Professional Documents
Culture Documents
Introducing Equity Achievement As A Strategy For Strengthening Student Success
Introducing Equity Achievement As A Strategy For Strengthening Student Success
Commit to find out why there are gaps in attainment Examine how to eliminate barriers in order to achieve equity
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:
Collect, analyze, and use second set of LOCAL data to identify the underlying factors (barriers or challenges) impeding student success: Focus Groups Surveys Literature Reviews Learning Outcome Assessment
Many Colleges: (a) Skip (b) Loosely rely on national literature (Engagement) (c) Lack a local understanding based on qualitative data
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.
1) Which student groups are less successful than others (Equity Gaps in Student Success). 2) Which high enrollment courses have the lowest success rates.
Reference:
Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis. Achieving the Dream Inc. www.achievingthedream.org
DATA TOOLBOX:
2011 Fact Book (hot off the presses!) Leakage Point Analysis Hand out (from Lumina) IPEDS Factsheets for 2005, 2006, 2007, 2008, 2009, 2010, 2011 LAHC readiness submission to Lumina for the grant Alignment of College/District Strategic Plan (presented to the Board June, 2011) Powerpoint of Aligning AtD with Accreditation activities Drop Survey results from Spring 2011 Financial Aid data Learning Assistance Center datawork in progress Powerpoint from Dr. RichardsWho are our Students? Article7 Myths of Student Retention
In the Beginning
LAHC Highest Enrollment Courses X demographic LAHC Highest failure courses X demographic Financial Aid guidelines provided and discussed Matriculation Committee Report/ Assessment Data Summary of Orientation data from E. Colocho Exit Point Analysis (aka Leakage Points or momentum points) Course availability based on placement data (Report) Articles: A Period of Adjustment? Raceadjusted Rates for a State Accountability; TrickleAcross Theory: Student Flow Into and Away from the California Community Colleges Multiple files on Qualitative data collection technique (Focus Groups) ARCC data report from LATTC which has all colleges in District comparison
GOAL OF AtD
DATA SHARED
Factbook; exit point analysis; highest enrmt/lowest success data; lowest retention courses data; low success courses data; drop survey results Spring2011; in progress: dismissal/probation student analysis (which may have some spillover into the other 5 goals)
Factbook; exit point analysis; learning center data (in progress); Course availability report (Matriculation)
3. Students Enroll in and successfully exit point analysis; Factbook; IPEDS; ARCC complete gatekeeper courses
4. Students Enroll from one semester exit point analysis; Factbook; IPEDS; ARCC to the next 5. Students Earn degrees and/or certificates Kick Off presentation data slides; exit point analysis; IPEDS data; Factbook; ARCC
Course Completion in first year 32% (390) took an English course : 6% were African American 17% Asian 21% White 49% Hispanic. 19% (225) took a Math course 5% were African American, 15% Asian 20% White 53% Hispanic 2% of first time freshman took a Personal Development course
Focus Groups
Qualitative methodology-- more in depth understanding of a groups experiences Serves as a new source of inquiry for further quantitative analysis (triangulation) Focus Group Facilitators/Note-takers
Used Matching group characteristics between interviewers and participants for in-group communication (age/gender/race/ethnicity ) 2.5 hours/training including conducting Pilot Groups (2)
Pilot Groups were convenience participants. Self identified as AGS students, ASO student, 2- 4.0 students. None on probation or other sanction
Focus Groups: all were students on probation. Recruited by Retention Counselor. Received workshop credit for participating 2 Latino male groups: Jassiel Dominguez, Daniel Ruiz, Joaquin Arias, Andres 2 African American groups (one male, one female): Ralph Davis, Angela Sanders, LaShelle Daisy, Tungie
What do you do when your Academic Skills dont match current demands?
Focus Group Results Latino Males
Find help. Teacher/family member 1 occurrence Dont have time to seek out help 4 occurrences Take a personal day to clear my mind and focus 2 occurrences Get an extra resource book, use YouTube 1 occurrence
Pilot groups
SPS program; see the Professor, go to office hours, ask peers
Finances
No feelings of haves versus have nots affects being able to afford things At times cannot purchase books [so] cant do homework Financial aid helps pay for school, insurance, gas, a lot, but it is tight
MEDIUM OUTCOMES
Retention improves among minority students; course completion Retention improves among minority students; course completion Retention improves among minority students; course completion
Faculty/Staff
Focus groups, surveys: Faculty/Staff development on equity and cultural competence Create Urban Center for student and faculty/staff support Develop diversity program for students
Facility/space
Students increase cultural pride. Students recruit others student engagement improves Students increase cultural pride. Students recruit others
Students transfer; students complete A.A. or Certificate Students transfer; students complete A.A. or Certificate
IR Data
Administrative Support
student engagement improves Students increase cultural pride. Students recruit others
Black History month-- MLK Day of Service (Feb. 2013) Samoan Chief and choirs on campus (March 2013) LGBT topic (April, 2013) Cinco de Mayo (May 2013)
Resource library for students & faculty UMOJA program Sample short-term outcomes: Increase cultural pride, enhancement, student engagement.
Curriculum Development
Bridging Cultures Conference Partner with CSUDH Visiting scholars Evaluation of current Humanities courses for inclusion of diversity content Creation of cultural survey course