Student Success: What Is It, and How Can We Measure It?
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Transcript of Student Success: What Is It, and How Can We Measure It?
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Student Success: What Is It, and How Can We Measure It?
Kim Harrell, Folsom Lake CollegeCarolyn Holcroft, Foothill College
David Morse, ASCCC Executive Committee
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Resolution 13.06 Fall 2010: Develop a Faculty Definition of
Student Success Resolved, that the ASCCC:
define student success and identify best practices and models for accomplishing student success;
include student input and perspectives in the development of student success metrics;
assert the primacy of our definition of student success to the Board of Governors; and
ensure faculty primacy in the identification, development and/or adoption of metrics used to establish and measure student success.
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What does student success mean from a faculty perspective?
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Student Success Task Force
Implement a student success scorecard (recommendation 7.3)
Disaggregated by racial/ethnic groupsInclude momentum points & completion of
basic skills sequenceInclude measurement of outcomes of students
taking less than 12 unitsCompare college against own performance
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Framework
State of the System Scorecard data, system
metrics
Scorecard College metrics, single
demographic
Datamart 2.0 College metrics by
multiple crosstabs
Data on Demand College metrics as
unitary files
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What metrics are on the Scorecard now?
Student progress & achievement rate (SPAR): rate at which degree/transfer‐seeking students earn these outcomes within six years of entering Persistence rate: rate at which students continuously
enroll for their first three terms upon entry 30-unit achievement rate: rate at which degree/transfer‐
seeking students reach the 30‐unit “momentum point”
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What metrics are on the Scorecard now?
Remedial Course Progression Rate: rate at which students that start in remedial math/English/ESL complete degree‐applicable/transferrable level math/English/ESL courses
Career Technical Education (CTE) completion rate: rate at which CTE/vocational certificate seeking “concentrators” earn any award or transfer
Career development & college preparation (CDCP) completion rate: rate at which students in career development/college prep noncredit “concentrator” programs earn degrees
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High Order Outcomes (SPAR, CTE, CDCP)
Outcomes (numerator) in 6 years Associates of Arts/Sciences, or Certificates (CO/12+ units), or Transfer (any 4-year), or Transfer Prepared (60 units, GPA 2.0)
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What criteria would you include on the ARCC Scorecard?
How to capture students who get a job before they finish?
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ARCC Advisory Workgroup recommends a “State of the
System” report High level overview intended for legislators, policy
makers Summary of State level aggregations of data and
annual performance including: Annual number of transfers to CSU, UC, ISP, OOS (6-year
trend) Annual number of awards by award type: credit awards,
AA/AS degrees, credit certificates (5-year trend) Wages for students attaining vocational awards (2-years
before and 4/5-years after) Systemwide participation rates by age group, gender &
race/ethnicity
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What might you like legislators or the general public to perceive as indications
of student success?
Or… what do faculty want to see in that “State of the System” report?