stem education improvement plan...2016/04/22 · although the proposed stem education improvement...

STEM EDUCATION

IMPROVEMENT PLAN

March 2016

Revision: April 2016

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INTRODUCTION

As part of the University System of Georgia STEM Initiative, the College of Coastal Georgia (CCGA) plans to continue strengthening its partnership with the Glynn County School System by preparing and supporting P-12 STEM teachers in the region. The CCGA STEM Education Improvement Plan is a project that is part of a broader culture and infrastructure of support and collaboration between the College and the local school system. These collaborative efforts to improve and support quality instruction start at the elementary school level and include programs like the Mathematics and Science Partnership (MSP), funded by the Georgia Department of Education with the goal of Increasing Mathematics and Science content knowledge of K-5 teachers in high-poverty/low-achievement schools. Now, thanks to this STEM initiative, the College will be able to extend its preparation and support to middle school teachers in the County. Through a Guest Speaker strategy, the College plans to place CCGA faculty into 6th-8th grade mathematics and science classrooms. The faculty will prepare lessons on concepts previously identified by the middle school teachers and administrators as areas for improvement. This will benefit the middle school students by furthering their understanding of the material and allowing them to get a feel for college (and its attainability) and this will benefit the middle school teachers by providing them with new methods of instruction and deeper understanding of the content. Through partnerships and collaboration, CCGA and the Glynn County School System are taking an integrated approach to learning and teaching, and in the process, bridging the gap between P-12 and higher education. Even though this project focuses on Goal 3 of the STEM Initiative (Prepare and support P-12 STEM teachers in Georgia’s classrooms), this grant opportunity will not only strengthen STEM college readiness for P-12 students (Goal 1) in the interim, but will potentially improve performance and retention in STEM core courses and majors (Goal 2) in the long-term.

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1. CAMPUS-WIDE DEVELOPMENT TEAM

This grant opportunity has sparked wide interest and support, and the College has had the opportunity to grow this project from the bottom up. Driven by the needs of the teachers and supported by administrators, faculty, and staff from CCGA and the school system, the project has been molded from the contributions of more than 80 stakeholders. The participants on this development team also included scholars from the USG Executive Leadership Institute, who offered input as part of their Leading Change project. College of Coastal Georgia

German Vargas, Ph.D. (Lead contact for CCGA) Assistant Vice President for Academic Student Engagement Associate Professor of Mathematics P: (912) 279-5918 [email protected] Andrea Wallace, Ph.D. Assistant Vice President for Academic Planning, Assessment & Faculty Engagement Professor of Chemistry Victor Vega, Ph.D. Interim Dean School of Arts & Sciences Associate Professor of Mathematics

Laura Lynch, Ph.D. Chair, Department of Mathematics Assistant Professor of Mathematics Jennifer Hatchel, Ph.D. Chair, Department of Natural Sciences Associate Professor of Biology Courtenay Miller, Ph.D. Assistant Professor of Mathematics Education Keith E. Belcher, Ph.D. Professor of Biology Professor and Program Director of Clinical Laboratory Technology Colleen Knight, Ph.D. Assistant Professor of Chemistry

David Stasek, Ph.D. Assistant Professor of Biology John Eichinger Radiologic Science Program Director & Assistant Professor Sheila Ebri Science Lab Coordinator Debbie Holmes Dean of Library Services Jim Lynch, Ed.D. Director of Institutional Effectiveness and Accreditation Liaison Ron Harding Senior Research Associate Niki Schmauch Coordinator of Academic Services

Glynn County School System

Shelly Bydlinski, Ed.S. (lead contact for school system) K-12 Mathematics Coordinator

Senetra Haywood, Ed.S. Director of Career, Technical, and Agricultural Education Ricky Rentz Assistant Superintendent of Student Achievement

Teachers and Administrators from: - Needwood Middle School - Jane Macon Middle School - Glynn Middle School - Risley Middle School

USG Executive Leadership Institute

Frank Hardymon Assistant Vice President, Business & Finance Columbus State University Ceimone Strickland Director of Internal Audit Clayton State University

Alvin Harmon Department Head, Science & Health Professions Atlanta Metropolitan State College

Mable Moore Chief Information Officer & Special Assistant to the President Savannah State University

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2. INSTITUTIONAL MISSION AND STUDENT BODY PROFILE

MISSION STATEMENT

Revised and approved in November 2015, the CCGA mission statement reads as follows: As a state college of the University System of Georgia, the College of Coastal Georgia will be a college of choice for residents of Georgia and beyond by providing an accessible and affordable quality education. Advocating excellence in scholarship and community engagement, the College promotes student progression and timely graduation through student–centered programs that offer a rich and diverse student experience. Students are prepared for meaningful careers, advanced study, lifelong learning, and participation in a global and technological society. The institution will provide associate and baccalaureate degrees that support the intellectual, economic and cultural needs of the community and region. This mission statement is fully aligned with the University System of Georgia’s (USG) mission and represents the core principles and unique institutional characteristics of a state college. Additionally, it incorporates a mandated specialized function and mission as defined by the USG for the College of Coastal Georgia to become a college of choice with expanded baccalaureate degree offerings accentuated by strong leadership, worthwhile community linkages and exemplary student development. Further, the new mission statement effectively infuses the College’s new strategic framework that is structured around five central themes: Student Enrichment, Academic Excellence, Institutional Distinction, Leadership through Community Engagement & Partnerships, and Sustainability & Organizational Development. And, finally, the revised mission underscores the College’s sustained commitment to community engagement that encompasses service-learning, volunteerism, practicums, internships, and collaborative initiatives like the STEM Education Improvement Plan, contributing to the cultural, economic and social well-being of the local community, southeast Georgia and beyond.

FALL 2015 STUDENT PROFILE

The College of Coastal Georgia experienced 4.1% and 4.4% increases in its fall 2015 enrollment and FTE, respectively, with an enrollment of 3,131 students and FTE of 2,558. In terms of self-declared race/ethnicity, 4.8% identified as Hispanic/Latino, 0.2% American Indian or Alaska Native, 1.8% Asian, 18.1% Black or African American, 0.1% Native Hawaiian or Other Pacific Islander, 67.9% White, 4.2% two or more races, and 2.8% undeclared. With an average age of 23.8, the College’s student body is composed of 66.0% female and 62.8% full-time students with 91.9% indicating Georgia residency, 6.54% out-of-state, and 1.53% out-of-country. First-generation students account for an estimated 12.1% of the student body, while adult learners (25 years of age or older) and military veterans make up for 26.9% and 3.5%, respectively. Pell recipients account for 47.3% of students, while Move on When Ready (dual-enrolled) students total 203, or 6.5%.

INFLUENCE ON COMPLETION WORK

The proposed STEM Education Improvement Plan aligns with the College of Coastal Georgia’s mission and strategic framework and, in particular, aligns directly with the first goal of the institution’s Complete College Georgia Campus Plan, which is to increase access and provide proactive services for the traditionally underserved student.

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It is important to note that although this goal is framed at the institutional level, increasing access and providing proactive services for the traditionally underserved student, can be better realized if a more holistic and comprehensive approach to education is embraced. Although the College’s continuous improvement in all its core courses can have great dividends, overcoming many of the deficiencies in access, participation, and achievement in STEM disciplines by traditionally underserved students requires a complete cultural change. Fostering engagement in STEM through outreach efforts, will create a pathway of accessibility and attainability which will undoubtedly result in enhanced readiness, participation and student success at the postsecondary level.

OUTREACH

As part of the College’s concerted outreach efforts which are aligned with its student access and success foci (e.g. Math and Sciences Expo, Expanding your Horizons, Hour of Code, Robotics Workshops, etc.), there is an inherent need to be flexible and intentional in the way that the institution serves its diverse learners. In particular, the College needs to have a clear understanding of the opportunities and challenges that the local community encounters in order to better serve the P-12 students as they progress and then transition into postsecondary education. Glynn County shows levels of income and education below state and national averages. In Georgia, median annual household income is $49,342, 18.5% of residents live below the poverty level, and 28.3% of those 25 and older have earned bachelor’s degrees. Median income nationally is $53,482, the poverty rate is 15.6%, and 29.3% of individuals 25 and older have earned bachelor’s degrees. For Glynn County, these figures are 45,588, 19.7%, and 26.4% respectively. While these aggregate data indicate a community that would benefit greatly from the STEM Initiative, they also dilute even higher poverty rates and lower educational attainment within a large subset of the population. Disparities within the county are shown in the table below. Saint Simons Island and the City of Brunswick, both within Glynn County and served by its school system, are included for the purposes of contrast. Saint Simons is not the only high-income area of the county, nor is the City of Brunswick the only area with significant levels of poverty. However, they do serve to illustrate that a significant number of students served by the Glynn County School System reside in communities with high poverty rates and low post-secondary educational attainment. Many are also members of groups traditionally under-represented in STEM fields:

Jurisdiction Population

Median Household

Income

Percent Bachelor's Degree or Higher (25 and

older)

Percent Below

Poverty Level

Percent White

Percent African

American

Percent Hispanic or Latino (of any race)

Glynn County (Overall) 80,937 45,588 26.4 19.7 66.3 25.8 6.4

St. Simons Island 12,807 62,205 53.3 6.1 92.1 2.4 3.1

City of Brunswick 15,648 26,775 11.5 37.4 27 63.6 10.8

Source: 2010-2014 American Community Survey 5-Year Estimates, United States Census Bureau

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All four middle schools—Glynn, Jane Macon, Needwood, and Risley—serve students from both the City of Brunswick and more affluent portions of Glynn County. The City of Brunswick in particular, is a community that is 63.6% African American and has a poverty rate of 37.4%. All students residing on Saint Simons Island attend Glynn Middle School, but the three other middle schools also serve students from areas of Glynn County that vary greatly in income and educational attainment. According to the Glynn County School System Fiscal Year 2016 Data Report, of the 2,939 total students enrolled in the four middle schools, 1849 (62.91%) qualify for free or reduced lunch. While this is essentially equal to the state average in terms of percentage, the sheer number of students, many from under-represented backgrounds in STEM fields, presents a significant opportunity for College of Coastal Georgia to have a positive impact on STEM education in its community. Although the proposed STEM Education Improvement Plan will only show its dividends at the institutional level after several years, the College understands the important and integral role that it plays in the community, and recognizes that this proactive approach of partnerships and outreach efforts will provide the necessary and sustainable shift in culture around STEM education that, in the future, will allow the College to effectively address the workforce needs of the state.

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3. BASELINE STEM DATA

An integrated and collaborative approach to teaching and learning has allowed the College of Coastal Georgia and the Glynn County School System to analyze the challenges that STEM education is facing. The College is taking an incremental and progressive approach in an effort to carefully nurture and encourage a culture of and curiosity and discovery in STEM, starting at a very early school age. Furthermore, this approach must maintain a level of engagement that allows students to successfully progress in their pathway towards a degree in a STEM discipline. (For a comprehensive review of institutional data not directly addressed in this grant, please refer to Appendix A). With the unveiling of the USG STEM Initiative, the College realized it had a strategic opportunity to address the needs of the local school system, and a standardized measure of academic achievement was a fundamental component to help formulate objectives that are specific, attainable, relevant, and that would allow for a measurable assessment of the efficacy of the proposed strategy. The Georgia Milestones Assessment System provided the perfect framework to assess current regional needs and to guide the entire STEM planning and delivery process. As indicated by the Georgia Department of Education in the Georgia Milestones End of Grade Assessment Guides, “The purpose of the Georgia Student Assessment Program is to measure student achievement of the state-adopted content standards and inform efforts to improve teaching and learning. Results of the assessment program are utilized to identify students failing to achieve mastery of content, to provide educators with feedback about instructional practice, and to assist school districts in identifying strengths and weaknesses in order to establish priorities in planning educational programs.” With the framework in place, a needs assessment was conducted to analyze the End-of-Grade Assessment (EOG) scores for the different middle schools in the Glynn County school system and to evaluate the proficiency levels in Math and Science as compared to state totals. The following three tables contain the Spring 2015 results for the targeted grade levels (6th, 7th, and 8th) and highlight particular areas of need that will be categorized as 1st priority where the proficiency level (% Proficient Learner & Above) is below the state level, and a 2nd priority where this proficiency level is above state rates, but is still under 40% which would still indicate a major area for improvement. (Note: The school denoted as Morningstar Tre. corresponds to the academy component of Morningstar Residential Treatment center. This center serves middle and high school students in the custody of the State of Georgia and will not be part of this study.)

Spring 2015 Georgia Milestones End-of-Grade Assessment - Grade 6 - School Level - November 16, 2015

School Name

Mathematics Science

Number Tested

Mean Scale Score

% Proficient Learner &

Above

Number Tested

Mean Scale Score


Above

MORNINGSTAR TRE 2 -- -- 2 -- --

GLYNN MIDDLE 269 532 52.0 268 521.6 44.8

JANE MACON MID 263 509 36.5 263 505.8 37.6

RISLEY MIDDLE 212 520 42.5 212 518.8 50.0

NEEDWOOD MIDDLE 225 506 34.7 225 504.3 37.8

Glynn County System total 971 517 41.6 970 512.5 42.3

State Total 126,733 510 35.6 126,614 506.8 37.9

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School Name

Mathematics Science

Number Tested

Mean Scale Score


Above

Number Tested

Mean Scale Score


Above


GLYNN MIDDLE 267 539.6 59.2 267 547.3 61.0

JANE MACON MID 253 513.1 36.0 252 513.2 41.7

RISLEY MIDDLE 194 517.7 39.2 194 511.2 37.6

NEEDWOOD MIDDLE 217 519.8 42.9 217 512.7 41.9

Glynn County System total 938 522.6 44.6 937 521.7 46.1

State Total 128,303 513.8 37.2 128,203 504.5 35.5


School Name

Mathematics Science

Number Tested

Mean Scale Score


Above

Number Tested

Mean Scale Score


Above


GLYNN MIDDLE 246 521.3 44.7 246 514.0 43.9

JANE MACON MID 244 514.7 35.7 243 498.4 30.0

RISLEY MIDDLE 218 523.3 48.6 218 504.4 35.8

NEEDWOOD MIDDLE 236 501.6 27.1 235 509.5 37.0

Glynn County System total 948 514.8 38.7 946 506.2 36.6

State Total 130,485 513.3 36.9 130,366 499.2 31.7

Source: 2015 Georgia Milestones Statewide Scores. Georgia Department of Education.

1st Priority % of "Proficient Learner & Above" below state rates. 2nd Priority % of "Proficient Learner & Above" above state rates, but still under 40%.

Even though this will be the baseline data used to evaluate the impact of this initiative, it is understood that this is just the first layer of a comprehensive needs assessment to be performed at the school level. In order to maintain a healthy environment of inclusion and collaboration, and based on the feedback from school officials, teachers and parents, it was important to bring the proposed strategy to all four schools and not just those showing greater need in terms of academic achievement. With the support of the Assistant Superintendent of Student Achievement, and all four school principals, College representatives met with four groups of Mathematics teachers and four groups of Science teachers to strengthen the needs assessment process and get down to that level of granularity in the

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curricular areas. During each of these curriculum meetings, teachers would identify particular domains, standards and skills that presented greater need and where a Guest Speaker from CCGA would have a greater impact. For schools like Glynn Middle School that exhibited higher levels of academic achievement, the conversation with teachers focused on satisfying the needs of high achievement students that sometimes were not challenged to their maximum potential. The Curriculum Needs Matrix presented below is the result of this comprehensive needs assessment.

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4. GOALS, OBJECTIVES, ACTIVITIES AND TARGETS

Based on the needs of the region, as identified in section 3, the College will focus on STEM Education Improvement in Goal 3 from the STEM Initiative: Prepare and support P-12 STEM teachers in Georgia’s classrooms. With a broader intention of promoting and supporting STEM education in the region, the primary objective of this plan is to increase academic achievement in Mathematics and Science in middle schools in Glynn County. Through a Guest Speaker strategy, the College is planning to place CCGA faculty into 6th - 8th grade math and science classrooms. The faculty will prepare lessons on concepts previously identified by the middle school teachers and administrators as areas for improvement. This will benefit the middle school students by furthering their understanding of the material and allowing them to get a feel for college (and its attainability), while middle school teachers will benefit from the provision of new curricular methods of instruction and a deeper understanding of the content. The target for this STEM Education improvement plan is to bring all the middle schools in Glynn County to a level of academic achievement in Math and Science that is aspirational, yet attainable. Measurable by the Georgia Milestones End of Grade Assessment, the target is to bring all four middle schools to a percentage of “Proficient Learners & Above” that is above state averages and is in every case above 40%. As indicated in the baseline data in section 3, this would represent a measurable improvement in 12 different areas of identified need (highlighted 1st and 2nd priorities). To provide additional background and help in contextualizing these targets, it is important to note that the Georgia Milestones Assessment System assigns one of four classifications to each of the student learners, and these are: Beginning Learner, Developing Learner, Proficient Learner, and Distinguished Learner. An aspirational approach was selected for this proposal in which the two highest classifications are grouped together, Proficient and Distinguished Learner, and represents the “Proficient Learner & Above” used as the proposal’s baseline data for improvement. Additionally, it is important to contextualize what a 40% level represents relative to state-wide data: At the 6th grade level for Mathematics, reaching a 40% level of “Proficient Learners & Above” signifies surpassing the state level of 35.6% and reaching the 71st percentile by outperforming 402 out of the 566 schools with data reported in the Spring 2015 Georgia Milestones Statewide Scores. For 7th grade Math the corresponding percentile is 69, and for 8th grade is 65; for Science the corresponding percentiles for 6th, 7th and 8th grades are 63, 71, and 76, respectively. The analysis of the academic achievement distribution supports the claim that the proposed level of 40% is aspirational, yet attainable, and would position the local community very well in relation to corresponding state levels. The College understands that even with the limited number of interventions it will have in the middle schools, a gradual and continuous improvement in the level of student engagement in STEM will be realized, and that any substantive improvements in teacher preparation will most likely occur in subsequent years of the Education Improvement Plan. Therefore, the grant’s objective is to reach the prescribed target by the end of the three-year program, while an annual review of performance will determine progression towards meeting academic achievement targets. Even though the target is time-bound, specific in nature, intermediate assessment of coherent progression will allow the implementation team to make improvements over time.

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With a broad representation in the creation, implementation, and delivery of this STEM Education Improvement Plan, it is anticipated that any progress on STEM achievement gaps will spark new opportunities for additional collaboration and partnership at every level from P-12 to post-secondary education.

SUSTAINABILITY

While this STEM grant opportunity will help propel the institution’s outreach efforts, the proposed Guest Speaker Strategy will be one component of a broader culture of integration between CCGA and the Glynn County School System. Beyond the Math and Science Partnership, CCGA also engages in several STEM outreach activities, which include an annual Math and Sciences Expo that attracts more than 400 students from the region to participate in Bowl Competitions, interactive workshops and activities related to STEM disciplines. In collaboration with Glynn County School System, the College also hosts an annual Expanding Your Horizons event focused on engaging middle school girls in STEM activities, and participates in events like STEM nights at elementary schools. Beyond Math and Science, the College also promotes Technology and Engineering by hosting Robotics workshops in the community, as well as “Hour of Code” events to promote exposure to computer science concepts throughout the different schools. The College’s commitment to serve the community and to promote STEM education will only strengthen with the addition of this initiative, and the initial three years of the Education Improvement Plan will create the infrastructure to maintain an active role of the CCGA faculty in middle school classrooms. After the instructional materials and activities have been created for the Guest Speaker visits, and after establishing the processes and procedures for selecting and placing CCGA faculty in the classrooms, the role of the Director of the STEM Education Improvement Plan will evolve into the CCGA Director of STEM initiatives, which will encompass the oversight of this and other initiatives related to STEM education and outreach. The College is already committed to funding this position from institutional funding (see budget section) to ensure continuity and sustainability. The participation of faculty in the different activities will be voluntary and will be used strategically to count towards service to the institution and the community. The commitment of CCGA faculty and their willingness to serve the community by volunteering in a variety of roles and events is a healthy part of the institution’s cultural fabric.

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TIMELINE

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5. BUDGET

With an institutional financial support of a 25.3% match, the total budget per year for the STEM Education Improvement plan will be: $50,033.00 ($10,100.00 CCGA Match + $39,933.00 Requested USG funds) This funding will pay stipends for two main CCGA points of contact and one point of contact in the Glynn County School system. These three roles will be paid the equivalent of a three-credit course release/stipend, which is paid at a rate of $850/credit/semester at CCGA. These funds will also pay Mathematics and Science faculty to visit the Middle School classrooms, where addressing 2 of the identified content needs will be the equivalent of a 1-credit course release/stipend. The equivalency to credit course release/stipend allows us to have a more tangible comparison of the amount of work necessary to complete the duties associated with the “Guest Speaker” role, and the separation into small 1 credit instructional units allows us to pair individual Math and science faculty with the particular expertise to meet the needs of particular schools; for instance, we would like to identify and pair faculty with extensive preparation in genetics, or in geology, to address individual schools with different curricular needs. Specific duties for each of the roles are addressed below: One 3-credit course release/stipend per semester for a CCGA Director of the STEM Education Improvement Plan

Main duties: Provide support and oversight of all the operations related to the grant initiative. Serve as the main point of contact for the USG and is in charge of the reporting and assessment of the progress of the initiative.

Amount: $2,550 x 2 semesters = $5,100 per year One 3-credit course release/stipend per semester for a CCGA Guest Speaker Coordinator

Main duties: Coordinates with the school system to bring the Guest Speakers to the classrooms. Coordinates the internal selection of faculty members and their content expertise alignment to the specific needs at each of the schools.

Amount: $2,550 x 2 semesters = $5,100 per year Twelve (3 grade levels x 4 Schools = 12) 1-credit course release/stipend per year for Mathematics Faculty

Main duties: For each instructional unit (1-credit course equivalent) each Mathematics Guest Speaker will address two of the identified needs as indicated in the Curriculum Needs Matrix. For each of the identified needs, the CCGA faculty member will first visit the middle grade class to better understand the dynamic of the targeted classroom and will coordinate with the school teacher in order to align the content being delivered to the audience and the need in the school. After this initial visit, the faculty member will visit the school to deliver the Guest speaker presentation/activity to all the targeted sections (approximately 5 consecutive sessions in one day). This will correspond to a total of 4 visits to the school system.

Amount: $850 x 12 = $10,200 per year Twelve (3 grade levels x 4 Schools = 12) 1-credit course release/stipend per year for Science Faculty

Main duties: For each instructional unit (1-credit course equivalent) each Science Guest Speaker will address two of the identified needs as indicated in the Curriculum Needs Matrix. For each of the identified needs, the CCGA faculty member will first visit the middle grade class to better understand the dynamic of the targeted classroom and will coordinate with the school teacher in order to align the content being delivered to the audience and the need in the school. After this initial visit, the faculty member will visit the school to deliver the Guest speaker presentation/activity to all the targeted sections (approximately 5

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consecutive sessions in one day). This will correspond to a total of 4 visits to the school system.

Amount: $850 x 12 = $10,200 per year Stipend for Glynn County School Lead Contact

Main duties: Works at the Middle Schools to coordinate the dates/times for CCGA Faculty to present in the different courses.

Amount: $2,550 x 2 semesters = $5,100 per year Below you will find a detailed summary of the budget for all three years, including fringe benefits and materials:

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APPENDIX A: STEM INSTITUTIONAL DATA

STEM CORE COURSE ABC RATES

Course Course Title AY 2012 AY 2013 AY 2014

Biology

BIOL 1107 Principles of Biology I 67% 66% 63%

BIOL 1108 Principles of Biology II 90% 88% 78%

BIOL 1120 Intro to Environmental Science 83% 91% 87%

BIOL 1130 Human Biology 87% 86% 78%

BIOL 1140 Plants and Society 96% 92% 75%

BIOL 2110 Human Anatomy & Physiology I 41% 55% 58%

BIOL 2111 Human Anatomy & Physiology II 76% 83% 85%

Chemistry

CHEM 1100 Introductory Chemistry 65% 73% 94%

CHEM 1151 Survey of Chemistry I 63% 74% 52%

CHEM 1152 Survey of Chemistry II 80% 71% 93%

CHEM 1211 Principles of Chemistry I 62% 69% 56%

CHEM 1212 Principles of Chemistry II 73% 58% 64%

Physics

PHYS 1111 Introductory Physics I 82% 76% 81%

PHYS 1112 Introductory Physics II 90% 87% 95%

PHYS 2211 Principles of Physics I 55% 52% 63%

PHYS 2212 Principles of Physics II 100% 80% 73%

Mathematics

MATH 1111 College Algebra 59% 64% 64%

MATH 1112 Trigonometry 68% 67% 61%

MATH 1113 Precalculus 68% 57% 65%

MATH 1121 Calculus I 65% 53% 61%

MATH 1122 Calculus II 51% 64% 44%

Source: Institutional Data, Banner, March 2016.

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DECLARED STEM MAJORS AS FRESHMEN, DISAGGREGATED BY DIVERSITY

STEM Majors Students % of Cohort

Fall 2012 76 100.00%

Black or African American 12 15.79%

Hispanic or Latino 5 6.58%

Native Hawaiian or Other Pacific Islander 1 1.32%

Race Unknown or Undeclared 2 2.63%

Two or More Races 2 2.63%

White 54 71.05%

Fall 2013 85 100.00%

Asian 2 2.35%





White 53 62.35%

Fall 2014 84 100.00%

Asian 5 5.95%





White 51 60.71%

Fall 2015 108 100.00%

Asian 3 2.78%


Hispanic 5 4.63%


Unknown 2 1.85%

White 77 71.30%

Grand Total 353 100.00%

Source: University System of Georgia ADC Midterm Census Snapshots for Fall 2012, 2013, 2014, and 2015.

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RETENTION OF DECLARED STEM MAJORS EACH YEAR BY COHORTS

STEM Majors Students Retained

Fall to Fall % Retained

Fall 2012 76 46 60.53%

Female 44 26 59.09%

Black or African American 8 3 37.50%

Hispanic or Latino 4 4 100.00%

Race Unknown or Undeclared 1 1 100.00%

Two or More Races 1 1 100.00%

White 30 17 56.67%

Male 32 20 62.50%



Native Hawaiian or Other Pacific Islander 1 1 100.00%



White 24 17 70.83%

Fall 2013 85 58 68.24%

Female 57 36 63.16%

Asian 1 1 100.00%





White 34 21 61.76%

Male 28 22 78.57%

Asian 1 1 100.00%




White 19 15 78.95%

Fall 2014 84 50 59.52%

Female 55 31 56.36%

Asian 2 1 50.00%





White 36 21 58.33%

Male 29 19 65.52%

Asian 3 1 33.33%





White 15 10 66.67%

Total Fall 2012-Fall 2014 245 154 62.86%

Source: University System of Georgia ADC Midterm Census Snapshots for Fall 2012, 2013, 2014, and 2015.

stem education improvement plan...2016/04/22 · although the proposed stem education improvement...

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