writing |
Math |
Algebra |
Reading |
Arts / Literature |
Social Sciences |
Critical Thinking |
Science Reasoning |
Mean |
61.3 |
15.9 |
15.6 |
3.3 |
57.1 |
14.6 |
59.6 |
14.5 |
15.2 |
59.5 |
58.4 |
S.D. |
4.8 |
2.2 |
2.5 |
0.6 |
3.8 |
2.0 |
5.7 |
3 |
2.7 |
5.7 |
4.2 |
N |
113 |
113 |
113 |
109 |
99 |
99 |
100 |
100 |
100 |
100 |
96 |
Margin of error |
0.89 |
0.41 |
0.46 |
0.11 |
0.75 |
0.39 |
1.12 |
0.59 |
0.53 |
1.12 |
0.84 |
COD - Entering Freshman |
Writing Skills |
Usage / Mechanical |
Rhetorical Skills |
Essay Writing |
Math |
Algebra |
Reading |
Arts / Literature |
Social Sciences |
Critical Thinking |
Science Reasoning |
Mean |
60.2 |
15.3 |
15.2 |
3.2* |
57.4* |
14.7 |
59.9 |
14.9 |
14.9 |
59.8 |
57.9 |
S.D. |
4.4 |
2.2 |
2.2 |
0.7 |
3.8 |
2.0 |
5.8 |
3.0 |
2.9 |
5.6 |
4.2 |
N |
48 |
48 |
48 |
42 |
45 |
45 |
39 |
39 |
39 |
48 |
46 |
Margin of error |
1.24 |
0.62 |
0.62 |
0.21 |
1.11 |
0.58 |
1.82 |
0.94 |
0.91 |
1.58 |
1.21 |
ACT - 1997 2-Year Public Freshman |
Writing Skills |
Usage / Mechanical |
Rhetorical Skills |
Essay Writing |
Math |
Algebra |
Reading |
Arts / Literature |
Social Sciences |
Critical Thinking |
Science Reasoning |
Mean |
61.3 |
15.8 |
15.6 |
2.9 |
55.8 |
13.8 |
59.0 |
14.4 |
14.6 |
58.8 |
57.6 |
S.D. |
4.9 |
2.4 |
2.6 |
0.6 |
3.6 |
1.9 |
5.1 |
2.6 |
2.5 |
5.1 |
3.9 |
N |
4085 |
4085 |
4085 |
1123 |
3655 |
3655 |
2018 |
2018 |
2018 |
6833 |
1825 |
Margin of error |
0.15 |
0.07 |
0.08 |
0.04 |
0.12 |
0.06 |
0.22 |
0.11 |
0.11 |
0.12 |
0.18 |
ACT - 1997 4-Year Public Freshman |
Writing Skills |
Usage / Mechanical |
Rhetorical Skills |
Essay Writing |
Math |
Algebra |
Reading |
Arts / Literature |
Social Sciences |
Critical Thinking |
Science Reasoning |
Mean |
65 |
17.5 |
17.5 |
3.1 |
58.9 |
15.4 |
63.1 |
16.2 |
16.5 |
63.3 |
60.7 |
S.D. |
4.7 |
2.3 |
2.5 |
0.5 |
3.8 |
1.8 |
5.1 |
2.5 |
2.6 |
4.8 |
4.3 |
N |
3177 |
3177 |
3177 |
699 |
2915 |
2915 |
2763 |
2763 |
2763 |
2777 |
2656 |
Margin of error |
0.16 |
0.08 |
0.09 |
0.04 |
0.14 |
0.07 |
0.19 |
0.09 |
0.10 |
0.18 |
0.16 |
* Statistically significantly higher than 2-year Public College Freshmen |
Statistically significantly lower than 4-year Public Freshman | ||||||||||
1. What is your response to the general and specific characteristics of College of DuPage students’ general education competencies? |
| Our students are normal for
community college freshman. Their higher scores in Essay writing and math reflect the
high-schools they come from. I want to know what we add to their development. I was pleased that our students are statistically similar to 2-year public college freshmen and four tests and significantly higher on math and essay writing. It does not surprise me that our C.O.D. students score lower than the incoming freshmen at 4 year state schools. I am upset that there are different norming standards for 4 & 2 yr. Public colleges. Pleased that our students performed above other 2 year public colleges on math & essay writing. But would have liked to have seen stronger performance on the other subtests. Interesting results--I look forward to future study. I can see where we need improvement as well as what we are doing well & need to continue to do. For a community college students do not need any specific average to get in. For my language classes they all start with 101. Most students have the fundamental skills, but there is a continuous erosion. New students have less That our COD students are "holding their own" when compared with other 2 yr. Public college freshmen. Generally moderate competencies The test scores seem to be higher than what I see students able to do in my classroom. About what I expected. It is not surprising that Cod's entering freshmen are lower than 4-yr. Freshmen. How do we respond to this? Depressing but not surprising. I guess I'm not surprised. No response Appropriate for community college. I am not surprised by the results of the survey. Many of our students are not ready to compete with 4 year univ. The first thought (questions) I had was how early in the Fall, 1998, were they tested - and whether or not we could assume that the 4-year freshmen were from a sample taken at a comparable time in Fall, 1998. No surprises. Mostly as expected. Positive surprise that difference to 4-year colleges is not bigger. Is this more a measure of their high school preparation than COD experiences? Surprised that above mean in math especially since many place in developmental math sequence. I think the results show that our students may have to work harder at their transfer institution than native students to be successful. I am not surprised to see our scores are lower than other institutions, although I was surprised by how much lower in some instances. I am heartened by the fact that Cod freshman students scored slightly higher than general freshman students entering 2 yr. Institutions. I wish COD freshman were on a par with those entering 4 yr. Institutions. Does not surprise me. Supports some of the experiences I've had the past 2 quarters. I Think they seem better than what I expected. Just like any place else, some are more competent than others. |
2. What specific information, if any, surprised or disturbed you, and why? |
| Surprise: I expected that we
would be higher in more of the tests. Closer to the scores for 4-year freshmen. Of course,
this is the disappointment expressed with many of our criticisms of student performance. I was surprised that our students scored lower on all tests and subtests except essay writing than freshmen from 4-year public colleges and universities. It does not surprise me that our C.O.D. students score lower than the incoming freshmen at 4 year state schools. That our students score well/or at least better on the essay writing & mathematics tests. Strength of performance on essay writing surprised me. Not consistent with most of my students' writing samples. I do not see the skill level in writing that I feel is appropriate for a college level student. We may be in a favorable institution by comparison, however basic writing seems to be absent. Curiously, students scored "lower on all sub-tests except essay writing." This is encouraging news! (from an Eng. 101,102,103 standpoint) Writing & math scares, went against my assumption - esp. writing scares. There is considerable discrepancies among students background and ability (I am referring to freshmen). Students are more heterogeneous than homogeneous. That essay writing was higher than 2 yr. public college freshmen, but writing skills were lower than 4 year public Lack of writing skills None None - though I thought we might have done worse in essay writing than 4 year colleges - glad we don't. Zero margin of error for science reasoning. Never have seen that with such a large sample size. [Editor's note, the s.e. = 0.84, thanks for noticing.] None None The Essay Writing score seems unusually high, given what I see in my courses. Further analysis--even verification--is needed here. Essay writing results - I would have guessed, based on my experience, the results would have been lower. none Higher goals for written competency and improved math skills. Actually, although 4 year transfer programs in architecture require advanced mathematics, the freshman students need help in basic math, algebra & geometry. No real surprises. Nothing disturbing. We were not surprised, we have observed the results as the students complete their assignments. Nothing None I was not surprised. Students at COD are having difficulty with a number of basic skills including the use of formal, standard English, literacy, reasoning/critical thinking which significantly reinforces the need for the developmental classes. I think there needs to be more communication among faculty and how they can help students learn these skills without "dummying (?) down" their curriculum including a discussion of the support offered by faculty teaching developmental classes. Perhaps other disciplines also need tutoring centers like the math assistance center and the writing center. This increases the need to individual attention to our students. Writing skills, usage, and rhetorical skills could be better at Cod - though the margin of error could explain the slightly lower achievement in these areas. As a new faculty I don't have must experience at the community college level so I'm just accepting what comes right Nothing surprised me. I am disturbed by the fact that there were so many adolescent students at Cod in Fall '98. Some were probably tested. I'm sure the scores would be higher without them |
3. What change(s) would you consider an appropriate goal(s) to work towards? |
| Changes: I think we should
include reading, writing, and quantitative literacy across the curriculum. We could strive to do better when compared with 4-year public colleges and universities As the college has already done with the reading courses, I believe mandatory placement into remedial writing courses (if appropriate) should be done! We should eliminate or combine some of our math remedial courses to get students through the sequence faster. Continued/enhanced emphasis on these skills across the curriculum. Writing There's always room for improvement--I'd like to see a concentrated effort among family to include these elements: reading, critical thinking, and writing skills as a useful part of all courses. In other words, reading strategies are not only taught in Eng. 081, 082, and 083 courses. Address critical thinking across the curriculum. The problems start in high school - they pass everybody even those who cannot read what's on their diploma. Should a community college really have remedial non-credit courses? Continue working on reading and critical thinking skills in all areas. We need to bring up the general skills level of our students. Each student should be required to take a study skills class. Our students (about 90% of mine) do not know how to study effectively. No inspiration here. There is of course always room for improvements. Perhaps educating students to the need for their redmediation in areas where competencies are lower. COD offers the remediation courses, but many students do not persevere through these. Honestly? I am interviewing elsewhere. It is getting worse. Increase the numbers of trained faculty in remedial skills areas - basic English and math. Continue to improve math and writing skills. No response none It would be great to try to track a cohort group through the end of the sophomore year to compare with 4-year sophs - but I know from the past & the nature of the community college students how difficult this would be. More reading, writing. More essay tests. So far we should do nothing - we have to work for the second wave to see if our students learn S.U. Writing skills Improve critical thinking skills & science reasoning. Get the N higher. You cannot statistically compare a sample with 39 elements to one of over 2,000 (or 48 to 6800.) 1) More communication among faculty to discuss these issues. 2) An institute day devoted to discussion of our student body and how all can best meet their needs. 3) Continued development of support systems to help students & faculty in meeting the demands of general education competencies. Make instructors aware of techniques that can be used to hone skills that are not part of their specific discipline: for example, help science teachers find methods to sharpen rhetorical skills amount their students. Help social science teachers find ways to sharpen science reasoning skills among their students. Improving writing & research skills. Critical thinking & reasoning skills. Getting our scores as high as 4-yr. College students. |
4. What questions would you propose for future inquiry concerning students’ general education competencies? |
| What value is added by our
educational efforts? How can we reinforce these skills across the curriculum? None come to mind. Why our math pre-tests don't seem to match the national norms. I'm assuming these were post-tests after student had some C.O.D. math experience.would like to see comparison to private schools. How can we track students for a longitudinal study? How do we test oral communication or "performance" of "arts"? Make sure all students who graduate from H.S. are really proficient in English, math science and social studies. With good basis, college classes are somewhat easy and the classes can be more homogeneous with good standards. ? Should we be teaching college transfer courses or simply focusing on remedial skills? No response We need to know more about their preparation before attending Cod (H.S. experiences, job-related learning, etc.) none This is a valuable study - if only to confirm that we are just like everyone else. Can we compare to other schools with open enrollment only. None How do our students with a GPA of 3.0 (or some accepted level) succeed at their transfer school? 1) What specific deficiencies do students have in literacy, reasoning/critical thinking and the use of formal, standard English: 2) How will the skill level of COD students impact faculty's ability to help students fulfill the general education competencies? 3) What support will the college provide for faculty to help students fulfill the general education competencies. 4) What support will the college provide students so they can fulfill the general education Compare general COD outcome to general 2 yr. College outcome (not just freshmen). Compare GPA's of Cod students that transfer to a given 4 yr. School to GPA's earned by transferees from other 2 yr. Colleges. Who earns the higher GPA after transfer? What can be done to make students more observant? What can be done so students will learn about their own |
A
Summary Report on Responses to |
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Summary Abstract |
Table of Contents |
Section 1 |
Section 2 |
Section 3 |
Section 4 |
Section 5 |
Appendix |
Copyright © 1999 College of DuPage
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