The Odessa College Model

Record Levels of Enrollment, Retention, Student Achievement and Graduation 

‐‐Design for Completion (D4C)‐‐

“VISION 2015”

Rebuilding the College

OC @ a Glance• Established in 1946• 33,000 square miles• 120+ programs• Hispanic Serving Institution – 57.8%

• 444 full and part‐time employees annually

• $42 Million Budget

• 60%‐70% Part‐time• 50% of incoming FTIC on Pell grants

• Hispanic Serving Institution – 57.8%

Local Community: • 40%‐50% drop‐out between 9th‐12thgrade

• Full employment –high wages

OC @ a Glance

SP 09 SP 10 SP 11 SP 12 SP 13 Total

Total Grads 1265 1308 1322 1203 1244 6342

Odessa College

382 384 378 346 370 1890 29.8%

Other 2 Year 22 16 25 28 34 125

2 Year Total 404 400 403 374 404 1985 31.3%

Texas Tech Univ.

35 26 21 29 42 153

UTPB 125 157 130 114 96 622

Other 4 Year 108 89 116 76 105 494

4 Year Total 268 272 267 219 243 1269 20.0%

Ector County High School Graduates

3,088 or 48.7% of Ector ISD graduates do not show up at any college in Texas 

0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

9.00

2007 2008 2009 2010 2011 2012 2013 2014

Unemployment Rate Ector County

Previous record OC enrollment

Previous record OC enrollment

4608

52255138

5476

4400

4600

4800

5000

5200

5400

5600

2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Unemployment

Total Unduplicated Headcount

Previous record OC enrollment

725

909

788

888

400

500

600

700

800

900

1000

2006 2007 2008 2009 2010 2011 2012 2013 2014

First Time in College Students

Unemployment

0

500

1000

1500

2000

2500

3000

Overall A & S CTWE Nursing/AH

FTIC Enrollment GrowthFall & Spring Combined, Unduplicated, Includes Dev. Ed

2011 ‐ 20122012 ‐20132013 ‐ 20142014 ‐ 2015

CHANGING STUDENT BEHAVIOR  Creating a college‐going, college completing culture

• DROP RATE IMPROVEMENT PROGRAM

• STUDENT SUCCESS COACHES

CHANGING THE COLLEGE  Advising, Scheduling, Course Offerings

• METAMAJORS

• 8‐WEEK COURSES

PREMISE OF D4C

You cannot create a significant change in student behavior unless and until you 

create a significant change in the behavior of college staff and faculty that leads to and sustains better and better student 

interest in coming to college, in staying in class and in graduating.

A STRATEGIC EXPERIMENT

Collect data, monitor results – learn as you go

FOLLOW THE LEADING INDICATORS

EnrollmentIn‐Class Persistence

Grade of “C” or Better

THE TIPPING POINT TO SUCCESS

MAKE EVERY STUDENT FEEL YOU LIKE HAVING THEM HERE AND ARE PROUD THEY HAVE INCLUDED OC ON THEIR EDUCATIONAL 

JOURNEY

Course Completion (earned grade)

81%

88% 92%

96%

70%

75%

80%

85%

90%

95%

100%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

D4C

Course Success (A, B, or C)

70%69%

74%

77%

62%

64%

66%

68%

70%

72%

74%

76%

78%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

D4C

77%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

All Students FTIC Students

All 3 Odessa College Divisions: Fall & Spring Data Combined

D4C

8‐Week courses

16‐Week Courses

RECORD STUDENT SUCCESS(Percent that achieve “C” or better)

81%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

Full‐Time Students Part‐Time Students

RECORD STUDENT SUCCESS(Percent that achieve “C” or better)

All 3 Odessa College Divisions: Fall & Spring Data Combined

D4C

8‐Week courses

16‐Week Courses

79%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

85.0%

Traditional Students (<25 yrs)Non‐Traditional Students (25> yrs)

RECORD STUDENT SUCCESS(Percent that achieve “C” or better)

All 3 Odessa College Divisions: Fall & Spring Data Combined

D4C

8‐Week courses

16‐Week Courses

76%

50.0%

55.0%

60.0%

65.0%

70.0%

75.0%

80.0%

Male Hispanic Female Hispanic

RECORD STUDENT SUCCESS(Percent that achieve “C” or better)

All 3 Odessa College Divisions: Fall & Spring Data Combined

D4C

8‐Week courses

16‐Week Courses

0

200

400

600

800

1000

1200

1400

Assoc. Cert. TotalGrads

Transfer Grad +Transfer

Overall Grad + TransferFull Academic Year, Unduplicated

AY 2011 ‐ 2012 AY 2012 ‐2013 AY 2013 ‐ 2014 AY 2014 – 2015 (est)

BEING COMMITTED

• Faculty to Students• Staff to Students• Students to Completing What They Start

Faculty to Students

• Interact with students by name from first day of class• Monitor behavior closely and intervene immediately 

should anything be amiss• Meet one‐on‐one early in semester• Highly structured course with clear penalties for missed 

tests, assignments, etc., but use common sense and be flexible when appropriate

COMMITMENTS

Do Commitments Make a Difference

QUESTION

Does simply keeping students in‐class lead to improved outcomes (“C” or better)?

ANSWER

Compare student success rates after Tx “6‐Drop Limit” rule put into effect to success rates after Drop Rate Improvement Program put into effect.

COMMITMENTS

15%13%

14%13%

11%9%

10%

7%6%

5%

0%

2%

4%

6%

8%

10%

12%

14%

16%

18%

20%

2004‐5 2005‐6 2006‐7 2007‐8 2008‐9 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14

Lecture Web

6‐Drop RuleIn Place

Fall + Spring ‐‐ Percent of courses dropped by students –includes complete withdrawals from college

Drop Rate Improvement 

Program

Student Success Rates(Percent of Students with

A, B, or C grade)

70%69%

74%

77%

62%

64%

66%

68%

70%

72%

74%

76%

78%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

D4C: Drop Rate IP

6‐Drop RuleIn Place

The data show that it isn’t just keeping students in class that’s important for improving student outcomes – but why they are staying in class that makes 

the difference.

COMMITMENTS

Staff to Students

• Commit to developing clear and coherent practices and processes for students – eliminating barriers

• Commit to engaging with students – establishing a personal connection

• Commit to recognizing good or vulnerable behavior –celebrate or intervene

• Commit to making eye contact, smiling, saying hello ‐‐acknowledge

COMMITMENTS

Students

• Commit to completing what you start• Commit to asking questions and using support 

resources• Commit to attending class and attempting each 

assignment• Commit to developing well‐organized and disciplined 

work habits

COMMITMENTS

THANK YOU FOR ATTENDING

QUESTIONS?