5. The Four Components What’s Wrong? (Quantitative Data) Why? (Focus Group Student Data) Revised Interventions New Interventions Policy Changes Assess Impact

6.  60% reported ACT scores; average ACT composite score = 19.6  77% were tested for remedial needs  18% enrolled in developmental English/writing  29% enrolled in developmental reading  67% enrolled in developmental math

7. 30% 40% 17% 13% Developmental Placement (based on entry-level assessment) 591788329263

8. 83% 6% 11% Writing Placement (based on entry-level assessment) 218

9. Reading Placement (based on entry-level assessment) 71% 13%16% 1404263305

10. Math Placement (based on entry-level assessment) 33% 2% 7% 58% 648481431133

11. Graduation Rate by Number of Developmental Areas Required 591789329263

12. Graduation Rate By Writing Placement 1628126218

13. Graduation Rate by Reading Placement 1404263305

14. Graduation Rate By Math Placement 648481431133

15. 19721485989968781717

17. * The one Native Hawaiian was removed from the dataset

18. The Four Components What’s Wrong? (Quantitative Data) Goals Persistence (Year 2 – 4 ) Developmental Reading (Year 3 – 4 ) Developmental Math (Year 4 ) Why? (Focus Group Student Data) Revised Interventions New Interventions Policy Changes Assess Impact

20. The Four Components What’s Wrong? (Quantitative Data) Goals Persistence (Year 2 – 4 ) Developmental Reading (Year 3 – 4 ) Developmental Math (Year 4 ) Why? (Focus Group Student Data) Revised Interventions New Interventions Policy Changes Assess Impact

21.  Three focus groups per campus  12 total groups  101 total students  Students volunteered and were accepted if they had completed their first semester in fall 2007 and had re-enrolled in spring 2008.

22.  4% African American males in both AtD cohort and focus groups  44% Tulsa Achieves students  Mean average age was 22.7 years for focus groups (more 18 year olds with Tulsa Achieves) 24.5 years for AtD cohort  Mean average age of non-Tulsa Achieves students was 25.8 years.

26.  Student Focus Group  Barrier/Challenge  Frequency  Cluster

27.  Barrier/Challenge “All students experience barriers or challenges as they make their way toward graduation.”  Common barriers include those experienced at TCC and those connected to life circumstances.

28.  Barriers/Challenges - Frequency By Raw Total By Group By Campus

29.  No single barrier was mentioned in every focus group on all four campuses.  Many barriers occurred frequently and were identified on all four campuses.  Barriers specific to individual campuses did not occur frequently overall; college-wide barriers were identified far more frequently overall.

30.  Adjusting to college  Balancing school and life  Textbook issues  Tulsa Achieves implementation issues  Communication issues with instructors  Choosing courses All six barriers/challenges were identified on all four campuses.

31.  Barriers seemed related to each other.  Data Team classified barriers into larger clusters or categories to provide the best overall picture of the data.

32. Specific Findings: Clusters Adjustment Barriers Service Barriers Academic Barriers 82% of all barriers/challenges fell into one of three clusters.

33. 63 Academic Barriers were grouped into two types: Instructional Issues Student Issues

34. Academic Barriers Instructional Issues Communication issues with instructors Instructional quality Understanding instructor’s course requirements Student Issues Choosing courses Meeting academic workload Using Blackboard and MyTCC email Academically underprepared Lacking computer proficiency Course placement

35.  Textbook issues  Poor customer service  Financial Aid service  Confusing enrollment process  Limited times and locations of classes  Finding locations on campus

36.  Adjusting to college life  Balancing school and life  Time management  Lack of motivation

37.  13 barriers/challenges identified  These were not included in the three clusters.  Examples: Paying for textbooks Financial aid processing Information about TA

38. The Four Components What’s Wrong? (Quantitative Data) Goals Persistence (Year 2 – 4 ) Developmental Reading (Year 3 – 4 ) Developmental Math (Year 4 ) Why? (Focus Group Student Data) Top Persistence Barriers: 1. Adjusting to college 2. Balancing school and life 3. Textbook issues 4. Tulsa Achieves implementation issues 5. Communication issues with instructors 6. Choosing courses Revised Interventions New Interventions Policy Changes Assess Impact Questions How do we revise current interventions to directly address common barriers? What new interventions can be implemented to address common barriers?

39. AtD Organizational Structure at TCC

40. 1. Orientation ◦ Fall 2008: Strategies for Academic Success ◦ Expand orientation to all students Multiple delivery options Options for testing out 2. Advising ◦ Compiling current interventions ◦ Collaborating with student services and registration 3. Tulsa Achieves Implementation

41. Time Management Motivation Communication with Instructors Meeting Academic Workload Strategies for Academic Success Teaching Styles Persistence Barriers Adjustment Academic Balancing School & Life Understanding Instructor’s Course Adjusting to College

42. The Four Components What’s Wrong? (Quantitative Data) Goals Persistence (Year 2 – 4 ) Developmental Reading (Year 3 – 4 ) Developmental Math (Year 4 ) Why? (Focus Group Student Data) Top Persistence Barriers: 1. Adjusting to college 2. Balancing school and life 3. Textbook issues 4. Tulsa Achieves implementation issues 5. Communication issues with instructors 6. Choosing courses Revised Interventions New Interventions Policy Changes Assess Impact Questions How do we revise current interventions to directly address common barriers? What new interventions can be implemented to address common barriers? What policy changes need to be made to address common barriers?

43.  Ensure dual credit for dual enrollment - Seniors, at least, should be able to take college classes rather than high school elective classes for dual credit.  Align Oklahoma's K-12 test outcomes with national standards  Allow Oklahoma community colleges to offer teacher education in math and science, to reduce the number of unqualified, or marginally qualified, math and science teachers in Oklahoma classrooms

44.  Rescind required $13 per credit hour fee on all developmental courses  Provide timely statewide reports tracking student transfer

45. The Four Components What’s Wrong? (Quantitative Data) Goals Persistence (Year 2 – 4 ) Developmental Reading (Year 3 – 4 ) Developmental Math (Year 4 ) Why? (Focus Group Student Data) Top Persistence Barriers: 1. Adjusting to college 2. Balancing school and life 3. Textbook issues 4. Tulsa Achieves implementation issues 5. Communication issues with instructors 6. Choosing courses Revised Interventions New Interventions Policy Changes Questions How do we revise current interventions to directly address common barriers? What new interventions can be implemented to address common barriers? What policy changes need to be made to address common barriers? Assess Impact Assessments Formative: To what extent did interventions (or policy changes) effectively address common barriers? Summative: To what extent did interventions increase persistence?

46. Common First Semester Persistence Barriers ADJUSTMENT Current College-wide Interventions to Address Barriers Orientation Course % of Participants Student Advising % of Participants Student Success Workshops % of Participants Adjusting to College Balancing School and Life Textbook Issues Tulsa Achieves Implementation Issues Communications Issues with Instructors Choosing Courses

47. Common First Semester Persistence Barriers Components that Address Barriers (ORIENTATION PROGRAM) Student Learning Outcomes Assessment of Student Learning Outcomes Adjusting to College COLLEGE ORIENTATION COURSE STUDENT ADVISEMENT STUDENT SUCCESS WORKSHOPS Balancing School and Life STUDENT PANEL SUCCESS WORKSHOPS TULSA ACHIEVES SEMINARS Textbook Issues COLLEGE ORIENTATION COURSEWORKSHOP Tulsa Achieves Implementation Issues CROSS-CAMPUS COLLABORATION Communications Issues with Instructors CROSS-CAMPUS COLLABORATION WITH COURSE SCHEDULES STUDENT SUCCESS SEMINARS Choosing Courses COLLEGE ORIENTATION COURSE STUDENT ADVISEMENT

48. The Four Components What’s Wrong? (Quantitative Data) Goals Persistence (Year 2 – 4 ) Developmental Reading (Year 3 – 4 ) Developmental Math (Year 4 ) Why? (Focus Group Student Data) Top Persistence Barriers: 1. Adjusting to college 2. Balancing school and life 3. Textbook issues 4. Tulsa Achieves implementation issues 5. Communication issues with instructors 6. Choosing courses Revised Interventions New Interventions Policy Changes Questions How do we revise current interventions to directly address common barriers? What new interventions can be implemented to address common barriers? What policy changes need to be made to address common barriers? Assess Impact Assessments Formative: To what extent did interventions (or policy changes) effectively address common barriers? Summative: To what extent did interventions increase persistence?

49.  Research AtD.org and other sites for interventions that work for community colleges  Complete a list of TCC existing interventions  Identify specific advising components that address student identified barriers  Develop assessment protocols  Identify systemic and standard methods of collaboration and communication

50. TCC’s goal is to achieve a 3% increase in student persistence each year.