Student Success Data & Research
Analysis of student data is central to understanding student success. In 2009-2010, ECC’s faculty and staff completed a comprehensive review of quantitative and qualitative data. The following data briefs show where students are doing well and where improvement is needed. This information shaped the college’s key focus areas for improving student success.
- Issue 1: Academic Success in Developmental Coursework, 10/06/2009
- Issue 2: Patterns of Success in College-Level Courses, 10/08/2009
- Issue 3: Gateway Course Success, 10/12/2009
- Issue 4: No. 1: Student Persistence - Fall to Spring, 11/19/2009
- Issue 4: No. 2: Student Persistence - Fall to Fall, 11/20/2009
- Issue 5: Student Success: Continued Enrollment, Completion and Transfer, 02/22/2010
- Issue 6: Barriers from Students & Faculty: Developmental Education, 02/25/2010
- Issue 7: Barriers from Students & Faculty: Low Income Students, 02/26/2010
- Issue 8: Barriers from Students & Faculty: Adult Students, 03/10/2010
- Issue 9: Barriers from Students & Faculty: Black and Latino Men, 04/01/2010
- Issue 10: Barriers from Students & Faculty: Qualitative Analysis General Overview 04/29/2010
- Issue 11: Student Enrollment and Success in Distance Learning Courses, 11/01/2010
- 67 percent of new students returned the following spring term and 49 percent returned the following fall term.
- After three years, 41 percent of new degree/certificate seeking students were still enrolled at ECC, 18 percent completed a degree/certificate, and 19 percent transferred to a 4-year institution. Blacks, adult learners, and part-time students showed the largest achievement gaps on all student success indicators. Overall, black men face more obstacles that impede their progress.
- 68 percent of first-time-college students required at least one developmental education course. Course success rates showed a 64 percent success rate in developmental English, 56 percent in developmental math, and 66 percent in developmental reading (compared to 73 percent for college-level courses).
- Students who attend new student orientation and/or complete College 101 are much more likely to return the next term and year than those who do not.
- The most common barrier mentioned by students was difficulty receiving quality advising. Faculty and staff identified the need for improved collaboration to meet student academic advising needs.
- A recent cultural audit highlighted opportunities for improvement as: (1) improved collaboration; (2) accountability; (3) diverse representation and role models; (4) cultural competence professional development; (5) employee support structures and methods for advancement; and (6) the external community wants more contact with ECC leaders to meet learning needs.
Other Key Resources