Framing Question Over the last two decades research has taught us a lot about what supports higher levels of student success and yet the pace of change has remained slow. Gregory Stoup, RP Group Why?

We have to do a better job at making data real and useful to practitioners in their place of practice

1,000 ft Perspective 100 ft Perspective On the Ground Traditional Leadership Practitioners Middle Managers The data needs to be properly scaffholded and engage folks at their place of practice Provide direction to institutional goals Coordination & Alignment Innovation at the point of student contact

On the ground data is usually very nuance-rich, context specific and just messy … and it doesn’t easily aggregate up to yield measures with strong directional value

Basic Skills Student Successful Transfer Learning Community Program level assessment

Basic Skills Student Successful Transfer Learning Community Practitioners are faced with a lot of nuance Sequence of course material Synthesis of course content Work group oversight Counseling support Linkages to library Coordination between faculty & counselors Timeliness of feedback on progress Classroom technology Examples in lesson plan Protocols for making group assignments ExceptionalAverage Weak

Experimentation

There are often no clear solutions to questions that are context specific When it comes to improving performance in the classroom enlightened trial and error trumps strategy-guided actions Gregory M Stoup, RP Group Gregory Stoup, RP Group

Desired Outcome Starting Point Informed classroom innovation does not always yield shortest-path solutions

Process of inquiry Not a search for an absolute truth rather a tool for making better- informed decisions. Domain of possible solutions to the question at hand Answer the questions that eliminate dead end solutions Acting in the face of ambiguity What to do when you reach the limits of your research and yet still face multiple choices in how to proceed ? Trust your intuition & chose !

“Learning emerges from an ongoing conversation about things that matter with both passion and discipline” -Parker Palmer The Courage to Teach If you want to learn you have to take part in the conversation Learning is founded on evidence and inquiry The Role of Dialogue

Acknowledge the limits of data and the importance of experience Data rarely enter a vacuum and suddenly illuminate a hidden truth that triggers action. Data join the narrative that experts have developed through years of observation & practice. The narrative explains and reacts to the data and the two coevolve to shed new light on the issues we study.

Communication Tools

1 Year Years to Completion Profiles 2 Years3 Years4 Years5 Years6 Years 0% 10% 20% 30% 40% 2006/07 to 2010/ /08 to 2010/ /04 to 2008/09 Percentage of first-time degree seeking students with a high school degree but no post-secondary degree and having completed at least 12 units 2005/06 to 2010/ /05 to 2009/10

Math 811 Math 110 Math 111Math 112Math 122Math 123 Math 120 ELEMENTARY ALGEBRAINTERMEDIATE ALGEBRA 100 PRE - ALGEBRA 5921 TRANSFER LEVEL Math Given 100 students starting in Pre-Algebra, how many will reach transfer level math? Pass % = 58.6% Pass % = 35.8% Pass % = 42.1% Pass % = 37.9%Pass % = 49.7%Pass % = 53.9% Pass % = 55.0% Longest Pathway (6 course sequence) Shortest Pathway (4 course sequence) Technical note: Simulation results based entirely on individual course success rates (assuming no retakes). Gregory Stoup, RP Group

Quick Summary Match the data to one’s place of practice Reflective dialogue Experimentation Communication tools Gregory Stoup, RP Group Getting the most out of data means

Let’s Discuss Gregory Stoup, RP Group Achieving the Dream/Developmental Education Initiative State Policy Meeting

Thank You State Policy Infrastructure for Faculty Engagement & Innovation Diffusion Gregory M. Stoup RP Group