Student Success Report
Alison Carter
November 10, 2014
What is student success?
• Success in a course
• Retention
– Semester to semester
– Year to year
• Goal completion
–
–
–
–
–
Certificate
Diploma
AA, AS, AFA, AAS
Transfer
Job
Student Success Committee
Student Success
Committee
(Chair: Alison Carter)
ACA Advisory
Committee
Student Success
Task Force
(Chair: Ali Norvell)
(Chair: Alison Carter)
State-Mandated Initiatives
DMA
 Old Developmental Math Program




3 16-week courses
MAT 060, 070, 080
Standard letter grades
No consistency from section to section
DMA
 New Developmental Math Program
 8 4-week courses
 DMA 010, 020, 030, 040, 050, 060, 070,
080
 Pass/Repeat grading
 All courses are graded on the same scale
and all students take the same end-ofmodule exam
BRCC DMA
 TEDC 201 converted to DMA computer
lab classroom
 Used for classes and DMA testing
 Day between 4-week sessions to allow
time for students to adjust schedules
 Edited DMA 060
 More faculty training on attendance &
record keeping
DMA Data – Fall 2013
Students Who Completed
P
R
Course
N
%
N
%
DMA-010
105
90.5
11
9.5
DMA-020
57
73.1
21
26.9
DMA-030
41
71.9
16
28.1
DMA-040
74
64.3
41
35.7
DMA-050
55
85.9
9
14.1
DMA-060
39
52.7
35
47.3
DMA-070
37
90.2
4
9.8
DMA-080
19
63.3
11
36.7
Total
427
74.3
148
25.7
DMA Data – Spring 2014
Students Who Completed
P
R
Course
N
%
N
%
DMA-010
68
80
17
20
DMA-020
35
62.5
21
37.5
DMA-030
32
72.7
12
27.3
DMA-040
42
65.6
22
34.4
DMA-050
39
79.6
10
20.4
DMA-060
34
54.8
28
45.2
DMA-070
24
63.2
14
36.8
DMA-080
14
73.7
5
26.3
Total
288
69.1
129
30.9
Upcoming DMA Changes
 DMA 070 & 080 are removed as of Fall
2015
 DMA 060, 070, & 080 are combined into
8-week DMA 065
 DMA 060 will still be offered for students
who need MAT 121
DRE
 Old Developmental Reading & English
 2 RED classes and 2 ENG classes
 16-week classes
 Standard grading scale
 New Developmental Integrated Reading
& English program
 Students taught both skills together
 8-week classes
 Can complete in one semester
Placement Testing
 Accuplacer replaced by the NCDAP
 NCDAP-Math
 Problems with the cut scores for all modules
 Problems with the tests for DMA 070 & 080
 070 & 080 tests were removed and will not
be replaced
 NCDAP-English not yet available
Multiple Measures
 High school GPA of 2.6 (or higher) within
the past 5 years allows students to
bypass the placement exam and enter
directly into MAT 171, 152, 143, 121, 110
or ENG 111
 Potential problems with financial aid
 May require increases in tutoring
services
 Affects more than MAT and ENG
BRCC Changes
Academic Success Courses
• Academic success courses are an
important component of student success
and retention
• Non-cognitive skills such as persistence,
study skills, and time management are
key factors to student success
• Important for students to take these
courses early in their college career
• We offer: ACA 115 and ACA 122
Old ACA 115 - Problems
• Course sequencing
• ACA 115 was often not taken during the first
semester or first year
• Course content
• No uniformity
• Instructor Quality
ACA Redesign Process
• Used research of First Year Experience
courses
• Common read and new course outcomes
• Outside instruction
–
–
–
–
Library
Student Services
NCWORKS
Student Success Center
• Master course to improve continuity
ACA Data and Feedback
• Initial data: Students who took ACA in
the 1st year are more likely to graduate
than students who did not take ACA
• Students were least successful in 2nd 8week classes
• Hybrid classes had lowest enrollment
• Students didn’t understand the hybrid
concept
Tutoring
• Developmental and curriculum-level
tutoring split from the old STAR Center
• Student Success Center created in
2013-2014
• New space located in high-traffic area
between GENS and ARTS
• Focus on supporting a variety of
academic needs and programs
Student Success Task Force
Completion by Design
• CbD is a Bill & Melinda Gates
Foundation initiative that has been
implemented in multiple states
• The Student Success Task Force is the
BRCC CbD implementation team
• Most states focus on developmental
education initiatives
Focus
• Advising
– College transfer and the Advising Center
– Summer advisor for programs led by 9-month
faculty
– Understanding the difference between
registration and advising
• Front Door Experience
– Improving the admissions process for new
students
• Good timing with the new Comprehensive
Articulation Agreement
Why is advising important?
• Advisors help students understand all of
the state-mandated and BRCC-driven
changes
• Advisors provide guidance for students
and can have a big impact on student
retention and success
Faculty Advisors
• Completed an inventory of current advising
practices
– What areas need improvement
– What is being done well
• Advising Pathways
– Clear semester-by-semester pathways for all
programs
– Different pathways for students who need
developmental coursework
• Faculty advisor focus groups
– This stakeholder engagement process is
mandated by the NCCCS CbD team
Technology
• Working with IT to incorporate the
student portal into our new advising
practices
– Possible pilot in Spring 2015
• This will allow students and advisors to
create a better plan for long-term
advising
Goals
• Move away from the advising center model
– Not appropriate for a college of our size with
faculty advisors
• Help faculty and students understand the
difference between advising and
registration
• Create long-term advising plans for
students
– Put the responsibility of registration in the
hands of students
Long-term Goals
• Create a summer advising plan
– Most faculty are 9-month faculty
• Admissions process
– Possible Admissions/Intake Center
Future Recommendations
Future Recommendations
• ACA 115/122 required for students in
their first year, recommended in their first
semester
– Make sure students learn important success
skills early in their academic career
• Discontinue late registration
– Students who register after the start of the
semester are less likely to successfully
complete courses
Future Recommendations
• Mandatory orientation for new students
– Online orientation available to students
– Orientation not mandatory
– Require orientation prior to enrollment in
courses
– Offer face-to-face and online orientation
options