Module 2Module 2 AVATAR Common Foundations: Understanding College and Career Readiness and Success 1

This Module Will Introduce… SECTION A: College and Career Readiness: Features, Standards, Assessments i.Defining College and Career Readiness ii.Standards and Assessments for Readiness and Success SECTION B: Indicators of Student Readiness and Success i.Local Student Performance Data ii.State Student Performance Data SECTION C: Action Planning 2

Section A1: Defining College And Career Readiness 3

Are we really responsible for getting all students college and career ready? 4

Students Counselors Parents Administrators Community Campus Staff Teachers Partners for Student Success 5

Redefining College Readiness  Read Redefining College Readiness by David T. Conley  Discuss Current Means to Determine College Readiness Components in a Comprehensive Definition of College Readiness A Definition of College Readiness Possible Ways to Measure the Dimensions of College Readiness Implications of the Definition What Schools and Students Can Do to Foster College Readiness What Students Can Do to Develop Their College Readiness Creating a College Ready Student Document Available on the AVATAR site: 6

 Small Group Discussion Introduction (pp. 5-6) – Group 1 - Current Means to Determine College Readiness (pp.8-11) – Group 2 - Components in a Comprehensive Definition of College Readiness (pp ) – Group 3 - A Definition of College Readiness (pp ) – Group 4 - Possible Ways to Measure the Dimensions of College Readiness (pp ) – Group 5 - Implications of the Definition (p. 23) – Group 6 - What Schools and Students Can Do to Foster College Readiness (pp ) What Students Can Do to Develop Their College Readiness (p. 28) Creating a College Ready Student 7

Redefining College Readiness by David T. Conley Following reading, reflection, and small group discussion, participants will:  Report key report findings.  Discuss strengths of the secondary and postsecondary systems in developing college and career readiness.  Identify secondary and postsecondary opportunities for improvement. 8

Group Discussion: Your Past Education Experiences How focused on preparing for college were you in high school? How knowledgeable were you about career expectations when you finished high school? Why did you want to go to college? 9

College and Career Ready: Helping all Students Succeed Beyond High School by David T. Conley, 2010 Participants will: 1.Read the abstract 2.Discuss the seven principles, utilizing the STEPS project discussion document Creating a College Ready Student Discussion Document Available on AVATAR site: and the seven principles are discussed in more detail in PowerPoint of Conley’s at

Principle 1: Create and maintain a college-going culture in the school. Principle 2: Create a core academic program that is aligned with and leads to college readiness by the end of 12 th grade. Principle 3: Teach key self-management skills, require students to use them, and provide students with feedback on how well they are developing these skills. Principle 4: Make college real by preparing students for the complexity of applying to college. Conley’s Key Principles of College Readiness 11

Principle 5: Create assignments and grading policies that more closely approximate college expectations each successive year of high school. Principle 6: Make the senior year meaningful and challenging. Principle 7: Build partnerships with and connections to postsecondary programs and institutions. Conley’s Key Principles of College Readiness 12

Creating a College Ready Student Debrief I used to think… And now I think… Please complete the following thoughts in groups of 2 to 3 13

Participation & Preparedness Regular academic attendance Engagement in learning environment – Volunteer information – Take initiative participating in class discussion – Self advocacy Come to class with materials Assigned reading completed Homework completed and turned in on time Test and quiz ready Research complete for in- class project participation 14

Work Completion & Study Skills Homework completed on time Original work done and turned in Follow through with all project requirements Organization Time management Note-taking Memory building Test taking skills Stress management Goal Setting 15

Writing Abilities Planning – Brainstorming – Mapping – Outlining – Graphic organizers – Note taking Drafting the paper – Following assignment requirements Evaluation – Making necessary adjustments/corrections Revision 16

Reading Abilities Listen to and read a variety of texts while applying: – Comprehension strategies – An extension of understanding on a personal level – An analysis of the text – Contextual analysis Increase word knowledge through vocabulary development and application 17

Speaking Abilities Communicate supported ideas through various mediums Listen critically and respond appropriately to various information both in and out of an academic context 18

Career Readiness Skills Career Readiness Skills WorkKeys ® Sample Questions The National Career Readiness Certificate Assessments The National Career Readiness Certificate program is composed of these three WorkKeys assessmentsNational Career Readiness Certificate Applied Mathematics Reading for Information Locating Information Other Foundational Skills Assessments Applied Technology Business Writing Listening for Understanding Teamwork 19

Create a list of the top five, necessary career skills that you believe employers cite. Elbow Partner Conversations 20

 Communication = exceptional ability to listen, write, and speak effectively  Analytical/Research = assesses situations seeking multiple perspectives  Computer/Technology Literacy = extensive software abilities  Flexibility/Adaptability/Managing Multiple Priorities = thrives on juggling multiple tasks and projects  Interpersonal Abilities = proven relationship builder  Leadership/Management Skills = goal driven, motivational leader  Multicultural Sensitivity/Awareness = personable rapport builder  Planning/Organizing = results driven, detail oriented achiever  Problem-Solving/Reasoning/Creativity= innovative problem solver  Teamwork = resourceful team player Top 10 Career Skills 21

Critical Questions in Building a Culture of College and Career Readiness  What do we want our students to know?  What do we want our students to be able to do?  How will we know when each student has learned it? 22

Section A2: Standards and Assessments for Readiness and Success 23

STANDARDS INSTRUCTION ASSESSMENT Standards require a change in both teaching and assessment. Standards and assessment are intertwined and need to be integral parts of the curriculum and the program of instruction. Steiner, J. (1998). Why have a standards-based curriculum and what are the implications for the teaching- learning-assessment process? Retrieved from: 24

Curriculum Standards In the field of education, standards is a term which defines a cumulative body of knowledge and set of competencies that is the basis for quality education. They express what all pupils should know and be able to do, but do not dictate pedagogy (Ravitch, 1996). Standards in and of themselves are meaningless. What counts are the steps that educators and others take to help pupils reach them (Fiske, 1998). Ravitch, D., (1996). 50 states, 50 standards - The continuing need for national voluntary standards in education. The Brookings Review, 14, 1-9. Fiske, E.B. (1998). Quest for standards splits US Educators. International. Herald Tribune. Feb. 9. Foreign Language Standards. Retrieved from: 25

Texas Essential Knowledge and Skills Sec PURPOSE. It is the intent of the legislature that the essential knowledge and skills developed by the State Board of Education under this subchapter shall require all students to demonstrate the knowledge and skills necessary to read, write, compute, problem solve, think critically, apply technology, and communicate across all subject areas. The essential knowledge and skills shall also prepare and enable all students to continue to learn in postsecondary educational, training, or employment settings. 74 th Legislative Session (1995) 26

1.What are the TEKS? They are state-mandated learning standards for students from elementary through high school in the state; what students should and be able to do in each subject area. 2.Why were the TEKS created? Prior to the creation of the TEKS, Essential Elements were used. It was discovered more specific and clear guidelines were needed so teachers are knowledgeable about what to teach and test. 3.Who developed the TEKS? Groups of teachers, administrators, parents, businesspeople, and members of the general public make up the subject-specific TEKS writing teams. Source: Mathematics & Science TEKS Toolkit, Charles A. Dana Center at University of Texas 27

College and Career Readiness Standards (CCRS) The College and Career Readiness Standards (CCRS) program is identifying, defining and implementing college and career readiness educational standards in partnership with Texas secondary schools. The program is a collaboration between the Texas Education Agency and the Texas Higher Education Coordinating Board. The initiative was formed by the 79th Texas Legislature (3rd Called Session) through House Bill 1, now Section of the Texas Education Code. Sources House Bill 1: Section : 28

Assessment In a standards-based curriculum, assessment is viewed not only as a final product (summative), but also as a continual process (formative) that provides pupil performance data to teachers and students regarding their progress towards achieving the standards. Therefore, it is necessary to move beyond testing methods which concentrate on memory, and develop those which measure understanding and application (Genesee, et.al., 1998; Winters, 1995). Genesee, F. Gottlieb, M. Katz, A. Malone, M. Managing the assessment process. (1998). Virginia: TESOL Winters, R.E. (1995). National Standards in Education: How we should arrive at them, why we should arrive at them and why we have not arrived at them yet. The Claremont Graduate School. Retrieved from: 29

What are the Assessments? I.Texas Assessment of Knowledge and Skills (TAKS) II.State of Texas Assessment of Academic Readiness (STAAR) a.Grades 3-8 b.End of Course (EOC) III.Texas Success Initiative (TSI) 30

Phasing in of STAAR EOC Assessments Grade 9STAAR Grade 10TAKSSTAAR Grade 11TAKS STAAR Grade 12+TAKS TAKS or STAAR Source: 31

What’s the Difference? TAKSSTAAR Assessed Curriculum Grade-level assessments assess content from multiple courses. Assessments assess only curriculum for that grade and course. Rigor of Assessment Rigor based upon standards set in 2003; students have outgrown the assessments. Assessments are longer and include more rigorous items; Skills are assessed at a greater depth and cognitive complexity. Performance Standards Standards are set separately for each grade and subject. Standards are set as an aligned system and based on data from studies from other states, national, and international assessments. Testing Days (Grades 9-11) 13 (25 with exit level retesting)15 (45 with retesting) Measures of Student Progress Growth measures were developed after TAKS program was established and provide information on whether student is on track to meet standards. Growth measures are developed as STAAR is implemented and will provide early-warning indicators for students who are not on track. Source: House Bill 3 Transition Plan, Chapter One 32

State of Texas Assessment of Academic Readiness STAAR How will this change affect students? – Students’ score on each EOC assessment will be worth 15% of the students’ final grade for the course tested. – The test will be administered (3) times, allowing for retesting opportunities and choice when to take the STAAR. – Graduation Requirements Source: 33

Graduation Requirements Source: State of Texas Assessment of Academic Readiness STAAR Level 2: SatisfactoryAcademicPerformance Level 3: AdvancedAcademicPerformance Level 1: UnsatisfactoryAcademicPerformance Minimum Score Minimum High School Program: Must meet the minimum cumulative score requirement in each of the four core content areas. Recommended High School Program: In addition to the previous, must achieve level 2 for Algebra II and English III. Distinguished Achievement High School Program: In addition to the minimum, must achieve level 3 for Algebra II and English III. 34

What Can Happen To Students Who Are Not College Readied? Endanger the GPA needed to stay at college, Double tuition costs by retaking the same course, Risk penalties incurred by “Three-peat,” “Six- Drops,” and “Excess hours” legislation, Delay progress toward graduation, Contribute to drop-out probability, and/or Move back home 35

Why Does Placement Testing Matter? Placement tests provide an indication of whether the student is prepared to succeed in college courses. Failure rates in first-year college courses can be very high. Retaking courses can be expensive. The more semesters of developmental courses taken, the less likely passing college-credit courses and earning a degree. Source: The Tipping Point in Developmental Education (McCoy & Mejia) retrieved from: 36

What is the TSI? Texas Success Initiative (TSI) requires all students enrolling in public colleges and universities to take an approved test to demonstrate readiness for college-level work, unless otherwise exempt. Currently approved tests include: ACCUPLACER, ASSET, COMPASS, AND THEA – Minimum state standards are set for each test, yet institutions may set higher standards and/or require additional departmental placement tests Source: The Tipping Point in Developmental Education (McCoy & Mejia) retrieved from: 37

Upcoming TSI Changes Texas Education Code Chapter 4, Subchapter C, Section Assessment--the use of a Board-approved instrument to determine the academic skills of each entering undergraduate student and the student's readiness to enroll in freshman-level academic coursework. What does this mean? The Commissioner will recommend a uniform performance standard for college readiness, placement in Developmental Education or Adult Basic Education. With the one test, there will be one cutoff score that determines college readiness to be in place by Fall Institutions may not set a higher standard. 38

Timeline of New TSI Fall 2012 Field Testing with current ACCUPLACER Users January/February 2013 Standard Setting March/April 2013 THECB Approval May – July 2013 College and University Training First day of AY 2013 IMPLEMENTATION Note: Majority of 2013 students will have current standards applied 39

What Are the Potential Outcomes? One test and one score (in each area) will provide targets for students and educators Higher standards – Current THEA cut score is 230 – New score expected to approach 270 equivalence Expect more students to require developmental education – but only in the short run 40

The Connection: STAAR and TSI Implementation 41

Other Considerations in College and Career Readiness… Advanced Placement (AP) & International Baccalaureate (IB) programs – Many more participating in courses – Performance still trailing number of attempts Dual Credit – High rates of participation – Quality and rigor difficult to monitor Early College High Schools – Proficiency and graduation rates higher than local high schools – Stronger student performance linked to ECHSs located on college campuses – Not all college credits earned transfer to college by institution upon graduation from a ECHS Source: Six Years and Counting: The ECHSI Mature,

What is the recipe for successful achievement? To my mind there are just four essential ingredients: Choose a career you love.... Give it the best there is in you.... Seize your opportunities.... And be a member of the team. Benjamin F. Fairless 43

Group Debrief Three things I learned today, Three things I learned today, Two topics I want to know more about, and Two topics I want to know more about, and One action I can start next week to incorporate what I’ve learned One action I can start next week to incorporate what I’ve learned 44

Section B1: Local Student Performance Data 45

What is the Purpose of Studying and Collecting Student Data? Uses data as the basis for key AVATAR decision- making. Provides opportunity for comparison of regional data to state data by Vertical Alignment Teams. Provides commonly accepted rational for key AVATAR actions 46

As You Examine the Data, Please Consider: To what extent do local students progress from high school to college? Are there differences by discipline in college readiness? How does student readiness for college vary by ethnicity? What factors contribute to the gaps? What colleges do local students attend? 47

To what extent do local students take advantage of college readiness programs (AP/IB, dual credit, core completion)? How does developmental education influence college readiness and success locally? How do local students fare when they transfer to other institutions? How do local data compare the that of the state? (A separate PowerPoint is available to address this question.) As You Examine the Data, Please Consider: 48

Region16 Please note: Amarillo is in Potter County. Frank Phillips College is in Hutchinson County. West Texas A&M University is in Randall County. Region 16: Working to Scaffold Student Success 49

AEIS Data from TEA Amarillo High School, Student Body: Student GroupNumber TOTAL2089 Grade Grade Grade Grade Graduating class 240 % Minimum curriculum 16.3* % Recommended curriculum 83.7* 50 *State Comparison: Minimum 17.2% Recommended 82.8%

AEIS Data from TEA Amarillo High School, Ethnicity of Student Body in Percentages: Ethnic GroupPercentage African American 5 Hispanic 15.9 White 73.7 American Indian 0.6 Asian 2.4 Pacific Islander or more races

AEIS Data from TEA Amarillo High School, Other Descriptors of Student Body in Percentages: Demographic groupsPercentage Economically disadvantaged 16.1 Limited English Proficient (LEP) 1.1 With disciplinary placements 2.5 At risk* 20.5 Mobility ( ) 11.4 *At risk of dropping out of school based on performance and status indicators listed in the AEIS Glossary. 52

AEIS Data from TEA Amarillo High School, Percent Enrolled in Advanced Course/Dual Enrollment: YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More * n/a 53

AEIS Data from TEA Amarillo High School, AP/IB Percentage Tested – IP PercenAP/IP Percentage Tested – tage TestedAP/IP Percentage Tested – AP/IP Percentage Tested AP/IB Percent Examinees Met or Exceeded Criteria YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More * *n/a YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More * * * n/a 54

AEIS Data from TEA Amarillo High School, Texas Success Initiative, English Lang Arts, Percent Passing – IP PercenAP/IP Percentage Tested – tage TestedAP/IP Percentage Tested – AP/IP Percentage Tested Texas Success Initiative, Math, Percent Passing YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More *99* *99 YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More *91* *73 55

AEIS Data from TEA Amarillo High School, Percentage College Ready Graduates, Class of 2010 SubjectAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More English *88*57 Math *56*29 Both *63*29 56

P-16 Data from THECB Amarillo High School, 2011 Institution of Enrollment, Class of 2011Students Amarillo College154 West Texas A&M University 46 Texas Tech University 44 Univ. of Texas at Austin 13 Texas A&M University 9 Baylor University 6 Texas State University-San Marcos 6 Other Public/Ind 4-year (15) 27 Other Public/Ind 2-year (9) 17 Not trackable 3 Not found180 57

P-16 Data from THECB Amarillo High School, 2011 Public Higher Education First Year Grades of High School Graduates in FY 2010 IHE type N< >3.5Unk 4-year year

Student Migration Data from THECB Frank Phillips College, 2011 Fall 2009 to Fall 2010 Non-graduatesN% at Same % at Other 2-yr % at 4-yr% not found Academic Technical Tech-prep Graduates by program N% at Same % at Other 2-yr % at 4-yr% not found Academic Technical Tech-Prep

Academic Performance of Transfer Students from Frank Phillips College, 2011 Developmental Education vs. No Developmental Education, Fall 2009 No Developmental Education N< >3.5UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr Developmental Education prior to Transfer TotalN< >3.5UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr

Academic Performance of Transfer Students from West Texas A&M University, 2011 Developmental Education vs. No Developmental Education, Fall 2009 No Developmental Education N< >3.5UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr Developmental Education prior to Transfer TotalN< >3.5UnkEnroll Fall ‘10 Amarillo College Clarendon College South Plains College Frank Phillips College North Central Texas College Vernon College Houston CC All Other Public

Academic Performance of Transfer Students from West Texas A&M University, 2011 Developmental Education vs. No Developmental Education, Fall 2009 No Developmental Education N< >3.5UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr No Developmental Education TotalN< >3.5UnkEnroll Fall ‘10 Amarillo College Clarendon College South Plains College Frank Phillips College North Central Texas College Vernon College Houston CC All Other Public

Academic Performance of Transfer Students from West Texas A&M University, 2011 Core Curriculum Completed Prior to Transfer, Fall 2009 No Developmental Education N< >3.5UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr Core CompleteTotalN< >3.5UnkEnroll Fall ‘10 Amarillo College Clarendon College South Plains College Frank Phillips College North Central Texas College Vernon College Houston CC All Other Public

Academic Performance of Transfer Students from West Texas A&M University, 2011 Earned Associate of Arts Degree Prior to Transfer, Fall 2009 No Developmental Education N< >3.5UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr Core CompleteTotalN< >3.5UnkEnroll Fall ‘10 Amarillo College Clarendon College South Plains College Frank Phillips College North Central Texas College Vernon College Houston CC All Other Public

Academic Performance of Transfer Students from Frank Phillips College, 2011 Academic or Technical Associate Degrees, Fall 2009 Technical Associate Degree TotalN< >3. 5 UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr Associate of Arts Degree TotalN< >3. 5 UnkEnroll Fall ‘10 Texas Tech West Texas A&M Other public 4-yr

Success Data from THECB West Texas A&M University, 2011 Developmental Education, Fall 2008 Cohort Tracked for 2 years FTIC Students Requiring Dev. Ed. N% Attempting College Courses % Attempting and Completing Math Reading Writing *FTIC Students Not Needing Dev. Ed. N% Attempting College Courses % Attempting and Completing West Texas A&M Univ.841 Math Reading Writing First time in college 66

Success Data from THECB Frank Phillips College, 2011 Percent of Students Transferred or Employed with Peer Comparison Transferred with < 30 SCH Transferred with > 30 SCH EmployedStill Enrolled Enrolled & Employed Frank Phillips FY FY n/a Peers (2010) Student Transfer and Completer Percentages 67

Success Data from THECB Texas A&M University, 2011 Graduation Rate of First-time, Full-Time Degree- seeking Students 4-year rate5-year rate 6-year rate West Texas A&M Same institution Other institution Total Student Baccalaureate Success Rate 68

Data Sources High school data are from the Texas Education Agency, Testing and Accountability, AEIS. K-12 and higher education data are from the Texas Higher Education Coordinating Board, Data Resources and Tools. If your partner IHE is a private institution, you may need to ask for local data. 69

Group Discussion: Analyzing the Data What patterns do you see among students who advance to the next education level and those who fall behind in your pipeline? What factors may be influencing the data? What supports to college and career readiness are available in your region? (ECHS, Dual Credit, Non-Profits) 70

What are our region’s top vertical alignment concerns? How can we use these to influence our work over the next year? How can we directly affect this data with our action plan? Group Discussion: Analyzing the Data 71

Section B2: State Student Performance Data 72

What is the Purpose of Studying and Collecting Student Data? Uses data as the basis for key AVATAR decision- making. Provides opportunity for comparison of regional data to state data by Vertical Alignment Teams. Provides commonly accepted rational for key AVATAR actions 73

AEIS Data from TEA All Texas Public High Schools, Student Body: Student GroupNumber TOTAL1,329,203 Grade 9 390,370 Grade ,450 Grade ,263 Grade ,799 Graduating class 280,520 % Minimum curriculum 17.2* % Recommended curriculum 82.8* *State Comparison: Minimum 17.2% Recommended 82.8% 74

AEIS Data from TEA All Texas Public Schools, Ethnicity of Student Body in Percentages: Ethnic GroupPercentage African American 12.9 Hispanic 50.3 White 31.2 American Indian 0.5 Asian 3.4 Pacific Islander or more races

AEIS Data from TEA All Texas Public Schools, Other Descriptors of Student Body in Percentages: Demographic groupsPercentage Economically disadvantaged 59.2 Limited English Proficient (LEP) 16.9 With disciplinary placements 1.9 At risk* 46.3 Mobility ( ) n/a *At risk of dropping out of school based on performance and status indicators listed in the AEIS Glossary. 76

AEIS Data from TEA All Texas Public High Schools, Percent Enrolled in Advanced Course/Dual Enrollment: YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More n/a 77

AEIS Data from TEA All Texas Public High Schools, AP/IB Percentage Tested – IP PercenAP/IP Percentage Tested – tage TestedAP/IP Percentage Tested – AP/IP Percentage Tested AP/IB Percent Examinees Met or Exceeded Criteria YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More n/a YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More n/a 78

AEIS Data from TEA All Texas Public High Schools, Texas Success Initiative, English Lang Arts, Percent Passing – IP PercenAP/IP Percentage Tested – tage TestedAP/IP Percentage Tested – AP/IP Percentage Tested Texas Success Initiative, Math, Percent Passing YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More YearAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More

AEIS Data from TEA All Texas Public High Schools, Percentage College Ready Graduates, Class of 2010 SubjectAllAfrican- American HispanicWhiteAmer. Indian AsianPacific Island Two/ More English Math Both

P-16 Data from THECB All Texas Public High Schools, 2011 Type of Institution of Enrollment, Class of 2011 Students%age Public 2-year institution 79, Public 4-year institution 60, Independent college or university 11, Not trackable 14, Not found124, Total290,581*100 *Includes GED recipients as well as high school graduates. 81

P-16 Data from THECB All Texas Public High Schools, 2011 Public Higher Education First Year Grades of High School Graduates in FY 2010 These data are available by school district and high school for schools with more than 25 students. State level data are not available. 82

Participation Data from THECB First Time Undergraduates, 2011 Enrollment Total & by Ethnicity, Summer/Fall, ‘11 Type of Institution TotalWhiteHispanicAfrican American Multi Racial Asian/ Pacific Inter’lOther/ Unk Texas128,09547,07247,35218,4641,0658, ,996 Other state 12,627 6,668 1,450 2, , Other country 5, , Total146,62653,81849,05020,9711,2059,6896,0875,806 Female 79,08028,47321,94612, ,8572,3743,074 Male 67,54625,34527,104 8, ,8323,7132,732 83

Participation Data from THECB Statewide Enrollment, 2011 Enrollment Totals by Institutional Type, Fall, 2011 Type of InstitutionTotal EnrolledTotal Enrolled Percentage University 568, % Community College 730, % Technical College 12,3530.9% Independent 4-year 122,6248.5% Independent 2-year 1,0660.1% Total 1,445,614100% 84

P-16 Data from THECB Dual Credit Enrollment by Type of Texas Public IHE, 2011 IHE Students by Prior Dual Credit Enrollment Type of enrollment after high school Students enrolled Students with core Same Public 2-year institution12, Other Public 2-year institution 5, Same public 4-year institution Other public 4-year institution24, Independent college or university 5, All on record48,

Participation Data from THECB All Texas Institutions, 2011 Developmental Education, First time Cohort Tracked for 3 years; 2008 cohort for 2-year IHEs and 2005 cohort for 4-year FTIC Students Requiring Dev. Ed. % who persisted after 3 years % who graduated 2-year institutions year institutions FTIC* Students Not Needing Dev. Ed. % who persisted after 3 years % who graduated 2-year institutions year institutions *First time in college 86

Student Migration Data from THECB Statewide Summary, 2011 Fall 2009 to Fall 2010 Non-graduatesN% at Same % at Other 2-yr % at Other 4-yr % not found Academic191, Technical 53, Tech-prep 30, Graduates by program N% at Same % at Other 2-yr % at Other 4-yr % not found Academic23, Technical18, Tech-Prep 9,

Academic Performance of Transfer Students from Texas Colleges, 2011 Developmental Education vs. No Developmental Education, Fall 2010 Total 30,945 N< >3.5UnkEnroll Fall ‘11 Developmental Education prior to Transfer 16, ,161 No Develop- mental Education 14, ,000 Fall 2010 Transfers 88

Academic Performance of Transfer Students from Texas Colleges, 2011 Academic and Technical Associate Degree Transfers, 2010 Total 30,945 N< >3.5UnkEnroll Fall ‘11 Earned AA degree prior to transfer 8, ,435 Earned Technical Associate prior to transfer 1, Fall 2010 Transfers 89

Academic Performance of Transfer Students from Texas Colleges, 2011 Core Curriculum and Field of Study Complete, 2010 Total 30,945 N< >3.5UnkEnroll Fall ‘11 Core curriculum complete prior to transfer 9, ,331 Field of study complete prior to transfer Fall 2010 Transfers 90

Success Data from THECB 6-year graduation rate and persistence for Fall 2004 Cohort Number Fulltime Percentage Fulltime Number Part-time Percentage Part-time Earned Baccalaureate 7, , Earned AA 6, , Earned certificate 2, , Total graduating16, , Non-graduates persisting 7, , Degree-seeking fulltime and part-time undergraduates 91

Success Data from THECB 6-Year Baccalaureate Graduation Rate of First-time, Full-Time Degree-seeking Students, 2005 entry AllWhite African American HispanicAsianOther Same institution Other institution Still enrolled, same inst Still enrolled, other inst Not enrolled

Data Sources High school data are from the Texas Education Agency, Testing and Accountability, AEIS. K-12 and higher education data are from the Texas Higher Education Coordinating Board, Data Resources and Tools. 93

After comparing our region to the state, do our top vertical alignment concerns remain the same? How have your opinions about the pipeline in our region changed? Group Discussion: Analyzing the Data 94

Section C: Action Planning 95

How do the local and state data influence our work? How might the data influence the steps in our action plan? Do we need to edit our action plan? Group Discussion: Analyzing the Data 96

Purposes of Action Planning Guide action planning process and action. Provide basis for working with local institutional research (IR) officers to collect additional data. Identify benchmarks for evaluation of progress in implementation of goals over time. Offer rationale to motivate action for the region. 97

Where can I go for help with local data? Consult your local expert! Each Independent School District (ISD) and Institution of Higher Education (IHE) has an employee who is responsible for providing data to TEA or THECB or the governing board and accreditors of the IHE. We refer to this individual or department as the Institutional Research officer. 98

Where can I go for help with local data? The following Institutional Research Officers consulted in preparation of the slides that follow: Anne Rusher, Director, Accountability and Data Quality, Fort Worth ISD Terri Day, Executive Director, Institutional Research and Planning, Tarrant College District Mary Barton, Director, Institutional Research, University of North Texas 99

Suggestions from the experts An example of local data collection and sharing. A chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district. UNT and TCD would provide group data if > 5 students; no names would be provided unless students had given prior informed consent (due to FERPA). Would want several weeks notice. Other data might also be of interest, i.e., retention, developmental education, ethnicity (Achieving the Dream). 100

Suggestions from the experts An example of local data collection and sharing. A chemistry vertical alignment team asks what grades were earned in the introductory college chemistry course by students from one school district who had completed high school chemistry with and without Algebra II. ISD could provide high school transcript data and would share group data with IHE through an MOU. Would want several weeks notice. Other data might also be of interest, i.e., grades earned in chemistry and algebra, data on number of course attempts, EOC results, attendance, disciplinary data. FWISD administers an annual student survey with potentially relevant questions. 101

Suggestions for Collecting Data through Institutional Research Know what data you want in detail. Refine your request, and provide a spreadsheet. Institutional Research has busy times of year. Seeking data across institutions may require MOU and involvement of Sponsored Research. Be clear about how the data will help you. 102

Considerations for Local Data Collection Collection of data from students requires consideration of FERPA. Institutional Research officers recommend that you secure IRB approval and informed consent. Data warehouses are constantly improving. Be sure to ask whether the data you want are available. 103