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Using Grades in  a Subsequent Course to Evaluate the Effectiveness of a Developmental Education Class
 
Presented by:
Dr. Stanley I. Adelman
Amarillo College
adelman-si@actx.edu

TAIR Conference, February 2002
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<= /span>
Ou= tline
I.What unit of measure should be used?
II.
II.What standards of comparison should be used?&#= 13;
III.
III.What types of comparisons are appropriate? = ;
<= span style=3D'font-family:Arial'>A.Term grade comparisons to previous years
<= span style=3D'font-family:Arial'>B.Student success in subsequent courses
= C.Longitudinal student performance by starting level
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I. What Unit of Measure Should Be Used?
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Un= it of Measure 1: GPA
=
Advantages
<= span style=3D'font-family:Arial;font-size:133%'>•Widely Used – academic standing, honors lists, etc
<= span style=3D'font-family:Arial;font-size:133%'>•Easily Understood
•Available on most administrative systems or <= /span>easily calculated
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Un= it of Measure 2: GPA
=
Disadvantages
•Not an interval unit of measure (long jump analogy)
•Not normally distributed (Do the grades at your institution reflect a norm= al curve?)
•“Average of averages” problem (Do you compare unweighted GPA means?)&= #13;
•Ignores significant amount of data (Does your institution award grades of W?)
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Unit of Measure 3:
Success Rate<= /span>
Definition: Proportion of grades ending in A – C for all students enrolled on ce= nsus day
Advantages
•Uses all the data
•Forces use of non-parametric statistics
•In developmental education, these grades typically <= /span>= allow a student to progress to = the next level
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Unit of Measure 4:
Success Rate
=
Disadvantages
<= span style=3D'font-family:Arial;font-size:133%'>•Not widely used – you’ll have to explain the measure
•Entrenched resistance – “But we’ve always used GPA’s”
•Not typically available on most administrative systems – you’ll have to calculate it =
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II. What Performance St= andard Should be Used?
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Pe= rformance Standard 1
Why use performance standards?
•Any unit of measure is just a number
•In isolation a single number is meaningless
•A number must be compared to another number to have meaning =
•A performance standard puts measurement results in perspective
•A performance standard allows measurement results to <= span style=3D'position:absolute;top:80.5%;left:7.49%;width:89.32%;height:5.25%'= >determine success or failure
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Pe= rformance Standard 2
•Should be:
•Context sensitive
•Reasonable
•Reviewed periodically
•
•There will be exceptions!
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III. What types of comparison are appropriate?
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Comparison of course pass rates
Standard of Performance:
 &nbs= p;  General education pass rate (~65%)
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• 02 Feb 02        = ;         Division\MathPerf.SPS:        = ;         Page     1
•        = ;            Beginning Math Course Success Ratios
•  Spring        = ;            &n= bsp; By Course & Year
•
•        = ;      #    Total&#= 13;
•COURSE      Stdts  A - C  - A -  - B -  - C -  - D -  - F -  - Au-  - W -
•_________  ______  _____  _____  _____  _____  _____  _____  _____  _____
•
•MATH 0301
•  1996        132     70     28     30     12      4     2= 1      1     36 <= /div>
•        = ;           53.0%  21.2%  22.7%  9.09%  3.03%  15.9%   .76%  27.3%
•
•  1997        147     78     32     27     19      6     3= 2      2     29 <= /div>
•        = ;           53.1%  21.8%  18.4%  12.9%  4.08%  21.8%  1.36%  19.7%
•
•  1998        114     56     21     19     16      4     2= 4      1     29 <= /div>
•        = ;           49.1%  18.4%  16.7%  14.0%  3.51%  21.1%   .88%  25.4%
•
•  1999        273    163     86     51     26     14     31      2     63 <= /div>
•        = ;           59.7%  31.5%  18.7%  9.52%  5.13%  11.4%   .73%  23.1%
•
•  2000        311    174     94     46     34     10     61      3     63 <= /div>
•        = ;           55.9%  30.2%  14.8%  10.9%  3.22%  19.6%   .96%  20.3%
•
•  2001        316    187     93     61     33      9     62      1     57 <= /div>
•        = ;           59.2%  29.4%  19.3%  10.4%  2.85%  19.6%   .32%  18.0%
•
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 02 Feb 02        = ;         Division\MathPerf.SPS:  =             &nb= sp;  Page     2
        = ;            Beginning Math Course Success Ratios
  Spring        = ;            &n= bsp; By Course & Year
        = ;      #    Total&#= 13;
COURSE      Stdts  A - C  - A -  - B -  - C -  - D -  - F -  - Au-  - W -
_________  ______  _____  _____  _____  _____  _____  _____  _____  _____
MATH 0302
  1996        490    205     82     76     47     31     90      9    155
        = ;           41.8%  16.7%  15.5%  9.59%  6.33%  18.4%  1.84%  31.6%
  1997        571    239     72     82     85     34    116      7    175
        = ;           41.9%  12.6%  14.4%  14.9%  5.95%  20.3%  1.23%  30.6%
  1998        552    227     62    100     65     49     98      6    172
        = ;           41.1%  11.2%  18.1%  11.8%  8.88%  17.8%  1.09%  31.2%
  1999        601    250     77     95     78     58    108      1    184
        = ;           41.6%  12.8%  15.8%  13.0%  9.65%  18.0%   .17%  30.6%
  2000        612    328    134    107     87     38    115      2    129
        = ;           53.6%  21.9%  17.5%  14.2%  6.21%  18.8%   .33%  21.1%
  2001        538    287     86    106     95     35    110      1    105
        = ;           53.3%  16.0%  19.7%  17.7%  6.51%  20.4%   .19%  19.5%
<= /div>
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 15 Jan 02        = ;         Division\MathPerf.SPS:  =             &nb= sp;  Page     3
        = ;            Beginning Math Course Success Ratios
  Spring        = ;            &n= bsp; By Course & Year <