From Frenemy to BFF, Making Data Work for You!

PART 1: EXAMPLES OF DATA OUT OF CONTEXT

From Frenemy to BFF, Making Data Work for You!

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Example 1:Data Anomalies Taken Out of Context

2004-05 2005-0630%

35%

40%

45%

50%

55%

60%

CTE Completion

The data indicate a decline in CTE Completion!

Example 1:The Complete Data Set

2002-03 2003-04 2004-05 2005-06 2006-0730%

35%

40%

45%

50%

55%

60%

CTE Completion

Example 2: Data Without Social Context

• The 2013 Student Success Scorecard reveals that only 49.2% of students in the California Community Colleges achieved “completion”

Example 2: A More Complete Picture…

The 2013 Student Success Scorecard reveals that: only 49.2% of students in the CCCs achieved “completion”

Example 3:Raw Numbers vs. Rates

Latino Asian African Amer

0

2

4

6

8

10

12

14

Persisters – Which Group Did the Best?

Latino Asian African Amer

0%

20%

40%

60%

80%

100%

120%

Persisters – Which Group Did the Best?

Beware small N’s!

Example 4:Change occurs slowly… and in small ways

Before intervention After intervention

Success rate 0.68 0.67

5%15%25%35%45%55%65%75%85%95%

Success Course Completion Rates

PART 2: WHY WE’RE DOING THIS NOW

From Frenemy to BFF, Making Data Work for You!

A Shift in Thinking

FROM:• Data are complicated

spreadsheets• Data are cold, hard numbers

• Data are scary

TO:

• Data are just information (quantitative OR qualitative)

• Wait! Data are just information; I gather and use data all the time!

A Shift in Thinking

FROM:• Data can be used to point

out our deficiencies and/or what we’re not doing well

• Data are the ‘stick’ that policymakers will use to punish us

TO:• Data can be used to

*confirm* and *convey* what we already know (or suspect) about how well all our students are learning

• Data are the ‘carrot’ that we can use to express what we are doing

A Shift in Thinking

FROM:• Data don’t capture the

subtleties or nuances in teaching and learning

TO:• Data (information) is the

*only* way to concisely convey the “story of the whole”; however, quantitative data are best paired with qualitative information for context, to convey the most complete story including subtlety and nuance.

Part 3: Instructor Reflections Examples

The value of using both Qualitative and Quantitative descriptions of student learning

Quantitative: The story of the whole; How did the whole class do?

Qualitative: Provides context for the quantitative data.

Instructor Reflections Examples

Qualitative Only

How could these qualitative and quantitative efforts be

improved?

Qualitative and Quantitative

Part 4: Examples from MPC

(2) Examples of MPC’s Program Reflections w/ both quantitative & qualitative data…telling the story of the whole Instructor Reflection: English (Laura Headley, Adjunct Instructor) Program Reflection: Student Services (Student Financial Services Department)