Students Entering and Leaving the Academic Pipeline @ Mission College Fall 2007 cohort – Academic years of study

: 2007-2008, 2008-2009, 2009-2010, and 2010-2011 Academic pipeline, as depicted in next page, represents four (4) momentum points along the pathway for a degree-seeking student at Mission College. Four momentum points of the academic pipeline: Momentum point 1: Attempted and completed any unit in the first semester Momentum point 2: Attempted and successful completed all developmental courses (college-prep) Attempted and successful completed English 101 and Math 125 (collegeready) Momentum point 3: Completed more than 60 units Momentum point 4: Academic success The first step of the pipeline is to determine the level of readiness of students who are first time in college (FTIC) by reading the results of the placement test. First time in college students may enter to Mission college at the two different levels: - College-ready level students are students who were placed in English 28 or English 101 and Math 125. - College preparatory level students are students were advised to take the developmental courses either in English, Math, or both before becoming college ready students. Once in the pipeline a student has successive momentum points they pass through or they exit the college and “leak” from the pipeline. The rate of leakage at each momentum point are indicators of college performance that trigger the college be more responsive in contributing to student success than simply monitoring retention and success rates or graduation rate. The final step of the pipeline is academic success. Students are deemed “academic successful” if they 1) earned award, 2) transferred to 4-yr institution, or 3) still enrolled. Analysis Questions: 1. How much does the leakage rate at each point in the pipeline have to be reduced to achieve the academic success? 2. What are the underlying factors or challenges that cause the leakage at each point? 3. What are the commonalities in the underlying factors are multiple points in the pipeline? 4. Are there any initiatives that would address the underlying factors at multiple points? If so, these could be thought of as systematic change initiatives. 5. What other types of initiatives would be needed to address the remaining underlying factors at individual leakage points? 6. How can the initiatives reinforce and leverage each other to increase the level of systematic institutional change and improvement? 7. To what extent do the initiatives address teaching and learning in the classroom? 8. Can the initiatives also be designed to accelerate the rate at which students move through the pipeline? 9. To what extent will the initiatives, when taken to scale, produce the desired completion rate?
Academic Pipeline @ LA Mission College Page 1

First Time in College Fall 2007

Students Entering and Leaving the Academic Pipeline @ Los Angeles Mission College Fall 2007 Cohort – Academic years of study: 07-08, 08-09, 09-10,10-11

Academic Success Sp 2011

Fall 2007

Spring 08

Fall 08

Spring 11

91% Students Completed any college Units in F2007 (Exhibit 2)

89% Students Attempted any Units in Spring 08 (Exhibit 3)

85% Students Attempted any Units in Fall 08 (Exhibit 3)

70% Students Completed E101 and M125 (Exhibit 5)

49% Students Completed 60 units or More (Exhibit 5)

26% students earned awards; 23% students still enrolled. (Exhibit 6)

College Ready (Math 125, E101 or E28)

Earned Award College Ready College Ready Completed E101 & M125 Completed 60 Units Or More Need English Need Math Need Both Need English Need Math Need Both Completed any dev. courses Transfer to 4-yr Institution

Take Placement Test

Need English (M125) Need Math (E101/E28) Need Both

Still Enrolled

951 Students Take Placement Test (Exhibit 1)

78% Students Completed any Dev Units in F2007 (Exhibit 2)

71% Students Attempted any Units in Spring 08 (Exhibit 3)

60% Students Attempted any Units in Fall 08 (Exhibit 3)

45% Students Completed any Developmental Courses (Exhibit 4)

22% Students Completed 60 units or More (Exhibit 5)

8% students earned awards; 19% students still enrolled. (Exhibit 6)

Office of Institutional Research and Technology LA Mission College – 9/12/2011

Momentum Point 1

Momentum Point 2

Momentum Point 3

Momentum Point 4

Exhibit 1 Cohort Fall 2007 = 1278 Not taking placement test Taking placement test

Placement Test Results Level of Readiness

Total 327 951 1278 53 29 222 647 898

% 26% 74% 6% 3% 23% 68% 94%

College ready (M125 & E101 or E28) Need English only (M125) Need Math only (E101 or E28) Need both

Placement Level Need English only (M125) Need Math only (E101 or E28) Need both

Math Placement Level M105 X 8% 11% M112 X 62% 70% M115 X 30% 19% DC 1 34% X 45%

English Placement Level ESL 1,2 0 X 4% ESL 3,4,5,6 0 X 8% E21 66% X 43%

Data Disaggregated by Gender, Ethnicity, and Age Level of Readiness College Ready English Only Math Only Need Both Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54

57% 43%

52% 48%

51% 49%

58% 42%

2% 6% 0% 72% 15% 6%

0% 10% 0% 79% 3% 7%

2% 3% 3% 80% 9% 3%

0% 3% 2% 87% 4% 4%

94% 4% 2% 0% 0%

93% 3% 3% 0% 0%

77% 13% 6% 4% 0%

70% 14% 6% 10% 0%

Academic PipeLine @ LA Mission College

Exhibit 1

Exhibit 2 - Momentum Point 1 Level of Readiness College ready (M125 & E101 or E28) Need english only (M125) Need math only (E101 and/or E28) Need both

Attempted and Completed units in Fall 2007 Original cohort Attempted % Completed 53 53 100% 48 29 222 647 898 29 222 647 898 100% 100% 100% 100% 27 195 474 696

% 91% 93% 88% 73% 78%

Data Disaggreated by Gender, Ethnicity, and Age Completed Units in Fall 2007 Math College Ready English Only Only Gender F M Ethnicity Amer/India n Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 63% 38% 48% 52% 51% 49%

Need Both 60% 40%

0% 6% 0% 73% 15% 6%

0% 11% 0% 78% 4% 7%

2% 4% 3% 78% 10% 3%

0% 4% 2% 85% 4% 5%

94% 4% 2%

93% 4% 4%

78% 12% 5% 5% 0%

72% 12% 7% 9% 0%

Academic PipeLine @ LA Mission College

Exhibit 2

Exhibit 3 Level of Readiness College ready (M125 & E101 or E28) Need english only (M125) Need math only (E101 and/or E28) Need both Original cohort 53 29 222 647

Attempted in Spring 08 N % Attempted Attempted 47 27 172 438 89% 93% 77% 68%

Attempted in Fall 08 Attempted 45 24 142 372 % Attempted 85% 83% 64% 57% 60%

898

637

71%

538

Data Disaggregated by Gender, Ethnicity, and Age Attempted Units in Spring 08 College Ready English Only Math Only Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 60% 40% 0% 6% 0% 70% 17% 6% 94% 4% 2% 52% 48% 0% 11% 0% 78% 4% 7% 96% 4% 0% 52% 48% 2% 4% 3% 77% 10% 3% 78% 12% 5% 5% 0%

Need Both 61% 39% 0% 3% 2% 89% 4% 3% 76% 10% 6% 8% 0%

Data Disaggregated by Gender, Ethnicity, and Age Attempted Units in Fall 08 College Ready Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 Academic PipeLine @ LA Mission College 56% 44% 0% 7% 0% 76% 11% 7% 96% 2% 2% English Only 46% 54% 0% 13% 0% 79% 0% 8% 96% 4% Math Only 56% 44% 3% 3% 4% 80% 8% 3% 79% 11% 6% 4% Need Both 63% 37% 0% 2% 2% 88% 4% 3% 77% 10% 5% 8%

Exhibit 3

Exhibit 4 - Momentum point 2 Level of Readiness Need English only (M125) Need Math only (E101 and/or E28) Need both Total: Original Cohort 29 222 647 898

Completed/Incompleted Developmental Courses % Completed Completed Incompleted % Incompleted 21 72% 8 28% 141 64% 81 36% 238 37% 236 36% 400 45% 325 36%

Data Disaggregated by Gender, Ethnicity, and Age

Incompleted Development Courses English Only Math Only Need Both Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 63% 38% 0% 25% 0% 50% 13% 13% 100% 0% 0% 46% 54% 1% 2% 2% 83% 6% 5% 72% 16% 9% 4% 47% 53% 0% 2% 4% 88% 3% 3%

70% 17% 5% 8%

Data Disaggregated by Gender, Ethnicity, and Age

Completed Development Courses English Only Math Only Need Both Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 43% 57% 54% 46% 2% 4% 3% 79% 11% 2% 80.1% 10.6% 5.0% 4.3% 63% 37% 0% 2% 0% 89% 5% 4%

5% 0% 86% 0% 10% 90.5% 4.8% 4.8%

82.8% 8.8% 5.0% 3.4%

Academic PipeLine @ LA Mission College

Exhibit 4

Exhibit 5 - Momentum Point 3 Level of Readiness College ready (M125 & E101 or E28) Need english only (M125) Need math only (E101 and/or E28) Need both Total

Completed both E101 and M125 Completed % Completed Original cohort both both 53 37 70% 29 222 647 898 13 57 77 147 45% 26% 12% 16%

Completed 60 units or more N 26 17 58 126 201 % 49% 59% 26% 19% 22%

Data Disaggregated by Gender, Ethnicity, and Age Incompleted English 101 and Math 125 College Ready English Only Math Only Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 94% 6% 0% 0% 0% 94% 0% 6% 0% 0% 72% 15% 8% 5% 0% 56% 44% 6% 0% 0% 69% 19% 6% 44% 56% 0% 13% 0% 75% 6% 6% 47% 53% 2% 2% 3% 82% 7% 2%

Need Both 56% 44% 0% 3% 2% 86% 4% 4% 68% 15% 7% 11% 0%

Data Disaggregated by Gender, Ethnicity, and Age Completed LESS than 60 units College Ready English Only Math Only Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 Academic PipeLine @ LA Mission College 89% 7% 4% 92% 0% 8% 73% 15% 7% 5% 56% 44% 4% 0% 0% 74% 15% 7% 46% 54% 0% 15% 0% 69% 8% 8% 46% 54% 0% 2% 3% 83% 9% 2%

Need Both 55% 45% 0% 3% 3% 87% 3% 4% 68% 15% 7% 10% 0% Exhibit 5

Exhibit 6 - Momentum point 4 Level of Readiness College ready (M125 & E101 or E28) Need English only (M125) Need math only (E101 and/or E28) Need both Total: Original cohort

Earned an Award or Still Enrolled in Fall 2011 Still % Still Enrolled Enrolled Awards 53 12 23% 14 29 222 647 898 6 42 127 175 21% 19% 20% 19% 8 24 39 71

% Awards 26% 28% 11% 6% 8%

Data Disaggregated by Gender, Ethnicity, and Age Awards College Ready English Only Math Only Gender F M Ethnicity Amer/Indian Asian Black Hispanic White Others Age < 20 20-24 25-34 35-54 >54 71% 29% 0% 7% 0% 79% 14% 38% 63% 63% 38%

Need Both 69% 31%

75% 25%

4% 0% 83% 4% 8% 100%

3% 90% 5% 3% 79% 8% 13%

100%

100%

Academic PipeLine @ LA Mission College

Exhibit 6

Academic Pipeline @ LA Mission College

Chart 1

Academic Pipeline @ LA Mission College

Chart 2

Achieving the Dream - First Year Work Plan Los Angeles Mission College
Objective: Develop a four-year plan, with broad engagement from the campus and external communities and commitment from top leadership, for: 1) improving student outcomes based on evidence about barriers to success and effective practices and policies; 2) Institutionalizing a process for continuously improving student outcomes based on evidence. Activity Do What? By Whom? When? Issues to be Resolved / Challenges Expected Status

1. Educate and get buy-in from college community on Achieving the Dream goals and values

1.1 Introduce AtD to faculty at the Flex day

Dr. Perez Coaches Mike Reynolds Coaches

August 25, 2011

Completed

1.2 Orient key campus leadership groups at the College Council Retreat day to the goals, values, and strategies of the AtD 1.3 Form a core team including key administrators, IR, faculty, and staff 1.4 Form a data team including IR, IT staff, faculty members, and other staff members 1.5 An Achieving the Dream web page at LAMC will be developed. 2a.1 IR office will conduct a study of qualitative and quantitative data on student outcomes to diagnose institutional strengths and weaknesses in student achievement. Disaggregate data by ethnicity, income, and other variables.
Achieving the Dream – First Year Work Plan @ LAMC

August 26, 2011

Completed

September, 2011

September, 2011

2a. Analyze current situation: collect, compile and analyze data on student outcomes. Analyze data disaggregated by relevant demographic groups.

Information Technology IR office Data team

November, 2011 Week of September 19, 2011

Page 1

Activity

Do What?

By Whom?

When?

Issues to be Resolved / Challenges Expected

Status

2a.2 Data will be shared to the AtD Data Coach of AtD for evaluation and advices. 2b. Hold conversation to reflect on the data. Define problems. Choose problems for more in-depth exploration. Review data with major campus leadership groups including Core team, Data Team, Faculty, and Student Services personnel to zero in on areas in need of further investigation. Identify additional data needed for further exploration Using feedback from the review of existing institutional data, define the goals, baseline, processes and questions for focus groups; include particular attention to developmental education Focus group training Train the trainers Student Focus group: Ask “Why” questions of our student Faculty focus group: Ask “Why” questions of faculty Staff focus group: Ask “Why” questions of staff
Achieving the Dream – First Year Work Plan @ LAMC

Data Team

Week of September 26, 2011

Data team, Core Team, Student services, and Academic Affairs

Week of October 3, 2011

2c. Diagnose causes of problems: Drill down on student data

Data team, Core Team, Student services, and Academic Affairs

Week of October 10, 2011

2d. Campus voices: Engage students, faculty, and staff in diagnosing causes of problems.

AtD Data coach AtD Data Coach Student Services Academic Affairs Admin services Core team Data team Coaches

Week of November 6 or Week of November 13

Check availability of coaches

Page 2

Activity

Do What?

By Whom?

When?

2e. Community voices: Engage community members in diagnosing causes of problems.

Focus group training Train the trainers Community focus group: Ask “Why” questions of community

AtD Data Coach AtD Data Coach

Week of November 6 or Week of November 13

Issues to be Resolved / Challenges Expected Check availability of coaches

Status

2f. Examine existing institutional policies and practices.

Summarize and analyze focus group findings Identify specific practices, and policies that positively or negatively impact student success. Meeting to develop strategies and baseline for student success. Meeting to develop strategies and baseline for student success. Attend Strategy Institute

Core team Data team

Week of November 21, 2011

3.Set priorities, goals, and measurable outcomes 4.Develop strategies to achieve goals/measurable outcomes

Team leaders, Deans … Team leaders, Deans …

December 2011 and January 2012 December 2011 and January 2012 February 28, 2012 March and April 2012

5.Write a 4-year implementation on plan with steps and timelines for: a) Implementing strategies; b) Evaluating strategies; c) institutionalizing effective strategies.

5.1 Implementation plan proposal to include: - Clear goals, specific strategies and achievable outcomes. - Link to the college strategic plan, educational master plan, strategic enrollment master plan, and budget process 5.2 Final version due

May 2012

Achieving the Dream – First Year Work Plan @ LAMC

Page 3

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