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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”

2008 Innovations Conference

League for Innovation in the Community College

March 03, 2008


Overview
Overview Latino Success in College”

  • 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? Latino Success in College”

  • 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? Latino Success in College”

  • 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 Latino Success in College”

  • 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 Latino Success in College”

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 Latino Success in College”


Mountain view college
Mountain View College: Latino Success in 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 Latino Success in College”

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 Latino Success in 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 Latino Success in College”


Website
Website Latino Success in College”


Statistical treatment
Statistical Treatment Latino Success in College”


The grant is a research grant not an implementation grant. Latino Success in College”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 Latino Success in College”

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 Latino Success in College”

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 to Latino Success in College”General College Enrollment


The First Cohort Latino Success in College”Spring 2007 To Fall 2007Brookhaven CollegeCultural Studies-2370-2001Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002


The Second Cohort Latino Success in College”Fall 2007 to Spring 2008Brookhaven CollegeCultural Studies-2370-2001Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002 Richland CollegeHumanities-1305-8096Cultural Studies-2370-8096


Spring 2007 Persistence Latino Success in College”

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 = 1.749 significance <.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.


Fall 2008 Persistence Latino Success in College”

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 = .24 significance <.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.


Spring 2007/Fall 2007 Retention Latino Success in College”

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 = 6.49 significance .01

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


FAQ’s Latino Success in College”

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 Latino Success in College”

  • 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


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


Jim Corvey 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

[email protected]

Rene Prupes

[email protected]

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


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