atd & data presentation

8/3/2019 AtD & Data Presentation

http://slidepdf.com/reader/full/atd-data-presentation 1/40

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 toeliminate gaps for certain cohorts of students wholag.

ATD uses data to study college barriers, ask the―why‖ questions, and develop and implement likelysolutions.

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 collegesregardless of their readiness to learn.

Community colleges are not producing adequatenumbers 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 throughdevelopmental courses

Students advancing from developmental coursesinto and through gateway courses

Students successfully completing college-levelcourses (grade of C or better)

Students re-enrolling from one semester to thenext, and from year to year

Students earning degrees, diplomas andcertificates.

Goals of Achieving the Dream


http://slidepdf.com/reader/full/atd-data-presentation 7/40 Success is what counts. 7

Roles of the coaches in ATD: We are yourCRITICAL FRIENDS.

Communication through at least two visits yearlyfor 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 collegeconversations

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

ComponentOne

ComponentTwo

ComponentThree

ComponentFour

―What’s Wrong?‖ (Outcome Measures)

―Why?‖ (Underlying Factors)

Intervention(s) Evaluation &Modification

Use Longitudinal,Disaggregated, Cohort data to assess StudentSuccess Outcomes (e.g.,

Persistence, CourseCompletion rates, Degree

comp. rates) to determine:

1) Which student groupsare less successful thanothers (Equity Gaps inStudent Success).

2) Which highenrollment courses havethe lowest successrates.

Collect, analyze, and usesecond set of LOCALdata to identify theunderlying factors

(barriers or challenges)impeding studentsuccess:

• Focus Groups• Surveys• Literature Reviews• Learning Outcome

Assessment

Use data fromComponent Two torevise or design newinterventions to

effectively address theunderlying factorsimpeding studentsuccess.

Review and considerchanges to existingcollege policies that

impact the underlyingfactors impedingstudent success.

Collect, analyze, and useevaluation data toanswer:

1) To what extent did theinterventions (or policychanges) effectivelyaddress the underlyingfactors impedingstudent success?

2) To what extent did the

interventionsincrease studentsuccess?

Make modificationsbased on evaluationresults.

Many Colleges:

(a) Skip

(b) Loosely rely on national

literature (Engagement)

(c) Lack a local understanding

based 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 have been and what they have done.




Degreeseeking,college

ready inallsubjects

Undecided, needremedial in allthree subjects

Casualstudent,no

placementtests onfile

Transferin – credit inmath andEnglish

Transferout – only

taking 12hours




In Fall 2007, 2,988 new full and part-timestudents entered Pierce. Here is what

happened to them.

Let’s look at one cohort of students




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




91 are left by the end of the first term (9didn’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.

Wi hi h h d d




Within three years, 5 have earned a degreeor certificate.




22 are still enrolled

2 are certified to transfer

71 remain unaccounted for

What happened to the other 95students?



(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 – partiallycompleted

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

CohortFall2004

Fall2005

Fall2006

Fall2007

Fall2008

Fall2009

Enrollment Count 3,549 3,719 3,300 3,567 4,057 3,905

Persistence toSpring 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’sactivity.

We want the ―great minds‖ of the college to look at the dataand begin to address the

issues related to studentsuccess.

We are not going to talk about―why‖ our students have

issues until we betterunderstand ―what‖ the issuesare.




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 InstitutionalChange Principles

1. Committed leadership

CEO and leadership team

actively support efforts to

improve student learning and

completion2. 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 success4. Systemic institutional

improvement

Colleges orient all planning and

activities around student

success agenda



Success is what counts.

35

Roles of the Core and Data Teams

Broadly representativewith 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 representativewith key faculty involved

Collect, disaggregate, and

study data; call for

additional information Provide support to the

Core Team

Aid in establishment of

appropriate assessmentof all initiatives

Core Team Data Team



What’s Next?




37

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




38

Next Steps, Timeline and Deliverables

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



Q & A

atd & data presentation

Documents