This fall all MATH 0308 classes and ENGL 1301 classes, except for a few control sections, are participating in Early Intervention. The selection of MATH 0308 and ENGL 1301 was based on the goal of improving completion of developmental courses and success in gatekeeper courses. Furthermore, most students need to take at least one of these courses in order to complete their certificate or degree program. Although MATH 0308 has been part of Early Intervention since Fall 2008, this is the first semester that all MATH 0308 “3-peaters” have been automatically referred to the SEA Center. The other participating course, ENGL 1301, is the first college level course to be part of Early Intervention.
On October 29, national AtD data coach, Rene Garcia met with Early Intervention personnel. While he acknowledged the need to increase referrals and responders, he told the team not to overlook some excellent data that should encourage faculty, students, and administrators. Here are some of his observations for Lone Star College.
o For Fall 2008, the retention of responders was 10% higher than for all non-referred students.
All non-referred students—66%
o For Fall 2008, the completion of responders was 9% higher than for non-referred students.
All non-referred students—74%
o For Fall 2008, the retention rate of MATH 0308 responders to the next course, MATH 0310, was 7% higher than for non-referred students:
All non-referred students—36%
o For Spring 2009, the success of responders was 3% higher than for all non-referred students.
All non-referred students—61%
If non-referred students are those apparently “doing well enough to pass,” and responding students are those deemed at-risk by their instructors, early intervention responders are really closing the gap. These students had a problem, addressed it, and succeeded! If a cost benefit analysis of responding students was performed, it would reveal to faculty, students, and administrators that Early Intervention pays off in big ways, especially for our students