Somethings you think are going to be easy, but then you learn that you still have more to learn. In a class, I learned to make a dynamic calendar in Excel. I then expanded on what I learned to make a calendar that shows the first and last day of the Session, and the day that the 90-day report is finished. I thought it would be easy to upload the Excel sheet to my website to document what I learned. So far that has not been easy. I’ve been able to save the Excel worksheet as an HTML page; however, I can’t get it to display on in an iframe the way I display my tricky data visualizations. It might be because the Excel workbook has multiple sheets. When I try to do that I get a 404 error. I have attempted to upload the page to my file manager, but that has led me to realize I have not yet used that feature, so I don’t know the password for the site.
If I upload the Excel workbook to my site, all that does is make the worksheet download automatically upon loading the website. This is not something I want my website to do. I want users to be able to choose to download information, but I do not want it to automatically download.
So until I figure out how to display a dynamic version of this calendar, here is a pdf of the beginning of 2022. It shows that Session begins on Wednesday, January 22, 2022, which is the second Wednesday of the year. It ends 90 days later on Monday, April 11, 2022. I am finally able to take a break on Friday, April 15, 2022, when the 90-day report is finished.
As this website is primarily a personal learning experience I am documenting my learning experience rather than just perfection.
This is a test of a waterfall chart with negative numbers. This is just a test to see if I can recreate a waterfall chart I saw using Amcharts. I have linked the document with the original waterfall chart in the source below, the chart is on page 16 of the document. Initially had trouble with showing the final two bars because they went into negative numbers, but I was able to play around with the formatting to get it to display properly. As I note I do not have access to the underlying data, I used the displayed figures to produce the chart below. To completely recreate the chart I need to still figure out how to format the Y axis numbers. I need to add a “$” sign and truncate the numbers. I will research this and update once I figure it out.
I have made a few updates to my Sankey diagram that shows college enrollment by dually enrolled students. I really wish I had college enrollment data on non-dually enrolled students so I could compare the two groups.
I am publishing this update because my primary goal of this blog is to document for myself how to make better data visualizations.
Twenty-one percent of public school 12th graders in Maryland during the 2019-2020 school year had a college record, that is they had been enrolled in a college class. The majority of these students participated in a dual enrollment program through their local school system. In fall 2020, the fall after they were slated to graduate from high school 79% of students who had a college record enrolled in college. This was during the height of the COVID-19 pandemic. Of those who enrolled in college, 75% enrolled at an in-State institution and 25% enrolled at an out-of-state institution. A little more than half of the in-State students (55%) enrolled at a community college, the remaining 45% enrolled at a public four-year or State-aided independent institution. Further, approximately half (51%) of students who enrolled in an in-State institution enrolled at their college of dual enrollment.
Source: Maryland Longitudinal Data System Center
I would be curious to know how college enrollment patterns of dual enrollment students compare to all public school 12th graders in Maryland. The Sankey graph above with that information would be much improved. Without that information, I am not really sure what it all means.
I am also interested in whether the dual enrollment credits earned transferred to the college in a meaningful way. According to MLDS data, students that took dual enrollment courses in high school earned an average of 2.14 credits.
Further, I wish that I had information on whether these students took AP or IB courses, which can also lead to college credit. I am curious if students are taking dual enrollment courses in addition to or instead of these courses. I wonder if the courses taken are primarily due to student choice, or due to the courses available at the student’s particular high school.
Finally, I am curious how these students perform in college.
Every year the Maryland Longitudinal Data System (MLDS) Produces a report on the Maryland public school pathways. The current report shows the number of students who immediately enrolled in college earned a college degree by age 25 in the same sector that they initially enrolled. Recently MLDS updated the data to to show what has happened to the class of 2012. From the high school class of 2011 to 2012 the percentage of students who graduated from an independent non-profit four-year institution in the State and out-of-state instittuions decreased. Most other measures generally stayed about the same.
Source: Maryland Longitudinal Data Systen, Maryland Public School Pathways, 2012
These notes are adapted from the notes provided by the Maryland Longitudinal Data System. Any errors are my own.
To be counted as a community college graduate, the student must have enrolled in any community college and graduated from any community college. Students who start at a community college but graduate from a college in another sector are not counted as graduates. Students who start in another sector but graduate from a community college are also excluded. To be counted as persisting (still in college), the student must have NOT graduated from any community college and be enrolled in any community college in Fall 2019. Some students who enrolled in community college transferred from the college and are enrolled in another four-year public, state-aided independent, or out-of-state institutions. Those students are not reported here.
To be counted as a public-four year college graduate, the student must have enrolled in any four-year public and graduated from any four-year public. Students who start at a four-year public but graduate from a college in another sector are not counted as graduates. Students who start in another sector but graduate from a four-year public are also excluded. To be counted as persisting (still in college), the student must have NOT graduated from any four-year public and be enrolled in any four-year public in Fall 2019. Some students who enrolled in a four-year public transferred from the college and are enrolled in another community college, state-aided independent institutions, or out-of-state institutions. Those students are not reported here.
To be counted as a State-aided indepented college graduate, the student must have enrolled in any state-aided independent institutions and graduated from any state-aided independent institution. Students who start at a state-aided institution but graduate from a college in another sector are not counted as graduates. Students who start in another sector but graduate from a state-aided independent institution are also excluded. To be counted as persisting (still in college), the student must have NOT graduated from any state-aided independent institutions and be enrolled in any state-aided independent institutions in Fall 2019. Some students when enrolled in a state-aided independent institutions transferred from the college and are enrolled in another community college, public, or out-of-state institutions. Those students are not reported here.
The out-of-state table above evaluates within sector college graduation independent of college of enrollment. To be counted as a college graduate, the student must have enrolled in out-of-state institutions of any type and graduated from an out-of-state institution of any type. Students who start at an out-of-state institution but graduate from a college in Maryland are not counted as graduates. Students who start at a college in Maryland but graduate from an out-of-state institution are also excluded. Out-of-state institutions may be community colleges, public four-year, or other types of private institutions.
Statewide about 14% of 12th graders in the 2019-2020 school year had participated in a dual enrollment program during high school; however, dual enrollment participation various by local school system. Approximately 50% of 12th graders from Frederick County Public School System participate in dual enrollment, while only about 3% of 12th graders from Anne Arundel County Public Schools participate.
In general, the counties with larger enrollment have fewer students participating in dual enrollment programs. Frederick County, and to a lesser extent Howard County, are the only larger systems with dual enrollment participation over the statewide average. Local school systems set their own rules about participation and establish relationships with colleges.
Overall 17 counties have dual enrollment programs
This map presents the same data in map format.
Dual Enrollment in Frederick County
Frederick County has the highest participation in dual enrollment programs in the State. Fifty percent of 12th graders in the county during the 2019-2020 school year participated in a dual enrollment program sometime during high school. As shown below, 75% of those who participated in dual enrollment earned between 0.5 and 2 credits.
The impact of earning college credit “early” as a high school-aged student interests me. As with many things in education, what is defined as dual enrollment depends on the program or the researcher. Factors that are considered in the definition include, when the course was taken during the year (summer programs often are not included), who paid for the course, and whether the student received both high school and college credit for the course.
I am trying to understand what dual enrollment “looks like” in Maryland using data published by the Maryland Longitudinal Data System (MLDS) Center. To make this sunburst chart I took the number of 12th graders enrolled in Maryland public schools for the 2019-2020 school year from the Maryland Report Card. Then I took dual enrollment information published by MLDS Center: the number of public 12th-grade students with a college enrollment record and the number of students with a dual enrollment record. Students with dual enrollment record have information on the number of college credits earned while in high school.
According to this data, approximately 20% of high school seniors had a college record, and about 14% had taken a dual enrollment course. About 45% of those who had taken a dual enrollment course earned between 0.5 and 1 credits. Almost 2% of students who had taken a dual enrollment course, 160 students, earned 12 credits or more.
It is unknown how many dual enrollment credits transferred and counted towards degree requirements.
Click on “Flagged Dual Enrollment” for information on credits earned by these students.
Data Notes From the MLDS Center data
This table provides data on the dual enrollment credits based upon dual enrollment activity that spans 9th to 12th grade for high school students in 12th grade in 2019-2020 academic year. The following definitions apply:
The initial population was selected by identifying students who had both a high school enrollment record and a college enrollment record in the 2019-2020 academic year (fall to spring). Summer enrollment information was excluded from this analysis. For the portions of this analysis that related to courses and credits, the initial population was reduced using the following logic: 1) the student’s course record must be flagged as a dual enrollment course (comprehensive course data is not available for all local school systems), and 2) the student must have both a college enrollment record for the same period as the high school course record, and 3) the course must have credits (0 credit courses were excluded which represent <1% of all courses flagged as dual enrollment courses).
Course records identified as duplicate were unduplicated to include only a single record in the analysis. The duplicate records appear to be a data reporting issue. Unduplicating the records may understate the overall course record total.
Earned credits were calculated based upon the course completion status of passed. Attempted credits were calculated based upon the course status of passed, failed, withdrawn, and incomplete. Due to timing of data extraction course outcome data may be incomplete. It is possible that students not counted as earning credit did earn credit once courses with the status of incomplete were resolved. It is also possible that courses with the status of failed or withdrawn had grade changes that occurred after data extraction. All credit values were derived from course records from the Maryland State Department of Education.