Achieving the Dream:

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• Achieving the Dream
• Assessing Implementation
• CCPRO
• February 20, 2007

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Themes of Achieving the Dream at GTCC

• Focus on Student Success
• The Learning College a Reality
• Front Door Experience
• Culture of Evidence

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Culture of Evidence

• Data collection, publication, analysis, and use
  to guide change is part of the colleges culture.

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Culture of Evidence Tools

• Use what we have
• Colleague, State Data Warehouse
• Annual surveys
• Performance Measures/Critical Success Factors
• Departmental data, Program Review data
• Existing Survey data (Faces of the Future)
• Ability to survey, conduct qualitative research,
  research literature
• Analytic capability
• Create custom database

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Plan for Assessment/Evaluation from the beginning.

• Use data to prepare content of interventions.
• Determine how to define success.
• Define measures for that definition.
• Inventory assessment resources
• Collect data to identify cohorts involved in any
  intervention.
• Anticipate the need for control or comparison
  groups.

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College GOALS

• Graduation Rate of 20
• Overall fall-to-fall retention rate at or above
  60.
• Developmental Education retention rate 55.
• Improvement in gateway course success of 4 and
  4 for all gender/ethnic groups.

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Achieving the Dream supports

• Front Door Experience (Intake, Advising, Initial
  Academic Experience)
• Professional Development
• Curriculum development

• Orientation
• Learning Communities
• Study Skills classes
• Mentoring
• Transfer Advising Center
• Realignment of Advising

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Preparing Interventions

• Literature review
• Visit to other institutions
• Benchmarking
• Experience
• Existing data sources

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Preparing Interventions

• Experience What do we (faculty and staff) want
  them to know? What do we want to happen because
  they participated?
• Orientation Eng 112 Class project What do you
  wish you had known? What do other colleges do?
• Should we have criteria for participation?
• How can we capture identifying information?

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Cohort Orientation

• Student Identifier(s)
• Characteristics for Comparison
• Gender
• Ethnicity
• Age
• New/Previous College
• Motivation?
• Measures of success

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Orientation Persistence Rates
Persisted to Spring 2006 Total (N)
Did NOT Attend Orientation 1148 64.3 1784
Attended Orientation 705 78.7 896
Total 1853 69.1 2680
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Orientation Persistence Rates
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OrientationAttendance/Success Rates in English
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Orientation Evaluation Results

• Fall, 2005 Evaluation Satisfaction
• Session I 87.7
• Session II 91.1
• Session III 94.5
• They
• Felt Welcomed
• Thought staff were knowledgeable
• Understood the registration process
• Would encourage others to attend
• Wanted to Register at the Same Time

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Orientation Evaluation Results

• Spring, 2006 Evaluation from satisfaction to
  asking What did they learn?
• Need to add a tour
• More hands-on Less material in large group,
  more in smaller groups

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Study Skills Classes ACA 111

• Fall, 2006
• Requirement in Two Programs Paralegal, Office
  Systems Technology
• Fall, 2007
• Three additional programs in Business
  Technologies
• Innovative design
• Front-load Gateway Courses
• Infuse program-specific content

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Gateway Course Success Rates with ACA Linked
Classes

• Office Systems Technology
• Fall 2005 87
• Fall 2004 44 (comparison group)
• Paralegal
• Fall 2005 94
• Fall 2004 60
• (comparison group)

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(No Transcript)
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Male Students
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Female Students
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Culture of Evidence

• What were the issues in cleaning these
  persistence data?
• What are the issues inherent in setting up a
  comparison or control group?

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Linked Classes 1999-2004Reading 090/English 111

• Fast Track grant from the State for the purpose
  of identifying ways to get students through
  college faster.
• Success rates over nine semesters
• 73 to100, averaged 89.
• Denied permission to continue.

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Curriculum Innovations

• Split Math Class
• 94 success rate (traditional success rate 60)
• Now following through subsequent courses
• Anecdotal data
• Denied Permission to continue

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Spring 2006 Transitions Learning Community

• English 111
• 88.9 retention control 82.2
• 83.3 success control 60.7 success
• Psychology 150
• 88.9 completion control 82.2
• 72 success control 52 success
• ACA 118 (College Success)
• 88.9 completion control 75.6
• 66.7 success control 44.4 success

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Fall 2006 Transitions Learning Community
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Linked Classes Fall 2006
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Mentoring

• Male Mentoring
• Spring 2006 22 Participants
• Fall 2006 21 Participants
• Female Mentoring
• Fall 2006 25 Participants

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Mentoring

• Spring 2006 Retention/Success
• Course Retention Rate 81.4
• Overall Course Success Rate 39.5

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Mentoring Persistence Success
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Mentoring Learning Communities

• What happens when you measure small numbers?
• What are some of the multiple factors that can
  cloud interpretation?
• What else can we do to get a truer and more
  useful interpretation of results?

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Principles

• Start with the end in mind gather the data that
  will help with assessment.
• Create the right cohort.
• Collect the data frequently, uniformly.
• Clean the data.
• Accumulate data over time to overcome small group
  bias.
• Need good picture of overall intervention ask
  questions about conditions.

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Principles

• Use your experience Does it look right?
• Are there outliers? Why?
• Get others to react let your ego go and consider
  what they say.