Access persistence and retention family involvement for latino success in college
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“Access, Persistence and Retention: Family Involvement for Latino Success in College” 2008 Innovations Conference League for Innovation in the Community College March 03, 2008. Overview.

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Access persistence and retention family involvement for latino success in college

“Access, Persistence and Retention: Family Involvement for Latino Success in College”

2008 Innovations Conference

League for Innovation in the Community College

March 03, 2008


Overview

Overview

  • Grant funded research project to create a Family Involvement Model that engages college students’ families in the instructional process

  • Measure the effect of the model on access, retention, and persistence

  • Document the impact of involving students’ families in the learning process

  • Share the model with other colleges to replicate results


What is the fim model

What is the FIM Model?

  • Refers to the integration

    of one or more key family members of Latino students into student success initiatives throughout their academic experience


Why use fim model

Why use FIM Model?

  • Involving families works according to an extensive review of successful K-12 and other similar student retention practices

  • Our approach will use the FIM model for the first time at the college level.


Participants

Participants

  • Lead Colleges

    Mountain View College

    Brookhaven College

  • Follow-on Colleges

    El Centro College

    Richland College

    North Lake College

    Cedar Valley College

    Palo Alto College


Project timeline

Year 1

Mountain View College and Brookhaven College

Planning

Project Timeline

Year 2

Implementation

Richland College And

El Centro College

Planning

Year 3

Implementation

Follow-On Colleges

Four DCCCD and external colleges will be added

Year 1

Mountain View College and Brookhaven College


Student video

Student Video


Mountain view college

Mountain View College:

Cultural Studies Fiesta Oak Cliff

  • Learning how the Oak Cliff communities work: families, churches, schools, political groups

HIST 1302 / ARTS 1301

  • La Raza: the history and art of Latino Americans Learning Community


Brookhaven college cultural studies

Brookhaven College: Cultural Studies

Mexico Studies:

A Cultural Perspective

  • Interdisciplinary and

    cross-cultural studies human

    thought and relationships by

    considering a significant theme

  • The Caribbean: A Cultural Perspective

  • Focuses on topics related to the Caribbean, with special emphasis on the African influence within the broader Caribbean, Central, and South American regions.


Richland college

Richland College

  • Introduction to the field of Mexican-American/Chicano studies from its inception to the present. Introduce students to salient cultural, economic, educational, historical, political, and social concepts.


Faculty video

Faculty Video


Website

Website


Statistical treatment

Statistical Treatment


Access persistence and retention family involvement for latino success in college

The grant is a research grant not an implementation grant. As such, our primary focus is on documenting the results of the grant using both qualitative and quantitative measures. We do, as educators, have a desire to see our students succeed. One measure that is a pleasure to report is the faculty reporting through video techniques that the model works for their student’s success.


Types of data

Types of data

1. Qualitative data in the form of video, opinionaires, and feedback sessions

  • 2. Artifacts

  • 3. Quantitative data from Colleague data base


Success a b c

Success – A,B,C

Definitions

Persistence – Staying in the class

until the end with a performance

grade

Retention – Returning in the next full term


Family involvement enrollment compared to general college enrollment

Family Involvement Enrollment Compared toGeneral College Enrollment


Access persistence and retention family involvement for latino success in college

The First CohortSpring 2007 To Fall 2007Brookhaven CollegeCultural Studies-2370-2001Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002


Access persistence and retention family involvement for latino success in college

The Second CohortFall 2007 to Spring 2008Brookhaven CollegeCultural Studies-2370-2001Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002 Richland CollegeHumanities-1305-8096Cultural Studies-2370-8096


Access persistence and retention family involvement for latino success in college

Spring 2007 Persistence

Spring 2007 Persistence

The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of success is the same for students receiving treatment as the students not receiving treatment (control).

X2 = 1.749significance <.20

In this case the null hypothesis is accepted. The treatment did not have a statistically significant positive effect on the retention of students. However, there is the possibility of educational significance. This result should be examined further to determine the cause of the magnitude of increase in persistence.


Access persistence and retention family involvement for latino success in college

Fall 2008 Persistence

The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of success is the same for students receiving treatment as the students not receiving treatment (control).

X2 = .24significance <.30

In this case the null hypothesis is accepted. The treatment did not have a statistically significant positive effect on the retention of students. However, there is the possibility of educational significance. This result should be examined further to determine the cause of the magnitude of increase in persistence.


Access persistence and retention family involvement for latino success in college

Spring 2007/Fall 2007 Retention

The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of not returning is the same for students receiving treatment as the students not receiving treatment (control).

X2 = 6.49significance .01

In this case the null hypothesis is rejected. The treatment did have a statistically positive effect on the retention of students.


Access persistence and retention family involvement for latino success in college

FAQ’s

Do you offer scholarships to students?

Is the grant limited in supporting classes pertaining to a specific subject area?

What are the benefits for faculty?

Are there guidelines for faculty to follow when using the FIM model?

What will happen to the classes, once the grant’s funding has ended?


Desired results

Desired Results

  • Models that include the family in the

    instructional process

  • Models implemented in courses

    with addition of minimal funding

  • All colleges involved in the data collection

    and evaluation processes


Access persistence and retention family involvement for latino success in college

The Contents of this presentation were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, and you should not assume endorsement by the Federal government


Access persistence and retention family involvement for latino success in college

Jim Corvey

[email protected]

Rene Prupes

[email protected]

http://www.mountainviewcollege.edu/fimhome/defalt.aspx


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