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Student Achievement Overview

Student Achievement Overview. Shoreline Community College dprince@sbctc.edu. Today’s goal. Present the Student Achievement Initiative and stimulate discussion for how it can be integrated into Shoreline Community Colleges' activities and priorities, and used alongside Promising Practices.

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Student Achievement Overview

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  1. Student Achievement Overview Shoreline Community College dprince@sbctc.edu

  2. Today’s goal Present the Student Achievement Initiative and stimulate discussion for how it can be integrated into Shoreline Community Colleges' activities and priorities, and used alongside Promising Practices

  3. Employment Rate “ Workforce Ready ” Skills - Deficient Completion Rate Basic Skills Conversion Rate SRK Completion Rate Developmental Completion Rate “ College Path ” Completion Rate ABE GED Start Complete First X Credits – Y Credits – 1 Year Certificate Associate Employment BA ESL Developmental Developmental College 1 Term College - Level Degree [Field Earnings] Degree Work Work Credit College - Level [ “ Transfer Ready ” ] Reading Reading [ “ College Path ” ] [ “ Workforce Ready ” ] Writing Writing Math Math “Milestone Events” in a Student Enrollment Pathway Source: Ewell (2007)

  4. SBCTC System Direction Ten Year Goals: Economic Demand - Strengthen state and local economies by meeting the demands for a well educated and skilled workforce Student Success - Achieve increased educational attainment for all residents across the state Innovation - Use technology, collaboration and innovation to meet the demands of the economy and improve student success

  5. Achievement Measures Four categories of measures: • Momentum points that build towards college-level skills • Significant adult literacy or English language proficiency CASAS test score gains • Earning GED or high school diploma • Passing pre-college writing or math courses

  6. Achievement Measures • Momentum points that build to Tipping Point and beyond • Earning first 15 college level credits • Earning first 30 college level credits • Earning college level credits in math • Computation requirements for applied degrees • Quantitative reasoning requirements for transfer degrees

  7. Achievement Measures • Completions • Certificates • Associate degrees (technical and transfer) • Apprenticeship training

  8. Momentum Points Gained in Shoreline’s Baseline Year 2006-07 (Final) 4,395 students made momentum gains. Shoreline is compared to its own baseline for improvement year to year. Points tell who is gathering momentum, but don’t explain why. Colleges can share practices and ideas to learn from each other.

  9. Colleges can disaggregate and analyze who is and who isn’t gathering momentum to plan with the data. We can start with mission areas. • Transfer Goal • Basic skills • Work Force

  10. Momentum Points Gained by Students with Transfer Goals in 2006-07 Baseline

  11. Number of Transfer Students by Type of Momentum Gained in 2006-07 Baseline • 47% gained some college level momentum • 8% gained Pre-College or basic skills, but no college level momentum • 46% gained no momentum

  12. This is all about Momentum Changes- Momentum at start Momentum at end of year • Less than college ready to college level • Little to no college level to some college level or more • Some College level to the tipping point or beyond • No college math to preparing for and completing college math

  13. Transfer Students by College Level Momentum Status at the Start( N=3,267) • 1,238 students (38%) have little to no college momentum to start. This group probably has a substantial number of students “testing the waters”. • 1,117 (35%) students starting status has some college-level momentum, but no math. This includes 347 (11%) that started with 15 college level credits and 770 (24%) started with 30 or more credits. • 912 students (28%) have already completed math and have a lot of college momentum. 9 in 10 of these students also have at least 30 college level credits already earned. They basically have one major point gain left.

  14. Students by Momentum Gains (Algorithm)

  15. Number of Transfer Students Starting with No College-Level Momentum by Type of Momentum Gained in 2006-07 • 61% of make college level gains: • 20% gather substantial college level momentum- college math and beyond • 41% gather some college level momentum- 15 and 30 credits, but no math • 10% make pre-college gains only • 29% make no gains

  16. Number of Transfer Students Starting with College Momentum, But No College Math by Types of Momentum Gains in 2006-07 80% of students with at least 15 college cr to start continue to build momentum; over half get to at least 30 college credits; 20% complete college math; 6% earn pre-college math At 30 college credits, no math, completing math and or the tipping point are the only remaining college level points. 29% gain further college momentum; 12% earn pre college points. 60% gather no momentum.

  17. Transfer Students Starting Without Having Completed a Quantitative Reasoning Course by Math Related Momentum Gains in 2006-07 • 2,352 transfer students (72% of total N) start the year yet to complete college math • 61% of students make no math related gains either preparing for or completing college math during the year

  18. Number of Transfer Students Starting with College Math by Types of Momentum Gains in 2006-07 More than 9 in 10 students who start with math also have at least 30 college credits. There is one point left for them- or they transfer. This appears to be an important advising time. Students starting with 15 college credits that includes math continue to march on.

  19. Basic Skills Students Student is assigned a minimum entry based upon the subject area and lowest pre-test score when they enter in the academic year. ESL 1 ABE 1 ESL 2 ABE 2 ESL 3 ABE 3 ESL 4* ABE 4* ESL 5* GED 1* ESL 6* GED 2* *System wide most basic skills students who go on to I-BEST or other college level courses during the year come from these levels.

  20. Basic Skills Students by Starting Levels

  21. Basic Skills Students With Point Gains and I-BEST • Definition: Multiple points can be garnered based upon the total number of CASAS gains made during the year for all subjects pre and post-tested during the year or Federally Reportable and received a GED. A High School Completion during the academic year is also counted as a gain. • 65% of ESL students and 47% of ABE/GED students made point gains in 2006-07 • However, despite having “I-BEST ready” (level 4 or higher) students no I-BEST in 2006-07. • Not building college momentum points- over half get to at least 15 college level points system wide and also more likely to make basic skills gains.

  22. I-BEST 33 I-BEST students earned 261 points I-BEST offered to33 students: 11 ESL and 22 ABE/GED students They earned 261 points 2/3 of ESL and 90% of ABE/GED improved their basic skills while in I-BEST

  23. I-BEST – Waiting to Happen in WorkFirst And other students enrolled in levels 4 and higher. Build pipeline to IBEST from lower levels

  24. Momentum Points Gained by 4,935 Students with Workforce Goals in 2006-07 Baseline 14% gathered substantial momentum or got to tipping point and beyond 22% some college momentum- 1st 15, 1st 30 16% getting ready 58% - no momentum

  25. Workforce Students by College Momentum Status to Start

  26. Workforce Students by Starting Status and Final Momentum Gains

  27. Drilling Down: Workforce Sub-Groups Job prep, Job upgrade Contract, State funded Demographics – gender, race ethnicity Low skills/Low Wage workers Others in college’s strategic plans Seattle Funders Group: Looked at state and contract funded between adults 25 and 50 education to start less than the tipping point (<45 cr, no certificate), plus 18-24 year olds with low basic skills or less than high school At Shoreline: 520 basic skills students, 1350 workforce students

  28. Summary • Substantial room for growth • Achievement Initiative provides information for planning and gauging improvement • Colleges can align this with strategies and initiatives they have in place or use to identify new areas • At Shoreline- • Transfer- 1st 15 credits, college math and follow up to students with math all areas with room for improvement, and/or that raise questions • Basic Skills- under-utilization of I-BEST • Workforce- How can the achievement points be used as milestones for planning programs? Who? Where?

  29. Promising Practices http://www.sbctc.ctc.edu/college/education/student_achieve_promising_strategies_rpt_revised_Oct07.pdf Evidence based- achievement intuitive provides a common metric- How much momentum have students gathered after…..? Areas include: recruitment and admissions, financial aid, student and academic services, instruction and curriculum, commitment and leadership

  30. SBCTC Resources/Analyses • 2 research reports available on Student Achievement site at: • http://www.sbctc.ctc.edu/college/d_studentachievement.aspx • Increasing Student Achievement for Basic Skills Students • Transfer Students College-Level Momentum Points

  31. CCRC Research Toolhttp://ccrc.tc.columbia.edu/Publication.asp?UID=570 • Using Longitudinal Data to Increase Community College Student Success: A Guide to Measuring Milestone and Momentum Point Attainment (CCRC Research Tools No. 2)By: D. Timothy Leinbach & Davis Jenkins — January 2008.CCRC Research Tools No. 2. New York: Community College Research Center, Teachers College, Columbia University.Shows researchers how to use longitudinal SUR data to identify different student groups among first-time community college students, • Calculate rates of attainment of milestones and momentum points for each group, and identify barriers to success for each group. • Examples are presented from an analysis CCRC researchers conducted for the Washington State Board for Community and Technical Colleges.

  32. Ways to learn more about the Student Achievement Next ITV- May Hoping to have a few colleges talk in more detail about issues, strategies they have been focusing on (including things started before Achievement). What’s the issue? How does it fit with where college is going? What is compelling about the issue for the college? What are they trying or how are they planning to address the issue/ How will they know they’ve done something? Further information : http://www.sbctc.ctc.edu/college/e_studentachievement.aspx

  33. Pre-College English Courses

  34. Pre-College Math Courses

  35. Quant Courses (also include every math course in 27 CIP series 3 credits or higher)

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