Presentation on theme: " Student Success: What Is It, and How Can We Measure It? Kim Harrell, Folsom Lake College Carolyn Holcroft, Foothill College David Morse, ASCCC Executive."— Presentation transcript:
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 13.06 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?