graduation rates and the importance of data
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Graduation Rates And the Importance of DATA. Cos Brown September 13, 2010. Vince Lombardi Quote on the Use of Data. The legendary former coach of the Green Bay Packers Football Team is quoted as saying, “If you don’t keep score, then you are just practicing”. - PowerPoint PPT PresentationTRANSCRIPT
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Graduation Rates And the Importance of
DATA
Cos Brown
September 13, 2010
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Vince Lombardi Quote on the Use of Data
The legendary former coach of the Green Bay Packers Football Team is quoted as saying,
“If you don’t keep score, then you are
just practicing”
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Motivational Comparison6-Yr Grad Rate by Race and Gender (2008)*
9%
23%
53%
25%
37%
18%
*http://www.collegeresults.org
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6-Year FTF Graduation Rates
How did this happen?How did this happen?
Learning From Prior Successes (Northridge Slide)
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CSU Comparisons*
CSU 2008 6- Yr. Grad Rate
% PellRecipients Among Freshman
% URM
Estimated Median SAT/ACT
SizeUndergraduate
FTE
Fullerton 49.00 29.00 34.10 980 25,733
Northridge 41.10 42.00 39.00 930 24,549
Dom. Hills 34.00 61.00% 69.30 815 6,589
CSULA 30.60 55.00 54.30 880 13,245
*http://www.collegeresults.org
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CSU Comparisons-Freshmen*
CSU(Regular Admits)
NeedingRemediation
in Mathematics
NeedingRemediation In English
Mean High School GPA
Dom. Hills 79.9% 86.2% 3.02
CSULA 68.5% 80.1% 3.14
*http://www.asd.calstate.edu/remediation/09/index.shtml
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Obama aims to lift college graduation rates, but his tools are few…*
President Obama on Monday stated a US goal of retaking the world lead in college graduation rates by 2020.
*From Christian Science Monitor August 9, 2010 University of Texas Austin
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Count Students One-by-One (CSULA good stories)
1. Avery August
2. Luis P. Villarreal
3. Averess Rickerson
4. Randolph Cooper
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Count Students One-by-One (CSULA good stories)
Avery August, PhD
Distinguished Professor of Immunology
Penn State University
Luis P. VillarrealProfessor, Molecular Biology and Biochemistry
Director, Center for Virus Research, Center for Virus Research, U. C. Irvine
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Institutions with Smallest White-Black Graduation Rate Gaps-Public Institutions
Institution Median
SAT/
ACT
Score
Undergrad
Enrollment
(FTE)
%
Black
Fall ‘07
White GR
(3 yr Ave-
2006-08)
Black GR
(3 yr Ave-
2006-08)
White-
Black Gap
UNC-
Greensboro104012,681 20.8 50.7 55.5 -4.8
UNC-
Charlotte
1055 15,750 13.8 50.1 50.1 0
UC
Riverside
104014,693 7.4 62.4 66.9 -4.5
Georgia
State
108516,349 30.2 41.6 46.9 -5.3
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Institutions with Smallest White-Hispanic Graduation Rate Gaps-Public Institutions
Institution Median
SAT/
ACT
Score
Undergrad
Enrollment
(FTE)
%
Latino
Fall ‘07
White GR
(3 yr Ave-
2006-08)
Latino GR
(3 yr Ave-
2006-08)
White-
Latino Gap
FIU (Florida)110023,174 62.9 45.2 50.7 -5.5
UNC-
Charlotte
1055 15,750 3.7 50.1 54.3 -4.2
UC
Riverside
104014,693 25.7 62.4 63.4 -1.0
Whittier
College
10731,244 30.2 55.9 60.4 -4.5
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How Folks Have Done It….*
Georgia State University—a research university in downtown Atlanta—boosted its minority graduation rate by 18.4 percentage points. In 2002, only 32.3 percent of minority students graduated in six years. By 2007, that rate had increased to 50.7 percent—which exceeds the school’s non-minority graduation rate of 45.5 percent
*Education Trust (http://www.edtrust.org)
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How Folks Have Done It….*when administrators disaggregated the data, they found
First-year learning communities—where faculty members coordinate teaching two or more courses and often serve as advisors to the same group of students—were instrumental in improving retention rates between the freshman and sophomore years by five to six percentage points for all students. But for minority students, these rates rose by ten to 12 percentage points
*Education Trust (http://www.edtrust.org)
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Other Folks Have Done It*…. At Loyola Marymount, for example, the institution
examined the data and found that students who have a history of dropping one or two classes each semester are highly likely to quit school.
At Winthrop College (South Carolina), One program includes an early alert system, in which faculty members notify the University College of students who are struggling academically. The college then works with each student’s advisor and resident assistant to
provide the student with intrusive counseling.*Education Trust (http://www.edtrust.org)
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What Seemed to Work Best at UC Riverside*….
Programming at the college level, focus on data throughout the institution, and strong campus leadership
Each college: 1) tracks student data; 2) designs learning communities, and 3) advises students, and links them to support services.
“An unusually robust relationship between academic affairs and student services”
*Education Trust (http://www.edtrust.org)
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What Seemed to Work Best at UC Riverside*….
According to Provost Dallas Rabenstein. “When we
admit students, we feel an ethical obligation to do what is necessary for them to succeed,” he says. To ensure this success, university leaders base their decisions on data.
They track student data and use it in an “ongoing feedback loop so empirical lessons are used to improve strategies,
*Education Trust (http://www.edtrust.org)
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Summary of Things that Work*
1. Designated faculty or staff members as “first responders” to students’ needs, helping students navigate these large, complex institutions.
2. Relatively high levels of student involvement and engagement in campus activities and programs, which personalize the college experience for students.
3. Well-developed first-year programs, such as freshman orientation programs, freshman success courses, freshman interest groups, and first-year learning communities, in which student participation is mandatory or high.
* http://www.pellinstitute.org/files/files-demography_is_not_destiny.pdf
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Summary of Things that Work*4. Efforts to improve instruction in “gatekeeping” introductory
courses, particularly in mathematics, such as reducing class sizes or keeping class sizes “small” through supplemental instruction.
5. Early warning and advising systems in place to monitor student progress and to intervene when student performance is low.
6. Ample academic and social support services, which are well-utilized by students due to proactive efforts to coordinate services with advising systems, to advertise services widely,
and to train faculty and staff about available services. *http://www.pellinstitute.org/files/filesdemography_is_not_destiny.pdf
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Summary of Things that Work*7. Special programs for at-risk student populations that incorporate
many of the “best practices” in the retention literature.
8. Strong leadership from top administrators who create an institutional culture that promotes student success by using rhetoric that demonstrates their commitment to retention, providing adequate
resources to fund programs, and offering rewards to faculty and staff
for getting involved in retention efforts.9. A central person, office, or committee that coordinates
undergraduate education and/or retention activities across academic and student affairs staff and programs in order to foster collaboration.
*http://www.pellinstitute.org/files/files-demography_is_not_destiny.pdf
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Suggestions
Students are “resources”. Every College has a Resource Manager. Why not have resource managers also provide college/department retention and graduation data.
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Average Total Enrollments: FTF and TRF (2004-2008)
531
339
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Average 1 Yr. Retention First-Time Freshmen: Latino Males-5 yr Avg. (2004-09)
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Average 1 Yr. Ret. Transfer Latino Males (5 yrs)
75%
76%
76%
74%
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Average 1 Yr. Retention First Time Freshmen: AA Males (5 yr. Avg.)
13
7
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HHS: AA BS Majors by Gender
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NSS: Latino/a BS Majors by Gender
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Average 1 Yr. Ret. Transfer: AAM (5 yr. Avg.)
63%
71%
56%
57%
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Variables Kept (from Mark)
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Two Year Retention Pattern (from Mark)
Starting Cohort
After 1 year
After 2 years
RetainedRetained Not Retained
Not Retained
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MANY THANKS
To: Mark Robinson and Jen Chen in IR who I continue to bug daily…
and to the
administrators and faculty who I dragged into my office for numerous discussions and feedback on this topic.