Sequential course success
The number and percentage of students who take and complete both courses in a structured core two-course sequence (e.g., English 101 and English 102) in their program of study, in math, and in English, disaggregated by race/ethnicity, socioeconomic status, gender, and age. Ideally, students would take the second course in the term immediately following the first course so the data could be reported accurately in a single academic year.
Students successfully passing both courses in a sequence can be used to assess whether student learning in early-level courses was strong enough to enable students to succeed in subsequent ones. Faculty and leaders can use this analysis to assess the extent to which courses in programs of study and disciplinary sequences are aligned, the impact of course scheduling on student success, and the effectiveness of faculty in early sequence courses.
While college leaders will find value in collecting data on all students, consistently disaggregating data whenever possible can reveal outcome disparities. This information is essential for colleges developing strong reform plans to improve and close disparities in student success.
- Race/ethnicity
- Gender
- Family/Personal Income
- Age
- Parent/Dependent status
- Attendance intensity
- First-generation status
- Veteran status
Students may identify with one or many of the above identities. College leaders should consider how these different identities intersect and pay close attention to these relationships and how they may influence each student’s experience.