Achieving the Dream
Annual Narrative & Financial Report: Due April 30, 2011
Name of Institution: University of Hawai‘i Maui College
Submission Date: May 15, 2011
Achieving the Dream Funder (if applicable):
Grant Number (if applicable):
Applying for Leader College Status?: __Yes, in this report __Yes, by July 1
Name and e-mail of contact person regarding this report: Benjamin Guerrero,
bg@hawaii.edu
X No
1. Briefly describe your greatest accomplishment in each principle since joining ATD.
a. Committed Leadership:
Our Chancellor is committed to fulfilling the goals of the UH Strategic Plan; the
ATD goals are embedded in the strategic plan. The Chancellor also approved a
policy to mandate that prior to registration, all first-time degree and or certificate
UHMC Students who register for six or more credits are required to take
COMPASS tests for reading, writing, and math.
b. Use of Evidence:
The greatest discoveries made through the use of data came when we found out
that very low numbers of Native Hawaiian (NH) students who tested into
developmental math and English actually took a course in their first year or
beyond the first year. Also, most students who did register were unable to
successfully complete the required four developmental math courses. This led to
a renewed focus on the use of intrusive counseling to get more students to take
these courses in the first year; has made us look at policy changes to make more
things mandatory, like Compass placement testing. We also initiated a
curriculum design that led to the collapsing and acceleration of developmental
math courses and implemented the Emporium model for math that included
renovations of three classrooms to math labs to support this model. Although we
only have one semester of data, individual student progress is tracked daily and
all students’ progress is monitored and reported weekly to the Vice Chancellor of
Academic Affairs.
c. Broad Engagement:
The Office of Hawaiian Affairs (OHA) and Kamehameha Schools (KS) are active
partners in ATD and have provided funding for UH Maui College’s participation in
the ATD initiative. Moving forward, we have a Student Government
representative that has committed to attending our Campus Team meetings.
d. Systemic Institutional Improvement:
The New Student Orientation is the greatest accomplishment that has three
years of persistence data that shows that students, especially NH students are
Achieving the Dream Annual Report 2011
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persisting at a much higher rate when they receive services offered at NSO. In
the future, NSO will be expanded to not only include new students graduation
from high school but will also include 300 more new, “non-traditional students
that are currently part of our General Student Orientation. As a related activity a
Frosh Camp was offered last summer to expand orientation/connection activities
for 100 students; this camp will be scaled up to 500 students this summer.
Professional Development Opportunities related to Student Success has
increased.
 Four faculty/staff attended the National Resource Center for the FirstYear Experience and Students in Transition. 23rd
International Conference on the First-Year Experience. June 7 – 10,
2010.
 Three faculty attended a Noelle-Levitz, USA Funds Conference “Focusing
on the Things that Matter to Increase Student Success” on April 28, 2010
in HNL.
 Close to 300 faculty, staff and administrators from all the community
colleges in Hawai‘i attended the Hawai‘i Strategy Institute in 2011. Of
that number, 30 were from UHMC.
2. What resources, internal and external, helped you make those accomplishments
described above?
a. Committed Leadership:
Out of a total investment of $900k from the UHCC Systems Office, $80k funds
was used to support NSO and Frosh Camp to UHMC through the UH Community
College (UHCC) Systems Office, $40k for last year and another $40k for this
year. Approximately $150k was awarded this year from OHA and KS to continue
its participation in ATD. $100k UHCC special funds were also used to support
professional development for approximately 200 faculty, staff and administrators
who attended the Hawai’i Strategy Institute in March 2010 and 2011.
b. Use of Evidence:
Through grant funding in support of the Math Redesign project, the college is
now receiving weekly report tracking the aggregate and individual progress of
students enrolled in developmental math. Preliminary data is showing that 50
percent more students are completing developmental math courses in 50 percent
less time. Moreover, external grant resources have helped us extend
developmental math open lab time and into the weekend, and tutorial support;
both of which we think are contributing to this success. This funding for tutors is
also enabling the college to place imbedded tutors into developmental English
classes.
c. Broad Engagement:
Achieving the Dream Annual Report 2011
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The UH Community College Systems Office, the Office of Hawaiian Affairs and
Kamehameha Schools are active partners in ATD and have provided funding for
UH Maui College’s participation in the ATD initiative.
d. Systemic Institutional Improvement:
Approximately $120k was used to train, renovate classrooms and implement the
Emporium Model.
3. Briefly describe the greatest challenges impeding your progress on each principle.
a. Committed Leadership:
Administration continues to be challenged to find the time to participate in regular
campus and system ATD meetings. However, administration is strongly
committed to the efforts of the ATD leadership. Toward this end the college
administrative leadership keeps close track of the progress of ATD initiatives and
when needed will help remove barriers that might otherwise impede this
progress.
b. Use of Evidence:
Dashboard data tool is being developed but not available yet to allow non-IR
staff/faculty to readily and easily access data.
c. Broad Engagement:
There is broad engagement across the UHMC campus community. However,
there is still much work to be done to expand that engagement beyond campus
boundaries to groups across the county.
d. Systemic Institutional Improvement:
Need to clarify the system process for reviewing and implementing student
success policies.
4. What institutional research challenges has the college faced this year? Mark all that
apply.
___ None
___ Too few IR staff positions
___ Too few IT staff positions
X Unfilled staff positions-at the IRO attached to UH President’s Office
___ Inadequate IR staff training in needed skills
X Difficulty retrieving useful, timely data
X Other: Please describe: No desktop software to allow non-IR staff/faculty to
access data.
5. Please describe any increases in institutional research capacity at your institution
this year. Include staff increases as well as new hardware or software acquisitions.
Achieving the Dream Annual Report 2011
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No increases to institutional research.
6. Did you use longitudinal data on student cohorts to identify achievement gaps
among groups of students? If so, what achievement gaps did you identify?
UHCC does not have a longitudinal tracking system that tracks individual students
through their academic careers. We are using data compiled by our IRO and
submitted to JBL to identify achievement gaps. We used Cognos software to
analyze this data. Our data coach, Bill Piland, identified the follow achievement gaps
between Native Hawaiians and all other ethnicities.
Goal 1, Successful completion of remedial/developmental courses and
enrollment on to and succeed in college level courses.
The data presented findings in 3 areas of remedial and developmental education as
identified below:
A persistent gap in performance continues to exist between NHs and other groups of
students. A gap in the performance of male students compared to females also
exists in a number of measures.
Reading Overall success rate varies from 58 to 64% over the years and little change
in recent years.
Largest #s of students are at 1 level below college level.
Between 7 and 15% gap at 1 level below college level, over the years, between Non
NH and NHs, and the gap is not closing.
Between 6 and 13% gap between Females and Males
Writing Overall success rate varies from 54 to 61% over the years and remains flat
in recent years.
Largest #s of students are at 1 level below college level.
Between 5 and 14% gap at 1 level below college level, over the years, between Non
NH and NHs and the gap is not closing.
Between 1 and 8% gap between Females and Males.
Math Overall success rate varies from 48 to 52% over the years and little change in
recent years.
Largest #s of students are at 2 or 3 levels below college level
Between 1 and 12% gap, over the years, between Non NH and NHs at 2 levels
below college level, with a slight improvement during the past 2 years.
Between 2 and 8% gap between Non NH and NHs at 3 levels below college level,
and the gap is not closing.
Between 3 and 14% gap between females and males at 2 levels below college level.
Between 6 and 13% gap between females and males at 3 levels below college level.
Goal 2 Gatekeeper Course Success
Writing: Overall success rates vary from 60 to 67% over the years, with rates flat for
the past 5 years.
Between 1 and 11% gap between Non NH and NHs and not improving.
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Between 3 and 10% gap between Females and Males, with slight recent
improvement.
Math: Overall success rates vary from 53 to 62%, with a slight increase in the past 3
years.
Between 8 and 13% gap between Non NH and NHs and not improving.
Between 6 and 15% gap between Females and Males, with slight recent
improvement.
Goal 3 Grade of C or Higher in all Courses Attempted
Poor to begin with (35% successful in 2004) and worse by 2009 (30% successful)
Between 8 and 12% gap between Non NH and NHs and not improving.
Between 6 and 10% gap between Females and Males, with no improvement
Goal 4 Persistence from Term to Term
Persistence rates from 1st to 2nd term run from 70% to 75%, over the years.
Persistence rates from 2nd to 3rd term run from 68% to 87%, over the years.
Persistence rates from 3rd to 4th term run from 79% to 88%, over the years.
Between 5 and 7% gap between Non NH and NHs.
Gap (2%) between males and females only observed for 1st to 2nd term persistence.
Goal 5. Increase Certificates and Degrees
About 15% of students who enroll complete a certificate or degree within 4 years.
Completion rates have been flat for cohorts of students who entered in the period
2004-2006.
Between 2 and 4% gap between Non NH and NHs.
Almost no gap between males and females.
7. In what ways have you engaged the external community in your ATD efforts this
year? Mark all that apply.
X Collaborative activities with K-12 schools to improve student preparation for
college
X Data sharing with local high schools
X Collaborative activities with four-year institutions to improve student success
___ Collaborative activities with community organizations
___ Collaborative activities with employers
___ Other: Please provide the type of the activity:
8. Briefly describe how you have aligned your Achieving the Dream work with your
institution’s goals for improving student outcomes, other major initiatives designed to
improve student success, accreditation and the institution’s core activities,
processes, and policies this year.
All strategies that attempt to close achievement gaps for Native Hawaiian students
are reflected in the goals for the University of Hawai‘i Community Colleges and the
University of Hawai‘i Maui College Strategic Plans. To address the goals of both the
Achieving the Dream Annual Report 2011
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University of Hawai’i system and UHMC Strategic Plans, a Title III grant was
submitted and approved to improve NH success by implementing three activities
designed to increase NH student retention, persistence, and graduation.
To strengthen program review, an Institutional Assessment and Effectiveness
Committee (IAEC) has recently been formed. The IAEC is comprised of
representatives of a broad range of academic and support units. The committee
establishes guidelines for program review for academic and administrative units and
provides guidance for student outcomes assessment throughout the institution. It
also provides a forum for the exchange of program review and assessment
information and strategies among programs and administrative units. The
Committee will be taking the lead advising on many activities that include
incorporating ATD, CCSSE, and SENSE data into program review process
9. In the summer of 2010, you received feedback from ATD on your 2010 annual report
or implementation proposal. Have you incorporated that feedback into your practices
and programs this year? If so, how? If not, why not?
This is excerpted from the Feedback doc from ATD 2010:
Committed Leadership
 Enhance the effectiveness of your Achieving the Dream team by determining
what its role will be in the future or transition to a team that includes the vice
chancellors since they are in a position to address the issues of the college-wide
gatekeeper courses. It will be important for UHCC to consider the long-term
vision of ATD and its corresponding structure, such as the core teams.
The VC Student Affairs has committed to attending our monthly ATD meetings.
The UHCC systems office has committed to ATD beyond 2012. The systems
office is seeking additional funding from Kamehameha Schools and the Office of
Hawaiian Affairs. At UHMC we have created a document called UHMC ATD
Priorities Progress Report- Intervention Reduction Plan. We will reduce the
number of strategies and will focus most on Developmental ED Interventions and
Successful Progress, Graduation and Transfers.
Use of Evidence to Improve Policies, Programs, and Services
 Continue to strengthen the institution’s IR capacity so it can be responsive to
requests for information and generate useful information for institutional decisionmaking. Your coach and data facilitator note that while UHCC has the IR/IT
capacity, resources are decentralized so the work is not deployed very efficiently
and there is some duplication of effort.
A new Director in charge of the Institutional Research & Analysis Office for the
university is trying to make improvements to improve IR capacity.

Assure that adequate IT systems are in place to allow for user-friendly retrieval
and analysis of data.
Achieving the Dream Annual Report 2011
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The graduation, transfer and job readiness training project will train UH Maui
College faculty and staff to effectively use data and information to improve
educational and student services processes thereby increasing the number of
students who graduate and/or transfer to the baccalaureate level. This grant
funded project will support the training for UHMC faculty and staff on how to
incorporate metrics related to student/program learning outcomes to improve
graduation and transfer rates. This project will support the University of Hawai‘i
strategic outcome to increase graduation rates by 25 percent over 2009 level by
2015.

The system has engaged colleges in the analysis and use of data to inform policy
and practice changes through the Vice President’s visits to campuses. However,
individual college presidents have less visibility in this area and their presence
and leadership could be more forthcoming.
UHMC’s Chancellor continues to be a champion for campus ATD initiatives.

Continue to regularly disaggregate student data to identify achievement gaps.
The IRO Office regularly disaggregates student data to identify achievement
gaps between NHs and all other ethnicities. Our ATD coach also provided a
comprehensive report that we are using to close these gaps.

Assure that crucial IR staff vacancies are filled as soon as possible.
Not applicable to UHMC.

Refine your evaluation plans and begin collecting evaluative data on all
interventions.
I have discussed with our IRO office to conduct additional training on how to
create evaluation models for the interventions we are trying to implement. The
ATD Campus team will be her pilot group for her initial training in 2011.

Individual campuses should post and update ATD interventions on the
Interventions for Student Success Online Tool.
This is being done.
Broad Engagement
 Further involve faculty and student services staff on committees concerned with
student success. While your coach and data facilitator noted regular involvement
of external stakeholders, it is not evident how engaged students are in the ATD
efforts.
Achieving the Dream Annual Report 2011
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A Student Government representative resides on the UHC Strategic Planning
Council. We will also have student representation on our ATD Campus Team this
summer.

Further communicate the student success work, successes, and challenges and
continue to encourage dialogue among internal and external stakeholders.
Discussions on ATD progress occur with the Academic Senate Chair, her
Executive Committee and the Academic Senate. The Academic Senate Chair
sits on our ATD Campus Team as does the Vice Chancellor for Student Affairs
and at least once Counselor attends these meeting on a regular basis.
Systemic Institutional Improvement
 Address challenges that have slowed the implementation of your ATD
interventions.
The UH Community College Systems office is working on an improved system to
process campus requests for policy changes to make the process more
transparent and expeditious.

Increase the number of students served in interventions that your data analysis
has shown to be effective. Continue to strengthen plans to scale up and/or
institutionalize these interventions. Further reallocate institutional funds as
necessary to continue these interventions.
Frosh Camp will be scaled up from 100 last year to 500 students this summer.
New Student Orientation currently serves 500 students but this year will include
students from General Student Orientation, an additional 2-300 “non-traditional”
new students.

We are impressed by the system’s strategic planning, but encourage you to work
on evaluating student success interventions. Institute campus-wide, evidencebased processes for diagnosing gaps in student achievement, formulating
strategies to address gaps, evaluating strategies and using the results to make
further improvements.
Our VP of UH Community Colleges, John Morton visits our campus every
semester and share ATD progress and progress toward meeting strategic plan
goals with UHMC administration, faculty and staff.
Achieving the Dream Annual Report 2011
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Achieving the Dream Annual Report 2011
9
10a. Provide brief descriptions of your ATD interventions/strategies in the chart below. Add charts as needed, limit 10.
Adjust column and row sizes as necessary.
Intervention Name
(include active and
fully scaled
interventions)
Start
date
Type of
intervention*
Content area
Math/
English/
Reading/ N/A
Target
student
group(s)**
Estimate number
of students
benefiting per
semester/quarter
Estimate
number of
students
benefiting
to date
240 NH
Pell
recipients
for 2009-10
Expected yearly
goals/outcomes
related to the
intervention
Progress on yearly
goals/outcomes
related to the
intervention
1) Increase
2006-07
Student
N/A
Financial
240 NH Pell
240 Native
682 Native Hawaiian
financial aid
Baseline Support
Aid status
recipients for
Hawaiian Pell
Pell recipients participation for
Services
- Native
2009-10
recipients - Target Actual for 2009-10
Native Hawaiian
Hawaiian
for 2009-10
students (Pell
students
Grant)
Based on 2003 NCES data (National Center for Educational Statistics), financial aid participation at UHMC was well below the national average. Financial aid
targets were set in the campus Strategic Plan, with 2006-07 as baseline. For Achieving the Dream, the campus set targets specifically for NH students. The
outcomes being measured are: Number of NH students receiving Pell grant (above) Volume of Pell grant disbursed to NH students (Target: $536,045; Actual:
$2.14 million); Number of NH students receiving any form of financial aid (Target: 303 students; Actual: 808 students) and Volume of total Financial Aid disbursed
to NH students (Target: $1.3 million; Actual: $4.9 million).
Content
Estimate
Intervention Name
area
Estimate number
Expected yearly
Progress on yearly
Target
number of
(include active and
Start
Type of
Math/
of students
goals/outcomes
goals/outcomes
student
students
fully scaled
date
intervention*
English/
benefiting per
related to the
related to the
group(s)**
benefiting
interventions)
Reading
semester/quarter
intervention
intervention
to date
/ N/A
2) Implement
Fall
math
All
in fall 2010
fall 2010
Initial Goal-50%
Although the number
Developmental
Math
2010
students
students ; 999
136/490success rate since of students
Education
Curriculum
students or 23%
math 18
it’s early in the
completing is the
Redesign
of 4367 total
153/338intervention but in
same, due to the
enrollment fall
math 82
two years the goal redesign, students
2010
completed
will be to achieve
are completing twice
a 70+% success
as fast because the
rate.
courses were
compressed and
accelerated.
Intervention Description: Math curriculum was redesigned, compressed from 4 to 2 developmental classes and accelerated. An Emporium model is now being
used.
Intervention Name
(include active and
fully scaled
interventions)
Start
date
Type of
intervention*
Achieving the Dream Annual Report 2011
Content area
Math/
English/
Reading/
N/A
Target
student
group(s)**
Estimate
number of
students
benefiting per
semester/quart
er
Estimate
number of
students
benefiting
to date
10
Expected yearly
goals/outcomes
related to the
intervention
Progress on yearly
goals/outcomes
related to the
intervention
2000 students
Initiate
NA
Developmental
Developmen Native
0
Data is not
Policy is being vetted
mandatory
Education,
tal Education Hawaiians per semester
available yet
at campuses and at
enrollment in
Student
and All
the UHCC Systems
Developmental
Support
Students
Office
English and/or
Services, First
math classes
Time Students
for new,
degree-seeking
student’s in
their first year.
Intervention Description: Implement mandatory enrollment in Developmental English and/or math classes for new, degree-seeking student’s carrying 6+ credits
in their first year.
3)
Intervention Name
(include active and fully
scaled interventions)
4)
Mandatory
New Student
Orientation
Start
date
Fall
2008
Type of
intervention*
Student
Support
Services,
First Time
Students
Content area
Math/
English/
Reading/ N/A
N/A
Target
student
group(s)**
Estimate number
of students
benefiting per
semester/quarter
Native
Hawaiian/
and All
Students
451 or 10%
4367 of Total
enrollment fall
2010
Estimate
number of
students
benefiting
to date
1247 from
2008 until
2010
Expected yearly
goals/outcomes
related to the
intervention
Progress on yearly
goals/outcomes
related to the
intervention
500 students per
year
38% increase
persistence rates
Native Hawaiians
18% increase from
persistence rates for
Non- Hawaiians after
intervention began
Intervention Description: Maui County high school freshmen are mandated to attend an NSO session prior to registering for courses.
Intervention Name
(include active and
fully scaled
interventions)
5)
Mandatory
Compass
Testing Policy
Start date
September
2010
Type of
intervention*
First-Year
Experience,
Internal
Policy
Review &
Update
Achieving the Dream Annual Report 2011
Content
area
Math/
English/
Reading/
N/A
N/A
Target
student
group(s)**
First Time,
Classified
Students
carrying 6+
credits
Estimate number
of students
benefiting per
semester/quarter
800 per year or
18% of total
enrollment of
4367 in fall 2010
Estimate
number of
students
benefiting
to date
Will not be
mandated
until fall
2011
11
Expected yearly
goals/outcomes
related to the
intervention
800 per year if
enrollment
remains at
approximately
4000 students
Progress on yearly
goals/outcomes
related to the
intervention
Policy Approved,
And In
Implementation
stages, Policy to be
included in the 20112012 catalog.
Intervention Name
(include active and
fully scaled
interventions)
6)
First Year
Experience
Program
Start date
2007
Type of
intervention*
First-Year
Experience,
First Time
Students,
Full Time
Content
area
Math/
English/
Reading/
N/A
N/A
Target
student
group(s)**
Native
Hawaiians
Estimate number
of students
benefiting per
semester/quarter
50 students per
yr or 1% of 4114
total enrollment
in fall 2009
Estimate
number of
students
benefiting
to date
250
Expected yearly
goals/outcomes
related to the
intervention
Progress on yearly
goals/outcomes
related to the
intervention
Will increase from
50 to 150 students
per year
Title III cohort had a
higher ATD
retention rate than
the UHMC ATD
Cohort each year as
high as 39% in 2009
Intervention Description: Title III has been piloting FYE activities in Mu‘o A‘e, its Student Success Program that included Learning Communities, use of a
Strength-based assessment tool, has conducted a mandatory summer orientation and leadership course. Developed curriculum for culturally based orientation
(IS 103S) and a Leadership Course (IS 150).
Progress: Piloted in
N/A
Develop an
2008
Student
Native
13 courses
260
260 a semester Early Alert
Support
Hawaiians
approx.-260
520 students per
13 courses but
System to
Services
and All
students or 7.9%
year
showed poor results,
identify
Students
of 3287 total
technical issues,
students who
enrollment in fall
needs further
are having
2008
refinement of
difficulties in
software program or
the first 4-6
new software
weeks of the
needed.
semester.
Intervention Description: Early Alert System using SARs software to identify students who are having difficulties in the 4-6 weeks of the semester.
7)
Progress: 13
N/A
125 students or
UHMC
Student
Native
125
125 students
3% of total
started
Support
Hawaiians
faculty advisors
because NSO only
enrollment of
including
Services,
and All
participate in
occurs in the fall
4367
faculty
First Time
Students
NSO.
semester
advisers
Students
in NSO in
April 2010
Intervention Description: UHMC had tried to use SARs as the tool for this intervention; however, glitches with the programming software prevented full
implementation.
8)
Implement
faculty
advising of
liberal arts
students.
Achieving the Dream Annual Report 2011
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10b. How do these interventions address achievement gaps or equity concerns on your
campus?
Math has been a gatekeeper for NH students. Native Hawaiians are
overrepresented in this group. Previously students who tested into the lowest math
course had to complete four courses just to get to college level math. Using data, we
determined that many students would not take math in their first year or even
attempt a math class and would not graduate. With the redesign, students who test
into the lowest math course can complete developmental math in one year.
For UHMC, in 2006 the achievement gap between NHs and all other groups was 3%
with 50% of the NHs and 53% of all other groups successfully completing, in 2009;
the gap had closed to 1% and the success rates for both groups had increased to
64% for NHs and 65% for all other groups but there is still much room for
improvement. By comparison, in 2006, the UHCC system achievement gap
between NHs and all other groups was 7%; in 2009, the gap closed to 1%. The
success rates in 2009 were 57% for NHs and 58% for all others; so there is still
much room for improvement.
A mandatory new student orientation (NSO) process for all graduating seniors from
high schools students for Maui County has shown show increased persistence for all
participants but especially for NH students. Prior to implementation of NSO a 33%
gap between NHS and all students existed.
In the graph below, NHs show a very high persistence rate when compared to when
NSO was not implemented. Of 82 NHs enrolled through NSO in 2008, 63 persisted
at a rate of 77 percent, a 53 percent increase. Even in the second year of NSO, NHs
showed a 31 percent increase over the baseline. The effects of NSO on NonHawaiians were also significant with an 18 percent persistence rate increase from
57% in 2007 to 75% in 2009. We believe the activities and connections made at
NSO help students to persist.
New Student Orientation
Year
Enrolled
Persisted
Non-Hawaiian Students fall
to fall
Non-Hawaiian Students
with NSO fall to fall
Non-Hawaiian Students
with NSO fall to fall
Native Hawaiians fall to
fall
Native Hawaiians with
NSO fall to fall
Native Hawaiians with
NSO fall to fall
2007-08 baseline w/o NSO
290
166
Rates by
Percent
57
2008-09
298
178
60
2009-10
246
153
75
2007-08 w/o NSO
134
32
24
2008-09
82
63
77
2009-10
170
93
55
Achieving the Dream Annual Report 2011
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by percent
Table One
New Student Orientation (NSO)
Persistence fall to subsequent fall sem ester
(UHMC IRO)
90
80
70
60
50
40
30
20
10
0
77
60
57
Persistence Non-NHS
75
Persistence NHs
55
24
2007-08 baseline
w/o NSO
2008-09
2009-10
10c. Briefly describe you evaluation plans for the interventions described above.
Interventions that will continue to be tracked:
Math-Emporium Model-needs to be fully implemented, two more years of data to
track student success is needed.
RE: New Student Orientation-General Student Orientation needs to be added to
include not only graduating high school seniors but all new students. These students
will be tracked for persistence.
Interventions that will be no longer be tracked:
Financial Aid-Intervention has been very successful. Intervention will continue but
focus will be moved to strategies that still show promise.
10d. Have you used evaluation data from these interventions to improve any of your
student success interventions? If so, what specific improvements were made?
Please see data in tables above under: Progress on yearly goals/outcomes related
to the intervention.
10e. What evaluation obstacles (if any) have you faced?
None
10f. If any of the interventions above have been scaled up, please describe how.
Math-Emporium Model-has increased participation from 745 students in fall 2010 to
1000 in SP 2011.
10g. If any interventions have been canceled, please briefly describe them and why
they were cancelled.
Achieving the Dream Annual Report 2011
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10h. Briefly describe any substantial changes you propose to make to the interventions
listed above. Note any interventions you have chosen to discontinue and describe
why you chose to discontinue them.
a. Intervention: Increase financial aid participation rates for Native Hawaiian
students. Progress: Maui has awarded the highest amount of FA in the UHCC
system including grants, scholarships (institutional and external) and loans. Last
year 45% of UHMC students received some kind of FA. Current loan default rate
is 12.1, well below the 25% mark for at risk colleges. The UHMC FA Office has
exceeded its system targets and will continue to promote NH access but our
team wants to focus on critical areas still requiring improvement to increase
student success. Progress: Completed. Results: Delete Intervention from Plan.
b. Intervention: Change non-credit English into a 3-Credit course. Progress:
Completed. Results: Delete Intervention from Plan.
c. Intervention: Report by semesters on intervention strategies and their impact on
course completions. Progress: ATD data has been available, by semester and by
year per cohort using Cognos; however, the UHCC system will discontinue use
of Cognos, awaiting word on replacement data system. Faculty on our campus
team stated that they are aware of gatekeeper course and success rate data and
do not need additional IR assistance.
d. Intervention: Implement new software system, (i.e. Cognos). Progress:
Completed. Results: The UHCC system will discontinue use of Cognos, awaiting
word on replacement data system.
10i. Briefly describe any new interventions you plan to implement.
At the October 14, 2010 Achieving the Dream Core and Data Team meeting, a
review of the ATD cohort data revealed approximately 30% of the recent ATD
entering cohorts are missing placement scores in English or Math and, hence, may
lack fundamental skills to be successful as their academic preparation is unknown.
The Team unanimously approved a motion for a system-wide placement policy that
requires entering classified students (those in the ATD Cohort) to have:
a. demonstrated placement prior to registration (typically through a COMPASS test
score) and
b. based on placement, enroll in applicable remedial/developmental courses in their
first semester but no later than the first year.
New Intervention: UHMC approved the policy to mandate taking the Compass test
in September 2010 as mentioned previously but we are also discussing the
possibility of mandating that all students who place in developmental English or
math enroll in a developmental course within the first year.
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Discussions New Interventions: 1) Elimination of Late Registration 2) Make the
UHMC application deadline earlier & make it valid for more than one year 3) Align
Financial Aid Application and Application Deadlines 4) Implement a Re-design
developmental English for retention, engagement, motivation and authenticity that
employs a combination of “best practice” strategies—student tutors in the classroom,
instructor facilitated small-group workshops, computer mediated instruction, and
hyperlinked electronic feedback--to create an effective, motivating learning
experience for students.
11a. Provide a graph or chart presenting evidence of improvement in student
achievement over three or more years1 on one of the following measures2.
 UH Maui College Performance: Native Hawaiian Degrees and Certificates
Achievement (data from UHCC Strategic Plan Goals)
Baseline AY 2006-2006
AY 2006-2007
AY 2007-2008
AY 2008-2009
AY 2009-2010
360 students
based on total student enrollment of 2841
336 students or -6.7% below goal based on total enrollment of 2981
367 students or -1.1% below goal based on total enrollment of 3287
364 students or - 4.8% below goal based on total enrollment of 4114
416 students or +5.8% above goal based on total enrollment of 4367
11b. Briefly describe at least one intervention you have implemented to achieve the
improvement in student outcomes documented in Question 11a above, including
why you believe the intervention helped to improve the student outcomes in 11a.
A mandatory new student orientation (NSO) process for all graduating seniors from
high schools students for Maui County has shown show increased persistence for all
participants but especially for NH students. Prior to implementation of NSO a 33%
gap between NHS and all students existed.
In the table below, NHs show a very high persistence rate when compared to when
NSO was not implemented. Of 82 NHs enrolled through NSO in 2008, 63 persisted
at a rate of 77 percent, a 53 percent increase. Even in the second year of NSO, NHs
showed a 31 percent increase over the baseline. The effects of NSO on NonHawaiians were also significant with an 18 percent persistence rate increase from
57% in 2007 to 75% in 2009. We believe the activities and connections made at
NSO help students to persist earn certificates and degrees and graduate.
11c. Regarding the intervention described in 11b above:
 Was this intervention developed as part of your college’s ATD work?
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Complete the following chart, adding or deleting rows as necessary:
Students involved in [intervention]:
20082009
290 Non-Hawaiians
82 Hawaiians
372 Total
9% based on total
enrollment of 4114
20092010
246 Non-Hawaiians
170 Hawaiians
416 Total
9.5% based on total
enrollment of 4367
200_200_
200_2010
#
%
Students in intervention as
% of target population
[describe target
population]
6.6 % based on total
Native Hawaiian
enrollment of 1234
11.7 % based on total
Native Hawaiian
enrollment of 1453
%
#
%
%
Year
Number of Students
in New Student
Orientation
Students in
intervention as % of
total enrollment
12. Is there anything else you would like ATD or your funder (if applicable) to know
about your work this year? Are there tools or technical assistance that ATD can
provide to support Achieving the Dream on your campus?
Nothing at this time.
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