ACTION IN ANALYTICS: POLICIES AND POLITICS IN SUPPORT OF TRANSFORMATIVE CHANGE GATEWAY COURSE EXPERIENCE CONFERENCE MARCH 24, 2014 Linda Baer, Senior Consultant, i4 Solutions
For$much$of$the$history$of$American$Higher$Educa6on,$the$idea$that$many$students$would$drop$out$was$simply$accepted$as$a$given.$$And$drop$out$they$did.$$The$Reten6on$Agenda,$ETS$
A Moral Obligation…. $ There$are$major$ac6ons$that$ins6tu6ons$can$take$to$establish$condi6ons$and$sorts$of$policies$that$ensure$that$those$ac6ons$are$successfully$implemented$over$6me$in$ways$that$endure$and$scale$up.$$$ We$have$a$“moral$obliga6on$to$establish$those$condi6ons$on$campus,$especially$in$the$classroom,$that$enhance$the$likelihood$that$students$who$are$willing$to$expend$the$effort$will$succeed.”$$Tinto,$2012$
Tinto,$Vincent.$Comple6ng$College$Rethinking$Ins6tu6onal$Ac6on$
“No More Excuses” Goals&of&Arizona&State&University&2002&
• Increasing$graduate$numbers$
• Gradua6on$rates$
• Freshman$reten6on$rates$
• Expand$ethnic$and$economic$diversity$
Outcomes&in&2011&
• Increased$enrollment$30%$in$10$years$
• Increased$minority$enrollment$as$%$of$total$popula6on$by$52%$
• Increased$degrees$awarded$by$52%$
• Increased$6Syear$grad$rate$by$19%$
• Increased$freshman$persistence$to$84%$up$9%$
Solu:ons&
• Comprehensive$use$of$analy6cs$ hWp://net.educause.edu/ir/library/pdf/ERM1241P.pdf$
“No More Excuses” ! If$you$use$these$analy6cal$tools,$you$will$know$$◦ where$you$are,$$◦ what$you’re$doing,$$◦ if$what$you$are$doing$is$working$or$not$◦ whether$or$not$you$need$to$be$doing$new$things$customized$to$fit$your$par6cular$school$or$demographic$
◦ infinitely$more$informa6on$to$help$students$be$successful$
“The$rarely$ar6culated$implica6on$of$all$of$this$data$floa6ng$around$is$that$unSaugmented$human$cogni6on$is$no$longer$sufficient.$Every$day,$every$day,$there$is$more$to$know,$more$ways$to$know$it,$and$heightened$expecta6ons—by$students,$faculty$members,$alumni,$football$coaches,$trustees,$regulators,$elected$officials—that$senior$managers$will$do$something$efficacious$with$what$they$know.$.$.$.$The$best$tool$in$[their]$baWle$against$ignorance$is$advanced$$analy6cs.”$$$$SSThornton$May,$2011$in$The&New&Know:&Innova:on&Powered&by&Analy:cs&$$
Strategic Intelligence for Higher Education
How many, how often, where?
Where exactly is the problem?
What actions are needed?
Why is this happening?
What if these trends continue?
What will happen next?
What’s the best that can happen?
Despite$decades$of$reforms$intended$to$improve$student$success,$including$hundreds$of$specific$ini6a6ves$designed$to$facilitate$student$engagement$during$the$first$year$of$college,$roughly$one$in$four$student$who$begins$college$at$a$fourSyear$college$or$university$does$not$return$the$second$year.$(ACT$2010.)$This$has$not$changed$for$over$20$years!$$$LIPSS$Report$hWp://cherty.fsu.edu/LIPSS$
Linking Institutional Policies to Student Success $ What$policies$may$be$adapted$to$improve$student$engagement,$persistence$and$success?$$ What$do$students$say$about$what$would$improve$their$learning?$$ How$are$researchers$linking$improvement$opportuni6es?$
Linking Institutional Policies to Student Success $ The$LIPSS$project$is$designed$to$allow$analyses$that$test$the$links$between$specific$policies$and$specific$experiences$for$specific$popula6ons$of$students.$Findings$from$the$study$will$have$the$poten6al$to$shape$college$and$university$policies$that$will,$in$turn,$contribute$to$student$success$and$close$gaps$in$student$outcomes.$$
hWp://cher6.fsu.edu/LIPSS/$
Building a Template Policies and Practices to Improve Student Success $ Policy&Defini:on:$a$specific$statement$of$principal$or$guiding$ac6on$that$implies$a$clear$commitment$by$the$university;$a$statement$of$values$or$intent$that$provides$a$basis$for$consistent$decisionSmaking$and$resource$alloca6on;$definite$method$of$ac6on$selected$to$guide$and$determine$present$and$future$decision.$$
Template for Policies & Practices Review $ Student$Success$Pathways$$ CollegeSreadiness$$ Admissions$$ Transfer$$ Proba6on,$Adequate$Progress$$ Student$Academic$SuccessSDegree$Comple6on$$ Advising,$PreSMajor,$Major,$Change$of$Major$$ Engagement$$ High$Impact$Prac6ces$$ Internships,$clinicals,$appren6ceships$
High Impact Practices $ First$Year$Seminars$and$Experiences$$ Common$Intellectual$Experiences$$ Learning$Communi6es$$ Wri6ngSIntensive$Courses$$ Collabora6ve$Assignments$and$Projects$$ Undergraduate$Research$$ Diversity/Global$Learning$$ Service$Learning,$CommunitySbased$Learning$$ Internships$$ Capstone$Courses$and$Projects$
hWp://www.aacu.org/leap/index.cfm$
State, Regional and Federal Efforts $ States$implement$performanceSbased$funding$$ Complete$College$America$$ Accreditors$focusing$on$persistence$and$comple6on$$ Federal$Mandates$
Complete College America Complete$College$America$has$developed$the$ins6tu6onal$roadmap$to$increase$student$success.$$The$components$include:$$" Performance$Funding $$" CoSrequisite$Remedia6on$" Full$6me$is$full$6me$" Structured$schedules$" Guided$pathways$to$success$
hWp://www.completecollege.org/$
Leading the College Completion Agenda
$ Set$Goals:$Develop$an$Ac6on$Plan$$ Embrace$PerformanceSBased$Funding$$ Align$High$School$Standards$with$College$Entrance$and$Placement$Standards$$ Make$it$Easier$for$Students$to$Transfer$$ Use$Data$to$Drive$Decision$Making$$ Accelerate$Learning$and$Reduce$Costs$$ Target$Adults,$especially$those$with$“Some$College,$but$No$degree”$$hWp://www.whitehouse.gov/sites/default/files/college_comple6on_tool_kit.pdf$
The Completion Arch
$ hWp://comple6onarch.collegeboard.org/$
http://completionarch.collegeboard.org/
23$
Completion by Design Measuring Loss and Momentum Points
CONNECTION& ENTRY& PROGRESS& COMPLETION&
INTEREST&TO&&APPLICATION&
ENROLLMENT&TO&&COMPLETION&&OF&GATEKEEPER&
COURSES&
COMPLETE&COURSE&OF&&STUDY&&&
TO&CREDENTIAL&&WITH&LABOR&
MARKET&VALUE&
ENTRY&INTO&COURSE&OF&STUDY&&TO&75%&
REQUIREMENTS&COMPLETED&
Higher Learning Commission “4.C.$The$ins6tu6on$demonstrates$a$commitment$to$educa6onal$improvement$through$ongoing$aWen6on$to$reten6on,$persistence,$and$comple:on$rates$in$its$degree$and$cer6ficate$programs.$1.$The$ins6tu6on$has$defined$goals$for$student$reten6on,$persistence,$and$comple:on$that$are$ambi6ous$but$aWainable$and$appropriate$to$its$mission,$student$popula6ons,$and$educa6onal$offerings.$2.$The$ins6tu6on$collects$and$analyzes$informa6on$on$student$reten6on,$persistence,$and$comple:on$of$its$programs.$3.$The$ins6tu6on$uses$informa6on$on$student$reten6on,$persistence,$and$comple:on$of$programs$to$make$improvements$as$warranted$by$the$data.$hWp://www.higherlearningcommission.org/Informa6onSforSIns6tu6ons/criteriaSandScoreScomponents.html?highlight=WyJwZXJzaXN0ZW5jZSIsImNvbXBsZXRpb24iXQ==$
Action in Analytics Driving$change$will$be$the$capacity$of$analy6cs$to$chart&the&progress&of&individual&students&through$a$course,$be$able$to$iden6fy$specific$learning$outcomes$by$individual$student,$and$be$able$to$track$with$enormous$precision$a$student�s$journey$through$the$curriculum.$$$◦ informa6on$to$the$ins6tu6on,$to$faculty,$and$individual$students$about$student$progress.$$
◦ provide$opportuni6es$for$6mely$and$specific$interven6on$in$individual$courses$and$in$a$student�s$pathway$through$two$or$four$years$of$college.$$$
◦ In$its$early$stages,$analy6cs$has$owen$been$thought$about$as$an$interven6onal$or$summary$analysis$but$in$fact,$analy6cs$will$drive$the$en6re$teaching/learning$process.$
$ $$
Student Solution Success Tools Emerging$now$are$a$set$of$rapidly$developing$technology$tools$to$support$students$as$they$progress$through$a$course$and$program.$These$tools$have$the$capacity$to$personalize&the&learning&experience&for&every&single&student,&char:ng&individual&pathways&through&course&materials,&depending&on&the&individual&student’s&understanding&of&specific&ideas,&concepts,&and&opera:ons.&&&
Educa:on&Planning&
Counseling&and&coaching& Risk&Targe:ng&and&Interven:on&
Transfer&and&Ar:cula:on&
Legacy$ERP/SIS/LMS$ $$$$$
Vendor$point$solu6ons$$$$$$
$$$$$$$$$
Homegrown$point$solu6ons$
DirectStoSstudent$$$$$
Austin Peay’s Degree Compass
Valencia’s LifeMap
Sinclair’s MAP
Central Piedmont’s Online Student Profile
WICHE’s Predictive Analytics Reporting
The market is immature, but multiple solutions are emerging in each application category
© 2010 BILL & MELINDA GATES FOUNDATION
Data Inputs Student$Course$Informa6on$$Course$Loca6on$
Subject$Course$Number$
Sec6on$Start/End$Dates$Ini6al/Final$Grade$Delivery$Mode$Instructor$Status$Course$Credit$
$
Student&Financial&
Informa:on&FAFSA&on&File&–&Date&
Pell&Received/Awarded&–&Date&&
Student$Academic$Progress$
Current$Major/CIP$Earned$Creden6al/CIP$
Course$Catalog$Subject$
Course$Number$Subject$Long$Course$Title$
Course$Descrip6on$Credit$Range$
Lookup$Tables$Creden6al$Types$Offered$Course$Enrollment$Periods$
Student$Types$Instructor$Status$Delivery$Modes$Grade$Codes$
Ins6tu6on$Characteris6cs$
$Possible$Addi6onal$**$
Placement$Tests$NSC$Informa6on$SES$Informa6on$$
Sa6sfac6on$Surveys$College$Readiness$Surveys$Interven6on$Measures$
$$
** Future
Student$Demographics$$&$
Descrip6ve$Gender$Race$
Prior$Credits$Perm$Res$Zip$Code$HS$Informa6on$Transfer$GPA$Student$Type$
predictors learner characteristics
learner behaviors academic integration social-psychological
integration other learner support
course/program characteristics
instructors behaviors
PAR Student Success Matrix (SSMx) Literature(based,tool,for,benchmarking,student,services,
and,interven7ons'
hWps://par.datacookbook.com/public/ins6tu6ons/par$
Signals after 4 Years
Fall&2007&Cohort&Reten:on&Rate&
Number&of&Signals&Courses&
Cohort&Size& 1&year& 2&year& 3&year& 4&year&
Number&of&Signals&Courses&
Average&SAT&Score&
No$Signals$ $$$$$$$$$5,134$$ 83.44%$ 73.14%$ 70.47%$ 69.40%$ No$Signals$1155$
At$least$1$ $$$$$$$$$1,518$$ 96.71%$ 94.73%$ 90.65%$ 87.42%$ At$least$1$1129$
1$instance$ $$$$$$$$$1,311$$ 96.57%$ 94.13%$ 89.70%$ 86.50%$ 1$instance$1133$
2$or$more$ $$$$$$$$$$$$207$$ 97.58%$ 98.55%$ 96.62%$ 93.24%$ 2$or$more$1102$
STATWAY $ Statway$triples$student$success$in$half$the$6me.$Roughly$fiwy$percent$of$developmental$math$students$entering$Statway$have$earned$college$math$credit$in$a$year$or$less.$$Among$developmental$math$students$in$these$same$schools,$only$16%$of$have$earned$college$math$credit$in$two$years.$$
Quantway® $ The&aim&of&the&Quantway&pathway&is&to&promote&success&in&community&college&mathema:cs&and&to&develop&quan:ta:vely&literate&ci:zens.&It&is&Carnegie’s&belief&that&community&college&students&will&have&greater&mo:va:on&to&succeed&and&persist&if&their&mathema:cs&study&is&engaging,&meaningful,&relevant&and&useful.&
$ Roughly$fiwy$percent$of$Quantway$1$students$completed$their$developmental$math$requirements$in$a$single$term.$$At$these$same$schools,$only$21%$of$students$complete$their$developmental$math$requirements$in$a$year.$$
$ Among$those$entering$Quantway$2,$68%$earned$college$level$math$credit.$$
$
hWp://www.carnegiefounda6on.org/quantway$
$ 1.$Who$is$collec6ng$what$data,$for$whom,$and$how?$$ 2.$How$is$research$about$students$being$used$to$develop$ac6vi6es$and$programs$that$promote$student$success?$
$ 3.$Are$student$success$ac6vi6es$mandated$or$op6onal?$How$many$students$par6cipate?$$ 4.$How$are$leaders$making$student$success$a$lynchpin$for$their$campuses?$Policies,$prac6ces,$resources,$people,$long$term$commitment,$ongoing$research$on$the$issues$that$maWer.$$
Four questions…
RETURN&ON&INVESTMENT&CALCULATOR&" Ac6vity/Interven6on$" Number$Of$Students$" Cost$of$Interven6on$per$Student$" Outcomes/Results$Over$Time$" Benefits$of$Interven6on$per$Student$Segment$" Inves6ng$in$What$Makes$the$Biggest$Difference$for$the$Most$Students$$
Institutional Culture
! Student-centered ! Visionary leadership at many levels ! Evidence-driven ! Culture of experimentation and inquiry ! Results-oriented
In the 21st century, this ancient course model stands in stark contrast to the large-scale courses, the collaborative courses, and the programmed courses that have now begun to appear.
—George Mehaffy, Challenge and Change, EDUCAUSE Review, September/October 2012
References&$$
$ AACU$High$Impact$Prac6ces$$hWp://www.aacu.org/leap/index.cfmC&U$$
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$ Kamenetz$Anya.$2012$Fast$Company$2012$Most$Innova6ve$Companies$2012$Southern$New$Hampshire$University$hWp://www.fastcompany.com/3017340/mostSinnova6veScompaniesS2012/12southernSnewShampshireSuniversity$
$ University$of$Illinois$Graduate$Model.$hWp://www.grad.illinois.edu/sites/default/files/researchschemagraphic.png$
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$ Na6onal$Commission$on$Higher$Educa6on$AWainment.$2013.$An$Open$LeWer$to$College$and$University$Leaders:$College$Comple6on$Must$Be$Our$Priority.$American$Council$on$Educa6on.$Washington$D.C.$
$ Norris,$Donald$and$Robert$Brodnick,$Paul$LeFrere,$Joseph$Gilmour,$Linda$Baer,$Ann$Hill$Duin$and$Stephen$Norris.$2013.$Transforming$in$an$Age$of$Disrup6ve$Change.$$Strategic$Ini6a6ves,$Inc.$and$the$Society$for$College$and$University$Planning$
$ Sowell,$Bell$and$Kirby$Ph.D.$Comple6on$and$AWri6on:$Policies$and$Prac6ces$to$$
$ Promote$Student$Success.$Council$of$Graduate$Schools.$2010$
$ Student$Success$Ma6x$ (SSMX ) A model classifying influences on student success within the PAR Project WCET Annual Meeting Presentation $$$$$Mindy$Sloan,$Ashford$University,$Karen$Swan,$University$of$Illinois$Springfield,$Michelle$Keim,$Bridgepoint$Educa6on,$$$Heidi$Hiemstra,$Predic6ve$Analy6cs$Repor6ng$(PAR)$Framework.$November 15, 2013$
$ Shugart,$S.$M.$2012.$The$Challenge$to$Deep$Change:$A$Brief$Cultural$History$of$Higher$Educa6on.$Planning$for$Higher$Educa6on,$December$28.$Retrieved$January$15,$2013,$from$the$World$Wide$Web:$hWp://mojo.scup.org/forum/topics/theSchallengeStoSdeepSchangeSaSbriefSculturalShistorySofShigher.$
$ Tinto,$Vincent.$2012a.$Leaving$College:$Rethinking$the$Causes$and$Cures$of$Student$AWri6on.$University$of$Chicago$Press.$
$ Tinto,$Vincent.$2012b.$Comple6ng$College:$Rethinking$Ins6tu6onal$Ac6on.$University$of$Chicago$Press$