Transcript Placing Iowa Within the Success Paradigm

PLACING IOWA
WITHIN THE SUCCESS
PARADIGM
LINDA SERRA HAGEDORN, PH.D.
ASSOCIATE DEAN – COLLEGE OF HUMAN SCIENCES;
UNDERGRADUATE PROGRAMS, TRANSFER, STUDENT SERVICES, &
INTERNATIONAL PROGRAMS
PROFESSOR – EDUCATIONAL LEADERSHIP AND POLICY STUDIES
WHAT IS COMMUNITY COLLEGE
STUDENT SUCCESS?
• What do you measure?
• Issues of Longitudinal versus crosssectional
• Differences by demographic groups
•
•
•
•
•
•
Transfer versus non-transfer
Full time versus part-time
Age
Gender
Work status
Etc.
WHY NOW?
• The country is suddenly aware of community
colleges!
• President Obama has consistently sought to
expand resources for community colleges
• The American Graduation Initiative of 2009,
promised to bolster the work force by producing
millions more community college graduates
over the next decade.
• The plan was reduced from $10 billion to $2
billion for job training
• Recently, President Obama proposed an $8
billion Community College to Career Fund to
train two million workers for well-paying jobs in
high-demand industries
WHY NOW?
•
Attention has been diverted to “less than optimal success rates
for community college students
• The SRK graduation rate is 22.3 percent of first time, full-time (FTFT)
community college students in degree programs attained a
postsecondary credential in their starting institutions after three years.
• Colorado
•
The remediation rate for community colleges was 58.2 percent
and 20.5 percent at four-year schools.
Michigan
Transfer rates by level of high school resources.
(Source: Civil Rights Project, UCLA, 2012).
WHAT
ABOUT
IOWA?
CHANGING IOWA
DEMOGRAPHICS
•
Educational attainment
(2010)1
•
•
•
Veteran status (2010)1
•
•
High school graduate or
higher: 90.6%
Bachelor's degree or
higher:
24.9%
Civilian veterans: 10.0%
Disability status (2010)1
•
Population 5 years and
over with a
disability: 11.2%
Families
(2010)1
•
Nativity and citizenship
(2010)1
•
•
Native: 95.4%
Foreign-born: 4.6%
•
•
•
Naturalized citizen: 37.1%
Not a citizen: 62.9%
Language spoken at
home (2010)1
•
•
•
•
English only: 92.6%
Spanish: 4.0%
Asian and Pacific
Islander: 1.2%
Other: 2.2%
• Married couple family with own
children under 18
years: 20.1%
• Single householder with own
children under 18
years: 29.3%
Iowa Data Center
HOWEVER……….
Cedar
Falls
Arabic
Bosnian
Chinese
German
Haitian;
Haitian
Creole
Japanese
Kannada
Korean
Spanish
Swahili
Turkish
Urdu
Vietnamese
Total
(Language)
3
1
11
2
1
1
1
4
19
1
5
4
1
54
Arabic
Bosnian
Chinese
Creoles and
pidgins
(Other)
5
33
9
2
Creoles and
pidgins,
Frenchbased
(Other)
1
Dinka
Ewe
Hindi
Japanese
Kannada
Korean
1
1
2
1
1
3
Kuanyama;
Kwanyama
2
Postville
Waukee
Marathi
Nepali
Panjabi;
Punjabi
Russian
Shona
Somali
Spanish
Swahili
Tagalog
Telugu
Russian
Spanish
1
1
1
6
1
2
42
5
1
10
Ukrainian
1
Uncoded
languages
4
Urdu
1
Vietnamese
10
Total
(Language)
147
Ukrainian
Total
(Language)
Total (Selected
1
122
2
125
125
SHOULD IOWA BE
CONCERNED?
• Iowa 3- year success Rate (Graduation + Transfer) =
53.4%
IA Dept. of Ed, Division of
• Average time to degree = 2.4 years
• Graduation Rate= 35.8%
• Median Salary=$29,592
Community Colleges MIS and NSC
CONFUSION!!!!
• Who’s Included in success rates?
• When do you start counting?
• When do you give up?
• Stop-outs may come back
• What about gains from attendance?
• We have NO idea what the
transfer/graduation/retention rates SHOULD be?
INITIATIVES
• Achieving the Dream
• Complete College America (CCA)
• Voluntary Framework of Accountability (VFA)
• Complete to Compete
• National Governors Association
• Washington State Student Achievement Initiative
• Use of incentive funding
• Allocation of points system
• And many more………..
ACHIEVING THE DREAM
• Currently serving close to 200 community colleges in 32
states.
• Goal: Success for more community college students,
especially students of color and low-income students.
•
Success Definitions
• Successfully complete remedial or developmental
instruction and advance to credit-bearing courses
• Enroll in and successfully complete the initial collegelevel or gateway courses in subjects such as math
and English
• Complete the courses with a grade of "C" or better
• Persistence from one term to the next
• Earn a certificate or associate degree
ATD APPROACH
•
Close achievement gaps and accelerate student success
•
Guiding Evidence-Based Institutional Change
•
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Coaching and Technical Assistance
• Influencing Public Policy
• Generating Knowledge
• Engaging the Public
Institutional Change
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Creation of a culture of evidence and Institutional Improvement
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Committed Leadership
1. Use of Evidence to Improve Programs and Services
2. Broad Engagement
3. Systemic Institutional Improvement
Increasing Student Success:
1.
2.
3.
4.
5.
ATD Youtube!
Commit to Improving Student Outcomes
Use Data to Prioritize Actions
Engage Stakeholders to Help Develop a Plan
Implement, Evaluate, and Improve Strategies
Establish a Culture of Continuous Improvement
WHY DOES ATD WORK?
• It is both “top down” and “bottom up”
• Colleges must commit time, effort, and resources
• Presidents are REQUIRED to attend events, participate in
dialogues and be active within the initiative
•
Colleges MUST assemble a leadership team
• President
• VP of academic and student affairs
• Institutional researcher
• Faculty
• Developmental education
• Colleges work with 2 ATD coaches
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Leadership coach
Data Coach
DATA DRIVEN
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Culture of evidence
•
Cohort data
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Demographics
• Race, gender, age
Student background information
• Dual enrollment
• Summer bridge
• First –generation college
Academic information
• Previous college credits
• GPA
• Remediation
• By type and level
• Remedial course grades
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Placement test scores
ESL scores
Credits attempted
Credits completed
Degree completion
Transfer
Financial aid
• Type and amount
COLLEGE-WIDE
• Examination of key indicators
• Goal setting
• Determining interventions
• Pilot interventions
• Bring promising practices to scale
STEPS TO SUCCESS
SCORECARD
ADDITIONAL
RESOURCES
• Newsletters
• Data notes
• Data Tools
• D.R.E.A.M. Conference
• Data. Reform. Equity. Achievement. Movement.
ANOTHER
EXAMPLE
WASHINGTON STATE SAI
PERFORMANCE FUNDING SYSTEM
STATE WIDE INITIATIVES- WASHINGTON
• Student Achievement Imitative (SAI)
• 34 community and technical colleges
• Vision
• Build strong communities, individuals and families, and
achieve greater global competitiveness and prosperity for
the state and its economy by raising the knowledge and
skills of the state’s residents.
• Utilizes intermediate performance measures and incentive
funding
• Points system
•
Colleges earn achievement points when students achieve
one or more educational milestones
WASHINGTON’S 6
METRICS
1.
Improvement in performance
on assessment of basic
skills
2.
Advancement across levels
of developmental education
toward college readiness
3.
Accumulation of 15 college
credits
4.
Accumulation of 30 credits
5.
Completion of quantitative
reasoning courses
6.
Degree, certificate or
apprenticeship completion
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Measures
•
•
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Total points
Change in total points
Points generated for
each individual metric
Points per student by
each college
10 YEAR GOALS
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Economic Demand
•
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Strengthen state and local economies
Reassess the knowledge and skills needed for a thriving economy
Increase the number of skilled employees in the areas of greatest unmet
need.
•
Meet the needs of small businesses
•
Offer high quality, relevant, flexible programs.
Student Success
•
•
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Increased educational attainment for all residents across the state.
Enroll more underserved populations.
Improve academic achievement.
Ensure affordability and accessibility ,
Provide smooth transitions from K12
Expand the pipeline to associate and bachelor’s degrees, particularly in
math, science, engineering and health sciences.
WHAT DO THESE
INITIATIVES HAVE
IN COMMON?
COMPLETION AGENDA
College Board
IT’S ABOUT THE DATA
•
Emphasis on metrics
•
What happens to students
•
•
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Where do they make progress?
Where do they falter?
Milestones
•
Outcome Metrics
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• Degrees and certificates awarded
• Graduation rates
• Transfer rates
• Time and credits to degree
Progress Metrics
•
•
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Enrollment in remedial education
Success beyond remedial education
Credit accumulation
Retention rates
Course completion
AND MORE………
COLLEGES INSTITUTE
POLICIES TO CREATE AND
SUSTAIN SUCCESS
• Are Iowa community colleges ready for institutional
change?
• What will it take?
• How to begin?
COLLEGE-WIDE
APPROACH
• Institutional change is difficult
• Get everyone “on-board”
• Gear up for the long haul
DETERMINE YOUR COMPLETION
DATA POINTS AND MEASURES
• Using guides and definitions determine how to measure
•
•
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Enrollment
Developmental Placement
Progress
Transfer and Completion
Workforce Preparation and Employment Outcomes
EXAMINE YOUR DATA
• Courageously examine student success
• Who is progressing and who is not?
• Disaggregate
•
•
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Full time/part-time
Transfer/ vocational
Age, gender, ethnicity
• What is the college doing well?
• What areas need to be guided, enhanced, or changed?
MAKE IT A STATE-WIDE, DISTRICT-WIDE,
AND CAMPUS WIDE RESPONSIBILITY
• How can ISU CCLP help?
• Data analyses
•
Work jointly with IR
• Capstones
• Dissertations
• Internships
TO CONSIDER……..
• Student Success Course
• Academic Planning
• Advising changes
• Intrusive advising
• Milestones
• Attendance policies
• Late registration
• Learning communities
• Revisions in Orientation
• Developmental Math/English revisions