Research to Drive Campus
Conversations on Student Success
Prepared by Keith Wurtz
Director, Office of Research &
Planning
Today we’ll cover:
• Working toward a “Culture of Inquiry” - Data,
Evidence, College Decision-making, Student
Success, and You…
• Strategies Related to Student Success
• Equity Research
• Basic Skills Improvement
Ground Rules
• Ask lots of questions – especially nagging and
tough ones
• Data doesn’t make meaning; we make
meaning from data
Data, Evidence, College Decisionmaking, Student Success, and You…
How do colleges make good decisions ?
If you want to learn you have to take part
in the conversation
“Learning emerges from an ongoing
conversation about things that matter with
both passion and discipline”
-Parker Palmer
The Courage to Teach
Learning is founded on evidence
and inquiry
Framing Thought #1
• “Data do not speak for themselves. What
is also needed are occasions that bring
educators together to examine evidence
about student learning, reflect on its
meaning and identify approaches that
yield better results.”
– Carnegie Foundation (2009)
Framing Thought #2
• Decision making in complex systems is a highly
social process, not solely an intellectual
exercise.
• The process is composed of many small acts,
carried out by different people at different
points in time.
Institutional Research (IR) & You
• IR is about helping the college and its practitioners
make better decisions
• We are using non-experimental data to examine
behavior in complex human systems
• We are not seeking absolute truths; rather we are
looking for patterns of evidence that inform actionoriented decisions
Office of Research & Planning
Mission Statement
• “The purpose of the Crafton Hills College
Office of Research and Planning is to
collaborate with faculty, administration, staff,
and students to provide high quality
educational programs and services
by integrating institutional research, planning,
analysis, and systematic assessment to inform
evidenced-based decision making and
learning…”
Collaborative Model of Institutional Research
Primary Responsibility
Faculty/Staff/Student
Researcher
Joint Activity
Key Features:
• Dialogue-rich
• Jointly-driven processes
Ten Year Trend for Common
Institutional Outcome Measures
100%
90%
Completion (Formally Retention)
80%
Success
70%
60%
Consider the changes over this period:
•faculty/staff turnover
•program successes/failures
•changing student demographics
•budget contractions/expansion
•evolving state and accreditation mandates
•leadership turnover
50%
40%
30%
20%
10%
2010
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1998
1997
1996
1995
1994
1993
1992
1991
0%
1999
and yet these performance metrics remained relatively
stable.
What does this tell us about the usefulness of these metrics in setting institutional strategies?
An Observation
Much of what is needed to
support good decision making
lies beyond the current grasp of
our institutional databases.
What is Our College’s Transfer Rate?
What is our
college’s
transfer rate?
What is Our College’s Transfer Rate?
Basic Skills
Student
Successful
Transfer
What is Our College’s Transfer Rate?
Basic Skills
Student
Learning
Community
Successful
Transfer
What is Our College’s Transfer Rate?
Complete
SEP
Basic Skills
Student
Enroll FullTime
Take Summer
Courses
Learning
Community
Successful
Transfer
Visit the Health
Center
Planning
advice from
FA Office
What is Our College’s Transfer Rate?
Library
Orientation
Text books in
stock Complete
Attend Lecture
Series
Join Student
Club
SEP
Basic Skills
Student
Learning
Community
Placement
Test Prep
Enroll FullTime
Participate
in Student Take Summer
Government Courses
Meet with
Outreach
Professional
SI Leader
Successful
Transfer
Visit the
Health
Center (HC)
Hallway chat
with professor
Good
impression
from Campus
Visit
Learning
Resource Center
Talk to
Univ. Rep
Faculty
recommends HC
Faculty Letter of
Recommendation
Educational
Counseling Services
A Look at Three Areas
• Strategies Related to Student Success
• Equity Research
• Basic Skills Improvement
Strategies Related to Student Success
SOA3R – Senior Orientation, Application,
Assessment, Advising and Registration
• Students who
100.0%
participate in
90.0%
SOAR are more
80.0%
likely to
70.0%
successfully
complete courses 60.0%
50.0%
with a “C” grade
40.0%
or better and are
retained (formally 30.0%
20.0%
known as
persistence) from 10.0%
one term to the
0.0%
next than
students who do
not participate in
SOAR
Non-SOAR
SOAR
90.9%
83.1%
75.3%
57.6%
Success
Retention (Formally
Persistence)
20
Counseling Services
• Students who see 100.0%
a counselor are
90.0%
more likely to
80.0%
successfully
complete courses 70.0%
60.0%
with a “C” grade
50.0%
or better and are
retained (formally 40.0%
known as
30.0%
persistence) from 20.0%
one term to the
10.0%
next than
0.0%
students who do
not see a
counselor
Did not see a Counselor
Saw a Counselor
77.0%
75.0%
65.0%
56.0%
Success
Retention (Formally
Persistence)
21
Health Services
• Students are
more likely to
successfully
complete a
course with a
“C” grade or
better when
they receive
services from
the Health
and Wellness
Center.
100%
90%
80%
No HWC Services
HWC Services
60%
78%
77%
70%
78%
69%
70%
69%
2008-2008
2008-2009
2009-2010
50%
40%
30%
20%
10%
0%
22
Enroll Full-Time (12 or more units)!
60%
50%
Fall to Fall Retention
• Students
are more
likely to be
retained
(formally
persist)
from fall to
fall when
they enroll
in 12 or
more units
51%
40%
37%
30%
20%
10%
0%
Full-Time (>=12)
Part-Time (<12)
College Life (CHC) and Personal Career
Development (PCD) Courses
• Students enrolled
100.0%
in CHC or PCD
courses are more 90.0%
80.0%
likely to
70.0%
successfully
complete
60.0%
concurrently
50.0%
enrolled courses
40.0%
with a “C” grade
30.0%
or better and are
20.0%
retained (formally
10.0%
known as
0.0%
persistence) from
one term to the
next than
students not
enrolled in CHC or
PCD courses.
Non- CHC/PCD Students
CHC/PCD Students
66.9%
74.3%
Success
90.4%
71.7%
Retention (Formally
Persistence)
24
Learning Communities
• Students in
100.0%
Learning
Communities are 90.0%
80.0%
more likely to
70.0%
successfully
60.0%
complete the
course with a “C” 50.0%
grade or better
40.0%
and are retained
30.0%
(formally known
20.0%
as persistence)
10.0%
from one term to
0.0%
the next than
students in StandA-Lone Courses
Stand-A-Lone
Learning Community
73.8%
64.9%
Success
76.2%
67.1%
Retention (Formally
Persistence)
25
Summary of Successful
Student Behaviors
Students are more likely to be successful if they:
– Participate in SOA3R (Senior Orientation, Application,
Assessment, Advising and Registration)
– See a counselor on a regular basis
– Utilize the campus health services if needed
– Enroll full-time (12 or more units)
– Enroll in College Life (CHC) and/or Personal Career
Development (PCD) courses
– Participate in highly engaging programs like learning
communities
How can you use the research on Strategies
Related to Student Success to help students?
Equity Research
Crafton Student Demographics
Fall 2010 Crafton Students (N = 6,204)
By Ethnicity
%
By Age
Asian
6.4
19 or younger
33.3
African American
4.6
20 – 24 years old
36.4
Hispanic
32.1
25 – 29 years old
12.3
Native American
0.7
30 – 34 years old
5.7
Caucasian
53.4
35 – 39 years old
4.1
Unknown
2.8
40 – 49 years old
4.8
By Gender
%
50 years old or older
3.4
Unknown
0.0
Female
52.1
Male
47.7
Unknown
0.2
%
Crafton Student Demographics
Fall 2010 Crafton Students (N = 6,204)
By Ethnicity
%
By Age
Asian
6.4
19 or younger
33.3
African American
4.6
20 – 24 years old
36.4
Hispanic
32.1
25 – 29 years old
12.3
Native American
0.7
30 – 34 years old
5.7
Caucasian
53.4
35 – 39 years old
4.1
Unknown
2.8
40 – 49 years old
4.8
By Gender
%
50 years old or older
3.4
Unknown
0.0
Female
52.1
Male
47.7
Unknown
0.2
%
Crafton Student Demographics
Fall 2010 Crafton Students (N = 6,204)
By Ethnicity
%
By Age
Asian
6.4
19 or younger
33.3
African American
4.6
20 – 24 years old
36.4
Hispanic
32.1
25 – 29 years old
12.3
Native American
0.7
30 – 34 years old
5.7
Caucasian
53.4
35 – 39 years old
4.1
Unknown
2.8
40 – 49 years old
4.8
By Gender
%
50 years old or older
3.4
Unknown
0.0
Female
52.1
Male
47.7
Unknown
0.2
%
Crafton Student Demographics
Fall 2010 Crafton Students (N = 6,204)
By Ethnicity
%
By Age
%
Asian
6.4
19 or younger
33.3
African American
4.6
20 – 24 years old
36.4
Hispanic
32.1
25 – 29 years old
12.3
Native American
0.7
30 – 34 years old
5.7
Caucasian
53.4
35 – 39 years old
4.1
Unknown
2.8
40 – 49 years old
4.8
By Gender
%
50 years old or older
3.4
0.0
Female
52.1
Unknown
Male
47.7
Fall 2010 average age was 24.5.
Unknown
0.2
Asian, African American, and Hispanic Students Enter
CHC with Lower College and Transfer Level English
Placements than White Students
Percent of Students Placing into College or
Transfer Level (Not Basic Skills) English: 2009 – 2010
80%
70%
60%
50%
40%
30%
20%
10%
0%
74%
64%
50%
55%
41%
Asian
African
American
Hispanic
Caucasian
Total
College level courses are courses that are degree applicable (0XX).
Transfer level courses are courses that are transferable (100 or higher) to the California State University (CSU) and the
University of California (UC).
African American and Hispanic Students Enter Crafton
with Lower College and Transfer Level Math
Placements than Asian and White Students
Percent of Students Placing into College
or Transfer Level (Not Basic Skills) Math: 2009 – 2010
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
77%
49%
Asian
African
American
63%
59%
Caucasian
Total
55%
Hispanic
College level courses are courses that are degree applicable (0XX).
Transfer level courses are courses that are transferable (100 or higher) to the California State University (CSU) and
the University of California (UC).
Hispanic and African American students at Crafton have
the lowest success rates in basic skills courses
Basic Skills Course Success Rate by Ethnicity
2009 – 2010
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
75.9%
Asian
61.2%
60.9%
African
American
Hispanic
66.5%
64.1%
Caucasian
Total
Success Rate – percent of students earning an A, B, C, or P grade.
Basic Skills Course – a course that is below college level and designed to teach remedial skills in English, reading, and math
(900 level).
African American, Hispanic, and Native American
students at Crafton have the lowest success rates in
degree applicable and transfer level courses.
Degree Applicable and Transfer Level Course Success
Rate by Ethnicity: 2009 – 2010
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
76.9%
Asian
67.7%
67.8%
67.9%
African
American
Hispanic
Native
American
72.4%
71.0%
Caucasian
Total
Pass Rate – percent of students earning an A, B, C, or P grade.
Non-Basic Skills Course – a course that is degree applicable (0XX) or transferable (100 level or higher) to a CSU or UC.
Summary of 2009 – 2010 Placement
Results and Success Rates by Ethnicity
College &
Transfer
English
Placement
College &
Transfer Math
Placement
Success in
Basic Skills
Courses
Success in
Degree and
Transfer Level
Courses
Asian
41%
77%
76%
77%
African
American
50%
49%
61%
68%
Hispanic
55%
55%
61%
68%
Native
American
56%
63%
60%
68%
Caucasian
74%
63%
67%
72%
Total
64%
59%
64%
71%
Ethnicity
Summary of 2009 – 2010 Placement
Results and Success Rates by Ethnicity
College &
Transfer
English
Placement
College &
Transfer Math
Placement
Success in
Basic Skills
Courses
Success in
Degree and
Transfer Level
Courses
Asian
41%
77%
76%
77%
African
American
50%
49%
61%
68%
Hispanic
55%
55%
61%
68%
Native
American
56%
63%
60%
68%
Caucasian
74%
63%
67%
72%
Total
64%
59%
64%
71%
Ethnicity
Summary of 2009 – 2010 Placement
Results and Success Rates by Ethnicity
College &
Transfer
English
Placement
College &
Transfer Math
Placement
Success in
Basic Skills
Courses
Success in
Degree and
Transfer Level
Courses
Asian
41%
77%
76%
77%
African
American
50%
49%
61%
68%
Hispanic
55%
55%
61%
68%
Native
American
56%
63%
60%
68%
Caucasian
74%
63%
67%
72%
Total
64%
59%
64%
71%
Ethnicity
How can you use the research on
Equity to help students?
Basic Skills Improvement
Basic Skills Math Improvement
2007 – 2008 to 2009 – 2010
Arithmetic
MATH-942/943
N = 819
Pre-Algebra
Elementary Algebra
Mathematics Proficiency
Intermediate Algebra
College Algebra
or Higher
MATH-952/953
MATH-090ABC
MATH-095ABC
Transfer Math
N = 354
N = 137
N = 65
N = 12
% = 56.8
% = 16.7
% = 7.9
% = 1.5
MATH952/953
MATH-090ABC
MATH-095ABC
Transfer Math
N = 124
N = 60
N = 21
N = 245
% = 50.6
% = 24.8
% = 8.7
MATH-095ABC
Transfer Math
N = 296
N = 93
% = 47.5
% = 14.9
MATH-090ABC
N = 623
MATH-095ABC
N = 995
Transfer Math
N = 376
% = 37.8
Basic Skills English Improvement
2007 – 2008 to 2009 – 2010
Intro to Reading
READ-925
N = 545
Basic English Skills
Prep for College
Writing
Reading & Writing Competency
Freshmen Comp or Higher
ENGL-914
ENGL-015
Transfer English
N = 255
N = 109
N = 48
% = 46.8
% = 20
% = 8.8
ENGL-914
N = 864
ENGL-015
Transfer English
N = 434
N = 204
% = 50.2
% = 23.6
ENGL-015
N = 1,198
Transfer English
N = 624
% = 52.1
Something to Consider…
Math Progression
English Progression
1st
Course
2nd
Course
3rd
Course
4th
Course
5th
Course
1st
Course
2nd
Course
3rd
Course
4th
Course
MATH942
57%
17%
8%
2%
READ925
47%
20%
9%
MATH952
51%
25%
9%
ENGL914
50%
24%
MATH090
48%
15%
ENGL015
52%
MATH095
38%
Something to Consider…
Math Progression
English Progression
1st
Course
2nd
Course
3rd
Course
4th
Course
5th
Course
1st
Course
2nd
Course
3rd
Course
4th
Course
MATH942
57%
17%
8%
2%
READ925
47%
20%
9%
MATH952
51%
25%
9%
ENGL914
50%
24%
MATH090
48%
15%
ENGL015
52%
MATH095
38%
How can you use the research on Basic
Skills Improvement help students?
ORP Research Team
Keith Wurtz, Director of Research & Planning
kwurtz@craftonhills.edu
Michelle Riggs, Research Assistant
mriggs@craftonhills.edu
ORP Web Site
www.craftonhills.edu/research