Guided Pathways Metrics for Accountability Regional Data Labs November 2018 Darby Kaikkonen, Policy Research Director

Progress metrics for Guided Pathways Stakeholders Metric(s) College Spark Math and English in the 1st year; meta-major selection, credits earned in a program of study State Board Math in the first year; first 15 and 30 credit attainment; retention to a second year; completion of degree or certificate in four years State Legislature Math attainment in the first year; completion of degree or certificate in four years

Specifics: Number and percent of award-seeking students who earn 15 college-level credits in first year Number and percent of award-seeking students who earn 30 college-level credits in first year Number and percent of award-seeking students returning for a second year Number and percent of transfer award-seeking students who complete college-level math in their first year Number and percent of award-seeking students who complete a credential by the fourth year

New award-seeking students completing first 15 credits HU-SOC Asian or White Completed 15 credits 5,354 13,564 Did not complete 15 credits 4,288 8,860 Total 9,642 22,424 HU students of color are about 30% of new award-seeking students and are slightly less likely to reach 15 credits in their first year. SA Progress Metrics dashboard, 'Outcome Trend', 2016 cohort, prof/tech and transfer, disaggregate by HU-SOC

Attainment has increased over time for historically underrepresented students of color, but still lags behind. SA progress metrics dashboard ‘Outcome Trend’

New award-seeking students completing first 30 credits HU-SOC Asian or White Completed 30 credits 3,048 8,861 Did not complete 30 credits 6,594 13,563 Total 9,642 22,424 The percent of HU students of color reaching 30 credits within their first year is significantly lower than white and Asian students. SA Progress Metrics dashboard, 'Outcome Trend', 2016 cohort, prof/tech and transfer, disaggregate by HU-SOC

Attainment has increased over time for both groups; historically underrepresented students of color lag further behind in this metric. SA progress metrics dashboard ‘Outcome Trend’

New award-seeking students return for second year HU-SOC Asian or White Returned for second year 4,109 11,240 Did not return second year 5,168 12,498 Total 9,277 23,738 Just under half of first-time students return for a second year, and the rate is lower for HU students of color. SA Progress Metrics dashboard, 'Outcome Trend', 2015 cohort, prof/tech and transfer, disaggregate by HU-SOC

Attainment has not changed over time for both groups. SA progress metrics dashboard ‘Outcome Trend’

Complete college-level math in first year HU-SOC Asian or White Completed math first year 1,390 4,151 Did not complete math first year 4,832 9,914 Total 6,222 14,065 Less than one-third of students in an academic transfer pathway complete college-level math in their first year. The rate is lower for HU students of color. SA Progress Metrics dashboard, 'Outcome Trend', 2016 cohort, transfer, disaggregate by HU-SOC

Attainment has increased significantly over time for both groups; there is an 8% difference in attainment for historically underrepresented students of color. SA progress metrics dashboard ‘Outcome Trend’

New award-seeking students math attainment first year Legislator data *Shared with legislator

Students exiting with degree or certificate HU-SOC Asian or White Transfer degree 2,904 8,014 Workforce degree 2,390 4,573 Workforce certificate 1,198 4,537 Total 6,492 17,124 Just over one-fifth of first-time students exit college with a credential four years after start. HU students of color are more likely to earn a certificate. Guided pathways dashboard, Cohort years 2010-2013 transfer and workforce cohort, 200% time by HU-SOC

Students exiting with degree or certificate Legislator Data *Shared with legislator- SA cohorts

So…what do you think? If you were to capture where you are right now today in guided pathways implementation, how would you describe your progress? What ideas do you have to measure your institutional progress in implementing guided pathways? Are there other ways to measure the impact of this institutional change on students? What kinds of inquiry are you engaging in/research questions are you grappling with locally?