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?