When first applying for admission at Skyline College everyone has to take a placement test, which determines whether a student is ready for transfer-level courses in math and English. If they are not ready, then the student is placed in a basic skills class, which is designed to teach students the appropriate skills to succeed in the transfer level courses.
There are two levels of classes below the transfer level courses, and studies have shown the further down a student is placed, the less likely they’ll be to graduate or transfer. This is mostly because it increases what is known as exit points; periods when a student has to sign up for a class and go through everything associated with that.
According to College Success Initiative’s tracking, between the years of 2002 and 2007, there were 1,863 Skyline students in Math 811 (which is the most basic math course). After going through the ladder of courses required to transfer or to get a degree, the data shows that only 99 students, or 5 percent, made it that far. Ray Hernandez, the dean of science, math, and technology, said while this data is older, those numbers haven’t changed significantly in recent years.
Although Hernandez said that just because a student doesn’t transfer or get a degree doesn’t mean they didn’t reach the goal they had for themselves, it’s still a troubling number. In 2006, California started spending $30 billion dollars annually to improve the success of community college basic skills programs success, according to a report written by the Research and Planning Group. With this increased budget, Skyline has implemented several programs the college hopes will increase the transfer/graduation percentage of basic skills students, who make up a large part of the math and English student body.
Recently, the number of accelerated courses has increased. Accelerated courses require students to meet with a supplemental instructor (someone different than the regular professor, often the same age as the students) once a week outside of class, but the course allows students to skip one semester of basic skills courses, getting them into transfer level courses a semester sooner. Also, learning communities (such as ASTEP) provide an environment that tends to encourage student retention.
Gibson said it’s important that teachers of basic skills courses understand how to give the lessons context and real-life meaning. For example, Gibson has students critique each other’s essays as a grammar exercise instead of grammar worksheets. Gibson also lets students lead discussions, and tries to let them discover what’s important amongst themselves.
“Teachers should be learners too,” Gibson said. “I’m constantly thinking how does this assignment work? How do we help students understand the assignment better?”
Shawn Shinkle is a first-year Skyline student in Gibson’s English 846 class, which is an accelerated class. Shinkle wants to transfer to Humboldt State to major in wildlife biology and conservation, and he said the 846 class has helped him keep on track with his transferring goals.
“It pushes you to achieve your deadlines,” Shinkle said. “It forces you to stay on task.”
Hernandez said there is great support for students available, and the faculty is always thinking about ways to improve the transfer and graduation numbers from the basic skills program, but how to really keep the students connected over multiple semesters remains elusive.
