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Education Final 09-15-11 -   2.2.a - Basic Skill Gains

 
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Education Final 09-15-11
1. Access and Enrollment
2. Student Accomplishment
3. Student and Economic Outcomes
Action Plan
  
 
 
2.2.a - Basic Skill Gains
Are adult literacy students increasing their achievement in basic skills and beyond?
 
 
 
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Data Notes
Data Source: SBCTC Data Warehouse
Measure Definition: Number of times adult literacy students make nationally recognized standardized test gains in math or English as measured by pre- and post-testing or by earning a GED
Target Rationale:
Link to Agency Strategic Plan: http://www.sbctc.ctc.edu/docs/sbctc_system_direction_final.pdf
Relevance:
Notes: (Optional) In the table, each momentum point category represents only students who reached that category as their highest level of achievement during the academic year (e.g. a new student earned 30 credits during their first year would be in the "1st 30 College Credits" category, but not also in the "1st 15 College Credits" category).  Total points represents all the points those students accumulated during the academic year, at any achievement level.
Also Available
Action Plan: Yes
Extended Analysis: No

 Drill Down Measures

 Summary Analysis

  • The graph and table show gains made by those students who took basic skills courses, regardless of their purpose in college.
  • Basic skills students come to college the furthest below college level readiness.
  • In 2009-10 57,368 students earned a total of nearly 115,000 achievement points, an additional 14 percent over the prior two year gains, as shown in the graph. 
  • The table shows gains made by Basic Skills students.  These students increased a modest 2 percent in 2009-10 in sharp contrast to substantial growth over (26 percent) over the prior two year period.  Thus, the 14 percent gain in overall points represents greater efficiencies and efforts to advance students further.
  • As in the previous year, basic skills students continue to increase their achievement well beyond basic skills.  This growth continues to primarily result from I-BEST programs that served 1,730 FTES in 2009-10 (a 52 percent increase over the previous year).  External evaluation shows that I-BEST students are 3 times more likely to earn college credits and 9 times more likely to earn college awards than other basic skills students.

Action Plan

  • Provide financial rewards to colleges each year for increasing the number of significant gains made by ABE students on their way to college readiness.
  • Continue to share practices that result in faster student progress by paying attention to data on student progress at the classroom level.
  • Identify ways to support basic skills mission as colleges  look closely at non-tuitionbearing basic skills in light of tight budgets.