CbD Workshop B February 6 2013 Presenters George Fouts Senior Partner for Completion by Design former Director of Developmental Education Initiative Debbie Smith Interim Division Chair Student Development and Learning ID: 789212
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Slide1
The Data Made Me Do It:Lessons Learned from DEI and CbD
Workshop BFebruary 6, 2013
Presenters:
George Fouts
– Senior Partner for Completion by Design, former Director of Developmental
Education Initiative
Debbie Smith
– Interim Division Chair, Student Development and Learning
Alison Wiers
– Associate Vice President, Student Support Services
Clark Wright
– Institutional Research Associate for Completion by Design
Slide2Welcome to AtD Community College
Slide3Math Placement Exam ExerciseScrap paper and calculator allowedFive minutes to complete
Slide4Math Placement Question #1What is the average (arithmetic mean) of 8, 7, 7, 5, 3, 2, and 2?A. 3B. 4C. 4D. 5E. 6
Slide5Math Placement Question #2Phillip charged $400 worth of goods on his credit card. On his first bill, he was not charged any interest, and he made a payment of $20. He then charged another $18 worth of goods. On his second bill a month later, he was charged 2% interest on his entire unpaid balance. How much interest was Phillip charged on his second bill?A. $8.76B. $7.96C. $7.60D. $7.24E. $6.63
Slide6Math Placement Question #3What is the equation of the line that contains the points with (x,y) coordinates (-3,7) and (5,-1)?A. y = 3x – 2B. y = x + 10C. y = -
X + 8D. y = -
X +
E. y = -x + 4
Slide7Math Placement Question #4For i = , if 3
i (2 + 5i) = x + 6i then x = ?A. -15B. 5C. 5iD. 15i
E. 27
i
Slide8Math Placement Question #5For positive real numbers x, y, and z, which of the following expressions is equivalent to X1/2 Y2/3 Z5/6?A.
B.
C.
D.
E.
Slide9OverviewData is used to inform decisions Major initiatives at Guilford Technical Community College: DEI & CbDLink DEI lessons learned to CbD effortsDesign intervention at AtD
Community College
Slide10Using Data to Inform Decisions
Slide11Uncover Major Areas with Solvable ProblemsWhat is the question?Data analysis
Focus GroupsEngaged faculty, staff, administrators, and studentsSynthesized information gained from discussions
Using Data
Slide12Engaging the CollegeFocus groups and forums vital to identify weak areasFor DEI, two areas within developmental education were identified early: Lack of preparation by students for placement testNew student confusion about developmental courses and navigating them alongside curriculum college courses
For CbD, all groups reported similar issuesUsing Data
Slide13CBD Engagement FeedbackUsing DataMore info up front
and opportunity to opt out of developmental.Lack of preparation with placement tests leading to lower scores.Placed in developmental education, making it difficult to access core curriculum.Lack of follow up advising.
Slide14CBD Engagement FeedbackOnline registration process is not explained.Academic advising to include relationship building with faculty and soft skills.
No advisor assistance.Ability to track progress.Students don’t know where and how they are doing (progress alert, early alert).
Using Data
Slide15Engagement ProcessBIG things we learned:Advising needs to continue past orientation.Students need to continually know how they are progressing.
Remedial courses impact student motivation.Using Data
Slide16Slide17Slide18Data AnalysisIR assistance supported areas of concern and analyzed resultsWeekly “data team” meetings for DEI and CbD Discussed data results, issues, and ideasHighlights were taken to stakeholders
Using Data
Slide19Major Initiatives at GTCC
Slide20DEI InitiativesSpecialized Student Orientation, Advising, and Registration (SSOAR)Modified version of SOAR for students needing 2+ developmental subjectsMajor Initiatives
COMPASS review
Scaled up and improved existing face-to-face review
Created online version
Promoted to students
Slide21DEI Results – COMPASS Review
Average point increase (scale of 0-99) in test scores during the implementation year when a workshop was taken between first and second attempt.
Major Initiatives
Slide22% of Students placing out of one or more classes after taking the COMPASS workshop and retesting.
DEI Results –
COMPASS Review
Major Initiatives
Slide23Data AnalysisFace-to-face and online sessions had similar successF2F scaled down, online scaled upStudents retaking COMPASS test must first complete review
Major Initiatives
Slide24Data AnalysisBuild on success of COMPASS reviewSummer bridge program with extended COMPASS review Will potentially include study skills and student orientation information
Major Initiatives
Slide25SSOAR – Specialized SOAR
Slide26Specialized SOAR (SSOAR) is a specialized student orientation, advising and registration session designed to provide in-depth one-on-one advising sessions to new students who test into two or more developmental areas.
SSOAR
Initiative Evaluated using Student Persistence Rate
Major Initiatives
Slide27What is the impact of SSOAR on persistence among developmental education students?Is there a significant difference in persistence rates between developmental education students who attended SSOAR and those who did not attend SSOAR?Is the improvement in persistence rates of developmental education students who received SSOAR consistent across cohorts?
Research QuestionMajor Initiatives
Slide28Slide29Developmental education students who attended SSOAR have a 1 year persistence rate about 10% higher than those who did not attend SSOAR. The 1 year persistence rate for the 2010FA cohort also show a similar trend.Beginning 2011FA GTCC instituted a policy that all new students must attend regular SOAR and all developmental education students will have to attend a SSOAR session prior to registration.
Result ImplicationsMajor Initiatives
Slide30Result ImplicationsFor the 2011FA cohort the proportion of developmental education students who attended SSOAR increased by 30%.
The real projected benefits are that at least 270 more developmental education students will persist after the second Fall from the 2011FA cohort.
Major Initiatives
Slide31DEI Results - SSOARProblem collecting SSOAR data“Checkbox” method not effectivePreventing SSOAR students taking SOARCbD to integrate SSOAR information into redesigned orientation processMany more required online modulesAll
students receive information emphasizing developmental education and placement testingMajor Initiatives
Slide32Developmental Placement – Multiple MeasuresLack of efficacy of student developmental placementHigh school GPA may be better placement indicator
Local analyses and literature review resulted in formation of new state policyMajor Initiatives
Slide33Local Analysis:Can high school GPA predict success despite developmental reading level?
Level ofReading
Level of
HSGPA
Group
N
Fall09toSpr11 College GPA
Mean
Std Dev
Did
not take Reading 090
HSGPA
<2.75
Did not take Reading 090, HSGPA<2.75
61
1.18
1.06
Did
not take Reading 090
HSGPA≥2.75
Did not take Reading 090, HSGPA≥2.75
14
2.30
1.33
Took
Reading 090
HSGPA<2.75
Took reading 090,
HSGPA <2.75
563
1.29
0.91
Took
Reading 090
HSGPA≥2.75
Took
reading 090,
HSGPA ≥2.75
130
2.24
0.90
Major Initiatives
Slide34Local Analysis:Does that effect continue with other developmental courses?
Level ofDEVEDS
Level of
HSGPA
Group
N
Fall09toSpr11 College GPA
Mean
Std Dev
Did
not take any
req’d
Dev-Eds
HSGPA
<2.75
Did not take deveds, hsgpa<2.75
253
1.75
0.96
Did
not take any
req’d
Dev-Eds
HSGPA≥2.75
Did not take deveds,
hsgpa≥2.75
110
2.54
0.94
Took
1+
req’d
Dev-Eds
HSGPA<2.75
Took at least one deved, hsgpa<2.75
459
1.55
0.92
Took
1+
req’d
Dev-Eds
HSGPA≥2.75
Took
at least one deved, hsgpa≥2.75
159
2.44
0.89
Major Initiatives
Slide35CCRC - Severe Error Rate
Major Initiatives
Slide36CCRC - Next StepsReduce stakes of placement testingFocus on those who fail placement tests
Use better information from other sources:Student-level high school informationInstitutional information: Schools
and
local education agencies
ACT
Non-cognitive
tests
Major Initiatives
Slide37Resulting Policy ChangeNCCCS has developed proposed policy change Allow placement of students scoring above certain HSGPA into college coursesPolicy targeted for Fall 2013 semesterExact numbers still in debateLast proposal allowed students with
HSGPA ≥ 2.6 graduating within the last 10 yearsMajor Initiatives
Slide38Linking the Lessons Learned
Slide39Use Previous Knowledge to Drive New IdeasSSOAR CbD’s proposed new orientation processCOMPASS Review
CbD’s work with policymakersFirst-year-experience findings driving new QEP and PRESS for Completion
Lessons Learned
Slide40Overlap and ConnectionOverlaping key membersConnections between membersDEI members frequently contacted and shared knowledge
with CbD membersSharing across administrative staff, team members, and IR staff
Lessons Learned
Slide41Promote Culture of CompletionGain buy-in through frequent and open sharing of informationHold all-personnel meetings Create larger intervention sub-teams involving individuals across the entire campus community
Lessons Learned
Slide42Keep Channels of Communication OpenWeekly meetings held for various teamsPlanning team, implementation team and sub-teams, and a data teamGTCC’s CbD directors attend all meetings, members attend multiple meanings
Lessons Learned
Slide43Intervention Design
Slide44AtD Community CollegeYou will be assigned to a department at AtDCC:AdministrationInstitutional ResearchFaculty
Student Services StaffNotecardsKnowledge known to your positionSpeak to those around you from different departments to come up with a solution to the problemSolve big issues using lessons learned15 minutes then report out
Intervention Design
Slide45SummaryDiscussed how data is used to inform decisions Major initiatives at Guilford Technical Community College: DEI & CbDLinked DEI lessons learned to CbD effortsDesigned intervention at AtD
Community College