Fall 2009 Public College Enrollment and Developmental Course
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Fall 2009 Public College Enrollment and Developmental Course Enrollment Rates High School Graduates in 2009 Enrolling as First‐Time College Students at an Ohio Public College or University in Summer or Fall 2009 Results by High School of Graduation Prepared by August 2011 Fall 2009 Public College Enrollment and Developmental Course Enrollment Rates, 2008‐09 Ohio High School Graduates Summary College entry and preparation among recent high school graduates preparation in high school and improving outcomes for students are key factors influencing the number of Ohioans who earn who begin college with developmental course needs. The “Ohio degrees and certificates. In fall 2009, 52,782 recent Ohio high school Core” legislation requires that college preparatory courses become graduates enrolled in Ohio public colleges and universities as first‐ the default curriculum for graduates of Ohio’s public high schools, time freshmen. Seventy two percent of these freshmen enrolled in beginning with the 2013‐2014 graduating seniors. In addition, the public university main or regional campuses and 28% enrolled in funding formulas for public higher education institutions have been public community colleges. The percentage of students that redesigned to reward colleges for increasing student success, with continue their studies after high school is a positive development, increased payments made for successful outcomes for students but a large proportion of them are not prepared for college‐level with preparation needs. work in either mathematics or English. Forty one percent of these college freshmen enrolled in at least one developmental course in In addition to reporting data for the state as a whole, this report their first year of college. Thirty four percent enrolled in presents participation and preparation outcomes for graduates of developmental math courses and 19% enrolled in developmental each of Ohio’s high schools. Those who are involved in K‐12 English courses. improvement efforts at the local level have found this detailed high school to college transition information useful in raising awareness Students’ initial preparation for college level work is a critical factor of preparation needs and outcomes. in success rates. For example, among full‐time bachelor’s degree Proper interpretation and use of this data requires an seeking students at Ohio’s public universities, 34% of those who understanding of its sources and limitations. First, the Ohio Board of took developmental coursework in their first year earned a Regents maintains student‐level enrollment and course enrollment bachelor’s degree within six years, compared to a graduation rate of data only on those students who attend public colleges and 69% for students who did not take developmental courses. universities in Ohio. Detailed college enrollment and developmental Strategies for improving college success rates include both reducing course enrollment data are not available for students who attend the need for developmental course taking through better private or out‐of‐state institution Secondly, developmental course enrollment, while not exact, is a enrollment rates presented in this report. It should also be noted useful indicator of the college preparation levels of freshmen. that developmental course placement policies vary across colleges, Students who need developmental coursework but do not take any so the mix of students attending each institution will have some in their first year are not included in the developmental course impact on the reported developmental course enrollment rates. DATA DEFINITIONS AND SOURCE NOTES 1. Number of Graduates from Public High Schools we are reporting on the shares of public college freshmen who enrolled at university main and regional campus or community Ohio Department of Education (ODE) Data Warehouse Reports: colleges. This is a distribution of students across the sectors, so Graduate Count (Building) the percentages will always add up to 100%. URL: http://ilrc.ode.state.oh.us/PublicDW/asp/Main.aspx?serv er=mstris2&project=ILRC&evt=3002&uid=guest&pwd=&persist‐ 5. Percent of Entering Students Taking Developmental mode="8" Coursework a. Definition of Developmental Courses 2. Number of Entering First‐Time Students at Ohio Public Developmental courses reported here include Colleges courses in mathematics and English whose purpose Students enrolled in college in the fall 2009 term immediately is to prepare students to take college level courses following high school graduation in those subjects. Developmental courses do not Includes students who first enrolled in the summer 2009 and contribute towards certificate, associate degree, or continued in fall 2009 bachelor’s degree graduation requirements. 3. High School Determination b. Time Period for Tracking Developmental Course Based on ACT high school code as reported by public higher Enrollment education institutions For the purpose of this report, only developmental courses in the terms of the first year of college 4. Higher Education Sector of Enrollment enrollment (summer 2009, fall 2009, winter 2010, University enrollment includes both university main and and spring 2010) are included in the developmental regional campuses course enrollment rates. Community college enrollment includes all 23 public community colleges, state community colleges, and technical colleges 6. Source of Higher Education Data Student and course level data as reported by public higher Note: In previous versions of this report, we included a education institutions to the Ohio Board of Regents through ‘Participation’ rate calculated as the number of students who the Higher Education Information (HEI) system. enroll in an Ohio public college divided by the number of high school graduates. We have discontinued reporting this rate because 1) it does not capture participation in private and out‐ of‐state college and 2) we do not have graduate count data for Ohio private high schools. Instead, beginning with this report __________________________________________________________________________________________________________________________________________________________________________ High School to College Transition, Falll 2009 Fall 2009 Public College Enrollment and Developmental Course Enrollment Rates High School Graduates in 2009 Enrolling as First-Time College Students at an Ohio Public College or University in Summer or Fall 2009 Results by High School of Graduation Note: For confidentiality purposes, results are omitted in cases where the value of the denominator is less than 6. Number of % of Entering Number Entering Students % of Entering of First‐Time Enrolling in a Students % of Entering % of Entering % of Entering % of Entering Public Students at Public University Enrolling in a Students Taking Students Taking Students Taking Students Taking High School Ohio Public or University Community Developmental Developmental Developmental Developmental County / High School (IRN Code) Graduates Colleges Regional Campus College Math or English Math English Math and English Statewide Results 120,009 52,782 72% 28% 41% 34% 19% 13% ADAMS MANCHESTER HIGH HIGH (000450) 60 15 80% 20% 60% 40% 40% 20% NORTH ADAMS HIGH (033944) 64 32 38% 63% 38% 25% 19% 6% PEEBLES HS HIGH (029538) 71 24 58% 42% 25% 13% 13% 0% WEST UNION HS HIGH (038893) 63 34 71% 29% 21% 12% 18% 9% ALLEN ALLEN EAST HIGH (000364) 94 30 60% 40% 43% 43% 10% 10% BATH HIGH (001750) 139 51 61% 39% 45% 41% 20% 16% BLUFFTON HIGH (003038) 91 26 65% 35% 27% 15% 15% 4% ELIDA HIGH (010199) 186 64 55% 45% 38% 33% 16% 11% JEFFERSON HIGH (018184) 73 24 75% 25% 54% 50% 21% 17% LIMA CENTRAL CATHOLIC HIGH (053165) ‐ 37 86% 14% 24% 24% 3% 3% LIMA HIGH 1 219 61 66% 34% 70% 62% 31% 23% PERRY HIGH (029694) 51 9 44% 56% 56% 56% 22% 22% SHAWNEE HIGH (034272) 223 92 82% 18% 21% 18% 11% 9% SPENCERVILLE HIGH (035345) 80 29 72% 28% 28% 21% 10% 3% ST JOHN HIGH (053645) ‐ 39 77% 23% 51% 49% 13% 10% WEST CENTRAL LEARNING ACADEMY II (151175) 15 2 100% 0% ‐‐‐‐ ASHLAND ASHLAND HIGH (001081) 264 73 75% 25% 23% 21% 8% 5% HILLSDALE HIGH (016352) 83 21 57% 43% 24% 24% 24% 24% LOUDONVILLE HIGH (021519) 89 22 91% 9% 50% 36% 23% 9% MAPLETON HIGH (022640) 81 26 65% 35% 31% 19% 19% 8% ASHTABULA CONNEAUT HIGH (007211) 154 23 83% 17% 61% 52% 17% 9% EDGEWOOD HIGH (009936) 169 58 88% 12% 60% 55% 10% 5% GENEVA HIGH (013219) 238 82 55% 45% 71% 62% 16% 7% GRAND RIVER ACADEMY HIGH (062463) ‐ 5 40% 60% ‐‐‐‐ GRAND VALLEY HIGH (014092) 104 27 85% 15% 59% 52% 26% 19% JEFFERSON AREA HIGH (017905) 132 45 87% 13% 42% 42% 9% 9% LAKESIDE HIGH (001123) 225 55 93% 7% 67% 60% 22% 15% PYMATUNING VALLEY HIGH (030932) 96 21 90% 10% 67% 67% 14% 14% Ohio Board of Regents 1 August 2011 __________________________________________________________________________________________________________________________________________________________________________ High School to College Transition, Falll 2009 Note: For confidentiality purposes, results are omitted in cases where the value of the denominator is less than 6. Number of % of Entering Number Entering Students % of Entering of First‐Time Enrolling in a Students % of Entering % of Entering % of Entering % of Entering Public Students at Public University Enrolling in a Students Taking Students Taking Students Taking Students Taking High School Ohio Public or University Community Developmental Developmental Developmental Developmental County / High School (IRN Code) Graduates Colleges Regional Campus College Math or English Math English Math and English STS JOHN