Student Services Program Review Worksheet

Sacramento City College Student Services Program Review Worksheet

Program Name: Assessment/Matriculation

Section I Workflow & Functional Analysis

Part A: DATA

1. Mission or purpose of program:

The Assessment Center staff is dedicated to providing fair, accurate and valid test and inventories to current and prospective Sacramento City College students that will give direction to their choice of classes, majors and careers.

2. Staffing: List each staff position and their duties within the program:

Position Title (Example: Job Responsibilities (Example: Administers & scores Assessment SPA) assessment instruments, maintains Assessment Center data) Assessment Coordinator  Coordinate day-to-day Assessment operations  Coordinate staffing and scheduling  Supervise student assistants, including hiring, records, training and evaluation  Train staff in operation procedures/revise as needed  Assist students, faculty, and staff as needed; refer students to appropriate staff or departments as needed.  Maintain computer and lab operations  Organize and maintain files and databases  Facilitate Assessment Center information distribution  Assist dean with Assessment budget  Keep informed about developments in assessment  Act as liaison to faculty, counseling, and staff when necessary  Insure that Assessment Center is operating according to Matriculation guidelines and according to American Psychological Association Standards  Assist with validation studies and other research in conjunction with the research department, counselors, and instructional divisions  Assist with program review, planning, and preparation for site visits  Participate in pilot studies as requested  Facilitate coordination of the Senior Assessment for College program and assessment services for off campus sites.  Answer student questions about assessment instruments, results, prerequisites and class selection, resolve problems with testing and referring students to counseling, and support services as appropriate.  Resolve assessment questions and issues with students, staff, and faculty as they are referred  Interact with counselors and faculty to update them on assessment policy and instruments.  Interact with public to clarify and promote assessment services: high school contacts, test publishers, stat and district officials, and special programs.  Conduct and interpret research in conjunction with the research department and the faculty: select and evaluate tests, facilitate test validation studies, participate in pilot studies, maintain and review current test publications, keep informed about developments in assessment.  Participate on state-wide, district, and SCC committees. Assessment SPAs (2) Under the general supervision of the assigned administrator and in coordination with the Assessment Center Coordinator, administers and scores diagnostic, placement, and career assessment instruments; and maintains data for the Assessment Center. Provides students with assessment information and directs them to appropriate campus services; trains classified staff; and maintains the Assessment Center procedural manual; and maintains confidentiality of information and materials. Operates computerized assessment systems; develops procedures to be used in the Assessment Center; scores tests using computer scoring system; administers placement tests, specialized tests, vocational interest inventories, and aptitude tests; facilitates in-service training activities on test administration, and proctors exams. Conducts assessment orientation sessions; and coordinates and monitors assessment operation in the testing room. Accesses local and District computer files to transmit data, and assembles data for institutional research projects; and maintains a library of assessment instruments, materials and catalogs. Oversees the operation of the Center in absence of the assigned administrators; oversees student aides; works closely with advisory groups in reviewing and recommending the purchase of appropriate assessment instruments; and performs other duties as assigned. Temp Classified Clerk Administer and process computerized and paper/pencil tests and inventories. Scan data and prepare student reports. Process career inventory reports. Prepare data for department reports and produce monthly calendars. Monitor the operation of office equipment. Delegate tasks to Student assistants. Assist students, faculty, staff and administrators.

3. Workflow: Describe (each step) how a work assignment flows through the program on campus and at off-campus sites, to include a typical procedure for providing services to a student. Use flow charts, if necessary, to describe the workflow. Consider questions such as: what initiates services; what preparation is involved; what services do students receive and how; how are services provided to off-campus sites; who is eligible for services and how is that determined; how are services tracked; and is there follow-up to initial services?

Assessment Center products are tests and inventories administered to students and reports of their results. We provide services in a variety of locations.

Steps Descriptions 1 Student comes to the testing lab and asks to take a test(s) on the computer, English, ESL (LOEP), Math, Math Competency, Reading Competency, Ability to Benefit (ATB), Myers Briggs, Strong Interest and Study Behavior Inventories. 2 Student fills out check in slip. Staff checks student Photo ID and checks computer database for prior tests. Student may take each computerized test one time. Repeat testing is upon referral of an SCC Counselor 3 Staff member prepares a computer by selecting the tests the student wishes to take, gives instruction sheet, (see document review) scratch paper and pencil. 4 New students are administered an online teaching “quiz” to help them understand the matriculation process and assessment. 5 Student enters demographic information as background questions before actual test questions are presented. Some of these are used for multiple measures weighting. Student takes the tests. 6 When tests are completed, a computerized procedure combines scaled scores and multiple measures into database and produces a Counseling Report 7 Students are given the Counseling Report immediately. It contains recommended placements based on test scaled scores and multiple measures. A second copy is mailed to the student’s home. 8 Students whose English score is below 96 are referred to the English Department for an essay test 9 For Workflow analysis for paper/pencil tests, please see Attachment A.; for Assessment Center Office, see Attachment B; for High School outreach, Senior Assessment for College (SAC), seeAttachment C; for SCC outreach centers, see Attachment D.

4. Funding: List all funding sources and amounts. What are these funds used for?

Budget Source Amount Spending Category Gen Fund 18,000 Student Help Gen Fund 13,000 Temp Classified Salary Gen Fund 8,950 Supplies/Tests Gen Fund 2,800 Software Licensees Gen Fund 1,055 Maintenance TOTAL 43,813

Part B: ANALYSIS & ACTION

1. Strengths of Workflow & Functional Analysis:  Computerized walk-in testing in the lab offers flexible for students to test  Counseling Report of results available immediately so that students, do not have to return on a second day for their results  Internet Administration allows for test presentation at outreach centers, high schools, and remote location without loading software or necessitating a server  Results immediately added into database for easy access when compiling data for reports  The location of the testing lab next to the Assessment Center, separated by a windowed wall, is convenient for staff and students who may need quick access to both locations  Paper and pencil back up assessment testing is available and scored immediately so that students receive their results the same day

2. Weakness of Workflow & Functional Analysis:  Testing lab can be noisy during busy times, due to check-in procedure, instructions to individual students, printing reports, students asking questions upon receiving reports  Internet testing sometimes interrupted. Students must wait to continue with tests  Inconsistent training for test administration among Outreach Center personnel  Too many “math undetermined” placements for SAC students  Due to the implementation of the English Essay, English assessment results is delayed for up to four days after test is taken

3. Goals and Actions: Please describe method(s) for improvement implementation. These method(s) should be consistent with unit plan goals.

Goal 1: Action Linkage to Other Year End Status & Plans Accomplishments 1a. Increase the number of computer SCC Themes #2 & Done stations by eight for a total of 27 #3 AB378212(b) (3) stations to alleviate wait-lists (A), SCC Matric Plan 3.4 1b. Incorporate all the databases that hold Improve research Done test results into a universal database and capability for have it available on Computer #21 in Matric. Validation SS 122. Each student would be checked for PFE for prior testing. This would not accountability necessarily facilitate check-in but might eliminate much repeat testing. Universal database would expedite finding test results when students request duplicates in SS121 Goal 2: Action Linkage to Other Year End Status & Plans Accomplishments 2a. SCC Counselors have access to test SCC College Done results on the computers in their offices Themes #2 & #3 reducing the need for counselees to come to Assessment for duplicates 2b. Streamline the process for retrieval of PFE goals 1,2,3 Done results at outreach centers by allowing access results on Outreach Counselors office computer Goal 3: 3a. Consult with high school personnel PFE goals to Being Done about implementing computerized increase numbers of testing on their campuses students tested.

4. Resource Requests: Anticipated implications (budget item, facilities, staff, coordination) Department Budget Request Budget Operating Instruction Computers Equipment Furniture New Marketing Remodel Faculty Staff Hires Student Temp Hires Request Budget Increase Program Materials Space Hires Hires Increase Startup Section II Accountability

Part A: DATA 1. Efficiency: How many students received services this year? (Attach data) Helpful Hints: Show the number and variety of services you provided, show the hours and convenience of services as well. These are also your key performance indicators that you will use for your unit plan.

(See attachment E)

2. Student Equity: Which students were served in terms of ethnicity, age, gender, disability or any characteristic relevant to this program’s services? (Attach data)

For this analysis, Assessment data is compared to SCC enrollment data for Fall 2003 (SCC Fact Book). Figures are percents. (See attachment F)

3. Effectiveness: How did the services affect student outcomes? (Attach data) Helpful Hints: There are a variety of ways you can show that your services contributed to positive student outcomes. Examine ways to show that students who participated in the unit’s services: registered for college; enrolled in classes; were placed successfully; established an educational plan; followed through to referred services; stayed in school their first semester; succeeded in their courses.

We believe that if students begin college with classes that are appropriate for their skill level, they are more likely to be successful and to be motivated by their accomplishments to persist and obtain degrees and certificates. Any increases in enrollment, persistence and completion can be, in some part, attributed to accurate initial Assessment. This year, we participated in consequential validity research for our English, Math and ESL. Results are pending. Reading is scheduled for Fall of 2005.

Part B: ANALYSIS AND ACTION

1. Strengths of Accountability:  With increased hours of operation, more tests were given  Implementation ACCUPLACER online reduced the per/test cost of basic skills tests  Career inventories are presented online, reducing our cost and expediting results  Greater convenience to student testing online at outreach centers  Assessment services by ethnicity reflect the overall student population at SCC  Assessment is reaching the high school population through the SAC program

2. Weakness of Accountability:  No research on the effectiveness of the SAC program  Assessment staff not trained to use statistical software and must rely on SCC Research Department for analysis of data.  Separation of English essay scores from the Assessment Center causes some delays/confusion at times

3. Please describe method(s) for improvement implementation. These method(s) should be consistent with unit plan goals. Goal 1: Action Linkage to Other Year End Status & Plans Accomplishments 1a. Work with SCC Research to collect and Goal has changed to analyze data prior to redesigning the evaluating the SAC program effectiveness and convenience of SAC through surveys of high school students and staff. Goal 2: Action Linkage to Other Year End Status & Plans Accomplishments 2a. Assessment Staff to work with College Improve research Done Board Tech support, CAPP Associates, capability for Matric SCC Computer Services to consolidate Validation and for data bases PFE Accountability 2b. Prepare test data in a single format in Done preparation for People Soft system

4. Resource Requests: Anticipated implications (budget item, facilities, staff, coordination) Budget Operating Computers Equipment Furniture New Marketing Remodel Staff Hires Student Temp Hires Request Budget Program Materials Space Hires Increase Startup Tests and 30,000 Inventories Classified 10,000 Help Work Place 14,000 Readiness Assessment Section III Communications & Relations

Part A: DATA

1. Student Satisfaction: What student input/feedback do you have regarding services? Helpful Hint: This does not have to be a scientific project. Consider asking students how they like the service during specific days of the semester. Put questionnaires or a suggestion box in your area. Follow up with students with a phone call and ask what was helpful or what was a barrier for them.

A new online orientation to assessment was added to help new student’s understand the process and the benefit of assessment. Of the 1,172 students who completed the orientation, 1,019 (87%) reported finding it helpful.

2. What faculty and staff input/feedback do you have regarding services? (Attach data) Helpful Hint: This does not have to be a comprehensive campus survey. Contact the people you work with and ask them how your unit is doing. Record their comments. Get information and feedback that is meaningful to your unit.

We did not directly survey faculty or staff but anecdotal evidence is positive.

3. How are the services communicated to students, potential students, and the campus? Example: The Early Assistance Program contacts instructors by e-mail, voicemail and letters. Students are contacted by mail or phone. There is a Los Rios online site under construction.

 Quarterly schedules are available for students to pick up in the Assessment Center  Quarterly schedules are sent by email to departments who request them  Quarterly schedule is sent to agencies in the community that request them  Weekly schedule is on an automated phone message  Quarterly schedule and practice tests are linked to the SCC Web page  Assessment information is on two bulletin boards on campus  Assessment information is in college publications, catalogue, schedule, Student Guide, Matric Matters  Referrals from Counseling and other campus and District departments  Word of mouth in the community

4. What are the documents, letters, and reports produced by the unit? (Please attach)  Counseling Report of test results with recommended placements  Information sheets for taking tests and inventories  Study Guides  Counselor referral form for repeat testing  Counselor referral forms for taking career inventories  SAC letters to high school seniors  Quarterly calendar  Request for Archived Assessment Results  Report forms for Ability to Benefit Tests

Part B: ANALYSIS AND ACTION

1. Strengths of Communications & Relations:  Student perceptions of the Assessment Center and Testing Lab are positive  Most recent studies available show students find our tests to be accurate measures of their skills  The Assessment calendar is widely distributed  Study Guide(s) have been updated to be more relevant to testing at SCC  Information sheets that students read before taking tests and inventories have been revised  Assessment calendar and practice tests are available over the Internet on the SCC web page  Students are referred to Assessment from many departments and divisions on campus 2. Weaknesses of Communications & Relations:  Student results not yet available through e-services  Assessment brochure not yet revised  Counseling Report not easily understood  Important Assessment Literature not available in other languages  Due to the implementation of the English Essay, English assessment results is delayed for up to four days after test is taken

3. Please describe method(s) for improvement implementation. These method(s) should be consistent with unit plan goals.

Goal 1: Action Linkage to Other Year End Status & Plans Accomplishments 1a. Assessment staff will work with ARC ARC software was Assessment to adapt their software to found to be our system incompatible with SCC process of Assessment 1b. Investigate PeopleSoft system Assessment results capabilities and prerequisite blocking on not on the current agenda for PeopleSoft task force. Goal 2: Action Linkage to Other Year End Status & Plans Accomplishments 2a. Use email for monthly update Done 2b. Attend Counselor meetings The center no longer has a counselor. 2c. Conduct faculty/staff survey and Added to this year’s continue student survey in preparation unit plan. for Assessment Self-study for the Matriculation site visit

Part A: DATA

1. What computer equipment and office machinery is used in this program? Gateway Computers: Lab 23 G “E” Series 5 Gateway “e” Series 1 Gateway E4200 Office 5 E4200 Series 1 G “E” Series HP Printers: LaserJet 4100N; LaserJet 4M Plus; LaserJet 5M; HP Color 3700dn Fax machine: HP Office Jet NCS Scanners: OpScan 4U; OpScan 5 Copy machine: Cannon Image Runner 3300 ADA : Two of the E 4200s have oversize screens and track balls Scanner: HP Scanjet ADF

2. What software programs are used for daily operations of the program? Productivity software: Windows 2000; Office Suite; Explorer; Adobe Golive; Adobe Acrobat; Adobe Acrobat Reader; Placement software: Accuplacer; CAPP ASAP; CAPP CTA, CAPP LOOK ADA: Zoom Text on two ADA lab stations

3. What is the level of training for the staff and how is the staff trained? Coordinator has excellent training and is two courses from an AS Degree in CIS Both SPAs have excellent training in many software applications and networks Student Assistants have various levels training

4. How does the equipment and software interface with other campus systems? Connected to administrative and instructional networks and the Internet Common software available Common operation systems used Matriculation share drive available PeopleSoft Advisor and Crystal Report access

5. What online or distance services does the program provide? Off-campus online testing available Online assessment available at outreach centers Out of state “distance” testing is available through the website Part B: ANALYSIS AND ACTION

1. Strengths of Technological Resources:  Computerized testing is fast and efficient

 Immediate test results and reports for students  Data is being sent to a centralized database  Online testing for recommended placement can be taken off campus  Online administration of Myers Briggs and Strong Interest Inventory

2. Weaknesses of Technological Resources: Lab: Internet is not 100% reliable Outreach networks are very slow Data: Assessment data is not being directly imported in People Soft Process of entering English Essay scores is cumbersome

3. Please describe method(s) for improvement implementation. These method(s) should be consistent with unit plan goals.

Goal 1: Action Linkage to Other Year End Status & Plans Accomplishments 1a. Replace copier with more efficient desk A new copiers has top model been purchased 1b. Prepare computers to be compatible We are ready with People Soft 1c. Replace monitors in lab and Done Assessment Center with flat screen monitors, to reduce flicker and save space Goal 2: Action Linkage to Other Year End Status & Plans Accomplishments 2a. Staff members to improve their The District has knowledge of computer systems and discontinued training software by continuing to take training program offered by the District and classes at SCC when appropriate for their work schedules.

4. Resource Requests: Anticipated implications (budget item, facilities, staff, coordination) Department Budget Request Budget Operating Instruction Computers Equipment Furniture New Marketing Remodel Faculty Staff Hires Student Request Budget Increase Program Materials Space Hires Hires Increase Startup Section V Focus for the Future

3 – YEAR PLAN

(See attachment G)

Long Range Plans 20005-06 2006-07 2007-08 1. Provide assessment for aptitude, interests, X X X skills, and ATB 2. Increase enrollment X 3. Maintain accurate MIS data X X X 4. Assess Student Learning Outcomes X X 5. Provide valid, reliable and fair assessment information 6. Publicize and clarify the process of assessment X X X for students, staff and the general public ATTACHMENT A

WORKFLOW FOR PAPER/PENCIL TESTING

1. Paper/pencil tests are math competency for graduation and ESL Essay are offered at particular times. 2. Student comes to the Assessment Lab at the scheduled time. Student fills out the scantron by writing his/her name and Los Rios Student ID number. Staff member checks the student’s picture ID. Staff member checks the computerized database for prior testing. For the math competency for graduation tests retest must be alternate form. Staff member directs the student where to sit. 3. Student completes paper/pencil test on a scantron form by bubbling answers with #2 pencil. 4. Students receive a copy of math grad results, Counseling Report, after completion of the test right away. 5. Math competency for graduation test may be taken no more than four times in any two- year period and no more than twice in a semester or once during the summer session. 6. Completed ESL Essays are placed in a carrying case along with the ESL prompt, and are set a side on a table in the Assessment Center. An ESL Instructor picks them up to be scored by a team of trained ESL readers/instructors. Essays are returned to the Assessment Center within eight hours. They are filed in the Testing Lab so they are available when a student comes to take the computerized LOEP Test. 7. ESL students return to the testing lab to take the LOEP Tests, usually two or three working days after completion of the ESL Essay. When finished LOEP Tests, assessment staff enters the Essay rating onto the record of LOEP scores and multiple measures to yield a recommended placement that appears on the Counseling Report that is given to the student. ATTACHMENT B

WORKFLOW FOR ASSESSMENT CENTER OFFICE STUDENT SERVICES ROOM 121

1. Student comes to the Assessment Center Office to obtain a duplicate of records, receive career planning materials, or information bulletins on examinations such as CBEST, CHSPE, GMAT, MCAT, TOEFL, SAT etc. 2. Assessment Office has a computer designated for the students to look up their assessment results or obtain their Los Rios student ID number. This computer is located on the counter, near the entrance. 3. Assessment Center has also a main database computer where all data is collected and stored. Staff can also use this computer to locate information for the students who do not know their student ID numbers or have difficulties using the computer. Database includes test records that were done from 1994 until present. 4. Students who took tests at other Los Rios Colleges and who would like to use their results at SCC can request to have their results faxed to us. Staff member calls the college to request the results. 5. Students who have test results from colleges outside the District cannot use them on SCC campus. 6. Staff from the Disability Resource Center or Learning (dis)Abilities Department come to SS121 to get tests they will be giving to students who receive accommodations. Staff checks for prior tests to see which test form should be given. Staff logs tests into released in the Assessment Checkout book and then gives the test, answer sheets, and instructions to the disability staff person. 7. Archived data in binders from 1988 to 1993 used only for subpoena purposes. ATTACHMENT C

WORKFLOW FOR SENIOR ASSESSMENT FOR COLLEGE (SAC)

1. Set up a binder for SAC 2. In October, begin contacting each high school to establish pertinent dates and information for the SAC testing (See manual for further information.) 3. After all dates have been confirmed, send a confirmation letter to the contact person at each high school. 4. A month before the scheduled test date send a letter to each high school senior that has been written by the Assessment Center Coordinator, informing him/her that we will be testing on their campus and inviting him/her to participate. The letter describes the SAC program and lists the benefits of participation. 5. Create a running four-month calendar (January-April) with notations of what is scheduled for each day. 6. Order letterhead envelopes, “Getting In” brochures, scantron forms, Application for Admissions and pencils. 7. The high school will fax a roster of students to be tested one day prior to test date. 8. On the day of the exam, arrive at the high school 15 minutes prior to student check-in. 9. Check-in students, pass out scantron form answer sheet, and distribute exams. Give “warm-up”, information about Matriculation and test instructions. 10. Administer tests. 11. Upon completion of the tests, collect test booklets, scantron answer sheets and scratch paper used for math calculations. 12. Bring materials back to the Assessment. 13. Scan answer sheets. 14. Prepare labels for the orientation office for mailing of the Counseling Report and other matriculation information to High School students. ATTACHMENT D

WORKFLOW FOR OUTREACH CENTERS

1. Online assessment testing is available to all students at all of our outreach centers. Tests are given either individually or in groups. 2. Testing Session for an Individual at the West Sacramento and Downtown Outreach Centers. a. Student makes arrangements with the outreach center staff to take the test. b. If it is an ESL student who needs to take the ESL Essay, an essay prompt is provided. Outreach staff phone SCC Assessment to ask for the prompt. Student name and prompt number are logged onto a form kept in the SCC files. c. Essay is returned to SCC Assessment by intercampus mail. d. Essay is forwarded to ESL Essay readers. e. Essay is returned and is filed in the SCC Assessment testing lab. f. Student takes computerized tests at the Outreach Center. g. When tests are completed, the Outreach Center staff calls for student’s essay score and manually downloads and prints a report for a student. h. Record is sent automatically to the main database computer.

2. Testing session for a group at the Davis Outreach Center a. Test dates are coordinated with Assessment Testing Coordinator b. Computer lab time is scheduled at the Davis Outreach Center by their staff c. Test dates are announced by Outreach Center staff and are placed on Assessment calendars d. Assessment Center SPAs travel to Outreach Center and proctor computerized testing at the appointed time and place. e. Students take computerized tests for English, math and ESL f. Representative from English department also available at the Outreach Center during this time to administer English Essays for those who scored 96 out of 120 on the English test. g. Students obtain their results for math and English immediately after the test if they are not advised to take an English or ESL essay. h. English and ESL department staff score Essays the next day and enter scores to the database. i. Counseling Reports are sent to Davis Outreach Center by intercampus mail for students who were referred to take the English Essay or ESL test on the day of the test. ATTACHMENT E

EFFICIENCY

Key Performance Indicators for Assessment Department 4/1/04 to 4/1/05 - Data from ASAP Tests Taken Tests Taken Change From Score Description 2003/2004 Retests Percent 2004/2005 Retests Percent Last Year Placement and Graduate Competency 20ESL Essay 741 47 6.34% 944 122 12.92% 27.40% 42Eng Essay 351 3215 87 2.71% 815.95% 21CPT Reading 7992 683 8.55% 7375 538 7.29% -7.72% 22CPT Sent Skills 7053 566 8.02% 6640 426 6.42% -5.86% 23CPT Arithmetic 5834 508 8.71% 5329 441 8.28% -8.66% 24CPT Algebra 4908 430 8.76% 4954 380 7.67% 0.94% 25CPT CLM 1965 246 12.52% 2034 194 9.54% 3.51% 26LOEP Reading 762 48 6.30% 925 60 6.49% 21.39% LOEP 28Language 762 48 6.30% 925 60 6.49% 21.39% Companion 31Reading 1345 5 0.37% 1100 14 1.27% -18.22% Companion 32Sent Skills 1324 5 0.38% 1089 13 1.19% -17.75% Companion 33Arithmetic 407 1 0.25% 262 6 2.29% -35.63% Companion 34Algebra 1099 1 0.09% 916 5 0.55% -16.65% 39/40 Celsa 26 0 0.00% 0 -100.00% 11/12 DTMS 76 28 36.84% 595 28 682.89%

Total Tests Given 34,645 3,967 11.45% 36,303 4.79% Total Students Tested 10,693 9761 -8.72% Career Interest Inventories Myers Briggs 829 620 -0.25 Strong Interest 831 560 -0.33 1,660 1,180 -0.29 Study Skills SBI 108 62 -42.59% Other ATB 215 116 -.046 % Celsa ATB 52 ATTACHMENT F

STUDENT EQUITY

Local Background Information Report For Sacramento City College. Local Background Information Report Of Site ID 4671. Local Background Information Report for Test Date Range From 04/01/2004 To 04/01/2005

AQ1 Count Percent First time for recommended placement 6829 61.35 % Retest for recommended placement 2385 21.42 % Graduation competency 557 5.00 % Other reason 1111 9.98 % ATB 250 2.25 % Total Respondents 11132 100.00 %

AQ2 Count Percent Yes (please inform the Examiner before you continue with the tests) 1131 10.16 % No 10001 89.84 % Total Respondents 11132 100.00 %

AQ3 Count Percent Yes 9053 81.32 % No 2079 18.68 % Total Respondents 11132 100.00 %

AQ4 Count Percent Yes 7516 67.52 % No 3616 32.48 % Total Respondents 11132 100.00 %

AQ5 Count Percent Third year or lower 2497 22.43 % Fourth year 3864 34.71 % College Prep senior English 2117 19.02 % Honors, A.P. or I.B. English 805 7.23 % I did not study English 312 2.80 % I studied English as a second language 1537 13.81 % Total Respondents 11132 100.00 %

AQ6 Count Percent I do not read in English 311 2.79 % Less than 1 hour per week 1637 14.71 % 1 to 2 hours 3682 33.08 % 3 to 5 hours 2897 26.02 % 6 hours or more 2605 23.40 % Total Respondents 11132 100.00 %

AQ7 Count Percent I did not complete a math course 725 6.51 % Basic Arithmetic or Pre-algebra 2121 19.05 % Elementary Algebra (Algebra 1) 2129 19.13 % Geometry 1678 15.07 % Intermediate Algebra (Algebra 2) 2726 24.49 % Trigonometry or Pre-calculus or Calculus or higher 1753 15.75 % Total Respondents 11132 100.00 %

AQ8 Count Percent I never took a math course 576 5.17 % Taking it now 1540 13.83 % Less than one year 2915 26.19 % 1 to 4 years 3884 34.89 % 5 years or more 2217 19.92 % Total Respondents 11132 100.00 %

AQ9 Count Percent 6 units or fewer 2836 25.48 % 7 to 11 units 2466 22.15 % 12 units or more (full time) 5830 52.37 % Total Respondents 11132 100.00 %

AQ10 Count Percent Less than an hour or not any 181 1.63 % 1 to 2 hours 2143 19.25 % 3 to 4 hours 5215 46.85 % 5 to 7 hours 2353 21.14 % 8 hours or more 1240 11.14 % Total Respondents 11132 100.00 %

AQ11 Count Percent No 10690 96.03 % Yes, from a university in the United States 156 1.40 % Yes, from a university in my native country other than the U.S. 286 2.57 % Total Respondents 11132 100.00 %

AQ12 Count Percent American Indian/Alaskan Native 150 1.35 % Asian 2143 19.25 % Black/African American 2142 19.24 % Filipino 318 2.86 % Mexican-American/Chicano/Latino or other Hispanic 1860 16.71 % Pacific Islander 256 2.30 % White/Caucasian 3068 27.56 % Other 788 7.08 % Omit 407 3.66 % Total Respondents 11132 100.00 %

AQ13 Count Percent Female 6454 57.98 % Male 4602 41.34 % Omit 76 0.68 % Total Respondents 11132 100.00 %

ATTACHMENT G FOCUS ON THE FUTURE ATTACHMENT G (page2) FOCUS ON THE FUTURE