ACHIEVING THE DREAM (ATD)
ACADEMIC QUALITY
IMPROVEMENT PROGRAM
(AQIP) AND THE COMPLETION
AGENDA
Dr. Amy Fugate
Vice President for Academic Affairs
Dr. Steve Robinson
Executive Dean—Planning, Research & Quality
Lori Hancock
Senior Institutional Research Analyst
AMERICAN GRADUATION INITIATIVE

President Obama’s national goal:


By 2020, America will once again have the highest
proportion of college graduates in the world.
Community Colleges
1,200 community, technical, and junior colleges
 6.7 million students annually
 46% of the nation’s college students

MCC’S 5-YEAR STRATEGIC PLAN
1.0 STUDENT LEARNING &
SUCCESS



Utilize research and development to
proactively enhance curriculum to
meet the demands of students and
employers
Focus, align and integrate
organizational efforts across
academic, student services,
continuing education and workforce
development to support student
learning
Coordinate curriculum and services
across all sites to create learningcentered environments that offer all
students an opportunity to succeed
LINKAGES TO MCC’S 2007-2012 STRATEGIC PLAN
MCC 2007-2012 Strategic Plan
ACADEMIC QUALITY IMPROVEMENT PROGRAM (AQIP)
AQIP Student Readiness
Action Project
AQIP Developmental
Education/ Placement
Action Project
Achieving the Dream (ATD) Initiative
COMBINING AQIP ACTION PROJECTS
AND ACHIEVING THE DREAM (ATD)
Achieving The
Dream (ATD) Core
Team
Amy Fugate, Chair
AQIP Action
Project
DevEd / Placement
Gail Knapp, Co-Chair
Julie Steffey, CoChair
Amy Fugate, Sponsor
ATD Data Team
Steve Robinson, Chair
AQIP Action Project
Cultural / Behavioral
Readiness
Brian Ivory, Co-Chair
Robert Matthews, CoChair
Scott Jenkins, Co-Sponsor
Amy Fugate, Co-Sponsor
MORE THAN 50
FACULTY/STAFF/ADMINISTRATORS DIRECTLY
INVOLVED
CULTURAL/BEHAVIORAL
READINESS
CORE TEAM
DATA TEAM
Amy Fugate, Chair
Dick Shaink
Troy Boquette
Dave Butke
Bernard Cunningham
Mary Cusack
Delores Deen
Stephany Diana
Brian Harding
Scott Jenkins
Parmis Johnson
Haig Kouyoumdjian
Lisa Murawa
Candice Pickens
William Reich
Christy Rishoi
Jennifer Fillion
Steve Robinson
Steve Robinson, Chair
Brian Ivory, Co-Chair
Chris Engle
Robert Matthews, CoChristine Hughes
Chair
Clark Harris
Amy Fugate, Co-Sponsor
David Schaaf
Scott Jenkins, Co-Sponsor
Freida Urquhart
Sherry Weeder
Janet Westhoff
Sheila Swyrtek
Lisa Banks
Elizabeth Connelly
Mike Cieslinski
Delores Deen
Paul Jordan
Candice Pickens
Robert Matthews
Lori Hancock
Teresa Raubinger
Terrence Stewart
William Reich
Clarence Jennings
Jackie Knoll
Chris Engle
Mark Leach
Steve Robinson, Staff
Gail Ives
Lori Hancock, Staff
Lori Hancock
AQIP DEVELOPMENTAL
EDUCATION/PLACEMENT
Julie Steffey, Co-Chair
Gail Knapp, Co-Chair
Amy Fugate, Sponsor
Bernard Cunningham
Brian Feige
Janet Westhoff
Lisa Banks
Parmis Johnson
Patricia Bergh
Paula Weston
Rose Beane
Virginia Rucks
Steve Robinson, Staff
Lori Hancock, Staff
AQIP & THE
COMPLETION AGENDA
AQIP & ATD COMBINED ACTIVITY








AQIP Discussion Days (November 2009)
Selection of new AQIP Action Projects
Attended Kickoff Institute (June 2010)
Visit from ATD Coach & Data Facilitator (September
2010)
Attended Strategy Institute (February 2011)
ATD Data Team “Preliminary Findings Report”
ATD Core Team about to begin meeting
AQIP Action Project teams working with ATD Data:
Developmental Education/Placement & Campus
Behavioral/Cultural Readiness
AQIP ACTION PROJECT: DEVELOPMENTAL
EDUCATION/PLACEMENT
The goal of this project is to make
recommendations considering two specific areas:
(1) the potential for the creation of a
comprehensive, coordinated, and crossdisciplinary developmental education program,
and (2) the potential for mandatory placement
into developmental courses based upon the
academic preparedness of incoming students.
AQIP ACTION PROJECT: STUDENT
READINESS

The goal of this project is to recommend policies
and processes that address the behavioral,
cultural, and socialization needs of students’
readiness in ways that go beyond academic skill
level. This project will study the behavior,
cultural expectations, and personal management
skills required of students in a college setting.
AQIP QUALITY FRAMEWORK AT MCC
1
2
3
4
5
6
7
Identify area
for
improvement
Define
current
situation
Analyze
current
situation
Develop an
improvement
theory
Implement
best
strategies
Monitor
results
Adjust,
standardize, or
plan further
3. Understanding
Students’ and Other
Stakeholders’ Needs
4.
5.
6.
8.
9.
Valuing People
Leading and Communicating
Supporting Institutional Operations
Planning Continuous Improvement
Building Collaborative Relationships
7. Measuring Effectiveness
1. Helping
Students Learn
2. Accomplishing
Other Distinctive
Objectives
ACHIEVING THE DREAM GOALS

Achieving the Dream colleges will maintain a high
degree of access for historically underrepresented
groups while working to increase the percentage of
students who accomplish the following:





successfully complete the courses they take;
advance from remedial to credit-bearing courses;
enroll in and successfully complete gatekeeper courses;
enroll from one semester to the next;
earn degrees and/or certificates.
WHAT IS ACHIEVING THE DREAM
(ATD)?





Multiyear national initiative to help more community
college students succeed.
Launched by the Lumina Foundation in 2004
Now includes 148 colleges in 25 states
17 of the 28 Michigan community colleges are
participants
MCC is part of the 2010 Cohort, which also includes

Delta College, Glen Oaks Community College, Grand Rapids
Community College, Lansing Community College, Montcalm
Community College, Oakland Community College, St. Clair
Community College, Washtenaw Community College
PRELIMINARY FINDINGS
OF THE ATD DATA TEAM
ATD COHORT
ATD Cohort Counts
Composition:
Full-time
Part-time
Degree-seeking
4000
3212
3206
2007 Cohort (Fall '07)
2008 Cohort (Fall '08)
3000
Students
Data Elements:
Prescriptive with
focus on success
outcomes
3748
2000
1000
0
2009 Cohort (Fall '09)
MCC PLACEMENT TESTING
New MCC students take the Accuplacer® exam
 Battery of adaptive tests:

Reading Comprehension
 Sentence Skills
 Arithmetic/Elementary Algebra/College Math


Accuplacer ® scores determine placement
recommendation(s) in one or more developmental
disciplines:
Reading
 Writing
 Mathematics

ATD COHORT PLACEMENTDEVELOPMENTAL DISCIPLINES
% Students
Tested Below College Level
(% Students Tested by Developmental Program)
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Math
Writing
Reading
2007
55.52%
29.43%
78.59%
2008
57.56%
34.02%
79.80%
2009
60.85%
37.04%
77.75%
ATD COHORT PLACEMENTDEVELOPMENTAL DISCIPLINES
Contrasting levels of college readiness (2009 Cohort)
Discipline
Highest
Performance
(% College Ready)
Lowest
Performance
(% College Ready)
Reading
White
Males
(33%)
Black/African American
Females
(5.6%)
Writing
White
Females
(76.3%)
Black/African American
Males
(33.1%)
Math
Hispanic
Females
(57.4%)
Black/African American
Females
(10.2%)
ATD COHORTDEGREE OF DEVELOPMENTAL NEED
Degree
Data Team Definition
Zeros
No placement recommendation in student record
Singles
One developmental discipline recommended
Doubles
Two developmental disciplines recommended
Triples
Three developmental disciplines recommended
Singles:
Reading or
Writing or
Math
Doubles:
Reading & Writing or
Reading & Math or
Math & Writing
Triples:
Reading &Writing & Math
ATD COHORTDEGREE OF DEVELOPMENTAL NEED
Developmental Course Recommendations
(% of Developmental Analysis Cohort)
35%
% Cohort
30%
25%
20%
15%
Zero
Single
Double
Triple
2007 Cohort
19%
29%
31%
20%
2008 Cohort
20%
27%
31%
23%
2009 Cohort
20%
26%
27%
27%
ATD COHORTDEGREE OF DEVELOPMENTAL NEED
Top Three Placement Combinations (2009 Cohort):
1.
Math/Writing/Reading (Triples)

2.
Math/Reading (Doubles)

3.
27% of Cohort (686 students)
Reading (Singles)


34% of Cohort (858 students)
21% of Cohort (538 students)
The majority of students placed according to these
combinations are under 30 years of age.
ATD DATA TEAMSTUDENT SUCCESS CONTINUUM
Degree
Certificate
Completion
“Significant”
Credit Attainment
(≥ 35 Credits)
Fall to Fall
Retention
Student Life Cycle
STUDENT SUCCESSFALL TO FALL RETENTION
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Fall to Fall Retention - 2007 Cohort
Attempted No Developmental Recommendations
% Retention
% Retention
Fall to Fall Retention - 2007 Cohort
Attempted All Developmental Recommendations
Zero Rec
Single Rec
Double Rec
Triple Rec
0 Dev
Attempts
1 Dev
Attempt
2 Dev
Attempts
3 Dev
Attempts
2008/2
100%
100%
100%
100%
2009/2
52%
64%
58%
2010/2
28%
39%
37%
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Zero Rec
Single Rec
Double Rec
Triple Rec
0 Dev
Attempts
0 Dev
Attempts
0 Dev
Attempts
0 Dev
Attempts
2008/2
100%
100%
100%
100%
54%
2009/2
52%
52%
35%
20%
35%
2010/2
28%
28%
16%
9%
STUDENT SUCCESS“SIGNIFICANT” CREDIT ATTAINMENT
2007 ATD Cohort
3 Year Significant Credit Attainment (≥ 35 Credits)
60%
50%
∆≈18%
40%
∆≈20%
30%
∆≈14%
20%
10%
0%
Singles
Doubles
Attempted ≥ 1
Dev course
Triples
Attempted 0
Dev courses
STUDENT SUCCESSDEGREE COMPLETION
Students with no developmental
recommendations graduate in rates comparable
to our first-time, full-time graduate cohorts (1012%)
 Students with multiple developmental
recommendations generally graduate at lesser
rates

+ Doubles who take and pass both recommended
courses have a degree completion rate of ≈ 4x greater
than students who make no attempt
- Triples who make no attempt to follow developmental
course recommendation have a graduation rate of
less than half of the first-time, full-time graduation
rate (≈ 5%)
WHAT HAPPENS
NEXT?
MCCA METRICS FOR COMMUNITY
COLELGES




Mike Hansen & Chris Baldwin are working with the
Governor’s staff
MCCA consulted with Presidents on proposed metrics
Based on the Achieving the Dream (ATD), the National
Community College Benchmarking Project (NCCBP)
and AACC’s Voluntary Framework for Accountability
(VFA)
Began working with IR departments at the member
colleges on a tight deadline
April 15 - Developmental cut-off scores
 April 21 – Conference Call / Development of
Completion/Developmental Ed metrics
 April 22 - Additional metrics

RESPONSIVENESS TO MCCA PROPOSED
METRICS (APRIL 2011)
Metric
MCCA
MCC Data
Aggregated Data
Fall to next term1
74%
72.62%
Successful completion
or transfer2
47%
38.10%
60%
67.64%
Incidence of
developmental
education3
(N = 23 colleges reporting; based on NCCBP definition)
= 16 colleges reporting; based on VFA definition)
3 (N = 22 colleges reporting; based on ATD definition)
1
2 (N
NEXT STEPS
FUTURE ACTIVITY AT MCC

Recommendations from AQIP Action Project teams
working on student success and persistence issues
Potential for Mandatory Placement
 Greater coordination among Developmental Education
Programs


Achieving the Dream (ATD) Core Team activities
and use of the Preliminary Findings Report