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At d & data presentation

At d & data presentation






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  • CPCC recently joined over 130 other community colleges across the country in 24 states. Talk about these new colleges being part of a larger, broader national network … a learning and collaborative network where they can hear, read and see first hand what other institutions are implementing and the successes (and failures) that may have resulted.
  • With regard to the Age of Accountability – we recently learned that CPCC did not meet one of the State Accountability Measures – Pass Rates in Developmental Education. The goal was 75% and CPCC achieved 70%. These numbers have been going down every year for the last three years, but the tipping point was math. There are more developmental math students than English and reading combined. So, as math goes, so goes the rest of developmental education.
  • We will count our success when we see improvements in…
  • Many of you in this room, completed the Readiness Assessment survey which asked questions related to these four principles. On a scale of 1-5, we rated Committed Leadership, Culture of Evidence and Systemic Institutional Improvement an average of 3.5. The rating on Broad Engagement though, fell slightly below a 3.0.

At d & data presentation At d & data presentation Presentation Transcript

  • Pierce College Leadership Retreat: Achieving the Dream Overview: August 23, 2011
  • What is Achieving the Dream? Dr. Terri Manning & Dr. John Nixon
  • ATD: A national initiative for student success
    • ATD defines student success: earning degrees, certificates, or transferring.
    • ATD focuses on all students but attempts to eliminate gaps for certain cohorts of students who lag.
    • ATD uses data to study college barriers, ask the “why” questions, and develop and implement likely solutions.
    • ATD understands that trial and error is necessary in this process but expects “ramping up” of successful pilots.
  • ATD has built a NATIONAL NETWORK
    • Over 130 institutions, 24 states & District of Columbia More than1 million students enrolled in ATD colleges
    • More students are coming to community colleges regardless of their readiness to learn.
    • Community colleges are not producing adequate numbers of graduates or completers.
    • The national spotlight is on community colleges.
    • The public does not understand our attempts to “explain away” our failures.
    • The public and funding agencies want to see results.
    • Increasingly our funding will come from our results.
    The Issues
    • Students progressing successfully through developmental courses
    • Students advancing from developmental courses into and through gateway courses
    • Students successfully completing college-level courses (grade of C or better)
    • Students re-enrolling from one semester to the next, and from year to year
    • Students earning degrees, diplomas and certificates. 
    Goals of Achieving the Dream
  • Roles of the coaches in ATD: We are your CRITICAL FRIENDS.
    • Communication through at least two visits yearly for two years—THREE THIS FIRST YEAR
    • Conference calls, email, telephone advice
    • Reporting processes
    • Asking key questions
    • Connecting to similar institutions, possible partners
    • Encouragement to engage in crucial college conversations
    • Guide and provide feedback on the collection, analysis and use of data
  • Creating a Culture of Evidence
  • Reference: Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis. Achieving the Dream Inc. www.achievingthedream.org Component One Component Two Component Three Component Four “ What’s Wrong?” (Outcome Measures) “ Why?” (Underlying Factors) Intervention(s) Evaluation & Modification Use Longitudinal, Disaggregated, Cohort data to assess Student Success Outcomes (e.g., Persistence, Course Completion rates, Degree comp. rates ) to determine:   1) Which student groups are less successful than others (Equity Gaps in Student Success).   2) Which high enrollment courses have the lowest success rates.
    • Collect, analyze, and use second set of LOCAL data to identify the underlying factors (barriers or challenges) impeding student success:
    • Focus Groups
    • Surveys
    • Literature Reviews
    • Learning Outcome
    • Assessment
    Use data from Component Two to revise or design new interventions to effectively address the underlying factors impeding student success.   Review and consider changes to existing college policies that impact the underlying factors impeding student success. Collect, analyze, and use evaluation data to answer:   1) To what extent did the interventions (or policy changes) effectively address the underlying factors impeding student success? 2) To what extent did the interventions increase student success? Make modifications based on evaluation results. Many Colleges: (a) Skip (b) Loosely rely on national literature (Engagement) (c) Lack a local understanding based on qualitative data
  • What happens to our students?
    • Every Fall at Pierce:
    • Approximately 3,000 new students begin their higher education career
    • 48% are female
    • 75% are under 20 years old
    • Over 1/3 are Latino
    • Over 75% are LAUSD graduates from the previous year
    Who are They?
  • They enter the pipeline Where they enter and where they go…. depends on where they have been and what they have done .
  • Degree seeking, college ready in all subjects Undecided, need remedial in all three subjects Casual student, no placement tests on file Transfer in – credit in math and English Transfer out – only taking 12 hours
    • In Fall 2007, 2,988 new full and part-time students entered Pierce. Here is what happened to them.
    Let’s look at one cohort of students
  • For every 100 new students who entered Pierce (full and part-time)…
  • 91 are left by the end of the first term (9 didn’t make it).
  • Only 67 return in the next spring term.
  • Only 55 come back the next fall.
  • After two years, 41 are still with us.
  • Within three years, 5 have earned a degree or certificate.
    • 22 are still enrolled
    • 2 are certified to transfer
    • 71 remain unaccounted for
    What happened to the other 95 students?
  • (we are not alone) Issues Impacting Our Students Are National Issues Impacting Other Community College Students
  • What We Know Nationally Of 2002 Achieving the Dream Cohort, % Needing Developmental Education Source: Achieving the Dream Data Notes,1(6) July/Aug 2006.
  • How are they doing? Percent of 2002 AtD Cohort referred to developmental education that attempted and completed at least one developmental course during their first term, by race. Source: Achieving the Dream Data Notes, 1(6) July/Aug 2006.
  • How are they doing? Percentage of AtD students persisting by developmental status at the end of the first year. Source: Achieving the Dream Data Notes, 3(4), July/August 2008. Retention Rates 2 nd Term 2 nd Year Referred to DE – did not complete any 57% 45% Referred to DE – partially completed 85% 65% Referred to DE – completed all 94% 80% Not referred to DE = college ready 66% 54% All students 70% 57%
    • Placement test scores (tested in summer or fall of 2009)
    Pierce Students English Math Count % Count % At College Level (transfer level) 458 12% 842 20% One Level Below 1393 35% 1308 31% Two Levels Below 1689 43% 1438 34% Three Levels Below 395 10% 601 14% Four or more Levels Below N/A N/A 90 2% Total with Scores 3935 100.0% 4279 100.0%
  • First-Time Freshman Persistence: Fall Cohorts 2004 – 2009 Cohort Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Enrollment Count 3,549 3,719 3,300 3,567 4,057 3,905 Persistence to Spring Semester 69% 68% 68% 68% 68% 66%
  • An Example of a Data Set
  • We Need to Take a Serious Look at Our Issues
    • We begin now with today’s activity.
    • We want the “great minds” of the college to look at the data and begin to address the issues related to student success.
    • We are not going to talk about “why” our students have issues until we better understand “what” the issues are.
  • Table Discussion Dr. Terri Manning
  • Instructions for Table Top Activity
    • Each table has flip chart paper, and an envelope.
    • Distribute the contents of the packet to everyone at the table – includes a data set and three questions.
    • We are looking at 5 data sets today (each table has only one):
      • Progress in Developmental Math
      • Progress in Developmental English
      • Gatekeeper Courses
      • Persistence by Subgroups
      • Awards Earned by Subgroups
  • Table Top Activity
    • Assign a timekeeper, recorder and reporter
    • Review your data, discuss it as a group (30 minutes)
    • On the flip chart paper, list the following:
      • What’s the story line?
      • What surprised you the most?
      • What additional data/information would you like to see about this particular data set?
    • We will then report out.
  • Roles and Responsibilities
  • Achieving the Dream Institutional Change Principles
    • Committed leadership CEO and leadership team actively support efforts to improve student learning and completion
    • Culture of evidence Colleges routinely analyze student data to assess progress and outcomes
    • Broad engagement Faculty, staff, students, and community stakeholders participate in efforts to improve student success
    • Systemic institutional improvement Colleges orient all planning and activities around student success agenda
  • Roles of the Core and Data Teams
    • Broadly representative with key faculty involved
    • Thorough understanding of College data and assessment of initiatives
    • Guiding team for discussion, prioritization, implementation of improvements
    • Crucial communication link to larger communities
    • Broadly representative with key faculty involved
    • Collect, disaggregate, and study data; call for additional information
    • Provide support to the Core Team
    • Aid in establishment of appropriate assessment of all initiatives
    • Core Team Data Team
  • What’s Next?
  • Next Steps, Timeline and Deliverables
    • Fall Semester 2011
      • Look at Qualitative Data via focus groups and surveys to identify the underlying factors impeding student success (the why)
      • Examining existing policies and practices
      • Diagnose Causes of Problems
      • Disseminate Findings and Hold Additional Conversations
      • Prioritize Problem Areas to Address
  • Next Steps, Timeline and Deliverables
    • By August 31:
      • Establish Core and Data Teams
    • Fall Semester 2011:
      • Engage Key Stakeholders
      • Schedule “Courageous Conversations” to reflect on the Quantitative Data (the what)
      • Identify Key Issues and Achievement Gaps
  • Next Steps, Timeline and Deliverables
    • Spring Semester 2012
      • Set Priorities, Goals and Measurable Outcomes
      • Review Best Practices
      • Attend the ATD Strategy Institute
      • Develop Strategies (Interventions) to Address Underlying Factors Impeding Student Success (Summative Goal: Achieve Increases in Student Success Outcome Measures)
      • Submit Final Version to MDC by May 15, 2011
    • July 2012 – June 2013
      • Implement and Evaluate Plan
  • Q & A