Increasing Student Success
Achieving the Dream Status Report
June 2, 2009
TCC Core Value:
#1 Student Success
AtD Process 2008-2009
Intervene
Why?
Student
Barriers/
What’s
Wrong?
• Persistence
Challenges
Tulsa Achieves
Communication
Assess
and
Modify
Assessments:
Strategies for
Academic
Success (course)
Formative
Summative
Modification:
Improve targeting
the barriers
Process of
Data-informed Decisions at TCC
1.
Examine quantitative data provided by TCC Office of
Institutional Research
2.
Determine barriers/challenges through focus groups,
literature reviews, surveys
3.
Design interventions that align with AtD goals and target
TCC barriers
4.
Assess outcomes of interventions: formative &
summative
5.
6.
Modify interventions based on assessment data
Continue cycle to increase effectiveness of
interventions
Interventions
Goal
1-5
Student Barrier
PERSISTENCE
•Tulsa Achieves Implementation
Intervention
Status
Tulsa Achieves Communication
Implemented and
Modified: Now complete
Strategies for Academic Success
Implemented: Fall 2008
and continuing
Advising
Implement: After fall 2009
grades posted on Banner
Developmental Reading
Implement: Fall 2009
African American Males
2009-2010: Study year
Developmental Mathematics
2009-2010: Study year
PERSISTENCE
1-5
•Adjusting to College
•Balancing school and life
•Communication issues with instructors
•Students not academically prepared
•Student motivation
PERSISTENCE
1-5
•Choosing courses
•Students not academically prepared
DEVELOPMENTAL READING
1-3
•Negative attitudes towards developmental
course
PERSISTENCE
1-5
1-3
•Adjusting to College
•Balancing school and life
•Students not academically prepared
•Student motivation
DEVELOPMENTAL MATH
•To be determined
TCC Intervention Guide
 Assists intervention teams
 Details steps for creating an intervention
meeting AtD standards
 Follows Four Components of AtD
 Focuses intervention on
 AtD goals
 TCC student barriers
 Intervention outcomes
 Assessment for effectiveness
 Modification based on assessment results
Tulsa Achieves Implementation:
Communication Intervention
 6 out of 10 remembered the QuickFacts
communication nearly one year later.
 94% reported it answered some to all of their
questions about TA program.
 76% rated above average or excellent the
communication of the application deadline
 76% rated above average or excellent the
communication of the enrollment process.
Results of Strategies Course Intervention
 Persistence for first-time freshmen taking Strategies
course was significantly greater than non-Strategies
first-time freshman (95% confidence level)
 Student scores for all ten Learning and Study
Strategies Inventory (LASSI) scales increased
significantly at the 95% confidence level from pretest
to posttest.
 Strategies students, who scored higher on the LASSI
post-test Information Processing, Motivation, and
Test Strategies scales, were significantly more likely
to persist to the spring semester.
 Strategies students, who scored higher on the LASSI
scales of Selecting Main Idea and Test Strategies,
were significantly more likely to perform better on
the essay (critical thinking rating).
Developmental Reading
Intervention: Reading I and II
Results: Major reading barriers (by frequency):
BARRIER TYPE
COUNT
1
Insufficient Reading Skills
25
2
Negative Student Attitudes *
24
3
Amount/Scheduling of Work
21
4
Reading Lab work
20
PERCENTAGE
14%
13%
12%
11%
* Includes strong negative attitudes about zero-level credit
Reading lab
work
11%
Amount/
Insufficient
reading
skills
14%
scheduling
of work 12
Negative
attitudes
13%
Other
challenges
50%
… are good
teachers
… make the
class
interesting
and fun
… are helpful
Instructors
… believe in
their students
… are good
advisers
… are
understanding
These are common examples from the Complete Reading Focus Group Data – Fall 2008
Computers
at TCC for
students
Lab staff
Blackboard
Tutors
Strategies
class
Syllabus
These are common examples from the Complete Reading Focus Group Data – Fall 2008
Changing the Culture of Education
 What’s Easy
 Inquiry
 Evidence
 What’s challenging
 Terminology: Assessment, Evaluation, Intervention
 Connecting data to intervention design
 Connecting evaluation to revision
Creating Connections: A Process of Change
Goals of AtD
Complete developmental courses
& progress to credit-bearing
courses
Enroll in & complete gatekeeper
courses
Complete courses with a grade of
“C” or higher
Re-enroll from one semester to
the next
Earn certificates & degrees
Overlapping Connections
AtD 4-component process
Interventions
AtD Goals
Assessments
Evaluation
Revision
Intervention Guide: Creating Connection
AtD Data
Process
•
•
•
•
•
Baseline data
Target improvement
Focus groups
Interventions
Evaluations/revisions
Interventions
Accountability
•
•
•
•
• Assessment
Focus group data
Intervention outcome
AtD goals
Assessment
• Summative: target
improvement
• Evaluation
• Revision
• Reporting
Promoting Institutional Change
College-wide Teams
Intervention Teams
• Leadership
• Advising
• Core
• African American Male Students
• Data
• Orientation
• Research
• Strategies for Academic Success
• Communication
• Reading I and II
• Math
Broad-based Institutional Involvement
College-wide Teams
Membership
Function
Leadership Team
2 Faculty
4 Administration
Support and approve policy changes and
allocations of finances and resources
Core Team
11 Faculty*
Ensure communication to all stakeholders and
11 Administration coordinate college-wide interventions
Data Team
6 Faculty*
4 Administration
Research Team
1 Faculty*
2 Administration
Create, develop, and train research support teams
for research design, assessment, analysis, and
interpretation
Communication Team
2 Administration
1 Staff
Create, develop, and maintain BB AtD organization
site/calendar. Identify, develop, and maintain
internal and external communication streams
April 2009 Change: AtD Teams are being developed. For most teams, we
anticipate 20+ membership and a final team configuration Sept. 2009
•*Faculty Leadership
Broad-based Institutional Involvement
Intervention Teams
Membership
Advising Intervention
10 Faculty*
4 Administrative
5 Staff
Strategies for Academic
Success
10 Faculty*
2 Staff
2 Administrative
Orientation Intervention
*Just beginning
Developmental Reading
Intervention
13 Faculty* (full & parttime)
3 Administrative
Developmental Math
Intervention
*Just beginning
Function
•facilitate all aspects of
intervention design, planning,
implementation, assessment,
evaluation, and revision
•Identity future stakeholders to
ensure integration of goals and
outcomes
•communicate progress and
resource needs, provide monthly
updates to Core Team
•Ensure team representation
reflects the broad constituency
within the college
April 2009 Change: AtD Teams are being developed. For most teams, we
anticipate 20+ membership and a final team configuration Sept. 2009
•*Faculty Leadership
What’s it been like?
 Steep learning curve
 Patience & people skills
 Varied agendas, experiences, needs
 Institutional resources, talents, expertise
 Affirming, affirming, affirming
Long-term Impact: Changing Systems
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Essential Components
Institutional history
Leadership
Resource allocation
Research model
Adaptive flexibility
Long-term commitment
Systematic/systemic change
More Information
http://www.tulsacc.edu
 Quick Links: Achieving the Dream
National organization
 http://www.achievingthedream.org