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Assessment of Unit Goals for the Academic Support Division

The assessment goals shown here are specific performance targets related to Academic Support's unit goals.  Each assessment goal listed below includes the year in which it was (or is being) formally assessed.

Administrative Goals

The goals presented here have been accomplished except for the last two, which are in progress. 

• 95% of notifications to prospective students in the re-admit, transfer, and post-baccalaureate categories will be sent within three business days from the division’s receipt of admissions information. (2006-2007)
   
• All students will be tracked through Learning Support classes and a list of “number of attempts"—above 1— will be given to the division chair within fifteen (15) business days and to instructors within ten (10) class days from the beginning of the semester. (2007-2008)
   
  • This goal was met by means of an indicator added to class rosters showing how many times a student has taken the class before.  Instructors are notified of prior attempts from the time a student enrolls. 
     
• All students in second attempt in Math 0097 and third attempt in Math, English, and/or Reading 0099 will be sent a warning letter by mid-semester. (2007-2008)
   
• The Academic Support Division will confirm that COMPASS test results have rolled to transcripts accurately by orientation (for placements) or within 48 hours of the test (for exits). (2008-2009)
   
• Learning Support instructors will turn in student evaluations for the Fall 2008 semester at a participation rate of 95%. (2008-2009)
   
• All Learning Support students with 20 or more hours of transferable credit will be identified and rescheduled into only LS classes. (2009-2010)
   
• All students who fail the Regents Test three times will be enrolled in a Regents test preparation class. (2009-2010)
   

Academic Goals

We assess our Student Learning Outcomes as part of the overall process of assessment for the college.  Currently we have assessment teams working on Learning Support English, Learning Support Math, and Reading. 

For the overall goal of insuring that Learning Support students perform well in credit-level courses, we pursue the following performance target annually.

• Using data from the USG system office, GHC's Learning Support students will succeed in the appropriate credit-level courses at rates that are comparable to or better than the rates of a) other Learning Support students in two-year colleges in the state and b) students in GHC's credit-level courses who did not place into Learning Support classes.   The courses for the assessment are as follows.

• For ENGL 0099, success in ENGL 1101 and POLS 1101
• For READ 0099, success in ENGL 1101 and POLS 1101
  Although we assessed PSYC 1101 in our first analysis, the USG system office says that the Learning Support Directors recommend POLS 1101, SOCI 1101, or a HIST course instead.  We switched to POLS 1101 for subsequent assessments.
• For MATH 0099, success in MATH 1111 and MATH 1101/1001 (depending on the year of the assessment)

Success is defined as earning an A, B, or C in the credit-level course.

Academic Year 2004-05

For ENGL 0099, students who began in LS English successfully completed the GHC ENGL 1101 at a rate (77.5%) similar to students who were not required to take LS English (77.7%). The success rate in ENGL 1101 for students who started in LS English at GHC is higher than the system-wide average for students who started in LS English (70.24).   The success rate for students who began in LS English courses and took PSYC 1101 (78.9%) was slightly less than the rate for students who did not begin in LS English (81.4%). [Note: It is not known whether the difference is statistically significant.]

For READ 0099, students who began in LS Reading courses successfully completed the GHC ENGL 1101 at a rate (75.9%) near that of students who were not required to take LS Reading (77.7%). In addition, the success rate in ENGL 1101 for students who started in LS Reading at GHC was higher than the system-wide average for LS Reading students (66.9%).  Students who began in LS Reading courses and took PSYC 1101 succeeded at a rate (78.6%) slightly lower than those who did not begin in LS Reading (81.4%). [Note: It is not known whether the difference is statistically significant.]

For MATH 0097 and 0099, students who began in LS courses successfully completed the GHC MATH 1101 at a higher rate (65.4%) than students not required to take LS courses (60.9%). Students who began in LS courses successfully completed the GHC MATH 1111 at a similar rate (61.9%) to students not required to take LS courses (62.4%).

More impressively, GHC success rates compared favorably with success rates of non-LS students system wide, while exceeding success rates of LS students system-wide. That is, the system-wide success rate for non-LS students in MATH 1101 was 64.1%, which compares favorably with the success rates for GHC LS and non-LS students stated above. However, GHC success rates exceeded the system-wide LS success rate of 57.7%.

This was also true for MATH 1111. The system-wide success rate for non-LS students in MATH 1111 was 58.1%, which compares favorably with the success rates for GHC LS and non-LS students stated above. The GHC success rate exceeded the system-wide LS success rate of 48.4%.