At d & data presentation

Pierce College Leadership Retreat:

Achieving the Dream Overview:

August 23, 2011

What is Achieving the Dream?

Dr. Terri Manning & Dr. John Nixon

Success is what counts. 3

ATD: A national initiative for student success

ATD defines student success: earning degrees, certificates, or transferring.

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.


ATD has built a NATIONAL NETWORKOver 130 institutions, 24 states & District of Columbia

More than1 million students enrolled in ATD colleges


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.

The Issues


Students progressing successfully through developmental courses

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.

Goals of Achieving the Dream


Roles of the coaches in ATD: We are your CRITICAL FRIENDS.

Communication through at least two visits yearly for two years—THREE THIS FIRST YEAR

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

Creating a Culture of Evidence

Reference: Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis.

Achieving the Dream Inc. www.achievingthedream.org

Component One

Component Two

Component Three

Component Four

“What’s Wrong?”(Outcome Measures)

“Why?”(Underlying Factors)

Intervention(s) Evaluation &Modification

Use Longitudinal, Disaggregated, Cohort data to assess Student Success Outcomes (e.g., Persistence, CourseCompletion rates, Degree comp. rates) to determine: 1) Which student groups are less successful than others (Equity Gaps in Student Success). 2) Which high enrollment courses have the lowest success rates.

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

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.

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.

Many Colleges:(a) Skip(b) Loosely rely on national literature (Engagement)(c) Lack a local understandingbased on qualitative data

What happens to our students?


Every Fall at Pierce:

Approximately 3,000 new students begin their higher education career

48% are female

75% are under 20 years old

Over 1/3 are Latino

Over 75% are LAUSD graduates from the previous year

Who are They?


They enter the pipeline

Where they enter and where they go…. depends on Where they enter and where they go…. depends on where they have been and what they have donewhere they have been and what they have done.


Degree seeking, college ready in all subjects

Undecided, need remedial in all three subjects

Casual student, no placement tests on file

Transfer in – credit in math and English

Transfer out – only taking 12 hours


In Fall 2007, 2,988 new full and part-time students entered Pierce. Here is what happened to them.

Let’s look at one cohort of students


For every 100 new students who entered Pierce (full and part-time)…


91 are left by the end of the first term (9 didn’t make it).


Only 67 return in the next spring term.


Only 55 come back the next fall.


After two years, 41 are still with us.


Within three years, 5 have earned a degree or certificate.


22 are still enrolled2 are certified to transfer

71 remain unaccounted for

What happened to the other 95 students?

(we are not alone)

Issues Impacting Our Students Are National Issues Impacting Other Community College Students


What We Know Nationally

Of 2002 Achieving the Dream Cohort, % Needing Developmental Education

Source: Achieving the Dream Data Notes,1(6) July/Aug 2006.


How are they doing?Percent of 2002 AtD Cohort referred to developmental education that attempted and completed at least one developmental course during their first term, by race.

Source: Achieving the Dream Data Notes, 1(6) July/Aug 2006.


How are they doing?

Retention Rates 2nd Term 2nd Year

Referred to DE – did not complete any

57% 45%

Referred to DE – partially completed

85% 65%

Referred to DE – completed all 94% 80%

Not referred to DE = college ready 66% 54%

All students 70% 57%

Percentage of AtD students persisting by developmental status at the end of the first year.

Source: Achieving the Dream Data Notes, 3(4), July/August 2008.


Placement test scores (tested in summer or fall of 2009)

Pierce Students

English Math

Count % Count %At College Level (transfer level) 458 12% 842 20%

One Level Below 1393 35% 1308 31%

Two Levels Below 1689 43% 1438 34%

Three Levels Below 395 10% 601 14%

Four or more Levels Below N/A N/A 90 2%

Total with Scores 3935 100.0% 4279 100.0%


First-Time Freshman Persistence: Fall Cohorts 2004 – 2009

CohortFall 2004

Fall 2005

Fall 2006

Fall 2007

Fall 2008

Fall 2009

Enrollment Count 3,549 3,719 3,300 3,567 4,057 3,905Persistence to Spring Semester 69% 68% 68% 68% 68% 66%

An Example of a Data Set


We Need to Take a Serious Look at Our Issues

We begin now with today’s activity.

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.

Table Discussion

Dr. Terri Manning


Instructions for Table Top Activity

Each table has flip chart paper, and an envelope.

Distribute the contents of the packet to everyone at the table – includes a data set and three questions.

We are looking at 5 data sets today (each table has only one): Progress in Developmental Math Progress in Developmental English Gatekeeper Courses Persistence by Subgroups Awards Earned by Subgroups


Table Top Activity

Assign a timekeeper, recorder and reporter

Review your data, discuss it as a group (30 minutes)

On the flip chart paper, list the following:

1. What’s the story line?

2. What surprised you the most?

3. What additional data/information would you like to see about this particular data set?

We will then report out.

Roles and Responsibilities


Achieving the Dream Institutional Change Principles

1. Committed leadership

CEO and leadership team

actively support efforts to

improve student learning and

completion

2. Culture of evidence

Colleges routinely analyze

student data to assess progress

and outcomes

3. Broad engagement

Faculty, staff, students, and

community stakeholders

participate in efforts to improve

student success

4. Systemic institutional

improvement

Colleges orient all planning and

activities around student

success agenda


Roles of the Core and Data Teams

Broadly representative with key faculty involved

Thorough understanding of College data and assessment of initiatives

Guiding team for discussion, prioritization, implementation of improvements

Crucial communication link to larger communities

Broadly representative with key faculty involved

Collect, disaggregate, and study data; call for additional information

Provide support to the Core Team

Aid in establishment of appropriate assessment of all initiatives

Core Team Data Team

What’s Next?


Next Steps, Timeline and Deliverables

Fall Semester 2011

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



By August 31: Establish Core and Data Teams

Fall Semester 2011: Engage Key Stakeholders Schedule “Courageous Conversations” to reflect on

the Quantitative Data (the what) Identify Key Issues and Achievement Gaps



Spring Semester 2012 Set Priorities, Goals and Measurable Outcomes 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

At d & data presentation

Education

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