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Assessment of Goals for the Academic Success and eLearning Division

The assessment goals shown here are specific performance targets related to the division'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. (2006-07)
     
  • 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. (2007-08)
    • 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. (2007-08)
     
  • The 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). (2008-09)
     
  • Learning Support instructors will turn in student evaluations for the Fall 2008 semester at a participation rate of 95%. (2008-09)
     
  • Learning Support students with 20 or more hours of transferable credit will be identified and rescheduled into only LS classes. (2009-2010)
    • This analysis was not performed because the Learning Support Task Force recommended that the maximum hours be changed to 30.  This item was carried over to 2010-11 with the 30-hour limit.
       
  • Students who fail the Regents Test three times will be enrolled in a Regents test preparation class. (2009-10)
    • This goal was met for Fall 2009 but was not performed for Spring 2010 because GHC received its exemption from the Regents' Testing program at that time and this activity is no longer needed.
       
  • Learning Support students with 30 or more hours of transferable credit (unless they are new transfers) will be identified and rescheduled into only LS classes. (2010-11)
     
  • Students who do not pass the exit-level Learning Support courses and are registered for the following credit-level course will be identified and rescheduled appropriately. (2010-11)
     

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 students in 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, POLS 1101, and SOCI 1101
    • For READ 0099, success in ENGL 1101, POLS 1101, and SOCI 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 and SOCI 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. The most recent data available from USG is for 2005-06.

Academic Year 2004-05

Academic Year 2005-06

(data became available Spring 2010)

For ENGL 0099

  • ENGL 1101: Students who began in ENGL 0099 passed GHC's ENGL 1101 at a rate (71.3%) comparable to students who did not start in LS English (76.2%) (no statistically significant difference).  Similarly, the success rate of GHC's ENGL 0099 students in ENGL 1101 was also comparable to that of non-LS students in the two-year college average (73.9%) and the USG system average (77.3%).
     
  • POLS 1101: The success rate in GHC's POLS 1101 for students who started in ENGL 0099 (53.6%) is significantly lower than the rate for non-LS students (68.7%).  The same statistically significant difference between LS and non-LS students in POLS 1101 is also present in the two-year college average and the USG system average.  This difference became the subject of a 2010-11 assessment by the LS English Assessment Team.
     
  • SOCI 1101: The success rate in GHC's SOCI 1101 for students who started in ENGL 0099 at GHC (80.5%) is comparable to the rate for non-LS students (75.1%).  Students who began in ENGL 0099 also passed SOCI 1101 at a rate comparable to non-LS students in the two-year average (75.5%) and the USG system average (78.0%).

For MATH 0097 and 0099

  • MATH 1101: Students who began in LS Math passed GHC's MATH 1101 at a rate (63.2%) comparable to that for non-LS students (56.7%).  Similarly, the success rate for GHC's LS Math students in MATH 1101 was comparable to the success rate for non-LS students in the two-year college average (65.6%) and the USG system average (68.6%).
     
  • MATH 1111: The success rate in GHC's MATH 1111 for students who started in LS Math at GHC (53.7%) is comparable to the rate for non-LS students (61.9%).  Similarly, students who began in LS Math at GHC also passed MATH 1111 at a rate comparable to non-LS students in the two-year average (58.7%) and the USG system average (58.5%).

For READ 0099

  • ENGL 1101: Students who began in READ 0099 passed GHC's ENGL 1101 at a rate (71.5%) comparable to students who did not start in LS Reading (76.2%) (no statistically significant difference).  Similarly, the success rate of GHC's READ 0099 students in ENGL 1101 was also comparable to that of non-LS students in the two-year college average (73.6%) and the USG system average (77.1%).
     
  • POLS 1101: The success rate in GHC's POLS 1101 for students who started in READ 0099 (52.3%) is significantly lower than the rate for non-LS students (68.6%).  The same statistically significant difference between LS and non-LS students in POLS 1101 is also present in the two-year college average and the USG system average.  This difference became the subject of a 2010-11 assessment by the Reading Assessment Team.
     
  • SOCI 1101: Students who began in READ 0099 passed GHC's SOCI 1101 at a rate (72.0%) comparable to students who did not start in LS Reading (76.8%) (no statistically significant difference).  Similarly, the success rate of GHC's READ 0099 students in SOCI 1101 was also comparable to that of non-LS students in the two-year college average (75.6%) and the USG system average (77.7%).
Page last updated: April 21, 2011