MLC - Supporting Language Requirements & Success Outcomes Dashboard
FY25/26: MLC Language Tutoring Visit ≥4 & Successful Outcomes
Tutoring Visits and Grade Outcomes:
- Students who visited the center for tutoring purposes ≥4 times during FY25/26 received more successful grades than those who had zero visits across all supported languages for both semesters.
- The difference between the percentage of students in the two groups for FA25 is 15.32% and for SP26 is 15.24%.
- For SPA 101 and 102 specifically during both semesters, there is a strong positive correlation between tutoring visits ≥4 and successful grade outcomes because of the MLC Conversation Groups program.
- These groups kept the students constantly engaged with their learning each week throughout the semester.
- Resulting in 95% of students in FA25 and 93.94% of students in SP26 receiving a successful grade, which is 27.26% and 40.81% higher (with respect to their individual cohort successful percentage totals) than those in the same courses who attended zero Conversation Groups or tutoring.
DFWI Rates:
- Comparing the average DFWI rates between the FA25 and SP26:
- For tutoring visits ≥4 across for Spanish (all levels) of, the DFWI rate remains the same at 0.41% and for the Spanish Conversation Groups (101 & 102) of 0.43%.
- Spanish maintains the lowest DFWI rates between both semesters.
- Overall, this indicates tutoring ≥4 is effective at keeping DFWI rates static between semesters as well as keeping them extremely low demonstrating a stronger correlation to successful grade outcomes.
- For zero tutoring visits for Spanish (all levels), the DFWI rate increased 39.92% and for the Spanish Conversation Groups (101 & 102) rates increased 50.47%.
- This means students who attend zero tutoring visits between the two semesters have a higher rate of receiving a DFWI/unsuccessful grade.
- For tutoring visits ≥4 across for Spanish (all levels) of, the DFWI rate remains the same at 0.41% and for the Spanish Conversation Groups (101 & 102) of 0.43%.
Term GPAs Tutoring & Grade Outcomes Across All Languages:
- Comparing the average term GPAs between FA25 and SP26 for tutoring visits ≥4, zero visits, & all grade outcomes:
- Tutoring visits ≥4 maintains a higher average term GPA of 3.54 and 3.39 for FA25 and SP26 respectively
- Zero tutoring visits maintains a lower average term GPA of 2.99 and 2.98 for FA25 and SP26 respectively
- Comparing the average term GPAs between FA25 and SP26 for tutoring visits ≥4, zero visits, & grades A:C outcomes:
- Tutoring visits ≥4 maintains a higher average term GPA of 3.61 and 3.55 for FA25 and SP26 respectively
- Zero tutoring visits maintains a lower average term GPA of 3.32 and 3.31 for FA25 and SP26 respectively
- Comparing the average term GPAs between FA25 and SP26 for tutoring visits ≥4, zero visits, & grades C-:INC outcomes:
- Tutoring visits ≥4 maintains a higher average term GPA of 2.92 and 2.48 for FA25 and SP26 respectively
- Zero tutoring visits maintains a lower average term GPA of 1.81 and 1.76 for FA25 and SP26 respectively
Retention:
- The correlations between tutoring visits (≥4, & zero), successful grade outcomes (A:C), and retention data of registered students were measured from the FA25 to SP26 semesters for both 100 and 200 level language courses supported:
- Tutoring visits ≥4 (for 100 level language courses) there is an ~66% retention rate for students receiving a successful grade (A:C) between semesters.
- For tutoring visits ≥4 this is a ~10% increase in retention rate compared to the retention rate from the previous FY24/25.
- Zero tutoring visits (for 100 level language courses) there is an ~49% retention rate for students receiving a successful grade (A:C) between semesters.
- Tutoring visits <4 (for 200 level language courses) there is an ~70% retention rate for students receiving a successful grade (A:C) between semesters.
- Zero tutoring visits (for 200 level language courses) there is an ~43% retention rate for students receiving a successful grade (A:C) between semesters.
- For zero visits this is ~30% decrease in retention rate compared to the retention rate from the previous FY24/25.
- Tutoring visits ≥4 (for 100 level language courses) there is an ~66% retention rate for students receiving a successful grade (A:C) between semesters.
Raising Awareness of Language Requirements at the College
Between 2024 & 2026 the Modern Languages & Literatures Department and the Modern Language Center:
- Partnered with Academic Advisement and Associate Dean of Academic Programs to help raise awareness of language requirements for students to graduate
- Addressed misalignments between John Jay College language requirements and the academic advising tool DegreeWorks as well as identified irregularities within CUNYfirst
- Helped develop effective solutions to improve the accuracy of DegreeWorks audits supporting graduation milestones while promoting more consistent enforcement of Language requirements that are clearly visible in the system moving forward.
Language Education:
- Influences on Education Policy
- Raises awareness of the increasing demand for employees w/ FL skills
- Helps students make informed decisions with planning their academic pursuits
- Helps students stay economically competitive