COLLEGE READINESS INITIATIVE REPORT

U.S. Dept. of Education Title V HSI Grant-Student Affairs: 2012 College Readiness Initiative Report Page 1

U.S. DEPARTMENT OF EDUCATION

TITLE V HSI GRANT - STUDENT AFFAIRS

2012 COLLEGE READINESS INITIATIVE REPORT

Prepared for Jessica Enders

Project Director, Title V HSI

By Dr. Angila Romious

Research Analyst, Title V HSI

26 March 2013


TABLE OF CONTENTS

Page

EXECUTIVE SUMMARY 3

I. INTRODUCTION 7

II. ENGAGE. DEVELOP. GROW. EMPOWER (EDGE) 8

a. Program Description 8

b. Student Recruitment 8

c. Data and Methods 9

d. Findings - EDGE/CRI Cohort 10

i. Pre/Post Assessment Results 10

ii. Post EDGE/CRI Student Evaluation 12

iii. Fall 2012 Academic Progress 14

e. Findings - EDGE/CRI Comparison 23

III. DISCUSSION 25

IV. CONCLUSION AND RECOMMENDATIONS 26

APPENDIX A: EDGE Recruitment Flyer 28

APPENDIX B: EDGE Recruitment Letter 26

APPENDIX C: EDGE Orientation Letter 29

APPENDIX D: EDGE Student Commitment Contract 30

APPENDIX E: EDGE Schedule 31

APPENDIX F: EDGE Overall Evaluation Raw Results 35


EXECUTIVE SUMMARY

College of the Desert hosted a College Readiness Initiative named EDGE (Engage. Develop. Grow. Empower) in summer 2012. The goal of the CRI is to assist targeted entering students improve their basic skills proficiencies and decrease the number of developmental education (basic skills) courses needed based on their placement test scores. This report addresses the following questions: Do students that participate in the EDGE/CRI increase their college readiness? How well do students that participate in the EDGE/CRI perform in the subsequent academic term, Fall 2012? The paired-samples t-test was conducted to analyze students’ assessment test results. Students were also surveyed to evaluate student satisfaction upon completion of the EDGE/CRI. Furthermore, a descriptive analysis was conducted, including specifics on student recruitment, and a review of students’ academic progression, in terms of, academic standing, enrollment status, number of registered credits enrolled, grade point average, grades, and course completion. The purpose of this report is to evaluate how successfully the EDGE/CRI met its program goals and to monitor student progress per College of the Desert’s U.S. Department of Education HSI Title V Grant implementation requirements. EDGE is a four-week intensive designed to engross participants in a review of basic Mathematics, Reading, and English skills workshops. Students were also provided with tutoring, computer-assisted instruction, counseling, and various workshops on topics such as test-taking skills, study habits, time management, financial aid, and financial literacy. Upon completion of the program, students retook the placement test with the goal of improving both their skills and their scores. Students recruited were selected based on possession of a Social Security number, age (17-20 years old), residential location (Eastern Valley zip codes and unincorporated areas of the Eastern Coachella Valley), and ACCUPLACER assessment scores that would have placed them in one or more basic skills courses. The selection criteria was aimed at capturing first time college students, and students that lived in the eastern part of COD’s service area for the purpose of enrolling Hispanic and low income students. Twenty-one EDGE/CRI students (100%) were proficient in completing the program. Table 1 compares assessment test scores for the 21 students at initial placement and upon completion of the EDGE/CRI. These results show students increased their college readiness as evidenced by the Mathematics diagnostic (MDTP) and Arithmetic ACCUPLACER assessment scores. There were improvements in the English ACCUPLACER assessment scores, as well. However, while students improved their ACCUPLACER assessment scores in Reading and Algebra, these results were not statistically significant.


Table 1. EDGE/CRI Assessment Results Summary Table, 2012

Pre-Assessment Mean Score

Post-Assessment Mean Score Difference

MDTP 13.10 16.35 +3.25*

ACCUPLACER:

English 86.62 91.24 +4.62**

Reading 78.81 84.57 +5.76

Arithmetic 53.76 78.43 +24.67***

Algebra 42.80 69.80 +27.00

*Significance level p=.001; **Significance level p<.05; ***Significance level p=.000*

A retake of their ACCUPLACER scores resulted in:

10 students (48%) improving one level in English - Five from ENG-050 to ENG-051, and five from ENG-050/051 to ENG-001A

Nine students (43%) improving one level in Reading - Eight from RDG-051 to testing out, and one from ESL to RDG-050

15 students (71%) improving in Math: o Seven improved one level - Five from MATH 060 to MATH 054, and two

from MATH 070 to MATH 060; o Six improved two levels from MATH 060 to MATH 040; o Two improved three levels from MATH 060 to MATH 010

Taken together, these advances comprise 2.14 developmental education levels improved overall per student on average and 46 courses eliminated overall. Participants were surveyed regarding their experiences during the EDGE/CRI program as shown in Table 2. The following results detail how strongly students agreed to statements regarding their experiences: Table 2. EDGE/CRI Student Satisfaction Results Summary Table, 2012

Strongly Agree Experience Statement

90-100% Program staff/faculty were friendly and helpful Enjoyed their experience in the EDGE program Would recommend the program to future students Felt prepared to begin the fall semester following the program

80-89% Enjoyed lunch and snacks provided COD campus tour was beneficial Felt more confident about their ability to do better on the

assessment tests

70-79% Math workshops were helpful


The daily schedule was good

60-69% Counseling, English, English Supplemental Instruction, and Math Supplemental Instruction workshops were helpful

ACCUPLACER practice test was helpful COD student panel was beneficial

Table 3 displays the student load distribution that the 21 EDGE students enrolled in and completed during the fall 2012 semester following the EDGE College Readiness Initiative. The average number of academic credit units completed by the EDGE cohort is 11.

Table 3. Student Load Distribution for EDGE/CRI Cohort, Fall 2012

Student Load/Minimum Credits Students

Full Time (12) 13

Three-Quarter Time (9) 3

Half Time (6) 3

Less Than Half Time 2 Source: Datatel v.2.3 © 2007 Table 4 displays the grade point averages for the EDGE cohort. The mean GPA is 2.11.

Table 4. Student Load Distribution for EDGE/CRI Cohort, Fall 2012

GPA Students

3.0 or better 5

2.0-2.99 10

Less than 2.00 6 Source: Datatel v.2.3 © 2007 During the Fall 2012 term 95%, or 20 students, from the EDGE cohort enrolled in a course and received a valid grade. Of the 20 students from the cohort that enrolled in courses, 62% were retained. Moreover, out of the total enrolled 44% were successful in courses attempted, receiving a letter grade of A,B,C, or CR. As shown in Table 5, 15 EDGE students enrolled in and completed an English or Reading course with 93%, or 14, students earning a C letter grade or higher. Although, two students withdrew while one student received a passing grade for the English courses they were enrolled in. During the same term 14 EDGE students enrolled in and completed a Math course. Of the 14 students that completed a Math course 71%, or 10 students, earned a C letter grade or better while 29%, or 4, did not earn a passing letter grade.

Table 5.

Success Rates for EDGE/CRI Cohort, Fall 2012

Courses Number Enrolled Percent Successful A,B,C,P)

English/Reading 15 93%

Math 14 71% Source: Datatel v.2.3 © 2007


EDGE/CRI participants dropped 36% of courses enrolled in during the Fall term. Figure 1 displays faculty-student drops by reason selected by either the faculty or the student. The top three reasons selected for dropping a course are Other (60%), Conflict in work schedule (11%), and Transportation (9%). Other reasons listed for dropping a course include Medical Reasons, Economic Issues, Difficulty Understanding, Changed Major, Nonpayment Drop, After Census Stopped Attending/Participating, or No Show.

Figure 1. Percentage of faculty-student drops by reason.

In the final analysis, the 2012 EDGE College Readiness Initiative program was successful in achieving its main goals. Entering freshmen residing in Eastern Coachella Valley, with an assessment score that indicates at least a pre-Algebra deficiency, that participate in the EDGE College Readiness Initiative, show a greater likelihood to improve their post intervention assessment scores, and decrease the number of levels of remedial courses they would have to take without the intervention. These improvements resulted in a total of 46 basic skills courses eliminated. Moreover, all 21 EDGE students enrolled in the fall semester following the EDGE College Readiness Initiative. Most completed the courses they were enrolled in, earned a passing letter grade in English, Reading and Math courses taken, and performed at least satisfactorily in terms of GPA (2.00 or better). The most pressing concern has to do with the percentage of courses (36%) dropped by these students in their first year. This number of withdrawals is a serious impediment to student goals of retention, academic success, graduation and transfer. While more information is needed to better understand the reason(s) for the high number of dropped courses, there appears to be a need for ongoing support to decrease this number. Given these results, it is recommended that EDGE/CRI be expanded from a pilot to a full-fledged program in summer 2013. It is also recommended that the 2012 EDGE


cohort be followed in subsequent years to examine the impact of the CRI on future student performance, in terms of grade point average, grades, retention, and success.


I. INTRODUCTION

This report details information from a College Readiness Initiative (CRI) program College of the Desert hosted in the summer of 2012: The EDGE (Engage. Develop. Grow. Empower.). The goal of the CRI is to assist targeted entering students improve their basic skills proficiencies and decrease the number of developmental education (basic skills) courses needed based on their placement test scores. This report addresses the following questions: Do students that participate in the EDGE/CRI increase their college readiness? How well do students that participate in the EDGE/CRI perform in the subsequent academic term, Fall 2012? The paired-samples t-test was conducted to analyze students’ assessment test results. Students were also surveyed to evaluate student satisfaction upon completion of the EDGE/CRI. Furthermore, a descriptive analysis was conducted, including specifics on student recruitment, and a review of students’ academic progression, in terms of, academic standing, enrollment status, number of registered credits enrolled, grade point average, grades, and course completion. Whether students submitted a Free Application for Federal Student Aid (FAFSA) and were awarded a Pell grant was also reviewed. The purpose of this report is to evaluate how successfully the EDGE/CRI met its program goals and to monitor student progress per College of the Desert’s U.S. Department of Education HSI Title V Grant implementation requirements.

II. ENGAGE. DEVELOP. GROW. EMPOWER. (EDGE)

PROGRAM DESCRIPTION Engage. Develop. Grow. Empower., or EDGE, is a four-week intensive designed for new COD students. Student participants are engrossed in a review of basic Mathematics, Reading, and English skills workshops (See Appendix C-G). Qualifying students also receive College Preparatory Counseling, Student Development, engage in workshop activities that reinforce college material, and also receive a variety of information (e.g. test-taking skills, study habits, time management, financial aid, financial literacy, etc.) to assist them during their time at COD. At the close of the program, students retake the placement test with the goal of improving both their skills and their scores. Upon completion, EDGE students have access to their own academic counselor, financial aid specialist, and benefit from Supplemental Instruction (SI). Additionally, students that complete the EDGE requirements and their first semester at COD may also be eligible for an increase in priority registration.

STUDENT RECRUITMENT

Students recruited for the EDGE College Readiness Initiative were selected based on possession of a Social Security number, age, residential location, and ACCUPLACER assessment scores. Students between the ages of 17 and 20 years old were recruited if they resided in the following Eastern Valley zip codes: 92201 (Indio), 92202 (Indio), 92203 (Indio, Bermuda Dunes), 92236 (Coachella), 92253 (La Quinta),


92254 (Mecca, North Shore), 92274 (Thermal), 92275 (Salton City), and unincorporated areas of the Eastern Coachella Valley. The selection criteria was aimed at capturing first time college students, and students that lived in the eastern part of COD’s service area for the purpose of enrolling Hispanic and low income students. Students were primarily targeted based on Math 60, or Pre-Algebra, deficiency. Students recruited had to have at least two subject area deficiencies; Mathematics must have been one of the deficient areas. A concerted effort was made to ensure that all students could benefit from English and Reading developmental education, in addition to, Mathematics. The initial selection criteria for the EDGE/CRI participants consisted of students whose ACCUPLACER assessment scores fell within and not outside of the parameters listed below. If the student tested within the parameters for one subject and out for another subject, that student was excluded from recruitment.

Students that tested into Math 60 (earned Arithmetic score between 36-74);

And

Students that tested within 15 points of testing into English 001A (earned

Sentence Skills score between 85-99);

And/or

Students that tested within 15 points of testing out of Reading 51 (earned

Reading score between 70-84).

DATA AND METHODS

The statistical analysis used to evaluate MDTP and ACCUPLACER test results was the paired-samples t-test. This test compares the mean of two variables for a single group or for two groups that are connected in some way; in this case students are linked by before program testing and after program testing for the ACCUPLACER and/or MDTP (Mathematics Diagnostic Testing Project) assessment tests. MDTP assessment scores were not used for student recruitment purposes but for analysis purposes only. A subset of students recruited for the EDGE/CRI, and for whatever reason did not participate, were examined as a comparison group if they completed a retake of the ACCUPLACER. The EDGE/CRI comparison group completed a retake of the ACCUPLACER during the same timeframe the EDGE/CRI students completed a retake of the ACCUPLACER assessment following the initiative program. To measure student satisfaction following completion of the EDGE/CRI, students were given a likert scale satisfaction survey to evaluate specific aspects of the program. Data obtained for the review of students’ academic progression were extracted using Entrinsik Informer v3.2.4 Build 32435 from College of the Desert’s Datatel, Inc. v2.3 system. What follows is a retrospective descriptive report of the 2012 CRI cohort. Data was pulled for the Fall 2012 academic term and was analyzed using the Descriptive Statistics Frequencies report in IBM SPSS Statistics version 19 software.


Nine variables were measured. Academic registered credit had a ratio range of 0.0 to 18.0 units, and term grade point average had a ratio range of 0.00 to 4.00 points. Retention and Success were measured using final grade data. Five other nominal variables were coded as follows:

I. Student Load

1. Full Time

2. Three-Quarter Time

3. Half Time

4. Less than Half Time

II. Current Standing

1. Dean’s List

2. Honor Roll

3. Good Standing

4. Academic Probation

III. Final Grade

0. F or FW

1. D

2. C

3. B

4. A

IV. FAFSA

0. No

1. Yes

V. PELL

0. No

1. Yes

FINDINGS - EDGE/CRI COHORT

This report analyzes data for the 2012 EDGE College Readiness Initiative and addresses the following: Do students that participate in the EDGE/CRI increase their college readiness? How well do students that participate in the EDGE/CRI perform in the subsequent academic term, Fall 2012? In this section of the report MDTP and ACCUPLACER assessment results will be reported. An overall evaluation of how satisfied EDGE/CRI program participants were following the program will be reviewed. Moreover, the progress of the EDGE/CRI participants during the Fall 2012 academic term will also be assessed. PRE/POST ASSESSMENT RESULTS This section of the report details the findings of the MDTP and ACCUPLACER assessment results for the 2012 EDGE /CRI cohort, with 21 out of 21 (100%) student


participants completing the program. Table 1 displays a summary of the pre and post assessment results.

MDTP The difference in EDGE participants pre-MDTP scores (M = 13.10, SD = 4.39) and post -MDTP scores (M = 16.35, SD = 6.34) is highly statistically significant; t(19) = -3.872, p = .001. These results indicating a 3.25 point mean increase suggests that the difference in means are not likely due to chance and are likely due to the EDGE/CRI “intervention program.” Thus, students that participate in the EDGE/CRI program increase their MDTP scores. ACCUPLACER English There is a statistically significant difference in pre-ACCUPLACER scores for English (M = 86.62, SD = 8.95) and post ACCUPLACER English scores (M = 91.24, SD = 8.92). The resulting increase in mean score of 4.62 points suggests students that participate in the EDGE/CRI increase their English ACCUPLACER scores; t(20) = -2.570, p = .018. Reading There are no significant differences in pre-ACCUPLACER Reading scores (M = 78.81, SD = 10.47) and post-Reading scores (M = 84.57, SD = 14.30). Despite the mean Reading score increase of 5.76 points following the EDGE/CRI program, any differences in means are likely due to chance and not likely due to the EDGE intervention; t(20) = -1.852, p =.079. Arithmetic The difference in ACCUPLACER Arithmetic scores (M = 53.76, SD = 16.68) and post-ACCUPLACER Arithmetic scores (M = 78.43, SD = 22.96) is highly significant statistically; t(20) = -6.001, p =.000. Therefore, the mean Arithmetic score increase of 24.67 suggests students that participate in the EDGE/CRI will increase their ACCUPLACER Arithmetic scores. Algebra There are no significant differences in pre-ACCUPLACER Algebra scores (M = 42.80, SD = 24.23) and post Algebra scores (M = 69.80. SD = 18.13). While mean scores in Algebra increased by 27.00 points, any differences in means are likely due to chance and not likely due to the EDGE intervention; t(4) = -1.450, p = .221.


Table 1. EDGE/CRI Assessment Results Summary Table, 2012


Post-Assessment Mean Score Difference

MDTP 13.10 16.35 +3.25*

ACCUPLACER:

English 86.62 91.24 +4.62**

Reading 78.81 84.57 +5.76

Arithmetic*** 53.76 78.43 +24.67***

Algebra 42.80 69.80 +27.00

*Significance level p=.001; **Significance level p<.05; ***Significance level p=.000*

The 21 EDGE/CRI students’ proficiency during the EDGE/CRI and their subsequent post-ACCUPLACER scores resulted in:

10 students (48%) that improved one level in English - Five from ENG-050 to ENG-051, and five from ENG-050/051 to ENG-001A

Nine students (43%) that improved one level in Reading - Eight from RDG-051 to testing out, and one from ESL to RDG-050

15students (71%) that improved in Math: o Seven improved one level - Five from MATH 060 to MATH 054 and two

from MATH 070 to MATH 060; o Six improved two levels from MATH 060 to MATH 040; o Two improved three levels from MATH 060 to MATH 010

Taken together, these advances comprise 2.14 developmental education levels improved overall per student on average and 46 courses eliminated overall.

POST EDGE/CRI STUDENT EVALUATION

Following the 2012 EDGE College Readiness Initiative, participants were surveyed on how satisfied they were in the EDGE/CRI program (See Appendix F). The following results detail how strongly students agreed to statements regarding their experiences and were rated as follows:

Table 2. EDGE/CRI Student Satisfaction Results Summary Table, 2012

Strongly Agree Experience Statement

90-100% Program staff/faculty were friendly and helpful Enjoyed their experience in the EDGE program Would recommend the program to future students


Felt prepared to begin the fall semester following the program

80-89% Enjoyed lunch and snacks provided COD campus tour was beneficial Felt more confident about their ability to do better on the

assessment tests

70-79% Math workshops were helpful The daily schedule was good

60-69% Counseling, English, English Supplemental Instruction, and Math Supplemental Instruction workshops were helpful

ACCUPLACER practice test was helpful COD student panel was beneficial

Students supplemented their experience responses with written feedback, including:

“This program should continue every summer because it'll definitely help other students not have to take more pre-requisites than needed.”

“Staff is totally awesome!!! :D”

“If I could redo my time here in this program, I would go through it all over again. Not only was it beneficial, but it provided me with extra knowledge and arms of help. This program has opened many doors for me.”

“I really love this program. The EDGE helped me a lot in improving and reviewing information that I had lost in the years I was in and out of school and even stuff that I just didn't learn for no particular reason.”

“I will stay true to my word when I say that I will recommend the EDGE program.”

“Even with the idea that there will be a time to review everything you forgot it boosts your self-esteem, especially with the ACCUPLACER Test. It even prepares you to do better in your classes with tips you never learned or just forgot.”

In response to the question, do you feel you would have been better prepared to retake the ACCUPLACER in a shorter or longer timeframe?, 81% of respondents indicated that the time frame should remain the same, 9.5% indicated a longer time frame, 4.8% indicated a shorter time frame, and 4.8% of respondents did not understand the question. When asked if they needed more information and/or review in a specific area, 47.6% of the respondents replied no while 4.8% of the respondents did not say. Of the other 47.6% that replied yes, they indicated that they would like more Math, Algebra, and English review, as well as, English sentence skills worksheets to practice on. Students were surveyed on what they liked the most and what they liked the least about the EDGE/CRI program. Among the likes were the staff, the faculty, the other participants, all the review they did, the tutoring sessions, and the food. What students liked least was the early start to each day’s workshop, they felt there was not enough Math, a boring teacher, and they felt the food made them fat.


In response to a solicitation for suggestions for improvement about half the students responded that they had none. The other half responded with the following critiques:

“Focus more [on] what we are going to get tested on instead of writing an essay.”

“Healthier foods?”

“Interesting teachers to grab the students attention.”

“The english class needed a workbook, to have some practice instead of just working on the ACCUPLACER.”

“I would suggest to try to reach students who are also in my position. I've been out of school for 3+ years. I was going to hit 4 years if I had not applied to COD. There's people my age who would really benefit from this program and I know they would try their hardest to improve their test scores. Who wouldn't want to shed years.”

When asked if there was anything they wanted to share, the majority of students thanked all of the staff involved. The responses can best be summed up with these statements:

“I want to thank each and every one of you involved in the EDGE program. You have given me an opportunity to graduate a little earlier and this has really helped me. I learned a great deal, created new friendships, and received help for my future. In return, I promise to do my best in college. Thank you so much!”

“from their school life? I feel blessed and extremely lucky that I was chosen to be in this program. I know I will never forget being here and how much I've improved thanks to all the wonderful people I've encountered. I thinks others would feel the same, especially when they enter school and all they think is ‘great...start from the bottom...again’ ”

“Admittedly, I would like to confess that this program has placed me into a higher level math that I honestly never thought I would place in. Thus, I would like to thank every staff member who volunteered in helping each student develop the skills and abilities to excel in retaking the ACCUPLACER test.”

FALL 2012 ACADEMIC PROGRESS

This section of the report evaluates the magnitude of progress during the Fall 2012 academic term. The following categories will be reported on: student load, number of registered credits enrolled, current standing, grade point average, final course grades, and course completion. Finally, whether or not participants submitted a FAFSA and/or were awarded a Pell grant will also be reported. Qualitative data reported on include student participation in special programs, student connectedness on campus, and anomalies.


Student Load and Academic Registered Credits Table 3 displays student load distribution for the 2012 EDGE/CRI Cohort. On average, the greatest proportion of participants were enrolled full time during the Fall 2012 academic term. In the fall, 61.9% or 13 students were enrolled full time while 9.5% or 2 students were enrolled less than half time. Table 4 displays the means and standard deviations of selected categories. During the Fall term, the number of academic credits students registered for ranged from 4.0 to 17.0 units, with an average of 11.4 units. Term GPA

During the 2012 Fall term, as seen in Table 4, the mean grade point average for the EDGE/CRI cohort is 2.11. The distribution indicates 19.0%, or 4 students, achieved a term gpa of 3.00, and 4.8%, or 1 student, obtained a term gpa of 3.54. The remaining 61.9%, or 13 students, attained term gpa’s ranging from 1.27 to 2.81, while 14.3%, or 3 students, returned a gpa of 0.00. Current Standing Table 5 displays current standing distribution. The greatest proportion EDGE/CRI participants are in good academic standing at 71.4%, or 15. One student or 4.8% of the 2012 cohort made the Dean’s List, while 14.3%, or three students, made the Honor Roll. Of the 21 students in the cohort, 9.5%, or two students, were placed on academic probation for the Fall 2012 term. Course Retention and Course Success

During the Fall 2012 term 95%, or 20 students, from the EDGE/CRI cohort enrolled in a course and received a valid grade. Of the 20 students from the cohort that enrolled in courses, 62% were retained. Moreover, out of the total enrolled 44% were successful in courses attempted, receiving a letter grade of A,B,C, or CR. Table 6 shows 93% or 14 EDGE students enrolled in and completed an English or Reading course earning a C letter grade or higher. During the same term 14 EDGE students enrolled in and completed a Math course. Of the 14 students that completed a Math course 71%, or 10 students, earned a C letter grade or better.

Table 6.

Success Rates for EDGE/CRI Cohort, Fall 2012

Courses Number Enrolled Percent Successful A,B,C,P)

English/Reading 14 93%

Math 10 71% Source: Datatel v.2.3 © 2007


Table 3

Student Load Distribution For EDGE/CRI Cohort, 2012

FALL 2012

Frequency Percent

Student Load

Full Time

13.0 61.9 Three-Quarter Time

3.0 14.3

Half Time

3.0 14.3 Less Than Half Time

2.0 9.5

Source: Datatel v.2.3 © 2007


Table 4

Means and Standard Deviations of Selected Categories For EDGE/CRI Cohort, 2012

FALL 2012

Mean

Std. dev.

Categories

Academic Registered Credits Units

11.40 3.2

Grade Point Average

2.11 1.1



Table 5

Current Standing Distribution For EDGE/CRI Cohort, 2012

FALL 2012

Frequency Percent

Current Standing

Dean's List

1.0 4.8% Honor Roll

3.0 14.3%

Good Standing

15.0 71.4% Academic Probation

2.0 9.5%



Course Grades in English Table 7 displays the English course grade distribution for the EDGE/CRI cohort during the Fall 2012 academic term. Over the course of the semester, 15 EDGE/CRI students enrolled and completed an English or Reading course with 93.3%, or 14, students earning a C letter grade or higher. Additionally, two students withdrew while one student received a passing grade for the English courses they were enrolled in. Course Grades in Math Table 8 displays the Math course grade distribution from Fall 2012. During the term 14 EDGE/CRI students enrolled and completed a Math course. Of the 14 students that completed a Math course 71.4%, or 10 students, earned a C letter grade or better while 28.6% or 4 did not earn a passing letter grade. Faculty-Student Drops EDGE/CRI participants dropped 35.6% of courses enrolled in during the Fall term. Figure 1 displays faculty-student drops by reason selected by either the faculty or the student. The top three reasons selected for dropping a course are Other (60%), Conflict in work schedule (11%), and Transportation (9%). Other reasons listed for dropping a course include Medical Reasons, Economic Issues, Difficulty Understanding, Changed Major, Nonpayment Drop, After Census Stopped Attending/Participating, or No Show.

Figure 1. Percentage of faculty-student drops by reason.


Student Engagement and Anomalies While some EDGE/CRI students actively engaged in student programs and activities around campus, others did not. Of the 21 students in the 2012 EDGE/CRI cohort, one student participates in TRIO EVC; three participate in EOPS (Extended Opportunity Programs and Services) and/or CARE (Cooperative Agencies Resources for Education); and five connect on campus through the drama club, homecoming, working at the bookstore, or involve themselves with ASCOD (Associated Students of College of the Desert). FAFSA and Pell By Fall 2012, 100% of the 2012 EDGE/CRI cohort had applied for the FAFSA (n=21). Of the 21 students that applied for the FAFSA, 18 were awarded Pell grants. The average Pell grant amount awarded is $1721.52.


Table 7

English and Reading Grade Distribution For 2012 EDGE/CRI Cohort, Fall 2012

TOTAL

A

B

C

D

F

N

N Percent

N Percent

N Percent

N Percent

N Percent

Course

ENGLISH - 001 3

0 0.0%

2 66.7%

0 0.0%

0 0.0%

1 33.3%

ENGLISH - 051 4

1 25.0%

3 75.0%

0 0.0%

0 0.0%

0 0.0%

ENGLISH - 050 2

2 100.0%

0 0.0%

0 0.0%

0 0.0%

0 0.0%

ENGLISH - 071 5

1 20.0%

1 20.0%

3 60.0%

0 0.0%

0 0.0%

READING - 051 1

1 100.0%

0 0.0%

0 0.0%

0 0.0%

0 0.0%

TOTAL 15

5 33.3%

6 40.0%

3 20.0%

0 0.0%

1 6.7%



Table 8

Math Grade Distribution For 2012 EDGE CRI Cohort, Fall 2012

TOTAL

A

B

C

D

F

N

N Percent

N Percent

N Percent

N Percent

N Percent

Course

MATH - 060 6

2 33.3%

0 0.0%

2 33.3%

1 16.7%

1 16.7% MATH - 054 3

0 0.0%

2 66.7%

1 33.3%

0 0.0%

0 0.0%

MATH - 040 5

0 0.0%

1 20.0%

2 40.0%

1 20.0%

1 20.0%

TOTAL 14

2 14.3%

3 21.4%

5 35.7%

2 14.3%

2 14.3%

Source: Datatel v.2.3 ©

2007


FINDINGS - EDGE/CRI COMPARISON

This section reports findings for the EDGE/CRI comparison group (n=7) for the ACCUPLACER assessment scores only. Moreover, this analysis addresses whether or not students that are selected for and do not participate in the EDGE/CRI program increase their college readiness, in terms of assessment scores. Table 7 displays summary results for pre and post assessment scores.

ACCUPLACER

English There are no significant differences in pre-ACCUPLACER English scores (M = 74.14, SD = 4.10) and post-English scores (M = 75.51, SD = 16.19). While mean scores in English increased by 1.37 points, any differences in means are likely due to chance; t(6) = -.306, p =.770. Reading There are no significant differences in pre-ACCUPLACER Reading scores (M = 54.60, SD = 9.24) and post-Reading scores (M = 63.60, SD = 6.80). Despite the mean Reading score increase by 9.00 points, any differences in means are likely due to chance; t(4) = -2.388, p =.075. Arithmetic There are no significant differences in ACCUPLACER pre-Arithmetic scores (M = 52.86, SD = 11.50) and post-ACCUPLACER Arithmetic scores (M = 50.86, SD = 22.04). Even though mean Arithmetic scores decreased by 2.00 points, any differences in means are likely due to chance; t(6) = -.357, p =.733. Algebra There were not enough data values to run a statistical test for the Algebra ACCUPLACER scores. Table 7. EDGE/CRI Comparison ACCUPLACER Assessment Results Summary Table, 2012


Post-Assessment Mean Score

Difference

English 74.14 75.51 +1.37

Reading 54.60 63.60 +9.00

Arithmetic 52.86 50.86 -2.00


Post-ACCUPLACER scores for the seven students in the EDGE/CRI comparison group resulted in:

Two (28.6%) students that improved in English - One improved one level from ENG-050 to ENG-051; and one improved two levels from ENG-050 to ENG-001A

One (14.3%) student that improved one level in Reading from RDG-050 to RDG-051

One (14.3%) student that improved two levels in Math from MATH 060 to MATH 040

These advances, despite having foregone participation in the EDGE college readiness initiative, comprise 0.57 developmental education levels improved overall per student on average and four courses eliminated overall. As shown in Figure 2, the percentage of EDGE/CRI participants fared better than the comparison group in their ACCUPLACER retake for English and Arithmetic. An equal percentage of students earned higher ACCUPLACER scores in Reading for both the EDGE/CRI and comparison group.

Figure 2. Percentage of students earning higher ACCUPLACER scores on their second attempt.


III. DISCUSSION This report addresses two questions: Do students that participate in the EDGE/CRI increase their college readiness? How well do students that participate in the EDGE/CRI perform in the subsequent academic term, Fall 2012? Overall, EDGE/CRI participants do increase their college readiness, indicating that the program was successful in achieving its main goals. Most significantly, participants increased their college readiness in their Mathematics diagnostic (MDTP) and Arithmetic ACCUPLACER assessment scores. Participants had significant improvements in their English ACCUPLACER assessment scores, as well. However, while students improved their ACCUPLACER assessment scores in Reading and Algebra, these results were not significant statistically. Meanwhile, the EDGE/CRI comparison group ACCUPLACER scores increased for English and Reading, and decreased for Arithmetic; however, the differences in the means were not significant statistically. The increases in pre and post scores for all assessment tests and subject areas, as well as, the overall student feedback from the student participants suggests the EDGE/CRI intervention is successful in increasing college readiness for student participants. Despite findings of either statistical significance or no statistical significance, each subject area assessment resulted in mean increases among EDGE/CRI participants and ultimately, results in improved developmental education levels per student on average and multiple course eliminations. Based on data results from the EDGE/CRI comparison group, a similar argument that students can forego EDGE/CRI participation and still experience increased college readiness might be posed. The fact is that, with the exception of Arithmetic, mean ACCUPLACER scores increased in the English and Reading subject areas for the comparison group. Although this may be true, the magnitude of increase between pre and post mean scores experienced by the EDGE/CRI cohort far exceeds that of the EDGE/CRI comparison. Furthermore, the percentage of students that scored higher on their second attempt underscores the differences between groups. Simply put, there were no strides in the EDGE/CRI comparison group’s level of preparedness or college readiness. For these reasons, the data supports the notion that when COD students participate in the EDGE/CRI intervention they are more likely to improve their level of preparedness or college readiness. One method to obtain a comprehensive validation of college readiness for EDGE/CRI participants is to monitor subsequent academic progress. The majority of the cohort was enrolled at least half time, averaging a B grade point average, and finished in good standing. In contrast, three student anomalies were found; two due to reasons not yet determined. One student did not complete any courses during the Fall 2012 term. Two additional students enrolled but failed to complete any of their courses successfully, either withdrawing and/or receiving a Fail in the courses they ultimately stayed in to completion. Of these last two, one had Financial Aid issues and problems obtaining books for classes. Nevertheless, while some students were actively engaged in student programs and activities, the remaining cohort could be more engaged on campus, as student engagement is linked to increased retention. Thus, noting the few


anomalies, the data indicates that the EDGE/CRI participants performed well academically during the Fall 2012 term.

IV. CONCLUSION AND RECOMMENDATIONS In the final analysis, the 2012 EDGE College Readiness Initiative program was successful in achieving its main goals. Entering freshmen residing in Eastern Coachella Valley, with an assessment score that indicates at least a pre-Algebra deficiency, that participate in the EDGE College Readiness Initiative, show a greater likelihood to improve their post intervention assessment scores, and decrease the number of levels of remedial courses they would have to take without the intervention. These improvements resulted in a total of 46 basic skills courses eliminated. Moreover, all 21 EDGE students enrolled in the fall semester following the EDGE College Readiness Initiative. Most completed the courses they were enrolled in, earned a passing letter grade in English, Reading and Math courses taken, and performed at least satisfactorily in terms of GPA (2.00 or better). The most pressing concern has to do with the percentage of courses (36%) dropped by these students in their first year. This number of withdrawals is a serious impediment to student goals of retention, academic success, graduation and transfer. While more information is needed to better understand the reason(s) for the high number of dropped courses, there appears to be a need for ongoing support to decrease this number. Given these results, it is recommended that EDGE/CRI be expanded from a pilot to a full-fledged program in summer 2013. It is also recommended that the 2012 EDGE cohort be followed in subsequent years to examine the impact of the CRI on future student performance, in terms of grade point average, grades, retention, and success.


Appendix A - EDGE Recruitment Flyer


Appendix B - EDGE Recruitment Letter March 26, 2013

Dear [Enter Student Name],

Congratulations and welcome to College of the Desert! On behalf of the Individual Title V HSI-Student Affairs Grant office, we are pleased to announce that based on your English, reading, and math placement scores, you are eligible to participate in COD’s EDGE Program!

The goal of EDGE is to help you “Engage, Develop, Grow and [be] Empowered”. EDGE provides first-year college students with a full range of experiences that include: 4-weeks of intensive math and English review, study skills, and dedicated counseling. After completing the summer program, you will have the opportunity to retake your placement test in English, reading, and math and potentially place into higher-level courses saving you time and money at COD! These services are provided by the Title V HSI grant so there is absolutely NO COST to YOU!

The 4-week summer EDGE Program will be offered Monday-Thursday, July 9 - August 2, 2012 from 8:30

a.m.-2:00 p.m. Below is an example of a typical week:

Enrollment in the EDGE Program is by invitation only, and space is limited! In order to register for EDGE

you must attend the mandatory orientation on Thursday, June 21st. To enroll in the EDGE Program, or

for more information, please contact Elvia Nelson at [email protected] or 760-636-7968

by June 18th! Thank you for choosing COD, we hope to hear from you soon!

Monday Tuesday Wednesday Thursday

8:30-10:00 am Math Class English / Reading

Class Math Class

English / Reading Class

10:00-10:15 am Break Break Break Break

10:15-11:30 am Student

Development Class (lunch provided)

Student Development Class

(lunch provided)


(lunch provided)


(lunch provided)

11:30-1:00 pm English / Reading

Class Math Class

English / Reading Class

Math Class

1:00-2:00 pm English/Reading

Lab Math SI Session

English/Reading SI Session

Math Lab

Provided by Title V HSI


Appendix C - EDGE Orientation Letter

March 26, 2013

Dear Student,

Congratulations you have been accepted to participate in the EDGE program at College of the Desert! Your next step is to attend our mandatory orientation:

In order to participate in the EDGE program, you must attend orientation. During orientation you will meet the faculty, counselors and staff involved, get important details about the program, and have a chance to interact with other participants in the program. Please note your priority registration date is scheduled for June 26, 2012. This orientation will meet COD’s new student orientation requirement! Students who attend this orientation on June 21st will be provided information in order to register on June 26th. Remember, in order to register you must attend this orientation! Also, please bring at least one other individual with you who supports you in your academic goals (for example: parents, older siblings, etc.). We encourage family members to take an active role with our students as they begin this new journey! Lastly, a bilingual staff member will be available during the session. For location details, please refer to the campus map on the back of this letter. No parking permit is required. If you have questions, please contact the Title V HSI team at [email protected] or call 760-636-7968. We look forward to meeting you and your family! Welcome and congratulations!

Provided by Title V HSI

Date: Thursday, June 21, 2012

Time:

5:00 p.m. - 7:30 p.m. (refreshments provided)

Location:

Eastern Valley Center-Indio, Room 1 44-199 Monroe Street, Indio, CA 92201

760-776-7200


Appendix D - EDGE Student Commitment Contract


Appendix E - EDGE Schedule





Appendix F - EDGE Overall Evaluation Raw Results

Constant Contact Survey Results

Survey Name: EDGE Overall Evaluation Response Status: Partial & Completed Filter: None Aug 06, 2012 3:02:31 PM

1. Your opinion is very important to us! In an effort to find out more about your experience in the EDGE program, please rate the following statements on a scale of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. Your responses will remain anonymous.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option.

Strongly Disagree Disagree Neutral Agree

Strongly Agree

The English Workshops were helpful. 0 0 1 6 14

0% 0% 5% 29% 67%

The Math Workshops were helpful. 0 0 0 5 16

0% 0% 0% 24% 76%

The Counseling Workshops were helpful. 0 0 1 7 13

0% 0% 5% 33% 62%

The English SI sessions were helpful. 0 0 1 7 13

0% 0% 5% 33% 62%

The Math SI sessions were helpful. 0 0 0 7 14

0% 0% 0% 33% 67%

The ACCUPLACER Practice Tests were helpful. 0 0 2 6 13

0% 0% 10% 29% 62%

The EDGE Program staff and faculty were friendly and helpful. 0 0 0 2 19

0% 0% 0% 10% 90%

I enjoyed the lunch and snacks that were provided. 0 0 0 3 18

0% 0% 0% 14% 86%

The daily schedule was good. 0 0 0 5 16

0% 0% 0% 24% 76%

The COD Campus Tour was benefical. 0 0 0 3 18

0% 0% 0% 14% 86%

9 Comment(s)


2. Please rate the following statements on a scale of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. Your responses will remain anonymous.

Top number is the count of respondents selecting the option. Bottom % is percent of the total respondents selecting the option. Strongly Disagree Disagree Neutral Agree

Strongly Agree

The COD student panel was beneficial. 0 0 1 6 14

0% 0% 5% 29% 67%

I feel more confident about my ability to do better on the Assessment Test because of the EDGE Program.

0 0 0 3 18

0% 0% 0% 14% 86%

Overall, I enjoyed my experience in the EDGE Program.

0 0 0 1 20

0% 0% 0% 5% 95%

I would recommend the EDGE Program to future students.

0 0 0 1 20

0% 0% 0% 5% 95%

After completing the EDGE program, I feel better prepared to begin the fall semester at COD.

0 0 0 1 20

0% 0% 0% 5% 95%

6 Comment(s)


Constant Contact Survey Results

Survey Name: EDGE Overall Evaluation

Response Status: Partial & Completed

Filter: None

Aug 06, 2012 3:02:31 PM

1. Your opinion is very important to us! In an effort to find out more about your experience in the EDGE program, please rate the following statements on a scale of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. Your responses will remain anonymous. - Comments

Answers

This program should continue every summer because it'll definitely help other students not have to take more pre-requisites than needed. It was very very helpful, and I'm glad that I was chosen for it.

Staff is totally awesome!!! :D

the entire program was well organized & had great instructors & tutors.

I like the food, i have never been treated this well a classroom environment ever for never ever. All that was missing was our daily nap...

i love the staff they are so awesome and katie is so awesome for going out of her way for some stupdents and chris just cuz he makes me laugh... hes very informative as well.

Thank you, guys, so much!!!!

If I could redo my time here in this program, I would go through it all over again. Not only was it beneficial, but it provided me with extra knowledge and arms of help. This program has opened many doors for me.

you guys where awesome!!!! THANK YOU <3

I really love this program. The EDGE helped me a lot in improving and reviewing information that I had lost in the years I was in and out of school and even stuff that I just didn't learn for no particular reason.


2. Please rate the following statements on a scale of Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree. Your responses will remain anonymous. - Comments

Answer

the EDGE program was an amazing experience that was very much appreciated. The tour of the Palm Desert campus was very helpful and the student panel was very educational & had great tips about our future at COD.

It brought back memories...

it was so awesome i had to make a cake to tell them how much i wana thank this program!!!

You guys are awesome!!!

I will stay true to my word when I say that I will recommend the EDGE program.

Even with the idea that there will be a time to review everything you forgot it boosts your self-esteem, especially with the ACCUPLACER Test. It even prepares you to do better in your classes with tips you never learned or just forgot.

3. Do you feel you would have been better prepared to retake the ACCUPLACER in a shorter or longer timeframe? If so, how long would you recommend? - Responses

Answer

Well i think a shorter timeframe like the the program

The time frame that we had was perfect, and I would not make it shorter at all. If anything if you extended it another week that might help a little more.

In my opinion the time frame was perfect.

The time that was provided was enough time to prepare for the ACCUPLACER. The time frame shouldn't change. If it was a shorter time, it wouldn't be enough time for the students to grasp the information.

I think it was the best time frame because it was not too long or too short.

the four weeks were just right

I think the time frame in which we had to review all of the information was perfect. It would have been even more beneficial if it was longer.

I thought the time frame we had was a perfect amount of time to learn all the material we needed to review better, although some people did better than others that is simply because some people can retain more information than others, everyone learns at different paces that is why I believe some improved more than others.

ok i don't understand the question but i liked the food and friendly people

i think the time frame we had was perfect.. they gave us all enough time...

Longer.About 5 weeks


No, the timeframe was perfect; couldn't have been better. P.S. That hipster Sean taught me how to use that semi-colon.

The 4 weeks, in my opinion, were plenty. I feel if you guys expanded the time, than students would forget some material or maybe set aside things being learned in class. The more fast-paced class got me prepared for a real college class. We are already gaining an advantage, so the students that really want it will work harder.

Yes, the same amount as the edge program.

this time frame was fine.

I believe the timeframe of the program was just right. We had enough time to learn all the basics in order to do well on the ACCUPLACER test.

I would add a extra week for the program. I learned a lot in the time frame I was in class. But an extra four days would have been great to improve my math skills.

I love the program as it was.

It was perfect the way it ended.

Definitely not shorter. I feel it was the right amount of time, not too short and not too long. Too long gives you too much time and flexibility and might lose the attention of some. As for too short, you might not even learn the information that is being provided because the class and information is going too fast.

It would definitely be in a longer timeframe. The exact amount of weeks that this program proposes is convinient.

4. Do you feel you needed more information/review? If so, what areas did you need more information/review? - Responses

Answer

No

I don't need any more review or information.

The areas i needed more information on was college level math.

No,everything was explained very very well. :]

I didn't need more review because I was able to review at home.

no

Yes, I feel that I needed to go over more information in math, but that is only because I took precal in my last year of high school. I wish we could have gone over that. I might have gone even farther when we retook the assessment.


i clearly need more review in Math, it was always been my most challenging subject, i am just not good with numbers. However if the program was longer then of course i would stay dedicated to the program and keep coming in order to learn more

nope.

personally yes because my brain works slower than others.

No

The information/review was great!

Not me, in particular.

Yes I did. Definitely, the mathematics portion.

nope i was really informed.

Well personally I feel that I need more information on math. With the program i learned a lot, but i feel that I could use a little more help.

I would have liked more review in algebra. There was questions I saw on the ACCUPLACER that i remeber in high school, but I forgot. English sentence skills i would like work sheets, like in math.

No I'm well informed with all the conferences we had

yes Algebra

In my opinion, there is always room for improvement. Especially with Math and English. You're never a "Pro" when it comes to those subjects. There is always something you miss, something you can improve, and more studying to do. As for myself, I think I would've enjoyed more Math because I started from ZERO when I joined this program.

So far, this program provides two of the vital subjects that are essential in COD. In addition, the staff also offers plenty of information about Financial Help and College Transfer.

5. What did you like most about the EDGE Program? - Responses

Answer

I liked the program there nothing bad about it

What I like about the program is the tutoring sessions to help us with what we learned in our workshops. I also like how helpful all the professors were.

The staff.

What I like the most about the EDGE program is that all of the faculty is very helpful, and is willing to do whatever they can to help the students move forward and do the work to their full potential.

It refreshed my memory on things I learned in the past, I also learned things I was taught before but didn't understand.

all the review we did


Of course, I liked reviewing all of the information, but I liked that the "counselors"(I don't know what to call you guys) were very friendly and helpful. Also, that I met a lot of people from different schools around the Valley.

I absolutely loved that all these people; instructors,tutors,counselors, made time in their schedules & lives to make time to spend with us & teach us to help us better in our future here at COD

food.

the fun staff and the food. lol

Everybody was very helpful and nice

The people.

I loved the fact that the professors knew exactly what they were going to teach us, they made it fun at the same time. They became a sort of friend of ours and if we needed help, they took the time to clarify to the extreme until we understood.

All the review we did.

Meeting new people,aand the Food.

What i liked most about the program was that all the instructors were very helpful and had the patience to deal with all of us, especially me.

I liked the classes, haveing the chance to relearn things i had forgotten. The professors were really helpful and having the tutors available also made it easier to ask questions.

The staff are great, and easy to talk to, also the EDGE program was of great help,

The math review

I really liked that everyone is there to help you. No one is ignored, even after hours you're showed compassion and understanding which a lot of students need. For example, I'm a slow learner. Having professors like Felix and Murphy that encourage you to raise your hand and ASK QUESTIONS is a giant help.

Admittedly, the staff informed the students close to about everything that is vital in progressing through college. Thus, the program was extremely benificial to every student who attends.

6. What did you like least about the EDGE Program? - Responses

Answer

Nothing really

I didn't dislike anything.

There's nothing i didn't like it was all great.

There is nothing anything that I did not like.

I liked everything

it started kind of early


N/A

Nothing to serious just getting up early, but that is just something I will no doubt have to get used too with school starting in late August and all.So no, no real problems or dislikes.

nothing.

nothing it w2as awesom...

Nothing

You guys made us fat.

I cannot answer this question; there is nothing to dislike.

How early we had to start everyday.

one of the teachers put me to sleep.

There wasn't really anything that i did not like about the program, it was awesome.

I really didn't have anything to complain about, i enjoyed the program.

no comment . . .

not enough math

I wouldn't be able to pin-point one thing I didn't like about the EDGE Program. I loved everything.

There's nothing to dislike about this program.

7. Do you have any suggestions for improvement? - Responses

Answer

No becuase its a good program

I have no improvement suggestions.

No

There is not anything in the program that needs improving.

No

no

There is always room for improvement, but nothing comes to mind at the moment. Hahah. This program is too damn perfect. hahah

None I thought this program was flawless

none

x.x NOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOO! IT WAS AWESOME.

Focus more what we are going to get tested instead of writting an essay

Healthier foods?

Nothing that I can think of. Look at where you guys have gotten me!!!!


No, everything was great!

interesting teachers to grab the students attention.

Not at all, it is perfect!

The english class needed a workbook, to have some practice instead of just working on the ACCUPLACER.

no

nope

I would suggest to try to reach students who are also in my position. I've been out of school for 3+ years. I was going to hit 4 years if I had not applied to COD. There's people my age who would really benefit from this program and I know they would try their hardest to improve their test scores. Who wouldn't want to shed years Continuation in Q8

Honestly and personally there is nothing to improve. This program offered the best services one student may receive.

8. Please provide any additional comments you would like to share: - Responses

Answer

I liked the program it was very helpful

I liked how the program gave me a lot of useful information, and helped me a lot in English and Math. I felt that I learned a lot more than before I came. I was way better prepared for the placement test.

Thank for everything.

nope

Thanks for all the help

this program was very helpful

I just want to say THANK YOU! You guys did everything possible to make us comfortable. I especially like to thank Katie. You were very kind and awesome. Thanks for putting up with my food allergies. XP I wish there were people like you guys working at C.V.H.S. when I attended the high school.

YOU GUYS ARE SO TOTALLY AWESOME!!!!!!!! HAHA

never

katie needs to be a counslor cuz she rocks! and i wish chris would stay here but its okay you will not be able to find another. and the SI leaders were very helpfull (sean) and (abe, john)

.


Y'all are awesome.

I want to thank each and every one of you involved in the EDGE program. You have given me an opportunity to graduate a little earlier and this has really helped me. I learned a great deal, created new friendships, and received help for my future. In return, I promise to do my best in college. Thank you so much!

This is a really awesome program & I am glad i joined. :)

I loved my Experiance at the EDGE program :)!!!

I had a great time and this program was very helpful.

I LOVED the EDGE program. It made me feel sure about my results for the ACCUPLACER. I feel really lucky to have placed in the program.

you guys are AWESOME!!!!!!!!!!!!! I hope we can keep in touch :)

nope

from their school life? I feel blessed and extremely lucky that I was chosen to be in this program. I know I will never forget being here and how much I've improved thanks to all the wonderful people I've encountered. I thinks others would feel the same, especially when they enter school and all they think is "great...start from the bottom...again"

Admittedly, I would like to confess that this program has placed me into a higher level math that I honestly never thought I would place in. Thus, I would like to thank every staff member who volunteered in helping each student develop the skills and abilities to excel in retaking the ACCUPLACER test.

Documents

COLLEGE READINESS INITIATIVE REPORT