pathways to results: equity, inclusion, and rising to the challenge randi congleton edmund graham...
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Pathways to Results: Equity, Inclusion, and Rising to the Challenge
Randi CongletonEdmund Graham
Office of Community College Research and LeadershipCollege of Education
University of Illinois at Urbana-Champaign
Illinois Community College Board
Office of Community College Research and LeadershipCollege of Education at the University of Illinois at Urbana-Champaign
Agenda
Pathways to Results
Why Focus on Equity
Outcomes and Equity
Findings: How Teams Used
the Data
Activity and Discussion
What is Pathways to Results (PTR)
5-component Program Improvement and Development Process that motivates and employs:
• Strong, comprehensive partnerships• Data analysis, equity guided, and data-driven
decisions• System process assessment and mapping• Data interpretation to foster improvements• Review and reflection
Background on PTR • Developed by OCCRL, based on the work of
the Center for Urban Education (CUE) at the University of Southern California
• Funded by the Illinois Community College Board
• Evolved from Illinois Programs of Study • All but 5 of Illinois’ 48 public community
colleges have participated in PTR
Creating POS
Career Cluste
r•16 career clusters•Common set of
foundational knowledge and skills
Pathways •Flexible, multiyear
programs, full range of options
Programs of Study
•sequences of courses that incorporate a non-duplicative progression of secondary and postsecondary elements
Five Components of PTREngagement
and Commitment
Outcomes and Equity
Assessment
Process Assessment
Process Improvement
Review and Reflection
Purpose and Goals of Engagement and Commitment
1. Engage and gain the commitment of key partners and team members in implementing PTR and improving programs of study
2. Review existing data to help specify and develop the initial problem statement that is included in the PTR Charter.
3. Plan to transfer lessons learned to other programs and other problem areas that can benefit from the PTR process.
Step 1: Form the partners
Step 2: Gather input
Step 3: Identify and convene the PTR Team
Steps of Engagement and Commitment
Sample Initial Problem Statement“We have not utilized our local educational and professional partners to promote this program. Our team will need to address and improve our marketing and recruitment strategies because we currently have low enrollment and high area demand. Strengthening our POS template will help us articulate the many pathways available to students and adults.”
Purpose and Goals of Outcomes and Equity Assessment Process
1. To identify, collect, and interpret outcomes data by student subgroups
2. To use PTR equity concepts when analyzing student and program data
3. To identify equity gaps
What is Equity?
Why Equity? Equity• Demographics are changing
• Educational pipeline is leaking
• Disparities in outcomes exist and are growing among student groups
• Equity gaps must be addressed to improve the P-20 educational system
Equity Gaps
Close gaps by…• Race/ethnicity
• Gender
• Age
• Socioeconomic Status (SES)
• English literacy
• Special populations (Perkins)
• Other defining characteristics
Step 1: Outcomes and Equity Selection
Step 2: Data Collection and Sharing
Step 3: Data Analysis and Interpretation
Steps of Outcomes and Equity Assessment
Step 1: Outcomes and equity selection
Outcomes and equity selection
• Select student outcomes from Outcomes Menu
• Determine definitions
• Student characteristics
• Determine how to obtain the data
Student Outcomes and Selection Worksheet
Step 2: Data Collection and Sharing
• Complete Outcomes and Equity Templates and share with team members
• Individually review data templates
• Individually complete Data Review Worksheet
Sample Program Data
Sample Program Data
Sample Program Data
Program Level Data vs. Institutional Level DataCredit hours earned to attempted rate
Step 3: Data Analysis and Interpretation
• Discuss individual interpretations of data
• Review and refine problem statement
• Develop short and long term goals to complete charter
Step 3: Example InterpretationFindings: Fall-to-Spring Retention in POS
Special Populations• Displaced Homemakers are retained better (100%) compared
to all students in the POS (51.7%).
• Economically disadvantaged and single parent students were retained at only 33% and 405 respectively , much lower than all students.
Contribution to Charter
Outcome Existing Status Short-Term Goal Long-Term Goal
Example:
Fall to Spring Retention Rate for ALL Students in Program of Study
51.7%Increase retention rate by 3-5% in one academic year
Increase retention rate by 8-10% in five academic years
Example:
Fall to Spring Retention Rate for Economically Disadvantaged students in Program of Study
33%Increase retention rate by 4-7% in one academic year
Increase retention rate by 15-20% in five academic years
Sample of 2010 and 2011PTR Teams
Program of Study Project Focus Inequities Identified Inequities Addressed
(2010)Automated Engineering Technology/ Precision Machinist Apprentice
Identify and engage in direct marketing, Including underrepresented groups
93% of students in POS are white males. Fall to Fall retention,3 underrepresented students dropped out of 42
Created new promotional materials. Refined and organized POS.
(2010)Collision Repair
Recruitment and Outreach. Transition students from secondary to postsecondary level, especially non-traditional students.
Did very well recruiting Hispanic students (34.5% in POS vs. 24% total) Retention was lowest for white students (40% f-s, 10% f-f)
Recruitment events with high schools Recruiting non-traditional, low income, and white students
(2011)Associate Degree Nursing
Increase community presence, diversity of the applicant pools and admitted students to better reflect community demographic
# of diverse applicants inconsistent semester to semester Retention rates for AA (44%) and recent high graduates (50%) lower than overall retention rates (74.3%)
Improve dissemination and the recruitment of underrepresented students from multiple entry points
Numbers are not as important as access to and within Program of Study
Ask yourself, how can we serve all students?
Teams did not always choose to address what the data suggested that they should, why?
ActivityManufacturing Program of Study
Things to think about• What areas of equity might be an issue?
• What issues might you expect PTR teams to have with data to support the process?
Trends in Identifying Inequities
Successes• Found areas that are
strengths
• Opportunity to incorporate additional data gathering techniques
• Gain knowledge did not have previously
Challenges• Interpretation of findings
• Ignored findings
• Trouble accessing data
• Local demographics does not support identified group
What does this mean for you?• Consider multiple data points and ways to
contextualize equity
• Improved student outcomes = more students with credentials
• More credentialed students are able to assume positions that are in high demand
Questions???
Contact Information Randi Congleton, Graduate Research Assistant: [email protected]
Edmund Graham, Graduate Research Assistant: [email protected]
Ann Jones, Project Coordinator: [email protected]
Dr. Debra Bragg, Director: [email protected]
PTR Website: http://occrl.illinois.edu/projects/pathways/OCCRL website at http://occrl.illinois.eduTwitter: http://twitter.com/occrlFacebook: http://www.facebook.com/occrl