In response to a request for more information and analysis from Chancellor Johnson on July 29, 2013, the following addendum has been prepared.
Additional questions for October 2013 report
What is the predictive value of PLAN, EXPLORE, ACT and GPA for EXELerate students?
Although EXPLORE scores were unavailable via TCC’s student records, the relations between the other scores and EXCELerate students’ performance in TCC courses were examined via correlations and linear regression analyses.
To create a ratio-level measure of students’ performance in TCC courses, a Grade Point Average (GPA) for all TCC courses taken as part of the EXCELerate program during Spring 2011, Fall 2011, Spring 2012, and Fall 2012 was calculated for each of the 990 different EXCELerate students from those terms. This GPA, henceforth called EXCELerate GPA, was used as the dependent measure reflecting success in TCC courses.
EXCELerate GPA was significantly correlated with both ACT Composite scores (r = .16, p < .001) and High School GPA (r = .51, p < .001). However, PLAN Composite scores were not correlated with EXCELerate GPA (r = .03, p = .79).
When ACT, PLAN, and High School GPA were examined together as separate predictors in one multiple regression analysis predicting EXCELerate GPA, only High School GPA was a significant predictor. This finding suggests that High School GPA is the most unique predictor of EXCELerate GPA, when all three predictors are considered together.
What is the impact of the $12.75 per credit hour fee on access?
The $12.75 fee was calculated as a per three credit hour course cost for the convenience of marketing the project and consists of assessment ($1.50 per credit hour) and library ($2.75 per credit hour) fees.
It appears that $4.25 per credit was actually collected compared to $29.45 for concurrent students. That is correct.
Why?
A fee reduction was offered to EXCELerate students to eliminate the financial barrier to access concurrent enrollment.
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How does student performance vary between high schools with a collegiate academy environment (Will Rogers College High School and Union Collegiate Academy) and those without?
To address this question, a new variable was created representing whether or not a student’s high school has a “collegiate academy environment.” Only Will Rogers and Union High School were included as having this type of environment.
Interestingly, an independent-samples t-test indicated that students from those two high schools had a significantly higher mean EXCELerate GPA (M = 3.12, SD = .91) than did those from the other EXCELerate high schools (M = 2.94, SD = 1.09), t(859) = -2.58, p = .01.
Can fall 2009 and spring 2010 be included in all tables as baseline measure? Conditionally (See tables on p. 48-51).
How does student performance differ between EXELerate and concurrent students who began as juniors from those who began as seniors only?
(see Table 2 on p. 49).
Because the EXCELerate program began in Spring 2011, there are no comparable data for EXCELerate students for the requested terms. However, tables showing the comparable statistics for concurrent students attending one of TCC’s four campuses during the requested terms are presented in an appendix to this document.
In addition to data for Fall 2009 and Spring 2010, statistics for Fall 2010 are included, since that was the last semester before the EXCELerate program began in Spring 2011.
Has offering College Readiness course been considered for juniors and seniors?
The College Readiness course was adapted from ENGL 1003 – Academic Strategies for delivery to Sophomore students at high school campuses. Since the College Readiness course did not meet the expectations of the high school partners it was discontinued and ENGL 1003 has been offered to juniors and seniors instead.
How does student performance differ between EXCELerate and concurrent students who began as juniors from those who began as seniors only?
As with the analyses discussed above, EXCELerate GPA was used to compare EXCELerate students who began the program as juniors and those who were seniors in their first EXCELerate semester. An independent-samples t-test revealed no significant difference on EXCELerate GPA between students who started as juniors (M = 3.15, SD = .99) and those who started as seniors (M = 3.02, SD = .98), t(859) = 1.51, p = .13.
What is the primary employment and level of previous college and/or high school teaching experience of each faculty member?
We were only asked to submit credentials for qualified high school instructors teaching the courses in the original correspondence, therefore we did not collect this data. All faculty assigned to teach at
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high school sites were approved by Associate Deans or Faculty Liaisons prior to assignment at high school sites.
How does student performance differ between students who exceeded the 19 semester-credit-hour workload and those who did not?
Inconclusive due to varying definitions of “extracurricular elective courses” (see exception #3 table, findings and implications section for further details).
How was student success impacted by the transitional math course? See appendix N for a full report of the CALC project.
Since student attitude and student perception of ability were cited, what a non-cognitive assessments would address these?
The Comprehensive Research Initiative (reference p. 14) will collect student attitude and perceptions to be shared with all stakeholders after analysis in Spring 2014.
Can course retention rates and courses grades be added to tables for non-concurrent students? This information is noted in footnote of Appendix C.
The statistic referenced in Appendix C is based on a regular report produced by TCC’s Office of Planning and Institutional Research (P&IR) titled, “TCC Course Enrollment and Grade Report.” This report is completed each semester and provides enrollments and grade distributions for every course offered at the College during the respective semester.
Because these reports are very long (the referenced statistic was calculated from the 95-page report for Spring 2012), they are not included in this response. However, interested readers can find these reports for every semester from Spring 2007 through Spring 2013 at the following link on P&IR’s website: http://pir.tulsacc.edu/content/course-enrollment-and-grade-reports.
What is the number of credits earned by EXCELerate and concurrent students prior to high school graduation? The 990 EXCELerate students who participated in the program during Spring 2011, Fall 2011, Spring 2012, and Fall 2012 earned a total of 4,746 college credit hours through their TCC courses in those four semesters.
What is the current status of NACEP accreditation?
TCC is currently an active NACEP member and Rick Roach, Dean of High School Relations at TCC is co- presenting The EXCELerate Project: Increasing Access by Removing Barriers at the 2013 annual conference. We have recently been able to assign two qualified high school instructors to teach courses at TPS East Central High School which is one of the criterion for NACEP accreditation consideration since they define concurrent enrollment as “college-credit bearing courses taught by college-approved high school teachers”.
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Are tuition waivers “made available by the Attend College Early (ACE)” (see page 14) or the Achieving Classroom Excellence legislation?
Yes, Attend College Early (ACE).
What is the impact of the unintended consequences of this pilot, such as alignment of standards or curricula? The pilot fostered relationships necessary to develop a “One Agenda” conference scheduled for November 21, 2013 to collaboratively address aligning college-readiness and college completion initiatives. College and university presidents, school district superintendents, secondary and postsecondary faculty, counselors and advisors will attend a presentation and facilitated sessions to brainstorm ideas about aligning secondary to post-secondary curriculum and student support.
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