ACHIEVING THE DREAM AT PIERCE

LACCD Symposium January 20th, 2012

INFORMATION ANALYZED
¢  Student —  —  —  — 

Success & College Milestones

Gatekeeper Courses English & Math Progression Exit Points By Subgroups

¢  New —  — 

Student Persistence

By Demographics By Activity

¢  Student

Surveys: Gatekeeper, Non-Persisters, Campus Climate ¢  First Year Experience Policy Review

NEW STUDENT PERSISTENCE
¢  African-American students were less likely persist to a 2nd or 3rd semester; no other

to

significant differences by gender or ethnicity ¢  The following activities increased the likelihood of persistence:
—  —  — 

Early Assessment Enrollment in English, Math, and PD 40 Receiving Financial Aid

¢  Policy —  —  — 

Review with a focus on the Matriculation process for new students
Placement Process Orientation Faculty & Peer Advising

GATEKEEPER COURSES
¢  Many

student struggle in Math and other introductory general education courses ¢  Survey of unsuccessful students in these courses revealed:
—  — 

— 

The number one barrier to success was the inability to understand the course content Disconnect between students expecting the classes to be difficult and reporting that they spend a relatively small amount of time on coursework outside of class Student suggestions for improving success included greater availability of tutors, faculty making connections between course content and real life, and students spending more time on homework and studying for tests

LATINO POPULATION
Fastest growing population at Pierce ¢  Despite persisting at approximately the same rates and expressing similar satisfaction levels about their experiences at Pierce, Latino students succeed at lower rates than White or Asian students ¢  Compared to White students, Latino students were less likely to feel that faculty understand them and the challenges they face; they were also less likely to speak with instructors outside of class ¢  Job obligations are a major barrier to their education ¢  Latinos are more likely to be first-generation students than other students on campus ¢  Greater need for counseling and advising expressed than for any other group of students
¢ 

ENGLISH & MATH PROGRESSION
¢  Students

who assess and enroll in Math and English are more likely to persist ¢  The farther along in the sequence students place, the more likely you are to get to and through a transfer level course ¢  While women succeed at higher levels than men in the most basic levels of English and Math, there is a narrowing of the success gap between women and men in both subjects as they progress to higher levels

NEXT STEPS…
¢  Final

presentation of Data Team findings to the Core Team/Student Success Committee ¢  Selection of priorities for initiative development ¢  Attendance at the Achieving the Dream winter institute to identify directions or inspirations for possible strategies/initiatives