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LEADING WITH DATALEADING WITH DATATRACKING STUDENT SUCCESS WITH INTERACTIVE DATA DASHBOARDSTRACKING STUDENT SUCCESS WITH INTERACTIVE DATA DASHBOARDS
Deborah Noble‐Triplett ‐‐ University of Missouri System
Javier Miyares ‐‐ University of Maryland University College
Desdemona Cardoza ‐‐ California State University System
Jeff Gold ‐‐ California State University System
AGENDA
• Welcome and Introduction
• Vision, Background, and ImplementationVision, Background, and Implementation
• Metrics and Data Collection
• Dashboard Tool Demos• Dashboard Tool Demos
• Success Stories
• Next Steps
• Questions and Answers
DASHBOARD METRICS – MISSOURI SYSTEM
• EnrollmentEnrollment
• Graduation Rates (4‐year & 6‐year)
b• Year‐by‐year Persistence
• Access Leading Indicators
• Success Leading Indicators
DASHBOARD METRICS – UNIVERSITY OF MISSOURI
• Students in pre‐ • Course ParticipationAccess Success
Stude ts p ecollege/summer programs
Course Participation
• Course Performance
C C l i• Submission ACT/SAT scores
• Course Completion & Academic Progress
• Submission Transfer TranscriptsN f li t &
• Financial Aid
• Registration• No. of applicants & acceptance
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• Advising
DASHBOARD METRICS ‐ UMUC
Focus on New Students in Gateway Courses
• Successful completion of gateway courses:– Withdrawal rate.
R d f h i– Reported after each session.
• Re‐enrollment in second term immediately following first term:first term:– Weekly status report.
New students who complete courses are more likely to re‐enroll.
New students who re‐enroll in next term, triple their odds of graduating.
DATA INFRASTRUCTURE – UMUC
DASHBOARD METRICS – CSU SYSTEM
• Continuation RatesContinuation Rates
• 6 Year Graduation Rates
• Success Leading Indicators
DASHBOARD METRICS – CSU SYSTEM
Milestones Leading Indicators• Complete needed remediation by• First‐Year Continuation
• Second‐Year C i i
• Complete needed remediation by end of first year.
• Complete college‐level math and/or English in as soon as possible.
Continuation
• 6‐Year Graduation • Complete a college‐success course or
other first‐year experience program.• Complete high percentage of courses
attempted (low rate of courseattempted (low rate of course dropping and/or failure).
• Complete 20‐30 credits in the first year.M i i d d i• Maintain adequate academic progress
DASHBOARD METRICS – CSU SYSTEM
• Units Attempted First Year• Declared a Major in First Semester• Participated in Summer Bridge
• Enrolled in GE Math ASAP• Enrolled in GE English ASAP• Remedial Math Exemptp g
• Participated in a 1st Year Experience
• Participated in a Campus Learning
p• Remedial English Exempt • High School GPA• SAT
Community• URM• Male
Fi Y GPA
• Low Income• Missing Income• Parent High School or Less
Mi i P Ed i• First Year GPA• Did Not Return Second Semester• Number of D/F Grades in First Year• Number of Incompletes and
• Missing Parent Education• 2003 Cohort• 2004 Cohort
• Number of Incompletes and Withdrawal First Year
• Enrolled in a Units Summer Prior to First Fall SemesterFirst Fall Semester
DASHBOARD METRICS – CSU SYSTEM
Outcome Variables
• Six Year Graduation Rate
• First Year Retention Rate
DASHBOARD DEMO – CSU SYSTEM
DASHBOARD DEMO – CSU SYSTEM
DASHBOARD DEMO – CSU SYSTEM
DASHBOARD DEMO – MISSOURI SYSTEM
CAMPUS
COHORT
FIRST TIME COLLEGE & TRANSFER STUDENTS
URM VS. NONURMPELL VS. NONPELL
DASHBOARD DEMO – MISSOURI SYSTEM
DRLL DOWN BY ETHNICITY
DRILL DOWN BY ACADEMIC UNIT
DASHBOARD DEMO – MISSOURI SYSTEM
COURSE COMPLETION
WITHDRAW/DROP/FAIL
RESEARCH FINDINGS ‐ UMUC
E ti UG i l (30 j ) d i d i 18 th
Shorter terms with clearly defined work‐oriented outcomes work best for working adults.
– Entire UG curriculum (30+ majors) redesigned in 18 months.
– Program outcomes/course outcomes based on employers feedback.
– Spaced‐out sessions allow for sensible course‐taking patterns.
– Course completion increased by 4 points.
– Student course evaluations un‐changed.
– Faculty feedback positive.
ll– We expect re‐enrollment rates to increase 2‐3 points.
– We expect learning outcomes to improve.
We expect improved work performance and rewards– We expect improved work performance and rewards.
RESEARCH FINDINGS ‐ UMUC
Registration in online classes too close to first day of class has a negativeto first day of class has a negative impact on success.
– We are changing registration deadlines to 4‐5 days prior to first day of class.5 days prior to first day of class.
– We expect 2‐4 points increase in course completion rates.p
RESEARCH FINDINGS ‐ UMUC
Specific behaviors in online class prior to first day of
class associated with success:
• Awareness of syllabus.
• Awareness of course expectations.
• Communication with other students.
• We are preparing outreach and communication plan with recommended behaviors.
• We will flag students not engaging in success
behaviors.
RESEARCH FINDINGS ‐ UMUC
Student frustrations in dealing with us. . .“I have enough problems in my life. When I come to school, I d ’ d ”
– One‐stop call center to start late Spring 2012.
I don’t need any more!”
p p g
– Outsourced, but directly controlled by UMUC.
– One stop for ALL student problems: admissions,One stop for ALL student problems: admissions, financial aid, student accounts, IT, appeals, etc.
– Principle: You get the call, you own the problem.
– We expect re‐enrollments to increase by 2‐4 points.
RESEARCH FINDINGS ‐ UMUC
We have been mining transcript data to identify previous course‐taking patterns associated with t d t
– In Gateway courses with lowest completion rates (ACCT220, BMGT110 GVPT170 PSYC100) students succeed at higher
student success.
BMGT110, GVPT170, PSYC100), students succeed at higher rates if they have taken communications/math courses.
– We will reach out to community college partners and develop a student communication plan.
– Next: identify students who enroll in those courses and do not have optimal pattern of previous courses and advisenot have optimal pattern of previous courses and advise changes.
– We expect increase in course completion rates of 2‐3 points.
QUESTIONS