Student Success: What Is It, and How Can We Measure It?
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Transcript Student Success: What Is It, and How Can We Measure It?
Student Success: What Is It, and
How Can We Measure It?
Kim Harrell, Folsom Lake College
Carolyn Holcroft, Foothill College
David Morse, ASCCC Executive Committee
Resolution 13.06 Fall 2010: Develop a
Faculty Definition of Student Success
Resolved, that the ASCCC:
define student success and identify best practices and
models for accomplishing student success;
include student input and perspectives in the
development of student success metrics;
assert the primacy of our definition of student success
to the Board of Governors; and
ensure faculty primacy in the identification,
development and/or adoption of metrics used to
establish and measure student success.
What does student success mean from a
faculty perspective?
Student Success Task Force
Implement a student success scorecard
(recommendation 7.3)
Disaggregated by racial/ethnic groups
Include momentum points & completion of
basic skills sequence
Include measurement of outcomes of
students taking less than 12 units
Compare college against own performance
Framework
State of the System
Scorecard data, system
metrics
Scorecard
College metrics, single
demographic
Datamart 2.0
College metrics by
multiple crosstabs
Data on Demand
College metrics as
unitary files
What metrics are on the Scorecard now?
Student progress & achievement rate (SPAR): rate at
which degree/transfer‐seeking students earn these
outcomes within six years of entering
Persistence rate: rate at which students continuously
enroll for their first three terms upon entry
30-unit achievement rate: rate at which
degree/transfer‐seeking students reach the 30‐unit
“momentum point”
What metrics are on the Scorecard now?
Remedial Course Progression Rate: rate at which students
that start in remedial math/English/ESL complete
degree‐applicable/transferrable level math/English/ESL
courses
Career Technical Education (CTE) completion rate: rate at
which CTE/vocational certificate seeking “concentrators”
earn any award or transfer
Career development & college preparation (CDCP)
completion rate: rate at which students in career
development/college prep noncredit “concentrator”
programs earn degrees
High Order Outcomes (SPAR, CTE, CDCP)
Outcomes (numerator) in 6 years
Associates of Arts/Sciences, or
Certificates (CO/12+ units), or
Transfer (any 4-year), or
Transfer Prepared (60 units, GPA 2.0)
What criteria would you include on the
ARCC Scorecard?
How to capture students who get a job
before they finish?
ARCC Advisory Workgroup recommends a
“State of the System” report
High level overview intended for legislators, policy
makers
Summary of State level aggregations of data and
annual performance including:
Annual number of transfers to CSU, UC, ISP, OOS (6-year
trend)
Annual number of awards by award type: credit awards,
AA/AS degrees, credit certificates (5-year trend)
Wages for students attaining vocational awards (2-years
before and 4/5-years after)
Systemwide participation rates by age group, gender &
race/ethnicity
What might you like legislators or the general
public to perceive as indications of student
success?
Or… what do faculty want to see in that “State
of the System” report?