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![Page 1: It’s a New Day! From Abolishing Late Registration to Overhauling Student Support Services Dr. Joy Gates Black Dr. David Wells.](https://reader035.fdocuments.us/reader035/viewer/2022062314/56649d165503460f949eccc4/html5/thumbnails/1.jpg)
It’s a New Day!
From Abolishing Late Registration
to
Overhauling Student Support ServicesDr. Joy Gates BlackDr. David Wells
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Tarrant County College District
• Established in 1965• 7th Largest College or University in Texas• 1 College, 5 Campuses + Health Professions Campus
+ Multiple Community Ctrs• 5 Campus Presidents• 3,000 Employees Including Adjuncts• 7 Member Board of Trustees (Single Member Districts)• Service Area: Tarrant County, Texas – 900 Square
Miles 1.8 M Population
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The Way We Were
• Silos, Silos, Silos• Allowed students to do optional• Enrollment driven• Primary use of data was for reporting to regulatory agencies – (Institutional
Research office was staffed accordingly)• Often employees did not understand the data they were getting• Most advising was done by counselors• No student success/orientation course• Few decisions made on the basis of disaggregated data• Administrators concentrated on their silo• Minimal professional development and faculty renewal• The Institution suffered from a lack of focus and a singular vision
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reating a Culture of Inquiry, Evidence and Accountability
Creating a Culture of Inquiry Evidence andAccountability
“The Rationale for Change”
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Using Data to InformDecision-Making
TCC Students: Developmental Education (Ranking Based on Big Ten Community Colleges)
Percentage of Developmental Students Who Met aTSI Obligation within Two Years
Subject 2009 2010
Reading 9th 8th
Writing 8th 8th
Math 9th 9th
Texas Legislative Budget Board Report on Performance Measures
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What We Learned From Our Students
2009 TCC - SENSE
• Only 13% of students reported that someone was assigned to them in case they needed information or assistance
Fall 2009 – Fall 2010
• First Time in College (FTIC) Student Retention = 57%
2010 TCC - CCSSE
• Only 23% of students indicated that they used peer or other tutoring sometimes or often
• Only 43% of students indicated that they used skill labs (math, writing, etc.) sometimes or often
• Only 49% of students indicated that they used academic advising/planning services sometimes or often
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What We Learned From Our Students
Only 25% of students indicated that they had completed a college
orientation program
34% of the students surveyed indicated that they work more than 30 hours per
week
2011 TCC CCSSE
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What We LearnedFrom Our Students
TCC 2011 CCSSE
Most Important Support Services
Academic Advising 91%Computer Labs 84%Career Counseling 81%Financial Aid Advising 81%Skill Labs (writing, math, etc.) 81%Peer or Other Tutoring 73%Job Placement 65%
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Students need more structure, fewer options
and clearer pathways
Students don’t do optional
In community colleges engagement is not likely to happen by accident.
It has to happen by design
WHAT WE LEARNEDFROM OUR STUDENTS
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USING DATA TO IN
FORM
DECISION M
AKING Creating a New Day at
Tarrant County College
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Actions Taken
Implemented a mandatory remediation requirement for all students
Assigned advisors to FTIC students required to enroll in developmental courses, and required these students to meet with their advisor twice each semester
Implemented a mandatory Transition to College Success course for FTIC students requiring developmental coursework in two areas
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Actions TakenSp
ring
– Fa
ll 20
11
Increased peer tutoring and advising through Title III grant
Expanded assigned advisors to all FTIC students
Assigned advisors to Transition to College Success courses
Expanded Transition to College Success Course to FTIC students requiring developmental coursework in one area
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Student Engagement:Benefits of Changes
TO STUDENTS
• Earlier completion of developmental coursework
• Intentional connections with advisors
• Successful acquisition of the tools and self confidence necessary to succeed in college
TO THE COLLEGE
• Increased student engagement
• Increased interaction with advisors and faculty
• Increased persistence and retention
• Improved completion rates
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Institutional Barriers
Late Registration and Attendance
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Using Data to Inform Decision-Making
InstitutionalBarrier:
Students who register late often
enroll in any courses that are
still available without giving thought to the
course’s requirements, their personal obligations, or their academic preparedness.
Tarrant County College, 2010
LATE REGISTRATION
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Late Registration
“Students who procrastinate and wait until just before the start of the term or after to enroll may not be as motivated as students who enroll early and this procrastination affects their overall chance of passing their courses.” Wetstein, Nguyen & Hays - San Joaquin Delta College, 2008
“Students who register late may be the most at-risk students, but are admitted at a time when the system is most overloaded and least capable of meeting their needs.”
Sinclair College, 2003
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Late Registration
“A student who registers during pre-registration or regular registration has on average a 27% higher GPA than a student who registers during late registration.”
“A student who registers during late registration drops nearly 11% more credit hours before the six week census date than a student who registers during pre-registration or regular registration.”
Mississippi Gulf Coast Community College, 2006
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The Impact of Late Registrationon Student Success at TCC
Students who registered late had an average success rate (receiving a grade of A, B, C) of 55% in their classes compared to a success rate of 61% for students who registered during regular registration.
TOMORROW STARTS HERE
(Based on TCC Fall 2010 data)
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LATE
REG
ISTR
ATION
Effective Fall 2011TCC Discontinuation
of Late RegistrationAct
ion T
aken
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Using Data to Inform Decision-Making
InstitutionalBarrier:
63% of students surveyed
indicated that they skipped
class sometimes, often or very
often.
CCSSE, 2010
ATTENDANCE
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Attendance“Higher levels of attendance were associated with greater course success, especially for students with highly consistent attendance (2 or fewer absences), who scored more than one-half letter grade higher on average than those who attended less frequently.” Stuckey, 2008
“Grand Rapids Community College believes that attendance is essential to student success and sees excessive absenteeism as a very serious matter, but also believes the classroom instructor is the best evaluator of the impact attendance may have on student success in any given class.”Grand Rapids Community College, 2010
“Students who do not regularly attend their classes are not able to participate in classroom discussions and often do not complete their assignments, which significantly impacts their academic success.” Tarrant County College, 2011
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ATTENDANCE
Summer/Fall 2011Instituted Attendance Requirements For Students Taking Developmental Education Courses
Spring 2012Expanded Attendance Requirements To All Students
Actio
n Tak
en
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Late Registration and ATTENDANCE Requirements
Benefits of ChangesTO STUDENTS
• Finalized schedule before the start of classes
• More quality time for staff to assist with information and advising
• Early attendance at the start of the semester to receive course syllabi, materials and assignments
• Better understanding of the College’s expectations for attendance and timely registration
TO THE COLLEGE
• Earlier cancellation of course sections can be initiated
• Students can be notified earlier of course cancellations
• Faculty will have accurate class rosters and class sizes
• Bookstore can address any additional textbook needs in a more timely manner
• More strategic planning for enrollment, instruction and staffing
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STUDENT ENGAGEMENT AND COMPLETION
Data Results
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COMPLETION DATA
Number of Students Self ReportingCompletion of a Developmental Education
Course
Subject 2010 2011 Change
Reading 15% 17% +2%
Writing 13% 15% +2%
Math 40% 45% +5%
CCSSE 2010, 2011
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SUCCESS DATA
Southeast Campus Math Tutoring Center
Fall 2011
Lab Use CoursesSuccess
Yes (A, B, C)
No
VisitedMath 66% 34%
Other 71% 29%
Did not Visit
Math 51% 49%
Other 63% 37%
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South Campus Science LabFall 2011
Lab Use CoursesSuccess
Yes (A, B, C)
No
VisitedScience 69% 31%
Other 78% 22%
Did not Visit
Science 57% 43%
Other 63% 37%
SUCCESS DATA
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Northeast Campus Math Tutoring Lab
Fall 2011
Lab Use CoursesSuccess
Yes (A, B, C)
No
VisitedMath 58% 42%
Other 80% 20%
Did not Visit
Math 51% 49%
Other 67% 33%
SUCCESS DATA
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Student AdvisementFrequency of Advisement
None
One Two Three Four Five Total
2010 FL
100.0%
100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Percent Retained2011FL
29%
42% 50% 60% 67% 57% 43%
Loss
71.2%
58% 50% 40% 33% 43% 57%
STUDENT RETENTION DATA
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Disruptive Innovations
What ATD Leader Colleges Do
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Disruptive Innovations at TCC
Changes in Math Curriculum and Modes of Delivery
Mandatory New Student Orientation
Intentional Advising and Faculty Advising
Early Academic Alert System
Mandatory Professional Development
Mandatory Remediation
Mandatory Student Success Course
Discontinuation of Late Registration
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Disruptive Innovations Under Development
Academic Boot Camp
Review of Initial Student Assessment/Placement Testing Criteria
District-wide Coordination of Dual Credit
P-16 Initiatives
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Are the Disruptive Innovations
Making a Difference????
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Percentage of Remedial Students Who Met a TSI Obligation in Math
College District Rank
FY2009
Rank
FY2010
Rank
FY2011
Alamo Community College District 10 7.50% 7 19.90% 2 71.80
%
Austin Community College 4 31.00% 6 24.80
% 7 31.10%
Collin County Community College District 7 22.65
% 10 12.10% 9 25.20
%Dallas County Community College District 6 28.10
% 1 40.20% 1 76.30
%
El Paso Community College District 8 18.40% 8 16.70
% 8 28.50%
Houston Community College System 3 34.30% 3 37.50
% 3 71.50%
Lone Star College System District 1 54.35% 2 38.40
% 5 44.00%
San Jacinto College 2 39.95% 4 33.40
% 4 47.30%
South Texas College 5 30.40% 5 28.00
% 6 34.20%
Tarrant County College District 9 11.24% 9 12.50
% 10 21.50%
Statewide 30.90%
27.00%
47.90%
Source: LBB Performance Measures Feedback Report
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Percentage of Remedial Students Who Met a TSI Obligation in Reading
College District Rank
FY2009
Rank
FY2010
Rank
FY2011
Alamo Community College District 10 31.10% 9 17.40
% 5 64.30%
Austin Community College 1 63.30% 1 57.70
% 2 71.40%
Collin County Community College District 7 50.53
% 10 6.50% 9 45.80%
Dallas County Community College District 6 50.70
% 5 44.60% 8 56.20
%
El Paso Community College District 2 61.50% 2 56.00
% 6 62.30%
Houston Community College System 3 57.60% 4 44.90
% 1 80.50%
Lone Star College System District 8 45.70% 3 55.00
% 3 67.70%
San Jacinto College 4 52.87% 7 40.60
% 4 64.60%
South Texas College 5 52.60% 6 43.80
% 7 57.30%
Tarrant County College District 9 33.30% 8 25.20
% 10 42.71%
Statewide 49.40%
38.20%
60.90%
Source: LBB Performance Measures Feedback Report
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Percentage of Remedial Students Who Met a TSI Obligation in Writing
College District Rank
FY2009
Rank
FY2010
Rank
FY2011
Alamo Community College District 9 30.30% 9 20.00% 2 67.70%Austin Community College 2 62.10% 1 55.70% 5 58.40%Collin County Community College District 10 30.18% 10 7.30% 10 37.80%Dallas County Community College District 3 50.80% 4 43.20% 6 57.30%El Paso Community College District 4 49.90% 6 40.00% 3 64.70%Houston Community College System 6 44.80% 5 41.10% 1 82.80%Lone Star College System District 1 63.74% 2 46.90% 4 60.20%San Jacinto College 7 41.80% 7 28.90% 7 49.40%South Texas College 5 49.60% 3 44.70% 8 47.50%
Tarrant County College District 8 34.98% 8 26.60
% 9 44.44%
Statewide 45.70%
36.00%
58.90%Source: LBB Performance Measures Feedback Report
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HEADING IN THE RIGHT DIRECTION FORSTUDENT SUCCESS
SUCCESS