Professional Documents
Culture Documents
ATD focuses on all students but attempts to eliminate gaps for certain cohorts of students who lag. ATD uses data to study college barriers, ask the why questions, and develop and implement likely solutions. ATD understands that trial and error is necessary in this process but expects ramping up of successful pilots.
The Issues
More students are coming to community colleges regardless of their readiness to learn.
Community colleges are not producing adequate numbers of graduates or completers. The national spotlight is on community colleges. The public does not understand our attempts to explain away our failures. The public and funding agencies want to see results. Increasingly our funding will come from our results.
Students advancing from developmental courses into and through gateway courses Students successfully completing college-level courses (grade of C or better) Students re-enrolling from one semester to the next, and from year to year Students earning degrees, diplomas and certificates.
Conference calls, email, telephone advice Reporting processes Asking key questions Connecting to similar institutions, possible partners Encouragement to engage in crucial college conversations Guide and provide feedback on the collection, analysis and use of data
Component One
Whats Wrong?
(Outcome Measures)
Component Two
Why?
(Underlying Factors)
Component Three
Intervention(s) Use data from Component Two to revise or design new interventions to effectively address the underlying factors impeding student success. Review and consider changes to existing college policies that impact the underlying factors impeding student success.
Component Four
Evaluation &
Modification
Use Longitudinal, Disaggregated, Cohort data to assess Student Success Outcomes (e.g.,
Persistence, Course Completion rates, Degree comp. rates) to determine:
Many Colleges: Skip 1) Which student groups (a) Focus Groups Loosely rely on national (b) are less successful than Surveys literature (Engagement) others (Equity Gaps in Lack a local Reviews (c) Literature understanding Student Success). based on qualitative data Learning Outcome
Collect, analyze, and use second set of LOCAL data to identify the underlying factors (barriers or challenges) impeding student success:
Collect, analyze, and use evaluation data to answer: 1) To what extent did the interventions (or policy changes) effectively address the underlying factors impeding student success? 2) To what extent did the interventions increase student success? Make modifications based on evaluation results.
Assessment
Reference:
Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis. Achieving the Dream Inc. www.achievingthedream.org
11
Where they enter and where they go. depends on Success is what counts. 12 where they have been and what they have done.
Undecided, need remedial in all three subjects Transfer in credit in math and English
13
14
For every 100 new students who entered Pierce (full and part-time)
15
91 are left by the end of the first term (9 didnt make it).
16
17
18
19
20
21
Issues Impacting Our Students Are National Issues Impacting Other Community College Students
23
24
Retention Rates
Referred to DE did not complete any
2nd Term
57%
85%
94% 66% 70%
Success is what counts. Source: Achieving the Dream Data Notes, 3(4), July/August 2008.
Pierce Students
Placement test scores (tested in summer or fall of 2009)
English Count At College Level (transfer level) One Level Below Two Levels Below Three Levels Below Four or more Levels Below Total with Scores % Count Math %
458
1393
12%
35%
842
1308
20%
31%
1689
395 N/A 3935
43%
10% N/A 100.0%
1438
601 90 4279
34%
14% 2% 100.0%
26
Cohort
3,549 3,719
69% 68%
3,300
68%
3,567
68%
4,057
68%
3,905
66%
27
We want the great minds of the college to look at the data and begin to address the issues related to student success. We are not going to talk about why our students have issues until we better understand what the issues are.
Success is what counts.
29
Table Discussion
Dr. Terri Manning
31
Whats the story line? What surprised you the most? What additional data/information would you like to see about this particular data set?
32
2. Culture of evidence 4. Systemic institutional Colleges routinely analyze improvement student data to assess progress Colleges orient all planning and and outcomes activities around student success agenda
34
Data Team
Broadly representative with key faculty involved Collect, disaggregate, and study data; call for additional information
Guiding team for discussion, prioritization, implementation of improvements Crucial communication link to larger communities
Success is what counts.
35
Whats Next?
Look at Qualitative Data via focus groups and surveys to identify the underlying factors impeding student success (the why) Examining existing policies and practices Diagnose Causes of Problems Disseminate Findings and Hold Additional Conversations Prioritize Problem Areas to Address
37
Schedule Courageous Conversations to reflect on the Quantitative Data (the what) Identify Key Issues and Achievement Gaps
38
Review Best Practices Attend the ATD Strategy Institute Develop Strategies (Interventions) to Address Underlying Factors Impeding Student Success (Summative Goal: Achieve Increases in Student Success Outcome Measures) Submit Final Version to MDC by May 15, 2011 July 2012 June 2013 Implement and Evaluate Plan
Q&A