1. High-impact Educational Practices: What are they?
Evelyn Waiwaiole Program Manager,
High-Impact Practices
Jeff Crumpley Associate Director
CCCSE
Center for Community College Student Engagement

2. Identifying and Promoting High-Impact Educational Practices in Community Colleges
3 Year Initiative
Funded by the Bill and Melinda Gates Foundation and Lumina Foundation
Analyze data from four surveys
Focus groups
Institutes
National Reports
Initiative ends August, 2014

3. CCCSE: Collecting Data from Many Perspectives
Four surveys that complement one another:
CCSSE
CCFSSE
SENSE
CCIS

4. CCCSE: Collecting Data from Many Perspectives

5. CCCSE: Collecting Data from Many Perspectives
Qualitative and quantitative data
Surveys provide quantitative data.
Focus groups from the Initiative on Student Success and High-Impact Practice Initiative provide qualitative data.

6. CCCSE: Collecting Data from Many Perspectives
Core surveys and special-focus items
Core surveys are the same from year to year.
Special-focus items examine a specific area and change from year to year.
Special-focus items for the 2011 and 2012 surveys address promising practices for promoting student success and completion.

7. CCSSE High Impact Practices Early Results

8. Promising Practices for Community College Student Success
Planning for Success: Assessment and Placement, Orientation, Academic Goal Setting and Planning, and Registration before Classes Begin
Initiating Success: Accelerated or Fast-Track Developmental Education, First-Year Experience, Student Success Course, and Learning Community
Sustaining Success: Class Attendance, Alert and Intervention, Experiential Learning beyond the Classroom, Tutoring, and Supplemental Instruction
This first look focuses on 13 promising practices. These are educational practices for which there is emerging evidence of success: research from the field and from multiple colleges with multiple semesters of data showing improvement on an array of metrics, such as course completion, retention, and graduation.
The practices are divided into three groups: planning for success, initiating success, and sustaining success.
Planning for Success: Assessment and Placement, Orientation, Academic Goal Setting and Planning, and Registration before Classes Begin
Initiating Success: Accelerated or Fast-Track Developmental Education, First-Year Experience, Student Success Course, and Learning Community
Sustaining Success: Class Attendance, Alert and Intervention, Experiential Learning beyond the Classroom, Tutoring, and Supplemental Instruction

9. CCFSSE High Impact Practices

10. CCFSSE Promising Practice Items combined with Student responses
11% of CCSSE respondents reported that they registered for class after the first class session has started.
Yet, 62% of faculty responders say that at least one student registered late for a class
The Community College Faculty Survey of Student Engagement (CCFSSE), which is aligned with CCSSE, elicits information from faculty about their teaching practices, the ways they spend time both in and out of class, and their perceptions regarding students’ educational experiences.
All CCFSSE analyses use a three-year cohort of participating colleges. The 2010 CCFSSE Cohort includes all colleges that participated in CCFSSE in 2008, 2009, and 2010 (each college’s most recent year of participation).

11. SENSE High Impact Practices

12. SENSE Promising Practice Items
Entering students and class attendance
The Survey of Entering Student Engagement (SENSE) is a tool that helps colleges better understand the experience of entering students — and engage these students in the earliest weeks of their college experience.
Community colleges typically lose about half of their students prior to the students' second college year. This alone is reason to look more closely at our colleges' front doors and students' earliest experiences with college.
But the data provide even more reasons: An Achieving the Dream study determined that 14% of entering students do not earn a single college credit in their first term. In turn, this dramatic lack of success lowers persistence rates. Just 15% of students who earn no credits in their first term persist to the following term, compared to 74% of students who earn credit in their first term.

13. What students say about skipping class

14. CCIS High Impact Practices

15. CCIS, CCSSE, CCFSSE Promising Practices
Colleges That Report Having It
Students Who Report Doing It
Full-Time Faculty Who Teach or Facilitate
Orientation
96%
58%
13%
Student Success Course
83%
24%
12%
First-Year Experience
26%
17%
Learning Community
56%
16%
Accelerated Developmental
Education
42%
14%
CCIS collects information about whether and how college implement a variety of promising practices.
It was developed as part of the Center’s initiative, Identifying the Promoting High-Impact Practices in Community Colleges.

16. Students are not always well-informed

17. Supplemental Instruction
Students who use it 19%
Faculty who make it available 44%
Colleges that offer it 87%
New Trend?? - 14% of CCIS colleges report mandatory SI for all developmental education students
CCIS collects information about whether and how college implement a variety of promising practices.
It was developed as part of the Center’s initiative, Identifying the Promoting High-Impact Practices in Community Colleges.

18. A Student Speaks about SI

19. CCIS High Impact Practices
How does student participation in these promising practices show up in CCSSE benchmark scores?

20. 2011 CCSSE Benchmark Scores by Registration – Promising Practice Item #1
In = Out = 26828
Registered for all courses before the first day of class
Registered late
Sources: 2011 CCSSE data

21. 2011 CCSSE Benchmark Scores by Orientation – Promising Practice Item #2
IN = Out = 99640
Participated in Orientation
Did not Participate in Orientation
Sources: 2011 CCSSE data

22. Views of Orientation

23. 2011 CCSSE Benchmark Scores by FYE – Promising Practice Item #3
In = Out =
Participated in First Year Experience
Did not participate in First Year Experience
Sources: 2011 CCSSE data

24. 2011 CCSSE Benchmark Scores by Learning Comm
2011 CCSSE Benchmark Scores by Learning Comm. – Promising Practice Item #4
In = Out =
Participated in Learning Community
Did not Participate in Learning Community
Sources: 2011 CCSSE data

25. Impression of a first year learning community

26. 2011 CCSSE Benchmark Scores by SSC – Promising Practice Item #5
In = Out =
Participated in Student Success Course
Did not Participate in Student Success Course
Sources: 2011 CCSSE data

27. Student Success Courses

28. High Impact Practices: What comes next?

29. CCIS High Impact Practices: Next steps
Analysis of components inside of each promising practice
Analysis of the relationship between each promising practice and self-reported GPA
Analysis of the relationship between each promising practice and student records
Deeper looks at college specific programs with successful results
CCIS collects information about whether and how college implement a variety of promising practices.
It was developed as part of the Center’s initiative, Identifying the Promoting High-Impact Practices in Community Colleges.

30. Questions ? Visit Booth #209 in the Exhibit Hall
Center for Community College Student Engagement
3316 Grandview Street
Austin, Texas 78705
Phone: