A Matter of Degrees

2014 Pathways to Progress Institute Sunday, September 21 3:30pm - 4:30pm

High-Impact Practices Initiative Sponsors

We are grateful for the generous support of our High-Impact Practices Initiative sponsors. Their focus on identifying high-impact practices in community colleges and their commitment to student success make our work possible.

Three Part Series of Data Collection, Analysis, and Reporting

Four Sources of Information

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Planning for Success ■Assessment and Placement ■Orientation ■Academic Goal Setting and Planning ■Registration before Classes Begin

Initiating Success ■Accelerated or Fast-Track Developmental Education ■First-Year Experience ■Student Success Course ■Learning Community

Sustaining Success ■Class Attendance ■Alert and Intervention ■Experiential Learning beyond the Classroom ■Tutoring ■Supplemental Instruction

What are the CCCSE Promising Practices?

High-Impact Practices… and Participation

CCIS, CCSSE, CCFSSE Promising PracticesPromising Practice Colleges That

Report Having It

Students Who Report Doing It

Full-Time Faculty Who Teach or Facilitate

Orientation 97% 58% 13%

Student Success Course

84% 24% 12%

First-Year Experience

59% 26% 17%

Learning Community 54% 13% 16%

Accelerated DevelopmentalEducation

49% 29% (dev only) 14%

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Small-scale success does not solve big-scale problems…

Design, Scale, Implementation, and Intensity

Design practices and programs for high impact. Implement with purpose and include evaluation. Engineer programs for scale, and require them for

all students who can benefit from them. Boost intensity by weaving multiple high-impact

practices together.

High-Impact Practices…and Engagement

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Benchmarking – and Reaching for Excellence The most important

comparison: where you are now, compared with where you want to be.

CCSSE and SENSE The five CCSSE benchmarks are:

– Active and Collaborative Learning

– Student Effort– Academic Challenge– Student-Faculty

Interaction– Support for Learners

 

The six SENSE benchmarks are:

– Early connections – High expectation and

aspirations – Clear academic plan

and pathways– Effective track to

college readiness– Engaged learning– Academic and social

support network  

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2014 CCSSE Benchmark Scores by Orientation

51.7 52.1 52.0 52.0 52.9

46.9 46.1 46.9 46.544.6

Participated in Orientation

Did Not Participate in Orientation

Sources: 2014 CCSSE data

54.3 54.3 53.155.1

56.5

48.0 47.8 48.847.7 46.9

Participated in First Year Experience

Did not participate in First Year Experience

Sources: 2014 CCSSE data

2014 CCSSE Benchmark Scores by First Year Experience Program

2014 CCSSE Benchmark Scores by Learning Community

59.056.9

54.458.0 58.9

48.4 48.6 49.4 48.6 48.3

Participated in Learning Community

Did not Participate in Learning Community

Sources: 2014 CCSSE data

2014 CCSSE Benchmark Scores by Student Success Course

54.555.6

53.355.5

57.3

48.2 47.849.0

47.9 47.2

Participated in Student Success Course

Did not Participate in Student Success Course

Sources: 2014 CCSSE data

2014 CCSSE Benchmark Scores by Accelerated Developmental Education

55.2 55.653.7

56.0 56.1

47.5 47.9 48.547.3 47.5

Participated in Accelerated Developmental Course

Did Not Participate in Accelerated Developmental Course

Sources: 2014 CCSSE data

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Higher Engagement, Higher Graduation Rates

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*Price, D. V., & Tovar, E. (2014). Student engagement and institutional graduation rates: Identifying high-impact educational practices for community colleges. Community College Journal of Research and Practice, 38(9), 766–782, doi: 10.1080/10668926.2012.719481

Researchers Derek Price and Esau Tovar explored the statistical relationships between student engagement and institutional graduation rates.

They concluded that three of five CCSSE student engagement benchmarks—active and collaborative learning, student-faculty interaction, and support for learners—“correlated to a statistically significant degree with IPEDS graduation rates.”*

Questions to Consider

•Which students are participating in the promising practice – by gender, race/ethnicity, enrollment status, other targeted group? Why?

•Do some groups of students benefit more than others from the specific practice? Why?

•What aspects of the promising practice are most beneficial to specific targeted groups? Why?

Is there a relationship between High-Impact Practices and Student Outcomes?

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Positive Relationships Between High-Impact Practices and Student Outcomes…

Completion of at least one developmental education course with grade of C or better

Completion of at least one gatekeeper course with a grade of C or better

Persistence (fall-to-spring and fall-to-fall)

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OUTCOME

1Completion of at Least One Developmental Education Course With a Grade of C or Better

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*Source: RTI International. (n.d.). The completion arch: Measuring community college student success (Participation in developmental courses: United States). Retrieved from College Board website: http://completionarch.collegeboard.org/placement/participation-in-developmental-courses/participation-in-developmental-courses-us

Approximately 62% of U.S. community college students take at least one developmental education* course within six years of their initial enrollment.

At some colleges, the percentage is even higher. For too many students, traditional developmental

education is a terminal roadblock to success.

OUTCOME

1

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Completion of at Least One Developmental Education Course With a Grade of C or Better

ORIENTATION

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Source: CCSSE-linked student record data

OUTCOMES

CCSSE developmental students

who reported participating in were to successfully complete

any orientation 1.51 timesmore likely

a developmental math course N=1,773p=0.0002

any orientation 1.61 timesmore likely

a developmental English course N=1,773p<0.0001

than were students who did not report participating in any orientation.

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OUTCOME

1Completion of at Least One Developmental Education Course With a Grade of C or Better

ORIENTATION

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Source: CCSSE-linked student record data

PARTICIPATION

CCSSE developmental students (N=1,773)

72%

28%

Yes(n=1,283)

No(n=490)

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OUTCOME

1Completion of at Least One Developmental Education Course With a Grade of C or Better

ORIENTATION

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Source: SENSE-linked student record data (entering students)

OUTCOMES

SENSE developmental students

who reported participating in were to successfully complete

any orientation 1.88 timesmore likely

a developmental math course N=2,896p<0.0001

any orientation 2.14 timesmore likely

a developmental English course N=2,896p<0.0001

than were students who did not report participating in any orientation.

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OUTCOME

1Completion of at Least One Developmental Education Course With a Grade of C or Better

ORIENTATION

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Source: SENSE-linked student record data (entering students)

PARTICIPATION

SENSE developmental students (N=2,896)

77%

23%

Yes(n=2,225)

No(n=671)

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ORIENTATION

VIDEO

OUTCOME

1

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Completion of at Least One Developmental Education Course With a Grade of C or Better

LEARNING COMMUNITY

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Source: CCSSE-linked student record data

OUTCOMES

CCSSE developmental students

who reported participating in were to successfully complete

a learning community duringtheir first academic term

1.59 timesmore likely

a developmental English course N=1,734p=0.0024

than were students who did not report participating in a learning community during their first academic term.

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OUTCOME

1

12%

88%

Completion of at Least One Developmental Education Course With a Grade of C or Better

LEARNING COMMUNITY

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Source: CCSSE-linked student record data

PARTICIPATION

CCSSE developmental students (N=1,734)

Yes(n=207)

No(n=1,527)

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OUTCOME

1Completion of at Least One Developmental Education Course With a Grade of C or Better

LEARNING COMMUNITY

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Source: SENSE-linked student record data (entering students)

OUTCOMES

SENSE developmental students

who reported participating in were to successfully complete

a learning community 2.58 timesmore likely

a developmental English course N=2,803p<0.0001

than were students who did not report participating in a learning community.

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OUTCOME

1

6%

94%

Completion of at Least One Developmental Education Course With a Grade of C or Better

LEARNING COMMUNITY

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Source: SENSE-linked student record data (entering students)

PARTICIPATION

SENSE developmental students (N=2,803)

Yes(n=176)

No(n=2,627)

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OUTCOME

3 Persistence(Fall-to-Spring and Fall-to-Fall)

FIRST-YEAR EXPERIENCE

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Source: CCSSE-linked student record data

OUTCOMES

CCSSE non-developmental students

who reported participating in were to persist

a first-year experience duringtheir first academic term

1.71 timesmore likely

fall-to-spring N (students)=902N (terms)=3,221p=0.0002

a first-year experience duringtheir first academic term

1.49 timesmore likely

fall-to-fall N (students)=902N (terms)=3,221p=0.0089

than were students who did not report participating in a first-year experience during their first academic term.

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OUTCOME

3

18%

82%

Persistence(Fall-to-Spring and Fall-to-Fall)

FIRST-YEAR EXPERIENCE

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Source: CCSSE-linked student record data

PARTICIPATION

CCSSE non-developmental students (N=902)

Yes(n=160)

No(n=742)

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FIRST-YEAR EXPERIENCE

VIDEO

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OUTCOME

2Completion of at Least One Gatekeeper Course With a Grade of C or Better

ACADEMIC GOAL SETTING AND PLANNING

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Source: CCSSE-linked student record data

OUTCOMES

CCSSE developmental students

who reported were to successfully complete

that an advisor helped them develop an academic plan before the end of their first academic term

1.45 timesmore likely

a gatekeeper math courseN=1,204p=0.0029

that an advisor helped them develop an academic plan before the end of their first academic term

1.47 timesmore likely

a gatekeeper English courseN=1,204p=0.0051

than were students who did not report receiving such assistance during their first academic term.

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OUTCOME

2

49%51%

Completion of at Least One Gatekeeper Course With a Grade of C or Better

ACADEMIC GOAL SETTING AND PLANNING

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Source: CCSSE-linked student record data

PARTICIPATION

CCSSE developmental students who received assistance with developing an academic plan (N=1,204)

Yes(n=585)

No(n=619)

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ACADEMIC GOAL SETTING & PLANNING VIDEO

Implementing Pathways for Students at Alamo Colleges

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New Academic Pathways

A strong case can and should be made – and subject to campus discussion – that community colleges should care deeply about increasing college completion: why doing so requires a fundamental redesign of students’ educational experiences; and the reasons why the conceptual notion of academic and career pathways is gaining support from researchers and practitioners as a means of increasing student success.

Kay McClenney and Donna Dare, in Reimagining the Student Experience: Stepping up to the Challenges of Change, Community College Journal, August/September 2013

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Academic Pathways: A New Model

It encompasses a cluster of related programs, so a college might offer six pathways, or 10, or 15, depending on its size, transfer arrangements, and regional labor market needs. Examples could include a STEM pathway; or a health careers and life sciences pathway, to name a few.

Kay McClenney in Premise and Promise – Developing New Pathways for Community College Students, Community College Journal, April/May 2013

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Principles for Guided Pathways

O Create clear roadmaps to success that simplify students’ choices

O Clearly define program learning outcomes and align with end goals

O Monitor student progress, providing frequent feedback and integrated supports

Davis Jenkins and Sung-Woo Cho in Get With the Program…and Finish It: Building Guided Pathways to Accelerate Student Completion, CCRS Working Paper No. 66, January 2014

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Creative and Communication Arts

American Sign Language

Radio-Television-Broadcasting MSAC Level I AAS

English Advanced Manufacturing and

LogisticsDiesel/Light to Heavy Truck Tech. MSAC Level I AAS

Aircraft Technician Airframe MSAC Level I Level II AAS

Business and Entrepreneurship

Music

Banking & Financial Services Level I AAS

Economics

Health and Biosciences

Pre-Nursing

Dental Assisting Level I ESC

Public Service

Mortuary Science Level I AAS

Political Science

Texas Teacher Certification

Criminal Justice

Science and Technology

Computer Programmer MSAC Level I AAS

Biology

Engineering

AlamoInstitutes

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Refreshers

O 16 clock hours Math and 8 clock hours Integrated Reading/Writing Reviews

O Required of Students Who are Assessed Below College-Ready

Preliminary DataMATH Spring 2014 62% Advanced 1 or More Levels

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Faculty Mentoring

Phase 1SmartStartEarly Alert

Phase 2Advising at 30 Semester Hours

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Questions?

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STUDENT SUCCESS

VIDEO

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Questions to Consider

Are we using the power of synergy? Are we meeting the challenge of scale? Who participates in high-impact practices? Where is the lowest hanging fruit? What are the greatest challenges? Are we implementing high-impact practices

effectively? Are we listening to students? Who is engaged these campus conversations?

High Performing Colleges

…make student engagement

inescapable!

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QUESTIONS ?

Dr. Jo-Carol Fabianke

Vice Chancellor for Academic Success

Alamo Colleges

jfabianke@alamo.edu

Dr. Misha Turner

Associate Director, College Relations Community College Student Engagement

turner@cccse.org

This PowerPoint presentation will be located on the Center for Community College Student Engagement website at: http

://www.ccsse.org/center/resources/presentations.cfm

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QUESTIONS ?

Dr. Jo-Carol Fabianke

Vice Chancellor for Academic Success

Alamo Colleges

jfabianke@alamo.edu

Dr. Misha Turner

Associate Director, College Relations Community College Student Engagement

turner@cccse.org

This PowerPoint presentation will be located on the Center for Community College Student Engagement website at: http

://www.ccsse.org/center/resources/presentations.cfm