Academic Pipeline at LAMC

8/3/2019 Academic Pipeline at LAMC

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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 adegree-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 (college-

ready)

Momentum point 3: Completed more than 60 unitsMomentum 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:


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Take

Placement Test

College Ready(Math 125, E101 or

E28)

Need Both

Need Math(E101/E28)

Completed60 Units

Or More

Earned Award

Transfer to 4-yr

Institution

Still Enrolled

Office of Institutional Research andTechnology

LA Mission College9/12/2011

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

First Time inCollege

Fall 2007

AcademicSuccessSp 2011

951 StudentsTake Placement Test

(Exhibit 1)

78% StudentsCompleted any Dev Units in

F2007 (Exhibit 2)

MomentumPoint 1

Momentum

Point 2

45% StudentsCompleted any

Developmental

Courses (Exhibit 4)

Completedany dev.

courses

Momentum

Point 3

Momentum

Point 4

22% StudentsCompleted 60

units or More

(Exhibit 5)

8% students

earned awards;

19% students stillenrolled. (Exhibit 6)

College Ready

91% Students

Completed any college Unitsin F2007 (Exhibit 2)

26% students

earned awards;23% students still

enrolled. (Exhibit 6)

Need English(M125)

Need Both

Need Math

Need English

Fall 2007 Spring 08

89% Students

Attempted any Units inSpring 08 (Exhibit 3)

71% StudentsAttempted any Units in

Spring 08 (Exhibit 3)

College Ready

Need Both

Need Math

Need English

Fall 08

85% Students

Attempted any Units inFall 08 (Exhibit 3)

60% Students

Attempted any Units inFall 08 (Exhibit 3)

49% Students

Completed 60units or More

(Exhibit 5)

Spring 11

CompletedE101 &

M125

70% Students

Completed E101and M125

(Exhibit 5)


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Exhibit 1 Placement Test Results

Cohort Fall 2007 = 1278 Level of Readiness Total %

Not taking placement test 327 26%

Taking placement test 951 74%

1278

College ready (M125 & E101 or E28) 53 6%

Need English only (M125) 29 3%

Need Math only (E101 or E28) 222 23%

Need both 647 68%

898 94%

Placement Level Math Placement Level English Placement Level

M105 M112 M115 DC 1 ESL 1,2 ESL 3,4,5,6 E21

Need English only (M125) X X X 34% 0 0 66%

Need Math only (E101 or E28) 8% 62% 30% X X X X

Need both 11% 70% 19% 45% 4% 8% 43%

Data Disaggregated by Gender, Ethnicity, and Age

Level of ReadinessCollege

Ready English Only Math Only Need Both

Gender

F 57% 52% 51% 58%

M 43% 48% 49% 42%

EthnicityAmer/Indian 2% 0% 2% 0%

Asian 6% 10% 3% 3%

Black 0% 0% 3% 2%


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Exhibit 2 - Momentum Point 1 Attempted and Completed units in Fall 2007

Level of Readiness Original cohort Attempted % Completed %

College ready (M125 & E101 or E28) 53 53 100% 48 91%

Need english only (M125) 29 29 100% 27 93%

Need math only (E101 and/or E28) 222 222 100% 195 88%

Need both 647 647 100% 474 73%

898 898 100% 696 78%

Data Disaggreated by Gender, Ethnicity, and Age

Completed Units in Fall 2007

College Ready English OnlyMathOnly

NeedBoth

Gender

F 63% 48% 51% 60%

M 38% 52% 49% 40%

Ethnicity

Amer/India

n 0% 0% 2% 0%

Asian 6% 11% 4% 4%

Black 0% 0% 3% 2%

Hispanic 73% 78% 78% 85%

White 15% 4% 10% 4%

Others 6% 7% 3% 5%

Age

< 20 94% 93% 78% 72%

20-24 4% 4% 12% 12%25-34 2% 4% 5% 7%

35-54 5% 9%

>54 0% 0%


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Exhibit 3 - Attempted in Spring 08 Attempted in Fall 08

Level of Readiness

Original

cohort

N

Attempted

%

Attempted Attempted % Attempted

College ready (M125 & E101 or

E28) 53 47 89% 45 85%



Need both 647 438 68% 372 57%

898 637 71% 538 60%


Attempted Units in Spring 08

College Ready English Only Math Only Need Both

Gender

F 60% 52% 52% 61%

M 40% 48% 48% 39%

Ethnicity

Amer/Indian 0% 0% 2% 0%

Asian 6% 11% 4% 3%

Black 0% 0% 3% 2%

Hispanic 70% 78% 77% 89%

White 17% 4% 10% 4%

Others 6% 7% 3% 3%

Age

< 20 94% 96% 78% 76%

20-24 4% 4% 12% 10%

25-34 2% 0% 5% 6%

35-54 5% 8%

>54 0% 0%


Attempted Units in Fall 08


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Exhibit 4 - Momentum point 2 Completed/Incompleted Developmental Courses

Level of Readiness

Original

Cohort Completed

%

Completed Incompleted % Incompleted

Need English only (M125) 29 21 72% 8 28%

Need Math only (E101 and/or E28) 222 141 64% 81 36%

Need both 647 238 37% 236 36%Total: 898 400 45% 325 36%


Incompleted Development Courses

English Only Math Only Need Both

Gender

F 63% 46% 47%

M 38% 54% 53%Ethnicity

Amer/Indian 0% 1% 0%

Asian 25% 2% 2%

Black 0% 2% 4%

Hispanic 50% 83% 88%

White 13% 6% 3%

Others 13% 5% 3%

Age

< 20 100% 72% 70%

20-24 0% 16% 17%

25-34 0% 9% 5%

35-54 4% 8%

>54


Completed Development CoursesEnglish Only Math Only Need Both

Gender

F 43% 54% 63%


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Exhibit 5 - Momentum Point 3 Completed both E101 and M125 Completed 60 units or more

Level of Readiness Original cohort

Completed

both

% Completed

both N %




Need both 647 77 12% 126 19%

Total 898 147 16% 201 22%


Incompleted English 101 and Math 125

College Ready English Only Math Only Need BothGender

F 56% 44% 47% 56%

M 44% 56% 53% 44%

Ethnicity

Amer/Indian 6% 0% 2% 0%

Asian 0% 13% 2% 3%

Black 0% 0% 3% 2%

Hispanic 69% 75% 82% 86%White 19% 6% 7% 4%

Others 6% 6% 2% 4%

Age

< 20 94% 94% 72% 68%

20-24 6% 0% 15% 15%

25-34 0% 6% 8% 7%

35-54 0% 0% 5% 11%

>54 0% 0% 0% 0%


Completed LESS than 60 units


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Exhibit 6 - Momentum point 4 Earned an Award or Still Enrolled in Fall 2011

Level of Readiness

Original

cohort

Still

Enrolled

% Still

Enrolled Awards

%

Awards


Need English only (M125) 29 6 21% 8 28%


Need both 647 127 20% 39 6%

Total: 898 175 19% 71 8%


Awards

College Ready English Only Math Only Need Both

Gender

F 71% 38% 63% 69%

M 29% 63% 38% 31%

Ethnicity

Amer/Indian 0%

Asian 7% 4% 3%

Black 0% 0%

Hispanic 79% 75% 83% 90%

White 14% 4% 5%

Others 25% 8% 3%

Age

< 20 100% 100% 100% 79%

20-24 8%

25-34 13%

35-54

>54


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Academic Pipeline @ LA Mission College Chart 1


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Academic Pipeline @ LA Mission College Chart 2


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Achieving the Dream First Year Work Plan @ LAMC Page 1

Achieving the Dream - First Year Work PlanLos 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 beResolved /

Challenges Expected

Status

1. Educate and get buy-infrom college community

on Achieving the Dream

goals and values

1.1 Introduce AtD to faculty at the

Flex day

Dr. Perez

Coaches

Mike Reynolds

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

Coaches August 26, 2011 Completed

1.3Form a core team including keyadministrators, IR, faculty, and

staff

September, 2011

1.4Form a data team including IR, ITstaff, faculty members, and other

staff members

September, 2011

1.5An Achieving the Dream webpage at LAMC will be developed.

Information Technology

IR office

November, 2011

2a. Analyze currentsituation: collect, compile

and analyze data on student

outcomes. Analyze data

disaggregated by relevant

demographic groups.

2a.1 IR office will conduct a study ofqualitative and quantitative data on

student outcomes to diagnose

institutional strengths and

weaknesses in student achievement.

Disaggregate data by ethnicity,

income, and other variables.

Data team Week of September19, 2011


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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.

Data Team Week of September

26, 2011

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.

Data team, Core Team,

Student services, and

Academic Affairs

Week of October 3,

2011

2c. Diagnose causes of

problems: Drill down on

student data

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

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.

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

AtD Data coach

AtD Data Coach

Student ServicesAcademic Affairs

Admin services

Core team

Data team

Coaches

Week of November 6

or

Week of November

13

Check availability of

coaches


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Activity Do What? By Whom? When? Issues to be

Resolved /

Challenges Expected

Status

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

Check availability of

coaches

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.

Core team

Data team

Week of November

21, 2011

3.Set priorities, goals, and

measurable outcomes

Meeting to develop strategies and

baseline for student success.

Team leaders, Deans December 2011 and

January 2012

4.Develop strategies to

achieve goals/measurable

outcomes

Meeting to develop strategies and

baseline for student success.

Team leaders, Deans December 2011 and

January 2012

Attend Strategy Institute February 28, 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

March and April 2012

5.2 Final version due May 2012

Academic Pipeline at LAMC

Documents

Transcript of Academic Pipeline at LAMC