This document discusses metrics for evaluating the Texas Affordable Baccalaureate (TAB) program. It outlines three key components of metrics: performance, efficiency, and demographics. Under performance, it lists metrics like enrollment, retention, GPA, credits earned. For efficiency, it examines time to degree and costs. Demographics capture student characteristics. The document then provides data on TAB student enrollment growth, retention rates, GPA, credits completed, and financial aid received. It explains how parameters like term codes and part-of-term codes are used to calculate metrics longitudinally. Surveys of graduating students show most worked while enrolled and pursued degrees for career growth. Predictive analytics can provide insights into student success based on prior

1. May 11, 2016
STC Metrics Collaboration
Carlos Rivers
Operations Research Analyst

2. Importance of Partnerships
Research Analyst
Operations Research Analyst Assistant Director, Technical
Support & Compliance
Business Data Analyst

3. Systems Currently in Use

4. Leverage Existing Reports

6. Three Key Components
• Performance:
– Term-to-term Enrollment
– Term-to-term Retention rates
– Credit Accumulation
– Credit Completion
– Credits transferred in
– Student Performance Metrics
– Financial Aid Metrics
• Efficiency:
– Time to Degree
– Credits to Degree
– Costs to Degree
– Post-Graduation Outcomes
• Demographics:
– Enrollment Status
– Race/Ethnicity
– Age
– Gender
– Veteran Status
– Marital Status
– Locality
– Prior Education

7. Term-to Term Student Enrollment Growth
• Growth since inception — 3000%
• Average Term-to-term Enrollment Change — 37%
• Latest TAB Term Enrollment – 242 students

8. For selecting students we use a term code along
with a part-of-term code to determine the
length of the term.
Q: What type of temporal parameter
do you use when calculating metrics?

9. Parameter Example
Traditional Semester
Spring Semester= Term Code: 201620
TAB
Spring 1 = Term Code: 201620 Part-of-term: OC1
Spring 2 = Term Code: 201620 Part-of-term: OC2
Part-of-term allows to separate our 7 week terms into two
separate parameters for the term code of enrollment.

10. Enrollment by Classification
• Most of our students come to us with work experience; and perhaps most
importantly, students who have earned some college credit but “stopped out.”
• The average students transfers in to the TAB program approximately 72 SCHs

11. Student Demographics
The average age of TAB students is:
38
Ethnicities: 37% minorities
and growing

12. Student Demographics Continued
Gender
43%
57%
Veterans
7%
100%
Location

13. Prior Education
97% of our students bring credentials from Prior Higher
Education Institutions

14. Student Performance
• Average GPA for TAB students – 3.05 GPA
• Prior experience seems to be an important factor to be
successful in Competency Based coursework.
• 84% of our enrolled students are already in Junior/Senior
Level Classifications.

15. This process is determined by counting the same
person in one part-of-term to the next part of
term by termcode.
Q: What type of process do you use
when calculating retention rates?

16. Parameter Example
Traditional Semester
Fall Semester= Term Code: 201580
TAB
Fall 1 = Term Code: 201580 Part-of-term: OC8
Fall 2 = Term Code: 201680 Part-of-term: OC9
Part-of-term allows to identify how many students came
back for the next part-of-term.

17. Term-to Term Student Retention
• Retention Running Average rate: 86%
• Attrition Running Average rate=14%

18. • This process is determined by counting the graduate’s
first enrolled part-of-term by first term code to the
final part-of-term by term code of graduation.
• Based on the average terms to graduation we calculate
time-to-completion.
Q: What is the Method for calculating
average number of terms-to-completion?
Q: What is the Method for calculating
average time-to-completion?

19. Parameter Example
Traditional Semester
Fall Semester= Term Code: 201580
TAB
Fall 1 = Term Code: 201580 Part-of-term: OC8
Fall 2 = Term Code: 201680 Part-of-term: OC9
Part-of-term allows to identify how many students graduated
after the current term.

20. Student Savings at TAMU-C
• Graduates of the TAB program: 54
• Average SCH’s transferred into program: 87 SCHs
• Average cost to degree of our graduates--$4,250
• Average semester hours completed at A&M-
Commerce to degree—46 SCHs
• Average number of Credits to Degree- 133 SCHs
• Average number of terms to completion- 6 terms
6 terms to completion translates to an average
graduation time of less than one year.

21. Estimated Costs for TAB Student Scenarios
Source: THECB
January 2016

22. Estimated Cost Savings for the TAB Student
Source: THECB
January 2016
• A student with no prior higher education experience
could complete a bachelor’s degree at approximately
half the cost required by a traditional program.

23. Financial Aid Indicators

24. Financial Aid Continued…
KEY BENEFITS INCLUDE:
• Create cost efficiencies through standardization and workforce
optimization
• Provide total configurability for a high level of flexibility
• Multiyear packaging — View projected aid for an entire program of study
• Automatic term dates with crossover support — Completely automated
progress monitoring and projections for term adjustments, including
crossover support
• Student Self-Service Portal

25. • Student Satisfaction Survey is given at the end of the term
through eCollege. (Course Exit Survey)
• Campus Climate Survey: Learning, Living & Working Survey
Post-Graduation Outcomes: (Work-in-Progress)
• TAB program graduate Survey vs. Control Group
• Employer Satisfaction Survey vs. Control Group
Survey Instruments

26. Graduation Survey Examples
Students who answered the survey: 647
Q: While enrolled at A&M-Commerce, I was working:
80% of students affirmed working while obtaining their degree
*Survey data includes all graduating students, not just TAB program students

27. Graduation Survey Examples
Students who answered the survey: 647
Q: What is the most important reason for pursuing a degree?
*Survey data includes all graduating students, not just TAB program students
73% of student confirmed that a degree was necessary for professional growth

28. Enrollment TAB Term 1 TAB Term 2 TAB Term 3 TAB Term 4 TAB Term 5 TAB Term 6 TAB Term 7 TAB Term 8 TAB Term 9
Headcount Total 7 12 31 38 62 64 73 103 100
Degree Seeking Status
Freshmen # # # # # # # # #
Sophmore # # # # # # # # #
Junior # # # # # # # # #
Senior # # # # # # # # #
Demographics
Race/Ethnicities(%)
White % % % % % % % % %
Black % % % % % % % % %
Hispanic % % % % % % % % %
Other % % % % % % % % %
Gender (%)
Male % % % % % % % % %
Female % % % % % % % % %
Veteran (%) % % % % % % % % %
Marital Status (%) % % % % % % % % %
% with Dependents % % % % % % % % %
First Generation Status (%) % % % % % % % % %
Age (%)
21 or younger % % % % % % % % %
22-24 % % % % % % % % %
25-29 % % % % % % % % %
30-34 % % % % % % % % %
35-39 % % % % % % % % %
40-49 % % % % % % % % %
50-64 % % % % % % % % %
65 or older % % % % % % % % %
Prior Education (%) % % % % % % % % %
High School % % % % % % % % %
GED % % % % % % % % %
Home-Schooled % % % % % % % % %
Community College % % % % % % % % %
University % % % % % % % % %
Program Performance TAB Term 1 TAB Term 2 TAB Term 3 TAB Term 4 TAB Term 5 TAB Term 6 TAB Term 7 TAB Term 8 TAB Term 9
Term-to-Term Growth (%) 71% 158% 23% 63% 3% 14% 41% -3%
Term-to-Term Retention (%) 71% 100% 84% 95% 87% 81% 95% 84% 82%
Term-to-Term GPA
Term-to-Term SCHS Completion (%) 100% 87% 92% 93% 77% 80% 88% 78% 83%
Ave.SCHs Completed per Term 6 5 5 7 5 5 7 6 7
Financial TAB Term 1 TAB Term 2 TAB Term 3 TAB Term 4 TAB Term 5 TAB Term 6 TAB Term 7 TAB Term 8 TAB Term 9
Receiving Pell Grants (%) % % % % % % % % %
Average Pell, among recipients ($) # # # # # # # # #
Receiving direct student loans (%) % % % % % % % % %
Average loan, among recipients ($) # # # # # # # # #
Receiving Scholarship (%) % % % % % % % % %
Average Scholarship, among recipients ($) # # # # # # # # #
Receiving Tuition Reimbursement (%) % % % % % % % % %
Average Tuition Reimbursement , among recipients ($) # # # # # # # # #
TAB program
Enrollment
Since
Inception
Applied for
1516 Financial
Aid
Total Pell
Amount
Receiving
Pell
Grants
Total
Direct
Loan
Amount
Receiving
Direct
Loans
Total Outside
Scholarship
Amount
Receiving
Outside
scholarships
Total
Employee
Scholarship
Amount
Texas A&M University-Commerce
Key Measures for the Texas Affordable Baccalaureate Program in Org

29. • Every incoming TAB student is considered At-Risk until
their third TAB term.
• Weekly reports from Faculty member to success coach
on student performance.
• Interventions as needed.
Q: Clarification of whether you make distinctions between
students who are actively enrolled and students are
technically in the program.

30. Follow up on these questions
Q: Process for making distinctions between upper and
lower-division courses for the purpose of calculating
relevant metrics.
A: No determination for metrics, however we do run an
automated report for Formula Funding purposes that
makes a distinctions for upper and lower level to
estimate formula funding.
Q: Process for calculating graduation rates:
A. Calculation would be the same as any other 4 year
institution. For our TAB metrics, less than 2% of
enrolled students are first-time, full-time students. The
vast majority entered with a previous degree or prior
college experience.

31. What is Predictive Analytics?
The practice of extracting information from existing data sources in order to
determine patterns, and have the ability to predict future outcomes and trends.
• Wherever mom buys diapers, she will
buy everything else
• What other non-baby items are close
by?
• During hurricanes, Pop-Tarts sales increased
by 700%
INSIGHT BUILT ON HINDSIGHT IS THE ESSENCE OF PREDICTIVE ANALYTICS.
Real World Examples from Wal-Mart

32. Where are we now?

33. Where are we heading?
We have the power to see what is happening NOW, and act on that knowledge today.
Source: Civitas Learning

34. Transfer insights
• Historically, traditional transfer students who have a 3.0 GPA or above have
been more likely to graduate. Students ranging 2.97 to 2.0 GPA represent 42%
of all non persisting students.
• TAB students in average show a 3.05 GPA; according to this predictive variable
these students are on track to persisting and obtaining a degree.

35. Transfer insights continued
• Historically, traditional transfer students who bring 80 or more credits
represent more than 48% of all non-persisting students.
• Graduate TAB students transferred in 87 SCHs on average, and graduated in
less than a year. These students are breaking the historical negative pattern.

36. Transfer insights continued
• Historically, traditional transfer students who only take 6 or less credit hours (Part-
Time) have been less likely to be retained in comparison to their full time peers.
• In average TAB students are taking 6 SCHs per term and are being retained at 86%.
Again, these students are breaking the historical negative pattern.

37. Looking for a Holistic Approach
• Student Recruitment – Increase Enrollment
• Student Success Collaborative – Increase Retention & Graduation Rates
• LMS – To Be Determined

38. Recommendations from all involved
• Someone who knows what type of program specific
metrics need to be collected and also design an
overview for other stakeholders.
• Important for someone to have very good knowledge
of the Student Information System
• Technical Person who knows the data tables, how they
are stored and used in order to extract data from the
system.
• Individual with a background or education in database
management, programming, and/or development
would be ideal.
• Individual with a firm understanding of PL/SQL may
also be necessary.
Note: Needs may vary across institutions.

39. What's next for the Institute?
• Essay on the CBE Journal
• Graduate Survey Data Collection & Results
– Will share more on methods & Instruments
• CBE & Predictive Analytics – Learning from Transfer
Insights
• CBE Business Model & Formula Funding
• CBE Metrics Framework – Importance of Data
Collection
• Consulting services for other universities in Texas
seeking to implement their own CBE programs

40. Thank you for your time
Any questions?
For more information, concerns or
comments: carlos.rivers@tamuc.edu
Learn more: www.tamuc.edu/icbe