Accuracy and Achieve Maximum Student Success Paul Gore Xavier University gorepxavieredu Burt Rubenstein Jenzabar burtrubensteinjenzabarcom Psychologist with background in K20 student success vocational psychology and higher education ID: 598437
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Increase Your Prediction Accuracyand Achieve Maximum Student Success
Paul Gore Xavier Universitygorep@xavier.edu
Burt Rubenstein
Jenzabar
burt.rubenstein@jenzabar.comSlide2
Psychologist with background in K-20 student success, vocational psychology and higher educationFaculty for 17 years 3 years as Director of Career Transitions Research Dept. at ACT7 years as Director of Institutional Research
Director of graduate programs FYE Advisory Board, Journal Editor2013-2014 ACE Leadership Fellow – Montana State University (higher education financing and student success agenda)
Active in secondary and higher education consulting for 14 years in the US and 9 foreign countries
Worked on development and implementation of 3 non-cognitive measures of student success with dozens of institutionsOverviewSlide3
Overview
The role of
Non-cognitive Factors
In Student Success
Evidence of non-
cognitives
in academic success and retention
Assessment tool and
use case
modelsSlide4
Fail to
Complete
High School
Fail to
Attend
College
Fail to
Complete
college
Is this what we want
to call
Success
?
Student ProgressionSlide5
Public
Universities
Private
Universities
80%
70%
2-Year
Colleges
50%
Retention Rates
Student Progression
First Gen
30%Slide6
Risk Prediction and Mitigation
Grades, ACT, SAT, Course Placement Exams
Applicants
Risk
MitigationSlide7
Risk Prediction and Mitigation
I just don’t know how to study
My friends were all
going to college so I went too
College is so much harder than high school – I was too stressed out
I don’t know what happened. I never paid attention in my high school classes!
I didn’t feel welcomed or involved on campus
Applicants
Grades, ACT, SAT, Course Placement ExamsSlide8
Demographics (opportunity structure)Academic ability/aptitude (ACT/SAT/GPA)FinancesMotivationLack of directionLack of knowledgeLife demandsSelf confidenceCampus and academic
engagementPredicting Student SuccessSlide9
©
2015
Jenzabar, Inc.
Predicting Student Success
‘In addition to
content
knowledge
and
academic skills, students
must develop sets of behaviors, skills, attitudes and strategies
that are crucial to academic performance in their classes
…’ Slide10
Predicting Student Success
College
Success
GPA
StandardizedAchievement
Non-cognitive Skills
15 – 20%
5 – 8%
10 – 15%
Leuwerke, Gore, Cole, & Reese, (2011)Slide11
Predicting Student Success
College Success
At risk
Outperforming
Grades, ACT, SAT, Course Placement ExamsSlide12
Predicting Student Success
College Success
At risk
Outperforming
Grades, ACT, SAT, Course Placement Exams
High Resiliency
High Engagement
Low Educational
CommitmentSlide13
If non-cognitive factors reliably predict student outcomes (and they do)
And you can reliably measure incoming student non-cognitive strengths and weaknesses (and you can)
And you already have the programs and services that can be mapped to those strengths and weaknesses (and you do)
Why wouldn’t you seek to align non-cognitive assessment and other predictive data with existing programs and services to promote student success?
Predicting Student SuccessSlide14
College Readiness Inventory (CRI)
49
Items
7 Scales
Psychometrically
Sound
Predictive validity study underway
Fall
2015
Predictive model enhancement
FYE topic focus
Student advising and goal setting
Targeted outreach and intervention
Risk mitigationSlide15
Academic EngagementAcademic Self-Efficacy
Campus EngagementEducational CommitmentInstitutional ValenceLife Complexity/Roles
Resilience
College Readiness Inventory (CRI)Slide16
Use institutional data to allocate resources across programsUse data to inform classroom level teaching and interventions
Use data to inform cohort level needsUse data to intervene with students: Make an ACTION PLANNon-cognitive InterventionsSlide17
CRI: Private 4 Year UnivSlide18
CRI: Priv. Rel Afil. 4 YearSlide19
CRI: Public 2 YearSlide20
CRI: Priv. Rel Afil. 4 YearSlide21
CRI: Student ExamplesSlide22
CRI: Student ExamplesSlide23
CRI: Student ExamplesSlide24Slide25
Complete predictive modeling analysisScale institutional use
Institutional reportsStudent level reportsRecommendationsStaff/advisor trainingConsult with institutions to develop use-case models that take advantage of existing retention predictors as well as non-cognitive factors
Next StepsSlide26
Thank YouPaul Gore Xavier Universitygorep@xavier.edu
Burt Rubenstein
Jenzabarburt.rubenstein@jenzabar.comSlide27
Scale Name
Measures:
Sample Items
Academic Engagement
academic engagement and global student success behaviors
Sometimes I miss assignment deadlines.
I spend at least two hours a day studying for my classes.
Academic
Self-Efficacy
student's
self-confidence in his or her ability to meet academic milestones
I'm confident I can earn a 3.0 or higher grade point average.
I'm concerned about my note-taking skills.
Campus Engagementstudent's interest/intent in getting involved in co-curricular campus activitiesI don't spend any more time on campus than I have to.I spend time with other students outside of the classroom.Educational Commitment
the
perceived importance of a college degree
School is my number one priority right now.
Earning a degree is important for my career success.
Institutional Valencestudent's affinity/connection to this particular institution
This college was not my first choice.I'm happy with my decision to enroll at [Institution Name].Life Rolescomplexity/demands of other important life rolesI have other obligations that compete with my course work.I am able to devote all of my time to college.Resiliencehow
well students are able to deal with adverse life events and stressMost people would describe me as a "survivor."I'm easily overwhelmed.CRI Scales