LSP Program and Learning Outcomes

The primary mission of the Learning Support Program [LSP, formerly ADP] is to provide assistance to help bridge the gap which exists between academically under-prepared students and the level of academic competency necessary for success in post-secondary studies by enhancing students’ skills in writing, reading, and mathematics at the pre-college (developmental) level.

Due to the fact that the majority of the students served by LSP are those who traditionally would have either dropped out or flunked out of school during their first term, any student retained to the next semester or beyond is considered a success.

Program and Learning Outcomes

Goal 1:

Improve retention of first-time-freshman, at-risk students to the next term and to the second fall semester to be within 5 percentage points of the university average.

Assessment: Freshman retention rates for ADP students are examined from fall to spring semester and from fall to fall semester.

Academic Development Program / University*
Retention of First-Time Freshmen

Entry Term Fall Cohort
# Students		 # Return Next Term

% Return
Next Term

 # Return
Next Fall		 % Return
Next Fall
1999F ADP 458 378 82.53% 272 59.39%
1999F TTU 1224 1047 85.54% 860 70.26%
2000F ADP 385 324 84.16% 214 55.58%
2000F TTU 1140 997 87.46% 782 68.66%
2001F ADP 369 287 77.78% 207 56.10%
2001F TTU 1125 945 84.00% 747 66.40%
2002F ADP 418 346 82.78% 260 62.20%
2002F TTU 1197 1039 86.80% 823 68.76%
2003F ADP 342 273 79.82% 194 56.73%
2003F TTU 1153 998 86.56% 832 72.16%
2004F ADP 354 304 85.86% 224 63.28%
2004F TTU 1229 1134 92.27% 894 72.74%
2005F ADP 294 237 80.61%
2005F TTU 1189 1053 88.56%

* includes ADP

Examples of How Assessment Results Have Been Used to Improve the Program

Although the fall to fall retention rates for freshmen ADP students have increased they still lag behind the University average. This problem has been addressed in the following ways

  1. Inclusion of learning strategies instruction within each discipline.
  2. Beginning 2006 Fall, ADP will offer University 1030, Learning Strategies, as part of the campus-wide University 1020 orientation/retention initiative.

Goal 2:

Improve pass rate of at-risk students in college-level classes to within 5 percentage points of the college-level course average.

Assessment:

  • Mathematics: Monitor pass rate of ADP math students in Math1010, Math1130, Math1410, and Math1530.
  • English: Monitor pass rate of ADP writing students in English 1010.

Students Completing DSPM0850 2004F /Taking College-Level 2005S

DSPM0850 2004F to
College-level 2005S		 Totals Pass
ABCD		 % Pass Non-ADP
%Pass		 After
Changes
MATH1010 12 9 75.05% 75.47%
MATH1130 63 33 52.4% 61.98%
MATH1410 10 7 70.0% 82.46%
MATH1530 30 17 56.7% 82.41% 84.20%
TOTALS 115 66 57.4%

+ I, NF, W, WF, X [W= students who withdrew numbered in Not-Pass

 

1st-Time Students Completing DSPW0800 2004F and Taking English 1010 2005S Compared to 1st-Time English 1010 in 2004F

DSPW0800 2004F to
College-level 2005S		 Totals English 1010 Pass
ABC		 % Pass
1st-time DSPW0800 2004F &
English 1010 2005S		 125 93 74.4%
1st-time English 1010 2004F 740 647 81.1%

Examples of How Assessment Results Have Been Used to Improve the Program

The pass rate of ADP students lagged behind the University average in certain mathematics classes. To address this problem a special section of DSPM0850 Dev. Math II [ADPM0865] was developed to address the needs of students going into Math1530 Probability and Statistics. Students who took ADPM0865 as prep for Math 1530 improved the pass rate to 84.20%, actually surpassing the Non-ADP pass rate by 1.79 percentage points. Plans for similar prep classes specifically focused for Math1410 and Math1130 are under consideration.

Attention has also been focused on improving success in writing courses. The improvements have sought to incorporate more discipline-specific learning strategies and more emphasis on the importance of writing in the overall academic setting.

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