we have goals…now what? · we have goals…now what? using data to achieve equity in educational...
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We have goals…now what? USING DATA TO ACHIEVE EQUITY IN EDUCATIONAL
OUTCOMES
SHEEO/NCES Network Conference & IPEDS WorkshopMay 6, 2011
BRIAN PRESCOTTDIRECTOR OF POLICY RESEARCH
WESTERN INTERSTATE COMMISSION FOR
HIGHER EDUCATION
ESTELA MARA BENSIMONCO-DIRECTOR AND PROFESSOR
CENTER FOR URBAN EDUCATION
ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
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Converging Pressures
• Economic competitiveness → focus on student success and higher levels of attainment
• Severe fiscal constraints → crisis tends to trump other finer-grained policy considerations
• Rapid demographic shifts → growth among students we’ve traditionally struggled to serve well
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Governors’ FY12 Budget Proposals vs. FY08 Budgets
Source: Center on Budget and Policy Priorities, March 2011.3
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0.0
0.4
0.8
1.2
1.6
2.0
2.4
2.8
3.2
Mill
ion
sU.S. Public High School Graduates by Race/Ethnicity,
1993-94 to 2004-05 (Actual); 2005-06 to 2021-22 (Projected)
White, non-Hispanic Hispanic Black, non-Hispanic Asian/Pacific Islander American Indian/Alaska Native
Source: WICHE
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13.9
24.1
43.1
17.5
21.524.0
6.89.3 9.9
15.7
23.020.3
15.7
29.9
66.4
0
10
20
30
40
50
60
70
Certificates Associate's Bachelor's
White non-Hispanic Black non-Hispanic Hispanic American Indian/Alaska Native Asian/Pacific Islander
Undergraduate Credentials and Degrees Awarded per 1,000 18 to
44 Year Olds with No College Degree by Race/Ethnicity – WICHE
States (2005)
Source: NCHEMS (from NCES IPEDS, U.S. Census Bureau)
5
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12.7
25.3 25.8
8.3
19.7
8.2
20.1
31.4
25.6
7.1
11.9
4.0
0
5
10
15
20
25
30
35
Less Than High School
High School Graduate or
GED
Some College, No Degree
Associate's Degree
Bachelor's Degree
Graduate or Professional
Degree
Whites MinoritiesSource: U.S. Census Bureau, 2009 ACS PUMS (via NCHEMS)
Educational Attainment of Whites and Minorities (Blacks, Hispanics, Native Americans) Aged 25 to 44
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Different data for different purposes
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Data for Organizational Change
Beyond IPEDS…
What data are produced routinely in your system or campus?
For whom?
Is Institutional Research seen as a passive producer of data or an agent of institutional learning?
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Data for Organizational ChangeCUE/WICHE Partnership with the
Nevada System of Higher Education
Building capacity to use data proactively:
Making data accessible and meaningful
Asking the right questions of the data
Structuring data intentionally to promote equity
Setting goals and developing strategies
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Making data accessible and meaningful
Follow cohorts longitudinally through critical pathways, for example:
oHow many students enter and complete developmental sequences?
oHow many students accumulate enough credit hours each semester to be on-track for timely degree/certificate completion?
oHow many students in STEM fields succeed in critical milestones like gateway math or science courses?
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NSHE Two-Year InquiryFollowing students who began at a NSHE two-year institution during the Fall of 2004 or Spring 2005:
COHORT MILESTONE 1 MILESTONE 2 MILESTONE 3 OUTCOME
Two-Year “degree seeking” students
Earn 12 Credits
within 1 year
Earn 24 Credits
within 1 year
Earn 60 Credits
within 3 years
Degree,certificate, transfer, or
still enrolled
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NSHE Four-Year InquiryFollowing students who began at a NSHE four-year institution during the Fall 2004 or Spring 2005.
COHORT MILESTONE1
MILESTONE 2
MILESTONE 3
MILESTONE 4
MILESTONE 5
OUTCOME
Four-Year “degree seeking” students
Earn 12 Credits
within 1 year
Earn 24 Credits
within 1 year
Earn 60 Credits
within 5 years
Earned 75 Credits
within 5 years
Earned 90 Credits
within 5 years
Bachelor’s degree or
still enrolled
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Lessons Learned
• Disaggregation of unit-record data reveals a treasure trove of information about where to intervene to improve outcomes.
• It does not tell you how to intervene; that requires an inclusive, engaged, and iterative process.
• Lack of availability of or uniformity in data fields presents challenges for analysis (i.e., “transfer”)
• Unit-record analysis is extraordinarily time-consuming; care in documentation is vital, especially when results challenge conventional wisdom