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Using Data to Track Student Success and
Identify Kinks in the Pipeline
Dr. Lee Ann J. Cornell
October 11, 2013
Equity in Higher Education
• “Equity” refers to creating opportunities for equal access and success
among historically underrepresented student populations, in three main
areas:
• Representational equity, the proportional participation at all levels of an
• institution;
• Resource equity, the distribution of educational resources in order to close equity
gaps; and
• Equity-mindedness, the demonstration of an awareness of and willingness to
address equity issues among institutional leaders and staff.
Racial Equity and College Completion
Despite numerous diversity initiatives, most higher education systems have
not met their aspirations for equitable outcomes. Higher education has
been least successful in closing the gaps for African American, Latinas and
Latinos, and American Indian students. Data at the national, state, and
campus levels show that these students have the lowest rate of
postsecondary degree attainment.
In principle, there is a general consensus that these types of ‘racial
achievement gaps’ in K-12 and higher education are bad. Yet, it is very
difficult to close the racial achievement gap with color-blind actions and
without equity as an explicit indicator of institutional accountability.
How can we address this?
• Become aware of current trends and to set goals to make college
completion goals real and actionable for higher education
institutions.
• Break down abstract goals into specific rates of success that
students must meet at key milestones along the education
pipeline.
Quick Definitions
Pipeline/Cohort Migration: measuring a group of students who
share the same characteristics or starting point.
Milestones (Momentum Points): A designated point that marks
an important spot in a college student’s progress towards
obtaining an educational goal.
Equity Gaps: Numeric gaps among racial-ethnic groups that represent
opportunities to improve equity in student outcomes
Performance Benchmarking: Take stock of baseline
measures of institutional effectiveness and equity
San
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Afriacn
African American
Hispanic
Asian/PI
American Indian
White
Other/Unknown
Basic Skills
21%
39%
21%
5%
12%
12%
Non-Basic Skills/College Ready
11%
25%
42%
18%
26%
20%
Non-Placed Students
68%
36%
37%
77%
62%
67%
Student Achievement Goal #1: Chart
Increase Successful Course Completion by 10%
Program Year
Current %
Successful
Improvement
Target
New %
Successful
2011-2012
64%
2.5%
66.5%
2012-2013
66.5%
2.5%
69%
2013-2014
69%
2.5%
71.5%
2014-2015
71.5%
2.5%
74%
Courses
ENGL 101
ENGL 102
ENGL 103
MATH 100A
MATH 100B
MATH 100C
MATH 101A
MATH 101B
MATH 102
MATH 103
MATH 206
MATH 207
MATH 242
HIST 101
COMP 101
COMP 102
COMP 103
ECON 100
ECON 101
ECON 102
FIN 100A
FIN 100B
GEOG 100
HIST 100
HIST 100A
PHYS 100
BIO 100
Av. Pass
Pass Rates by Ethnicity
Rate
White AF-AM Latino
Asian
67.7%
76.4%
78.2%
82.4%
73.3%
68.8%
55.2%
75.5%
62.0%
62.1%
63.6%
46.8%
48.6%
81.6%
70.2%
64.0%
65.9%
72.5%
76.8%
62.9%
74.2%
71.1%
85.1%
76.8%
81.2%
72.1%
86.2%
60.4%
64.4%
52.9%
59.2%
70.4%
38.5%
45.1%
61.4%
43.0%
43.0%
57.1%
41.5%
34.8%
59.7%
56.3%
47.1%
50.0%
53.5%
67.0%
56.4%
68.4%
44.1%
53.8%
59.2%
58.6%
62.4%
65.8%
58.5%
66.0%
60.7%
74.9%
71.0%
59.5%
53.8%
61.5%
49.7%
46.9%
47.1%
46.0%
44.9%
63.5%
67.1%
52.6%
54.8%
55.3%
56.1%
48.4%
67.6%
52.7%
68.4%
70.1%
67.0%
74.5%
65.8%
69.9%
70.9%
70.1%
87.3%
77.3%
71.8%
66.7%
74.9%
65.9%
66.7%
62.5%
54.6%
55.6%
85.0%
74.1%
65.3%
64.6%
67.5%
71.8%
70.0%
66.3%
67.5%
83.6%
75.3%
74.9%
90.0%
75.5%
65.2%
70.0%
67.8%
74.8%
71.3%
57.8%
54.9%
64.9%
55.1%
52.7%
55.3%
50.4%
50.5%
71.4%
71.5%
58.8%
61.0%
63.0%
68.4%
65.4%
67.7%
62.3%
72.1%
71.1%
70.2%
73.4%
70.6%
The Best Practices Model
Gaps In
Educational
Outcomes
Data
Solutions
(Best
Practices)
CUE’s Inquiry Model
Data
Gaps
Inquiry
into
Causes
Informed
Interventions
Evaluation
of
Interventions
To Under
Shares, Rates, Raw #s and % of Original Cohort
172
White
25.5%
African
American
13%
Asian
13.5%
70
61 32
18 9
6= 3.5%
7
9%
23%
27%
Latino/a
48%
41%
Creating Pathways, Charting Milestones, Mapping
Pathways
Starting Cohort
MILESTONE 1
MILESTONE 2
Enrolled for
Fall 2011
Persist to
Spring 2012
Persist to
Fall 2012
Enrolled in
Intermediate
Algebra
within 1 year
Successfully
complete Int.
Algebra within 1
year
Enroll in
Trigonometry
within 2 years
First-time fulltime students
entering in 2008
Enrolled in ENGL
101 during
academic year
2008
Number who
passed ENGL
101 with a C or
better
Placed in Basic
Skills
(Math/English)
Completed 15
units Fall 2008
–Spring 2009
Completed 30
units Fall 2008
–Spring 2010
Non-Placed
Students
Completed 30
units Fall 2008
–Spring 2009
Completed 60
units by
Spring 2010
Complete
Trigonometry
within 2 years
Enrolled in PreCalculus within
3 years
Obtained AA or
AS Degree by
Fall 2012
Completed 45
units Fall 2008
–Spring 2011
Completed 91
units Spring
2011
Obtained AA
or AS Degree
by Fall 2012
Obtained AA
or AS Degree
by Fall 2012
Complete PreCalculus within
3 years
Enroll in first
semester
Calculus within
4 years
Benchmarking Equity a n d Student Success TooPM (BESSTTM)
L
! B aseline
Scena rio
J[
Pr in t
Rates
White
African American
Other/Unknown
Downtown Community College
Baseline Data : Cur r ent Rates f o r St udent s w h o Placed i n Basic Skills (M a t h / E n g l i s h ) Courses i n Fall 2 0 0 7
3500
3000
.V..
.I.
1433
2500
"'0
.:..:.
J.
2000
2792
• Successful
• Unknown
3255
(/)
0
'*
*'
1500
1822
1000
922
500OL---
-- - -
--
622
463
Cohort
Success
Starting
Cohort
Milestones
463
- --- --------------------------------------------------
Ml
M2
M3
M4
Average Rates
156.0% I 150.6% 1167.5% 1174.4% I
Original
Cohort
56.0% 128.3% 1119.1% 1114.2% 114.2% 1
By
Ofo
CENTERFOR
Copyright 2013 University of Southem California, Center for Urban Education, Rossier School of Education. All Rights Reserved
URB \r--Eouc AliON
Courses
ENGL 101
ENGL 102
ENGL 103
MATH 100A
MATH 100B
MATH 100C
MATH 101A
MATH 101B
MATH 102
MATH 103
MATH 206
MATH 207
MATH 242
HIST 101
COMP 101
COMP 102
COMP 103
ECON 100
ECON 101
ECON 102
FIN 100A
FIN 100B
GEOG 100
HIST 100
HIST 100A
PHYS 100
BIO 100
Av. Pass
Pass Rates by Ethnicity
Rate
White AF-AM Latino
Asian
67.7%
76.4%
78.2%
82.4%
73.3%
68.8%
55.2%
75.5%
62.0%
62.1%
63.6%
46.8%
48.6%
81.6%
70.2%
64.0%
65.9%
72.5%
76.8%
62.9%
74.2%
71.1%
85.1%
76.8%
81.2%
72.1%
86.2%
60.4%
64.4%
52.9%
59.2%
70.4%
38.5%
45.1%
61.4%
43.0%
43.0%
57.1%
41.5%
34.8%
59.7%
56.3%
47.1%
50.0%
53.5%
67.0%
56.4%
68.4%
44.1%
53.8%
59.2%
58.6%
62.4%
65.8%
58.5%
66.0%
60.7%
74.9%
71.0%
59.5%
53.8%
61.5%
49.7%
46.9%
47.1%
46.0%
44.9%
63.5%
67.1%
52.6%
54.8%
55.3%
56.1%
48.4%
67.6%
52.7%
68.4%
70.1%
67.0%
74.5%
65.8%
69.9%
70.9%
70.1%
87.3%
77.3%
71.8%
66.7%
74.9%
65.9%
66.7%
62.5%
54.6%
55.6%
85.0%
74.1%
65.3%
64.6%
67.5%
71.8%
70.0%
66.3%
67.5%
83.6%
75.3%
74.9%
90.0%
75.5%
65.2%
70.0%
67.8%
74.8%
71.3%
57.8%
54.9%
64.9%
55.1%
52.7%
55.3%
50.4%
50.5%
71.4%
71.5%
58.8%
61.0%
63.0%
68.4%
65.4%
67.7%
62.3%
72.1%
71.1%
70.2%
73.4%
70.6%
Courses
ENGL 101
ENGL 102
ENGL 103
MATH 100A
MATH 100B
MATH 100C
MATH 101A
MATH 101B
MATH 102
MATH 103
MATH 206
MATH 207
MATH 242
HIST 101
COMP 101
COMP 102
COMP 103
ECON 100
ECON 101
ECON 102
FIN 100A
FIN 100B
GEOG 100
HIST 100
HIST 100A
PHYS 100
BIO 100
Av. Pass
Pass Rates by Ethnicity
Rate
White AF-AM
Latino
Asian
67.7%
76.4%
78.2%
82.4%
73.3%
68.8%
55.2%
75.5%
62.0%
62.1%
63.6%
46.8%
48.6%
81.6%
70.2%
64.0%
65.9%
72.5%
76.8%
62.9%
74.2%
71.1%
85.1%
76.8%
81.2%
72.1%
86.2%
60.4%
64.4%
52.9%
59.2%
70.4%
38.5%
45.1%
61.4%
43.0%
43.0%
57.1%
41.5%
34.8%
59.7%
56.3%
47.1%
50.0%
53.5%
67.0%
56.4%
68.4%
44.1%
53.8%
59.2%
58.6%
62.4%
65.8%
58.5%
66.0%
60.7%
74.9%
71.0%
59.5%
53.8%
61.5%
49.7%
46.9%
47.1%
46.0%
44.9%
63.5%
67.1%
52.6%
54.8%
55.3%
56.1%
48.4%
67.6%
52.7%
68.4%
70.1%
67.0%
74.5%
65.8%
69.9%
70.9%
70.1%
87.3%
77.3%
71.8%
66.7%
74.9%
65.9%
66.7%
62.5%
54.6%
55.6%
85.0%
74.1%
65.3%
64.6%
67.5%
71.8%
70.0%
66.3%
67.5%
83.6%
75.3%
74.9%
90.0%
75.5%
65.2%
70.0%
67.8%
74.8%
71.3%
57.8%
54.9%
64.9%
55.1%
52.7%
55.3%
50.4%
50.5%
71.4%
71.5%
58.8%
61.0%
63.0%
68.4%
65.4%
67.7%
62.3%
72.1%
71.1%
70.2%
73.4%
70.6%
Black
Native American
Latino/a
South East Asian
Asian
White
Other/ Unknown
Total
Entering Fall 2007
Continuing Fall
2008
Continuing Fall
2009
Continuing Fall
2010
Continuing Fall
2011
Continuing Fall
2012
#
20
10
8
7
4
4
%
100%
50%
40%
35%
20%
20%
#
9
8
6
4
2
3
%
100%
89%
67%
44%
22%
33%
#
20
18
16
16
11
8
%
100%
90%
80%
80%
55%
40%
#
35
28
21
18
11
5
%
100%
80%
60%
51%
31%
14%
#
24
21
14
17
7
1
%
100%
88%
58%
71%
29%
4%
#
1510
1272
872
802
183
44
%
100%
84%
58%
53%
12%
3%
#
18
15
11
11
8
7
%
100%
83%
61%
61%
44%
39%
#
1636
1372
948
875
226
72
%
100%
84%
58%
53%
14%
4%
Black
Native American
Latino/a
South East Asian
Asian
White
Other/ Unknown
Total
Entering Fall 2007
Continuing Fall
2008
Continuing Fall
2009
Continuing Fall
2010
Continuing Fall
2011
Continuing Fall
2012
#
20
10
8
7
4
4
%
100%
50%
40%
35%
20%
20%
#
9
8
6
4
2
3
%
100%
89%
67%
44%
22%
33%
#
20
18
16
16
11
8
%
100%
90%
80%
80%
55%
40%
#
35
28
21
18
11
5
%
100%
80%
60%
51%
31%
14%
#
24
21
14
17
7
1
%
100%
88%
58%
71%
29%
4%
#
1510
1272
872
802
183
44
%
100%
84%
58%
53%
12%
3%
#
18
15
11
11
8
7
%
100%
1636
83%
1372
61%
948
61%
875
44%
226
39%
72
100%
84%
58%
53%
14%
4%
#
%
Black
Native American
Latino/a
South East Asian
Asian
White
Other/ Unknown
Total
Entering Fall 2007
Continuing Fall
2008
Continuing Fall
2009
Continuing Fall
2010
Continuing Fall
2011
Continuing Fall
2012
#
20
10
8
7
4
4
%
100%
50%
40%
35%
20%
20%
#
9
8
6
4
2
3
%
100%
89%
67%
44%
22%
33%
#
20
18
16
16
11
8
%
100%
90%
80%
80%
55%
40%
#
35
28
21
18
11
5
%
100%
80%
60%
51%
31%
14%
#
24
21
14
17
7
1
%
100%
88%
58%
71%
29%
4%
#
1510
1272
872
802
783
744
%
100%
84%
58%
53%
52%
49%
#
18
15
11
11
8
7
%
100%
83%
61%
61%
44%
39%
#
1636
1372
948
875
826
772
%
100%
84%
58%
53%
50%
47%
University of Southern California
Rossier School of Education
Waite Phillips Hall, Suite 702
Los Angeles, CA 90089
Phone: (213)740-5202
Fax: (213)740-3889
E–mail: [email protected]
Lee Ann Cornell: [email protected]