Transcript Student Right-To-Know Presentation

Describing Course Prior to
Transfer Course Level
Patrick Perry
Vice Chancellor of Technology,
Research, & Info Systems
California Community Colleges
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What is “Course Prior to
Transfer Course Level”?
 It
is the course “level”, in terms of number of
levels below the transferrable level


How many levels below transfer level is this course?
It is used primarily for basic skills

but can be used for non-basic skills, degreeapplicable courses
It is used only for English, writing, ESL,
reading, or mathematics (TOP codes)
 Can be used for credit or noncredit courses

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MIS Data Element CB21
 CB21=Course
Prior to College Level
 Chancellor’s Office MIS system collects
all course info each term
 Courses are coded for identification
purposes

TOP code, credit status, transfer status,
units, basic skills status, SAM/voc code,
etc.
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MIS Data Element CB21
 Last
changed in 1994
Defined number of “codeable” levels at 5
(xfer + 4 below)
 Is used across
math/English/reading/writing/ESL
 Has little curricular definition of levels

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MIS Data Element CB21
 Is
used for a lot of accountability
reporting
Which in turn is used to justify investments
and expenditures in basic skills
 ARCC Technical Advisory Group: defines
metrics for mandated reports

 Is
necessary to show student progress
through basic skills curriculum

4…3…2…1…transferrable
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What CB21 is used for
 Basic
Skills Improvement Rate (ARCC)
Credit courses only
 Completed (A,B,C,CR) any math/Eng
basic skills course at 2 or more levels below
 Within 3 years, successfully completed a
higher level basic skills course of same
discipline

 Anywhere
Current
in the system
data range: 24%-62%, avg 49%.
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What CB21 is used for
 ESL
Improvement Rate (ARCC)
Credit ESL courses only
 Completed (A,B,C,CR) any ESL course at 2
or more levels below
 Within 3 years, successfully completed a
higher level ESL course

 Anywhere

in the system
Current data range: 0% to 81%, avg. 42%
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What CB21 is used for
 Proposed
Basic Skills Supplemental
Report: Basic Skills Progress Rate
Track freshmen forward 8 years that
attempted any basic skills course any time
 Report by the lowest level of
math/English/ESL ever attempted (>=4
levels below transferable level; 3, 2, 1 levels
below; CR, NC).

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Basic Skills Progress
 For
the aforementioned cohort:
Percent who completed any degreeapplicable or transfer level math/Eng/ESL
(in same curricular lineage)
 Percent that eventually earn a
degree/certificate, and/or
transfer/transfer prepared

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Percent of Assessed Students
Recommended for Placement
into levels of credit basic skills
math/English/ESL courses (as defined by CB
21) in a given year
 done by annual survey of colleges

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Coding CB21
 Normally
done at campus
 Saved in local ERP system (Datatel,
Banner, Peoplesoft, etc)
 Sent to System Office end of term by
local MIS
 Reports run thereafter (ARCC)
 Resubmission always allowed and
welcome
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Problems arise when…
 Miscoding
(wrong TOP, credit, basic skills
status)—humans and transference
 Recoding term to term without change in
actual curriculum (solved with unique_id#)
 Ambiguity of data element codes: College X’s
3 levels below math is different than College
Y’s 3 levels below math
 We need a rubric as to what these mean across
campuses for each discipline
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Establishing a Rubric
 Is
not standardization
 Does not drive curricular changes
 Is not common course numbering or
articulation
 IS
a mapping exercise designed to
maximize our ability to show student
progress AND your good work
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Rubric: Math
 Currently,
CB21:
A=prereq. for transfer math (Intermediate
Algebra)
 B=prereq./prep. for “A” (Algebra I/Elem.
Algebra)
 C=prereq./prep. For “A/B” (Arithmetic)
 Y=>3 levels below transfer level (N/A)

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Rubric: English
 Currently,
CB21:
A=prereq. for transfer Eng. Comp. (Subject
A)
 B=prereq./prep. for “A” (Not available)
 C=prereq./prep. For “A/B” (Not available)
 Y=>3 levels below transfer level (Not
available)

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Rubric: Writing, Reading, ESL
 Not
addressed at all
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Your Assignment…
 Is
to create a mapping rubric for each of
the disciplines that encompass
transfer/course prior to transfer levels
 Has uniform and understandable
curricular definitions (course or SLO)
for each level in each discipline
 Try to retain existing data element
(transfer + 4 other BS levels)
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Things to Consider
 If
you code every basic skills class at 4+
levels below, you will have few
improvements
 It
pays to have a full “progression
sequence” using as many levels as are
available to show differentiation
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Things to Consider
 However,
levels must mean the same
thing across campuses
Student movement does not preclude you
from getting credit for success elsewhere…
 …provided your neighbor is coding
properly and uniformly as well

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Things to Consider
 If
your “progression” has more than 4
steps:
Keep as many as you can, but some may
have to be coded at the same level
 You may have 7 levels of ESL, your
neighbor has 3

 If
we allowed everyone to code their own
number of levels, colleges would be
advantaged/disadvantaged based solely on
their curricular segmentation
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Things to Consider
 Don’t
forget to properly code your
transferrable courses as such…this is
also a valid and high-order outcome of
student progress
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What we are NOT Talking
About
 Basic
Skills Status coding, maximizing
$$$
 Degree-applicable status, what is
“college-level” or not
 Noncredit
 This is ONLY about creating a rubric
for levels below transfer in 5 disciplines
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Making Changes
 The
results of your work will provide new
clarity to this data element
 System Office/ASCCC will promote
workshops on the new meanings and how to
use the rubric
 Subsequent MIS submissions will be superior
 Success Rates should reflect accurately and
uniformly
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Making Changes
 All
MIS data must be submitted
through your normal MIS data
submission process

Contact your CISO; change usually made
in your ERP system
 Setup
a formalized coding process for
courses each term

We’d love to do it centrally, but…there are
150,000 courses a year
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Take off Your Departmental
Hats
 You
are now working at 30,000 feet
 How it works at your college in your
department is secondary to this
systemwide exercise
Because the SYSTEM will benefit
 And the STUDENTS will benefit

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THANK YOU
 This
is an extremely important task.
 YOU
are the people that know this best.
 Your
assistance is greatly valued.
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