 Student Success: What Is It, and How Can We Measure It? Kim Harrell, Folsom Lake College Carolyn Holcroft, Foothill College David Morse, ASCCC Executive Committee

Resolution Fall 2010: Develop a Faculty Definition of Student Success  Resolved, that the ASCCC:  define student success and identify best practices and models for accomplishing student success;  include student input and perspectives in the development of student success metrics;  assert the primacy of our definition of student success to the Board of Governors; and  ensure faculty primacy in the identification, development and/or adoption of metrics used to establish and measure student success.

What does student success mean from a faculty perspective?

Student Success Task Force u Implement a student success scorecard (recommendation 7.3)  Disaggregated by racial/ethnic groups  Include momentum points & completion of basic skills sequence  Include measurement of outcomes of students taking less than 12 units  Compare college against own performance

Framework  State of the System  Scorecard data, system metrics  Scorecard  College metrics, single demographic  Datamart 2.0  College metrics by multiple crosstabs  Data on Demand  College metrics as unitary files

What metrics are on the Scorecard now?  Student progress & achievement rate (SPAR): rate at which degree/transfer‐seeking students earn these outcomes within six years of entering  Persistence rate: rate at which students continuously enroll for their first three terms upon entry  30-unit achievement rate: rate at which degree/transfer‐seeking students reach the 30‐unit “momentum point”

What metrics are on the Scorecard now?  Remedial Course Progression Rate: rate at which students that start in remedial math/English/ESL complete degree‐applicable/transferrable level math/English/ESL courses  Career Technical Education (CTE) completion rate: rate at which CTE/vocational certificate seeking “concentrators” earn any award or transfer  Career development & college preparation (CDCP) completion rate: rate at which students in career development/college prep noncredit “concentrator” programs earn degrees

High Order Outcomes (SPAR, CTE, CDCP)  Outcomes (numerator) in 6 years  Associates of Arts/Sciences, or  Certificates (CO/12+ units), or  Transfer (any 4-year), or  Transfer Prepared (60 units, GPA 2.0)

What criteria would you include on the ARCC Scorecard?  How to capture students who get a job before they finish?

ARCC Advisory Workgroup recommends a “State of the System” report  High level overview intended for legislators, policy makers  Summary of State level aggregations of data and annual performance including:  Annual number of transfers to CSU, UC, ISP, OOS (6-year trend)  Annual number of awards by award type: credit awards, AA/AS degrees, credit certificates (5-year trend)  Wages for students attaining vocational awards (2-years before and 4/5-years after)  Systemwide participation rates by age group, gender & race/ethnicity

What might you like legislators or the general public to perceive as indications of student success?  Or… what do faculty want to see in that “State of the System” report?