Grade Distribution Report
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Grade Distribution Report / Cumulative DFWI Rates
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Composition Program (First-year Writing) / Department of English
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Aggregate since and including Fall 2013 semester
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TotalAA%BB%CC%DD%FF%II%WW%DFWI
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ENGL11055964365661.3%181230.4%3405.7%591.0%851.4%00.0%500.8%3.3%
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ENGL110610647667062.6%306828.8%6356.0%1000.9%1651.5%00.0%1871.8%4.2%
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ENGL1204H148592062.0%49433.3%644.3%70.5%90.6%00.0%281.9%3.0%
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180961124662.1%537429.7%10395.7%1660.9%2591.4%00.0%2651.5%3.8%
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What are DFWI rates?
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DWFI rates specify the percentage of students in a designated class, course, major/minor, or program who, at the end of a semester, are assigned as a final grade a D, an F, an Incomplete, or a Withdrawal. DFWI rates make statistically evident a segment of the university population who may be at-risk, subject to discontinuous persistence or interrupted completion. Such reporting presents an opportunity for university administrators, faculty, students, and public stakeholders in land grant institutions to consider more carefully assess the local influences on DFWI rates (e.g., assumptions about appropriate preparation and placement, sufficiency of academic support, difficulties adjusting to college, implicit or explicit curricular biases, especially those disproportionately affecting students belonging to oppressed, disenfranchised, or disempowered groups, etc.).
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Why do DFWI rates do?
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At their most basic, local application, DFWI rates may function as a heuristic (or generative, inventional guide useful for catalyzing change) to mobilize pedagogical or curricular change. That is, individual faculty may notice about the classes they teach whether and to what extent their DFWI rates are reasonably consistent with program- or department-wide rates. Where there are significant differences, those margins should elicit earnest questions about why, and thereby set in motion attention to possible causes. At the scale of curricula, DFWI rates signal important distinctions relating to cultures of learning, forms of assessment, adequacy of preparation, and accessibility well-matched with academic programs designed to progress in ways students will gain fluency, confidence, and proficiency.
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Notes
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1. Column M (Incompletes): This data point is not at this time available. We are inquiring into its availability (i.e., where and how such a record is kept departmentally).
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2. Row 7 (ENGL1204H): Honors sections first-year writing were discontinued at the close of Fall 2017.
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For additional information about this report, contact Derek Mueller, Director of Composition, at dmueller -AT- vt.edu.
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Last updated: January 12, 2019 (does not include Fall 2018 data)
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