CPCC Data Summit:
Finish What You Start!
August 10, 2010
What is Achieving the Dream?
Dr. Alice Villadsen
ATD: A national initiative for student success
 ATD defines student success: earning degrees,
certificates, or transferring.
 ATD focuses on all students but attempts to
eliminate gaps for certain cohorts of students who
lag.
 ATD uses data to study college barriers, ask the
“why” questions, and develop and implement likely
solutions.
 ATD understands that trial and error is necessary in
this process but expects “ramping up” of
successful pilots.
Success is what counts.
3
ATD has built a NATIONAL NETWORK
Over 130 institutions, 24 states & District of Columbia
More than1 million students enrolled in ATD colleges
Success is what counts.
4
The Issues
 More students are coming to community colleges
regardless of their readiness to learn.
 Community colleges are not producing adequate
numbers of graduates or completers.
 The national spotlight is on community colleges.
 The public does not understand our attempts to
“explain away” our failures.
 The public and funding agencies want to see
results.
 Increasingly our funding will come from our results.
Success is what counts.
5
Goals of Achieving the Dream
 Students progressing successfully through
developmental courses
 Students advancing from developmental courses
into and through gateway courses
 Students successfully completing college-level
courses (grade of C or better)
 Students re-enrolling from one semester to the
next, and from year to year
 Students earning degrees, diplomas and
certificates.
Success is what counts.
6
Roles of the coaches in ATD: We are your
CRITICAL FRIENDS.
 Communication through at least two visits yearly
for two years—THREE THIS FIRST YEAR
 Conference calls, email, telephone advice
 Reporting processes
 Asking key questions
 Connecting to similar institutions, possible partners
 Encouragement to engage in crucial college
conversations
 Guide and provide feedback on the collection,
analysis and use of data
Success is what counts.
7
Creating a Culture of Evidence
Dr. Ken Gonzalez
Component
One
Component
Two
Component
Three
Component
Four
“What’s Wrong?”
“Why?”
Intervention(s)
Evaluation &
(Outcome Measures)
(Underlying Factors)
Use Longitudinal,
Disaggregated, Cohort
data to assess Student
Success Outcomes (e.g.,
Collect, analyze, and use
second set of LOCAL
data to identify the
underlying factors
(barriers or challenges)
impeding student
success:
Persistence, Course
Completion rates, Degree
comp. rates) to determine:
Many Colleges:
Skip
1) Which student groups (a)
•
Focus
(b) Loosely Groups
rely on national
are less successful than • Surveys
literature (Engagement)
others (Equity Gaps in
• Literature
Reviews
(c)
Lack a local understanding
Student Success).
based
on
qualitative
data
• Learning Outcome
2) Which high
enrollment courses have
the lowest success
rates.
Reference:
Assessment
Modification
Use data from
Component Two to
revise or design new
interventions to
effectively address the
underlying factors
impeding student
success.
Review and consider
changes to existing
college policies that
impact the underlying
factors impeding
student success.
Collect, analyze, and use
evaluation data to
answer:
1) To what extent did the
interventions (or policy
changes) effectively
address the underlying
factors impeding
student success?
2) To what extent did the
interventions
increase student
success?
Make modifications
based on evaluation
results.
Gonzalez, K. P. (2009). Using data to increase student success: A focus on diagnosis.
Achieving the Dream Inc. www.achievingthedream.org
What happens to our students?
Dr. Tracie Clark
Who are They?
Every Fall at CPCC:
 Approximately 4,000 new students begin their higher
education career
 54% are female
 64% are 21 and younger (big change)
 50% are minority students
 25% are CMS graduates from the previous year
Success is what counts.
11
They enter the pipeline
Where they enter and where they go…. depends on
Success is what counts.
12
where they have been and what they have done.
Degree
seeking,
college
ready in
all
subjects
Casual
student,
no
placement
tests on
file
Success is what counts.
Undecided, need
remedial in all
three subjects
Transfer
in –
credit in
math and
English
Transfer
out –
only
taking 12
hours
13
Let’s look at one cohort of students
In Fall 2007, 3,718 new full and part-time
students entered CPCC. Here is what
happened to them.
Success is what counts.
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For every 100 new students who entered
CPCC (full and part-time)…
Success is what counts.
15
88 are left by the end of the first term (12
didn’t make it).
Success is what counts.
16
Only 60 return in the next spring term.
Success is what counts.
17
Only 42 come back the next fall.
Success is what counts.
18
After two years, 27 are still with us.
Success is what counts.
19
Within three years, seven graduate with a
degree, certificate or diploma.
Success is what counts.
20
What happened to the other 93
students?
27 are still enrolled
21 transferred to another
institution
45 remain unaccounted for
Success is what counts.
21
Issues Impacting Our Students Are
National Issues Impacting Other
Community College Students
(we are not alone)
What We Know Nationally
Of 2002 Achieving the Dream Cohort,
% Needing Developmental Education
Success is what counts.
Source: Achieving the Dream Data Notes,1(6) July/Aug 2006.
23
How are they doing?
Percent of 2002 AtD Cohort referred to developmental education that attempted
and completed at least one developmental course during their first term, by race.
Success is what counts.
Source: Achieving the Dream Data Notes, 1(6) July/Aug 2006.
24
How are they doing?
Percentage of AtD students persisting by developmental
status at the end of the first year.
Referred to DE – did not complete
any
Referred to DE – partially
completed
Referred to DE – completed all
57%
2nd
Year
45%
85%
65%
94%
80%
Not referred to DE = college ready
66%
54%
All students
70%
57%
Retention Rates
2nd Term
Success is what counts. Source: Achieving the Dream Data Notes, 3(4), July/August 2008.
25
CPCC Students
 Low placement test scores
All Curriculum Student in Fall 2009 - Placement Test Interpretation on File
#
No Scores on File
At College Level
One level below college
level
Two levels below college
level
Three levels below college
level
Four levels below college
level
Reading
% with
% of all scores
% with
% of all scores
6314 31.8%
#
Math
6008 30.2%
#
% with
% of all scores
5916 29.8%
6901 34.7% 50.9% 7184 36.2% 51.8% 3358 16.9% 24.1%
4068 20.5% 30.0% 4268 21.5% 30.8% 2997 15.1% 21.5%
2581 13.0% 19.0% 2000 10.1% 14.4% 2659 13.4% 19.1%
1089
5.5%
7.8%
3845 19.4% 27.6%
Adult basic literacy
Total
Success is what counts.
English
404
19864
19864
2.0%
2.9%
19864
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New Students
Fall to Spring Term Retention
Fall Term Year
# New Students
# Didn't Return
% Retained
2003
4,855
2,020
58.4%
2004
4,871
1,959
59.8%
2005
4,873
1,891
61.2%
2006
4,463
1,617
63.8%
2007
4,523
1,532
66.2%
2008
4,552
1,506
67.0%
2009
4,328
1,331
70.0%
Success is what counts.
27
Graduation Rates at CPCC
(Degrees, Certificates and Diplomas)






Students entered in Fall 2001 and reported in 2004-2005
Students entered in Fall 2002 and reported in 2005-2006
Students entered in Fall 2003 and reported in 2006-2007
Students entered in Fall 2004 and reported in 2007-2008
Students entered in Fall 2005 and reported in 2008-2009
Students entered in Fall 2006 and reported in 2009-2010
Success is what counts.
8%
6%
7%
7%
6%
7%
28
How do we compare on graduation rates?
 In the bottom 15% when
compared nationally to a
group of about 50 of our
peers (also mostly large,
urban, diverse community
colleges).
 What can we do to retain
students to completion?
Success is what counts.
29
An Example of a Data Set
Dr. Clint McElroy
We Need to Take a Serious Look at Our Issues
 We begin now with today’s
activity.
 We want the “great minds” of
the college to look at the data
and begin to address the
issues related to student
success.
 We are not going to talk about
“why” our students have
issues until we better
understand “what” the issues
are.
Success is what counts.
31
Graduates – Are There Differences in Race and Gender?
CPCC Enrollment and Graduation by Demographic for 2008-2009
Annual
Percent of
Annual
% of
Race
Enrollment
Enrollment
Graduates Graduates
White/ non-Hispanic
14,322
51.5%
994
59.0%
Black /non-Hispanic
9,235
33.2%
466
27.5%
Hispanic
1,814
6.5%
11
0.7%
Asian / Pacific Islander
1,149
4.1%
105
6.2%
Native American
123
0.4%
76
4.5%
Other
1,142
4.1%
44
0.3%
Total
27,785
1,696
Gender
Female
16,169
58.2%
1,010
60%
Male
Total
11,616
27.785
41.8%
686
1,696
40%
100%
Some groups are over-represented in the graduates and others are
under-represented.
Success is what counts.
32
Full and part-time Students
Full-time
Students
Part time
Students
Full and Part-time
Combined
Original Fall 2006 IPEDS Cohort
693
595
1288
#/% who Completed Fall 2006
658 (95%)
474 (80%)
1132 (89%)
#/% Returning Spring 2007
504 (72.7%)
273 (45.9%)
777 (60.3%)
#/% transferring Spring 2007
46 (6.6%)
31(5.2%)
77 (6%)
#/% Returning Summer 2007
148 (21.4%)
67 (11.3%)
215 (16.7%)
#/% transferring Summer 2007
9 (1.30%)
6 (.9%)
15 (1.2%)
#/% Returning Fall 2007
358 (51.6%)
188 (31.6%)
546 (42.4%)
#/% transferring Fall2007
45 (6.5%)
21(3.5%)
66 (5.1%)
#/% Returning Spring 2008
325 (46.9%)
159 (26.7%)
484 (37.6%)
#/% transferring Spring 2008
20 (2.89%)
14 (2.4%)
34 (2.6%)
#/% Returning Summer 2008
104 (15%)
51 (8.6%)
155 (12.0%)
#/% transferring Summer 2008
6 (.9%)
4 (.6%)
10 (.7%)
Success is what counts.
What are
the
differences
between
full and
part-time
students?
33
Table Discussion
Dr. Terri Manning
Instructions for Table Top Activity
 Each table has flip chart paper, and an envelope.
 Distribute the contents of the packet to everyone at the
table – includes a data set and three questions.
 We are looking at 5 data sets today (each table has only
one):
 Developmental Math
 Developmental English
 Developmental Reading
 Top 25 Highest Enrolled Courses (Gatekeeper Courses)
 Retention
Success is what counts.
35
Table Top Activity
 Assign a timekeeper, recorder and reporter
 Review your data, discuss it as a group
(30 minutes)
 On the flip chart paper, list the following:
1.
What’s the story line?
2.
What surprised you the most?
3.
What additional data/information would you like to see
about this particular data set?
 We will then report out.
Success is what counts.
36
“What” have we learned?
Dr. Ken Gonzalez
Roles and Responsibilities
Alice
Achieving the Dream Institutional
Change Principles
1. Committed leadership
CEO and leadership team
actively support efforts to
improve student learning and
completion
3. Broad engagement
Faculty, staff, students, and
community stakeholders
participate in efforts to improve
student success
2. Culture of evidence
4. Systemic institutional
Colleges routinely analyze
improvement
student data to assess progress
Colleges orient all planning and
and outcomes
activities around student
success agenda
Success is what counts.
39
Roles of the Core and Data Teams
Core Team
Data Team
 Broadly representative
with key faculty involved
 Broadly representative
with key faculty involved
 Thorough understanding
of College data and
assessment of initiatives
 Collect, disaggregate, and
study data; call for
additional information
 Guiding team for
discussion, prioritization,
implementation of
improvements
 Provide support to the
Core Team
 Crucial communication
link to larger communities
Success is what counts.
 Aid in establishment of
appropriate assessment
of all initiatives
40
What’s Next?
Dr. Kenneth Gonzalez
Next Steps, Timeline and Deliverables
 Fall Semester 2010 d

Look at Qualitative Data via focus groups and surveys to
identify the underlying factors impeding student success
(the why)

Examining existing policies and practices

Diagnose Causes of Problems

Disseminate Findings and Hold Additional Conversations

Prioritize Problem Areas to Address
Success is what counts.
42
Next Steps, Timeline and Deliverables
 By August 31:
 Establish Core and Data Teams
 Fall Semester 2010:
 Engage Key Stakeholders
 Schedule “Courageous Conversations” to reflect on
the Quantitative Data (the what)
 Identify Key Issues and Achievement Gaps
Success is what counts.
43
Next Steps, Timeline and Deliverables
 Spring Semester 2011
 Set Priorities, Goals and Measurable Outcomes
 Review Best Practices
Attend the ATD Strategy Institute
 Develop Strategies (Interventions) to Address
Underlying Factors Impeding Student Success
(Summative Goal: Achieve Increases in Student
Success Outcome Measures)
 Submit Final Version to MDC by May 15, 2011
 July 2011 – June 2012


Implement and Evaluate Plan
Success is what counts.
44
Question and Answer Session
Alice and Ken