Transcript 2009 Template

Analytics & Student Success
Dr. Bill Graves – SVP Academic Strategy
Tom Wagner – VP Retention & Student Success
July 28, 2011
Student Success
•
Getting students from their Point A, to their Point B
•
Involvement – Alexander Astin:
Students who invest time and energy in and out of the
classroom are more likely to be retained.
Integration – Vincent Tinto:
Integrated students are more committed to their institution
and their educational goals.
Engagement – George Kuh:
Students engaged in educationally purposeful activities
both in and out of class graduate at higher levels.
Mattering – Nancy Schlossberg:
Students experience a more successful transition when
they feel valued, attended to, and recognized.
•
•
•
July 17, 2015 | www.sungardhe.com
2
Some challenges and principles
•
Challenges
— Budget
— Tradeoff between intensity and scale
• Gates Foundation Nextgen Learning objectives:
— “Improve course completion, persistence, and
college completion through sustainable, broad‐scale
technology‐enabled product, project, or
service‐based solutions.”
— Cultural change
— Availability of data
•
Principles
—
—
—
—
—
Academic and non-academic factors
Staff and faculty involvement
Intensive/Intrusive and “light touch” activities
Analysis and action
Use existing data (where possible)
July 17, 2015 | www.sungardhe.com
3
Measures of Student Success
Hypothetical institution
RETENTION
STUDENT SUCCESS
Recruiting and Admissions
ENTERING STUDENTS
75%
Fall to Spring Retention
55%
1st to 2nd Year Retention
50%
Graduation Rate (3 year)
40%??
Graduation Rate (2 year)
Within Original Program
With X.X GPA or Higher
Learning Outcomes
30%??
25%??
20%??
JOB, BETTER JOB, FURTHER SCHOOLING, OR OTHER GOAL
(Degree, Certificate, Transfer, Individual Courses)
July 17, 2015 | www.sungardhe.com
4
CRM
Recruiting and Admissions
Banner Relationship Management
ANALYTICS
Student Performance; Recruiting/Admission Performance
SERVICES
Products and services
ENTERING STUDENTS
Transfer Articulation
TreQ
Degree Planning
DegreeWorks
Success in a Course
Course Signals
Retention in a Program or at Institution
Early Alerts capability
in Banner Relationship Mgmt.
Degree Audit and Progress Tracking
DegreeWorks
Learning Outcomes
Epsilen
Career Advising
JOB, BETTER JOB, FURTHER SCHOOLING, OR OTHER GOAL
(Degree, Certificate, Transfer, Individual Courses)
Alumni
= Relatively Mature
July 17, 2015 | www.sungardhe.com
= Moderate
= Early stage
5
Course Signals
July 17, 2015 | www.sungardhe.com
6
Course level early intervention
•
•
•
•
What if…
— We could tell the instructor in week 2 who is
most likely to get a D, F, or withdraw from this
course?
— Based on a predictive model driven by very
early behavior in this course
Course-level early intervention: instructor can
intervene, and help them avoid that D/F/W
Which improves the students’ likelihood of
persisting
— At the program
— At the institution level
Result: Course Signals – developed by Dr. John
Campbell at Purdue University
July 17, 2015 | www.sungardhe.com
7
Compared to typical “Early Alert” systems
Product Type
Data Sources
Academic
Advisor
SIS
“The Watchlist”
“Faculty Trouble
Ticket”
Academic
Advisor
Instructor
Academic
Advisor
“Student Survey”
Student
Course Signals
July 17, 2015 | www.sungardhe.com
Grade
book
LMS
Person Notified
SIS
Instructor
More “real time” data
8
Purdue’s Signals – student success in courses
•
Red or yellow increased effort
• More/higher quality LMS engagement
• More use of departmental tutoring center
• Seek help earlier
• Seek more help
•
Improved academic performance within the course
• Gateway Biology course – 300 students
• “Even” sections got Signals, “odd” didn’t
• More B’s and C’s, fewer D’s and F’s
• Withdrawals at same rate, but happened
sooner
•
Preliminary analysis suggests improved retention
• After 1 year, versus a similar cohort
July 17, 2015 | www.sungardhe.com
9
Improved academic performance with Signals
Signals Fall 2009 grade distribution at Purdue
(compared to previous cohort of past 5 years – same instructor, format)
A/Bs (%)
Cs (%)
D/Fs (%)
Course 1
+10.91
+9.19
-1.55
Course 2
+7.85
+6.53
-1.81
Course 3
+13.84
+9.38
-4.34
Course 4
+8.85
+4.27
-5.73
Course 5
+3.76
n/a
-1.42
Course 6
+13.33
+7.65
-7.84
Course 7
+12.09
+6.36
-4.40
Course 8
+6.19
+2.86
-2.86
Course 9
+5.37
+4.81
-3.13
Course 10
+2.23
+0.00
-6.03
Course Signals: Improved retention
•
Students enrolled in Signals courses at Purdue Fall 2008 and Fall 2009 data show
higher retention rates, 1 semester after and 1 year after using Signals
1 Semester after Signals
1 Year after Signals
Signals Fall 2008
94.31%
81.97%
Signals Fall 2009
87.50%
Cohort
77.40%
75.69%
Improvement:
Signals Fall 2008 vs.
Cohort
+16.91%
+6.28%
July 17, 2015 | www.sungardhe.com
11
July 17, 2015 | www.sungardhe.com
12
July 17, 2015 | www.sungardhe.com
13
July 17, 2015 | www.sungardhe.com
14
Course Signals Integration with DegreeWorks
NACADA October 2010 | www.sungardhe.com
15
Banner Relationship Management
(CRM)
July 17, 2015 | www.sungardhe.com
16
Session ID 4738
17
Session ID 4742
18
Session ID 4742
19
Student Retention Performance
(Analytics)
July 17, 2015 | www.sungardhe.com
20
Banner Student Retention Performance:
Bringing Value to All Levels of the Institution
Enterprise Data Warehouse
Student Retention Performance
EXECUTIVES
Performance
Data
Dashboards & Scorecards for
Performance Management
“Am I achieving my goals?”
MANAGEMENT
Trend,
Summary
Data
Detailed
Data
July 17, 2015 | www.sungardhe.com
Dashboards, Reports and
Analytics to Monitor Progress
“How am I doing?”
KNOWLEDGE WORKERS
Ad-hoc analysis tools to identify
and understand trends
“Why is this happening?”
STAFF
Production reports and ad-hoc
access for daily operations
“What do I need to do?”
21
Analyzing Student Progress
Role
Director of Retention
Key Need or Requirement
• How effective are my academic support programs and services in helping
meet retention goals?
• How effective are my retention programs and targeted intervention
strategies?
• Which programs are doing the best job of graduating students on time?
• What group or cohort of students should retention strategies focus on?
• Who is “at-risk” on our campus?
Institutional Research, • What is the relationship between students’ academic qualifications and
subsequent first year college performance and retention to second year?
Retention Analysts
• How do college retention, and completion rates vary among groups of
students, e.g. by financial means, geography, mobility, ethnic/minority group?
Are there consistent trends over the last 3+ years?
• What do enrollment and course taking data indicate about the likely retention
and degree completion rates of students?
College Deans,
Advisors and Faculty
• Who is “at-risk” among my students? Are the targeted intervention strategies
for the students working?
• What are the student’s goals and is the student achieving these goals?
• Is the student using campus services/resources?
July 17, 2015 | www.sungardhe.com
22
Student Retention & Progress Analytics
Key Measures
Student Retention
• Retention Rates
• Within Institution, Program,
College, Student Level
• Year-over-Year (Fall-Fall)
• Term-to-Term (Fall-Spring)
• Multi-year Retention Rates
• 2-8 year retention
Student Progress
• Graduation Rate
• 1-8 year Graduation Rates
• Academic Progress
• Student Level Progression
• Credits Earned
• Cumulative, Term GPA
• Course Performance
• Grades, Credits, Quality Pts
• Rates/Counts by Status
July 17, 2015 | www.sungardhe.com
Multiple Dimensions
BY
• Cohort
• Student Level/Classification
• Admitted Academic Program
• Outcome Academic Program
• Test Score Ranges
• GPA Ranges
• Demographics
• Geographic Region
• Resident/Non-Resident
• Full/Part Time
• School Last Attended
• Financial Aid Need Met
• Financial Aid Recipient
• First-Time-Freshman vs. Transfer
• Campus Resident vs. Commuter
• Advisor
• Identified At-risk Student
• Course Participant
• Activity/Athletics Participant
23
Appendix
July 17, 2015 | www.sungardhe.com
24
Tennessee Board of Regents
case study
July 17, 2015 | www.sungardhe.com
25
Tennessee Board of Regents Online Degree Programs
•
•
•
•
•
•
Over thirty 2- and 4-year institutions
partnered to increase tertiary credentialholding proposition of the state’s workforce
• Enabled working adults to complete
previous work
• Increased college-going rate
Developed universal AA curriculum and
many credentialing programs – all in online
flex format
Current net new “profitable” enrollments of
at least 16,000
Inter-institution credit- and revenue-sharing
place
Externally sourced planning, development,
and delivery support
Unified single ERP and single LMS several
years ago
July 17, 2015 | www.sungardhe.com
26