Website Wednesday

If you were at the State of the College address (and listening) you heard Metoyer mention the Mayor’s Data Portal (brief aside: up until about 8 minutes ago, I think my favorite name for “mouth” was “pie-hole.” But there’s a new sheriff in town, and it’s “Data Portal.” Imagine the possibilities: “Shut your data portal!” or “Stick that in your data portal and smoke it!” or “Stifle that portal!” or “Suck that data right back up into its portal!” I mean they’re all great and likely to give you that 10 second processing silence, which grants command of the floor. I can’t wait to use it!).

I assume that was his way of suggesting that it should be this week’s Website, and so it is.

You can have tons of fun on it, even if you don’t know Excel. There are sets of crime statistics there, alongside CTA data, and real estate stuff like landmarks.

Lots of education stuff, too. Plus, they have everyone’s Performance Metrics, too (including one of ours here, which is really, really interesting. To wit, I find it fascinating that there’s a consistent difference between the fall pass rates and the spring pass rates for remedial students (I don’t know how to do a T test, but I’d guess it’s a statistically significant difference); and I think it’s really interesting to notice that in spring of 2011 we (CCC) had more students pass a credit course than we had enrolled in credit courses in Fall 2000, Spring 2001, and Fall 2001 while the pass rates for all four of those semesters were (just about) identical. I mean I know 7% is sexier for the politics, but it’d be nice to see someone toss that stat about a bit, maybe along side one about how much less funding we’re getting from the state now than we were back then when the coffers were flush. You know–one of those doing more with less kind of stories? Would that be too much to ask? Anyway, I digress).

It is a GREAT way to procrastinate away a few hours.

Have fun with it. Tell them you heard it straight from your VPs Data Portal!

7 thoughts on “Website Wednesday

  1. Couple of quick comments:
    1. Hey PhiloDave, can you set it so the link opens in a new tab?Thanks Boss!
    2. Someone don’t know how to format cells in spreadsheets. Do we really need to see Remedial Course Success Rate percentage of 52.46324679387% for 2001 Spring and all the other semesters? At least they got it right with Fall 2000 with a rate of 53%.

    Ok, I’m done. I’ll shut my pie-hole.

    • Can I set what so that what opens in a new tab?

      Can’t you just right click it? Ohhhhh… a Mac user. Another clue….

      (I don’t believe I can; or if I can, I don’t know how. Feel free to edit it, though, Realist.)

  2. A couple of ideas:
    1. Could the growing number of college credit courses be due to economic pressures causing more people to take courses at CCC rather than at a senior college?
    2. Is CCC being more “efficient” in teaching more courses because load is now 15 hours for everyone?
    3. Finally, and speculatively, with regard to the higher pass rates in fall than in spring, when I taught in remedial (developmental) programs, I remember that students who came in the fall semester were more purposeful, i.e., they entered with a goal in mind, found they needed some remediation and took the necessary courses while those entering in the spring seemed more to “fall into” college or else have tried something in their specialty–a course or two that did not have prerequisites–and then discovered that they needed remediation.

    • And I’d say “Definitely yes!” to #1, for sure while noting that the enrollment trend was pretty steadily upward from 2000 to 2004 (rising by about 10,000 students), and then flattened out and dipped slightly around the time of the strike before marching onward (albeit at a much faster pace). #2 probably helps some, too, though the departments are absolutely gigantic, bolstered by large numbers of adjunct faculty, even despite the fact that adjuncts can now teach 12 hours).

      And #3 is an interesting possibility. I’m sure it’s not related, since it has to do with regular classes rather than developmental, but I remember that when I started, my department (Humanities) always offered more sections in the spring and had much higher enrollment compared to the fall. I always guessed that it was a function of students falling out or falling back to us from other places (or not starting in the fall and then deciding by spring that they needed to get going and so enrolled in the spring.

      It would be interesting to look at those spring developmental classes and find out who’s there and why.

      (and when is the next Friends of HW meeting? I’d love to find you and say hello!)

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