Transcript IDN - Ellucian PowerPoint Template

Defining and Measuring
Student Success
Dr. Mary Morley, Director of Institutional Research, Ocean County College
John Pidgeon, Director of Institutional Research, Gloucester County College
Dr. Tim Coley, Senior Strategic Consultant, Ellucian
Presentation Description
The community colleges in New Jersey
have been collecting large amounts of
data on student success by following
the 2008 student cohort. The panel will
discuss what data was collected, why
that data was selected,
what
constitutes success, what factors might
correlate with success, and how the
results can be used to improve student
success.
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February 28, 2014
Presentation Agenda
1) Background on Community College Student Success – Tim
Coley
2) The New Jersey 2008 Student Success Model and Preliminary
Results – John Pidgeon
3) Success Models for Community Colleges in New Jersey and
Defining Success – John Pidgeon and Mary Morley
4) Using Data from the Model to Make Improvements –
Morley
Mary
The data charts for the New Jersey Student Success Model were adapted from a
presentation by Linda Lam of the New Jersey Council of County Colleges.
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1) Background on
Community College
Student Success
Information Resources
 ACT Reports
 CCCSE: Center for Community College Student
Engagement Reports
 CCSSE: Community College Survey of Student Engagement
 SENSE: Survey of Entering Student Engagement
 IPEDS: Integrated Postsecondary Education Data
System
 Achieving the Dream Initiative
 SAM: Student Achievement Measure
 Voluntary Framework of Accountability, American
Association of Community Colleges
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First- to Second-Year Retention
National First- to Second-Year Retention
Type
2013 Mean %
Two-Year Public
55.0
30 Year Trend: National First- to Second-Year Retention
Type
Two-Year Public
Highest %
55.7
(2010)
Lowest %
51.4
(2004)
Current %
55.0
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Persistence to Degree
National Persistence to Degree (3 years)
Type
2013 Mean %
Two-Year Public
22.5
30 Year Trend: National Persistence to Degree (3 years)
Type
Two-Year Public
Highest %
38.8
(1989)
Lowest %
22.5
(2013)
Current %
22.5
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February 28, 2014
Center for
Community College Student Engagement
 Almost half (45%) of students
have never discussed an
idea from their classes with
an instructor outside of class
Community College Survey of Student Engagement (CCSSE) Report
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Center for
Community College Student Engagement
 Half (51%) of students rarely
or never use career
counseling services
Community College Survey of Student Engagement (CCSSE) Report
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Student Achievement Measure
 The Student Achievement Measure (SAM) provides an improved way
to report student progress and graduation by including a greater
proportion of an institution’s undergraduate students as well as tracking
students who enroll in multiple higher education institutions. Usual
measures of student progress and completion, including governmentled efforts, usually underreport student achievement because they do
not account for an increasingly mobile student population.
 The associate’s and certificate program model will report on (1) fulltime students attending the reporting institution for the first time and (2)
part-time students attending the reporting institution for the first time
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SAM Example
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Developing Your Model
 High School Academic
 Demographic
 Early college academics
 Early college activities
 Non-cognitive
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July 17, 2015
2) The New Jersey 2008
Student Success Model
and Preliminary Results
Background
 In FY2009, the Council of County Colleges worked with the campus
institutional research (IR) officers to develop a new student success model for
consideration by New Jersey’s community college presidents.
 The IR directors reviewed various existing and up and coming models including
the Federal Graduation Rate Survey (GRS) Method, the Lumina Foundation’s
“Achieving the Dream Project” (ATD), and the ACCT’s “Voluntary Framework of
Accountability” (VFA).
 Based on this research, the IR directors recommended a New Jersey model to
measure student success. The New Jersey Student Success Model was
developed to examine graduation, transfer, and degree credit attainment for all
first-time, full- and part-time, degree-seeking students over a six-year
timeframe.
 The New Jersey Student Success Model was approved by the presidents in
June of 2009.
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The New Jersey Success Model
 In order to evaluate this model, the IR officers collected data on all firsttime, full- and part-time, degree-seeking students entering in fall 2002
and determined their success after six years.
 The student success rate for these students is a composite measure,
consisting of three distinct sub-measures. These measures include:
 those who have earned a degree or certificate,
 those who have transferred to a four-year institution without receiving an award, and
 those who have earned 30 degree credits with a GPA of 2.0 or better.
 Using this model, NJ’s community colleges had an overall student
success rate of 47 percent.
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February 28, 2014
The Original Model for Student Success
Students
Enrollment Status
All First-Time, Full- and Part-Time,
Degree-Seeking Freshmen, Fall 2002
29,436
Full- and Part-Time
Full-Time
Part-Time
Time Frame
Six Years
Success Outcomes
Earned a Degree/Certificate
Full-Time
Part-Time
20,789
8,647
14%
3,804
13%
13,883
47%
2,734
1,070
Total of Above
Full-Time
Part-Time
4,153
3,182
971
Earned 30 Degree Credits
with GPA of 2.0 or higher
Full-Time
Part-Time
20%
4,897
1,029
Transferred without Award
Full-Time
Part-Time
5,926
10,813
3,070
Fall 2002 Cohort: 29,436 Students
Outcomes After Six Years
Earned a Degree Certificate
20%
Transferred without Award (to
four-year institutions only)
53%
14%
13%
Earned 30 Degree Credits with
a GPA of 2.0 or higher
Students who did not achieve
at least one of the Success
Outcomes
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3) Success Models for
Community Colleges in
New Jersey and Defining
Success
The Big Ideas Project
 This model still left the community college sector with further questions
regarding student success as it embarked on the Big Ideas project, such as:



Why do so many students fail to achieve one of the three measures of success?
What is happening to those students that begin by taking developmental education courses?
What barriers exist to student success?
 These questions led the Big Ideas Team #3 to recommend a more
comprehensive student success model that disaggregates success measures
by:



Students who enter community college prepared for college level work
Students who require developmental education
Students who require English as a second language (ESL)
 Eight colleges volunteered to pilot the revised student success model starting
with the fall 2008 cohort of entering students; measures of success will be
calculated after three and six years.
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New Jersey’s Revised Model for Student Success
Aggregated Results of Fall 2008 Cohort after Three Years – Four Pilot Schools
Students
Preparedness
Time Frame
Success Outcomes
All First-Time, Full- and Part-Time,
Degree-Seeking Freshmen, Fall
2008
College Ready
Developmental
ESL
Others
9,165
2,158
6,582
213
212
23.5%
71.8%
2.3%
2.3%
(Three Years) and Six Years
Earned a Degree/Certificate
College Ready
Developmental
ESL
Others
Transferred without Award
College Ready
Developmental
ESL
Others
20.7%
40.3%
15.4%
1.4%
5.7%
13.5%
16.4%
12.7%
2.8%
19.8%
Earned 30 Degree Credits with
GPA of 2.0 or higher
College Ready
Developmental
ESL
Others
17.5%
Total of Above
51.7%
College Ready
Developmental
ESL
Others
16.8%
18.1%
19.7%
5.2%
73.4%
46.1%
23.9%
30.7%
New Jersey’s Revised Model for Student Success
Aggregated Results of Fall 2008 Full-time Cohort after Three Years – 16 Schools
Students
Preparedness
Time Frame
Success Outcomes
All First-Time, Full--Time, DegreeSeeking Freshmen, Fall 2008
College Ready
Developmental
ESL
Others
26,346
4,454
19,329
1,901
662
16.9%
73.4%
7.2%
2.5%
(Three Years)
Earned a Degree/Certificate
College Ready
Developmental
ESL
Others
18.0%
Transferred without Award
College Ready
Developmental
ESL
Others
12.8%
Earned 30 Degree Credits with
GPA of 2.0 or higher
College Ready
Developmental
ESL
Others
40.0%
14.2%
3.8%
22.2%
16.8%
12.3%
5.8%
20.2%
20.1%
16.8%
18.1%
19.7%
5.2%
51.0%
Total of Above
College Ready
Developmental
ESL
Others
76.0%
47.3%
27.2%
58.3%
Full Success Model
What constitutes a success?
 Graduation?
 Retention?
 Completing remedial?
 Progressing to college level course work?
 Completing ESL?
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Full Success Model
146 Data Elements, including:
 Demographic Information
 Placement Scores
 Student Success Courses
 Remedial Completion
 Passed College-level English and/or Math Courses
 Completed degree credits in 1 year, 2 years, 3 years ...
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Next Steps
 Additionally, the Team recommended that the IR officers create a
common data collection process with operational definitions that align
with emerging national models of student success including Lumina’s
“Achieving the Dream,” and the ACCT’s “Voluntary Framework of
Accountability.”
 Establish a student success data collection mechanism so that each
college can:
 Track students by their entering level of preparedness (College Ready,
Developmental, ESL, Others) semester by semester,
 Track students by their progress through developmental courses into college level
courses semester by semester,
 Track student progress by student demographics (gender, race, age, program,
financial aid status), and
 Track students beyond successful completion at the community colleges (at fouryear institutions, employment, etc.).
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4) Using Data from the
Model to Make
Improvements
Some observations from
examining OCC’s data
The full success model is a very useful
tool for examining what contributes to
success
The First Semester Is Important
 A student’s chance of passing a remedial course
is highest their first semester of college
 The summer before may be even better
 Students placing in the lowest level remedial for
both Math and English have significantly higher
retention if they take a Student Success course
their first semester – and this advantage continues
into their fourth semester
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Persistence Is important
 Part-time Students who attend consistently (fall
and spring) for 3 years at OCC had a success rate
of 71% – almost as high as the state-wide figure
for full-time students who were college-ready
(76%)
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Danger Signals
 Withdrawing from the Lowest Level English
Remedial course during a student’s first semester
of college is highly correlated with failure
 Withdrawing from a Student Success course
during a student’s first semester of colleges is also
correlated with failure
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Next Steps for NJ Community Colleges
 This spring we will start looking at the combined
complete model for 16 of the community colleges
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Questions and Discussion