Achieving Equity in Student Outcomes

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Achieving Equity inStudent Outcomes Success
PRESENTED BY Janice K. Bultema, District Board
Chair Dr. Bettsey L. Barhorst, President Maria
Banuelos, Associate Vice President for Learner
Success
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Session Goals

• LEARN HOW MATC USES THE EQUITY SCORECARD TO
• Incorporate student equity goals into
  college-wide planning efforts
• Facilitate decision making that promotes student
  access and success
• Monitor college practices affecting equity in
  student access and success
• Recognize opportunities related specifically to
  the equity gap

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Wisconsin Technical College System Districts
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MATC District
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• 42,000 students
• 21,100 degree credit
• 16,300 continuing education
• 4,100 adult basic education
• 2,500 community service
• 1,500 ESL

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MATCs Diverse Population
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• How can we not only ensure that we have a
  diverse student population, but that our diverse
  student population is successful in achieving
  their goals?

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MATCs Commitment to Diversity

• District Board End Statements
• All students achieve the learning necessary to
  be successful in their educational and career
  goals.
• MATC provides open access and a welcoming
  environment for all students and members of the
  community in pursuit of lifelong learning
  opportunities.

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MATCs Commitment to Diversity

• THREE-YEAR STRATEGIC PLAN GOALS
• DIVERSITY STATEMENT
• AFFIRMATIVE ACTION GOALS

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Equity Scorecard

• American Association of Community Colleges Annual
  Conference April 2003
• Process for developing awareness of inequities in
  educational outcomes
• Designed to foster institutional change in
  higher education by helping to close the
  achievement gap for historically
  under-represented students through the use of
  data

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Equity ScorecardImplementation at MATC

• A college team was established that
• Determined focus areas and how they would be
  measured
• Gathered meaningful data and disaggregated by
  race and ethnicity
• Identified goals and established or identified
  processes which would monitor whether outcomes
  for underrepresented students were improving or
  lagging behind

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Equity ScorecardMATCs Major Focus Areas

• Access Extent to which underrepresented
  students gain access to MATCs programs and
  resources
• Retention Examines persistence rates, course
  success, rates of attaining success in reaching
  enrollment milestones, degree/certificate
  completion, transfer rates
• Institutional Receptivity Environmental
  dimensions of institutional support
• Excellence Academic and non-academic outcomes
  and achievement

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ExampleFocus Area Access

• MEANINGFUL DATA
• Enrollments Racial/ethnic minority population
  of student body reflects the racial/ethnic
  population of the district
• Transition Are racial/ethnic minority students
  who participate in Adult Basic Education
  transitioning to degree credit courses?

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Equity ScorecardHow does it close the
achievement gap?

• Data that gets measured, gets noticed!
• Data is collected that tells a story by
  presenting a picture
• Data shows how a college is doing in relationship
  to equity versus numbers of students
• Data motivates the Board, faculty and staff to
  take action

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District Board MonitoringEnd Statement Crosswalk
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Annual District Board Monitoring Balanced
Scorecard
Green Achieved performance positive Yellow
Watch continue to improve Red Performance
less than desired
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Annual District Board MonitoringHeadcount
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Addressing the GapsCollege Efforts

• Mandatory Assessment, Advisement Placement
• Learning Systems Quality Improvement Process

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Addressing the GapsCollege Efforts

• Mentoring Minority Males Scholars Program (3MSP)
• Targeted to first-time or continuing MATC
  students who have been awarded federal work study
  aid
• Funded through an MATC Foundation Innovation
  Grant
• Provides male students of color support through
  work study, weekly peer group activities, and
  mentors
• Overall goal of 3MSP
• Increase retention
• Increase academic and personal success
• Create a sense of community among participants

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Addressing the GapsAssociate Degree Nursing
Students

• Pre-admission assessment to identify at risk
  students
• Orientation Sessions
• Math English assessments
• Sessions on study and test taking skills, time
  management, life issues, and nursing basics
• Advisors meet with every student to identify
  potential academic and life issues and discuss
  options
• Peer tutoring
• Student clubs

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Equity Scorecard ResultsAssociate Degree Nursing
Students

• 2003 - Pre-Equity Scorecard
• 80 percent of minority students were successful
• 2008 - Equity Scorecard
• 95 percent of minority students were successful

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Strengths

• Provides data for 4 ethnic student groups in
  access, retention, receptivity excellence.
• Identifies gaps between ethnic minority and
  majority students.
• Assists during the college planning cycle,
  allowing allocation of resources to improve
  programs and services.
• Provides the District Board with a relevant
  college monitoring tool.

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Weaknesses

• Clear and consistent data may not be readily
  available (data is only as good as what is
  input).
• Infrastructure for gathering data may need
  improvement.
• It takes time for the system and process to be
  imbedded into the institution.
• Currently only addresses credit students needs
  to be expanded to include non-credit students.

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Opportunities

• Include more robust data.
• Tie the results closer to the colleges budget
  and planning processes.
• Increase connection between Equity Scorecard
  results and the Learning System Quality
  Improvement Process.
• Celebrate accomplishments through internal and
  external communications.

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Threats

• If constant communication regarding the Equity
  Scorecard is not maintained, gaps may not be
  addressed, resulting in negative implications on
  enrollment and retention.
• The four measures identified may not be the most
  critical to student success.
• Without faculty and staff buy-in, this initiative
  may not be seen as important or worthwhile.
• Can become so focused on the four ethnic group
  categories that we miss the large multi-racial
  category.

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Summary

• MATC saw a need for action based on its growing
  minority population
• MATC learned of the University of Southern
  Californias Center for Urban Education model in
  2003
• MATC adopted and developed its own scorecard
  model
• MATC uses the Equity Scorecard for District Board
  monitoring and college management decisions

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Next Steps
For more information about the Equity
Scorecard Madison Area Technical College Maria
Banuelos, Associate Vice President for Learner
Success 3550 Anderson Street Madison, WI
53704 Phone [phone] mbanuelos_at_matcmadison.e
du www.matmadison.edu Center for Urban
EducationUniversity of Southern
CaliforniaRossier School of EducationWaite
Phillips Hall, Suite 702Los Angeles, CA
90089-4037Phone[phone] http//www.usc.edu/
cue
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Questions Answers