TAIR 2009 – LubbockMichael Taft and Paul Illich

Using Data to Improve Using Data to Improve Developmental EducationDevelopmental Education

About ZogoTechTypical Dev Ed QuestionsCase Studies

Southwest Texas Junior CollegeUniversity of the Incarnate WordMcLennan Community College

Questions

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Outline

Success rates? Duration?By course, faculty, cohort, high school,

placement scoreWho is developmental?Gatekeeper courses?Post-gatekeeper success

Probability? Time-to-degree / transfer?Intervention?

Typical Dev Ed Questions

• Datatel Colleague• Community College• Achieving the Dream, Title V• 5,000 Students / semester

#1Case study

Southwest Texas Junior College

Course completionGatekeeper analysisWho is developmental?% students in each remedial

level% movement

Data Needs

• Interactive

• Filter by Ethnicity, Gender, etc.

• Longitudinal cohort comparisons

Above: Course Success by division. Drill down to see by department, subject, course number. Note that success rate in freshman MATH classes (Level 1) increases steadily by course number except for a drop in MATH 1332. (The brave can also drill down by faculty)

Demo: Drill-down

Student group: Students who completed last developmental math class in 2003FA. Purple line shows when those students completed college level algebra

Gatekeeper Completion

Gatekeeper Completion

Above: Southwest Texas Junior College, an AtD school, used Completion Point Reporting to show the correlation between suspected gatekeeper classes and graduation. Within 4 terms of completing College Level math (in green) 30% of students have graduated (almost double that of the reading and writing gatekeepers!)

Gatekeeper Analysis

ChallengesChallengesStudents often don’t take placement testsOnly take it at admissions timeStudents take classes out of order

Who is Developmental?

Above: Shows which level of Math students started in on left (FTIC Math Level) versus where they are now on top (Latest Math Level)

Dev Ed Progression

SCT Banner Private University 8,000 Students / year

Objective: Interventions

#2Case study

University of the Incarnate Word

Ad-hoc queriesWho is at-risk?

Action / InterventionData silos

Many intervention programsDispersed dataAssessment?

Challenges

Critical Steps in Implementing Estudias or Another Data Warehouse Solution

Importance of using a database administrator Can focus on maintaining integrity of warehouse,

programming, and meeting the needs of different users

Identifying Users Real-time application users such as instructional

administrators, administrative support staff, public relations personnel, student services personnel, etc.

Institutional researchers Need to be able to conduct a wide range of post-hoc

analyses to support short-term and long-term decision making

Creating a program review environmentEnrollment/scheduling Student performance (GPA, course completion,

attrition, etc.) % faculty teaching full-time and part-time Student demographics

Supporting Instructional Administrators

Program Review Data

Reasons for Internet course attritionDaily enrollment reportsEffectiveness of developmental education

coursesEnrollment forecastingProfit/loss analysesLongitudinal studies

Supporting Institutional Research

Example Study: Internet Attrition

Example Study: Internet Attrition

Summer I 2008 - Performance Among Internet Students Who Enrolled in Spring 2008 at MCCversus Students Who were not Enrolled in Spring 2008

480 68 109 657

73.1% 10.4% 16.6% 100.0%

419 40 75 534

78.5% 7.5% 14.0% 100.0%

899 108 184 1191

75.5% 9.1% 15.4% 100.0%

Count

% within sp08

Count

% within sp08

Count

% within sp08

Enrolled Sp 08

Not Enrolled Sp 08

sp08

Total

A,B,C, or CRs D,F, OR NCs W

Grade Category

Total

Example Study: Internet Attrition

Example Study: Profit/loss without State Appropriations

Example Study: Profit/loss without State Appropriations

Michael Taft toll-free: (888) 221-6372 x801

dallas: (214) 774-4780 x801

email: mtaft@zogotech.com

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Questions and Answers