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Encuentro Hacia el Exito Encounter with Excellence. How Longitudinal Results From a Title V First Year Initiative Helped an Institution Build a Culture of Student Success Dr. William Franklin. Overview. Guided by the Data

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Encuentro hacia el exito encounter with excellence

EncuentroHacia el Exito Encounter with Excellence

How Longitudinal Results From a Title V First Year Initiative Helped an Institution Build a Culture of Student Success

Dr. William Franklin



  • Guided by the Data

  • Doing What Works

  • Bridge Initiative Cohorts

  • High Impact Practices

  • Additional Data Gathered

  • Regional and National Support

  • Q&A



Entry

977 Students

Full-time

First-time Freshmen

Hispanic 49%

AfricanAm. 36%

Others 15%

94% deficient in

Basic English

& Math

Full-Time First-Time Freshmen Fall 2006 – Fall 2008

Cohort Retention Analysis through First Two Years

Fall 2006

By End

of Term

68% on Good Academic Standing

Spring 2007

By End of Term

58%

on Good Academic Standing

50% met all Basic English

& math requirements

  • Fall 2007

  • By End of Term

  • 49% on Good Academic Standing

  • 53% met all

  • Basic English

  • & math

  • requirements

Spring 2008

By End

of Term

46% on Good Academic Standing

86%

Cohort Retained

47% Cohort

Returned

Fall 2008

54%

Cohort Retained

61%

Cohort Retained

PROBLEM ANALYSIS

---Half of all incoming freshman have not overcome basic skill deficiencies after a year.

---Nearly 40% of first-time, fulltime freshman students were not retained to their second year, and of those were still enrolled, 20% were NOT in Good Academic Standing.

132 in Cohort

did not enroll in

Spring 2007

Hispanic 42%

African Amer. 42%

379 in Cohort

did not enroll in

Fall 2007

Hispanic 43%

African Amer. 42%

451 in Cohort

did not enroll in

Spring 2008

Hispanic 43%

African Amer. 42%

519 in Cohort

did not enroll in

Fall 2008

Hispanic 44%

African Amer. 41%

CSUDH Institutional Research, Assessment and Planning



Accelerate Achievement & Ensure Equity

Infuse Effective Teaching &Learning

EducateDiverse Learners

Support StudentSuccess

Foster Promising Practices




Remediation needs 2009 2011
Remediation Needs2009-2011

Placement testing shows Bridge students to be consistently less prepared than their peers.


  • 78% are the first in their families to attend college

    • This is defined by FAFSA data where neither the mother or father have attained higher than a high school diploma

  • Additionally, 71% will be the first child in their family to earn a college degree

    • Survey data was cross-tabbed to the FAFSA data

    • Students were asked if any sibling had earned a college degree or if they were only children in the family


  • 90% of Bridge students are eligible for Federal Pell Grants, making them among the financially neediest students in the United States

  • The average EFC of Bridge students is $1940, meaning that they lack the financial resources themselves to attend CSUDH

  • Just over 58% of Bridge students have an EFC of $0, meaning that they have no resources to pay for college


High Impact Practices making them among the financially neediest students in the United States


  • Summer Bridge making them among the financially neediest students in the United States

  • Supplemental Instruction

  • Cohort Model / Block Registration

  • Early Warning System

  • Intrusive Advising (Peer and Professional)

  • Peer Mentoring

  • Leadership Development


Summer Bridge making them among the financially neediest students in the United States


  • The goal of Summer Bridge is to introduce students to the academic demands of college, as well as some practice in the basics before the start of their formal college career.

  • During the summer, students take developmental education courses - Math 003 or 009 and English 088 or English 099.

  • The 6-week Summer Bridge experience provides students with college readiness training in a number of areas, including study skills, time management, campus and community life, and career exploration.

  • Students develop a sense of self in the academic community, gain the ability to navigate the campus system, and learn about the resources that will help them succeed.


Supplemental Instruction academic demands


  • SI is the single most well documented intervention available for improving academic performance of under-prepared students.

  • SI focuses on content issues as well as learning process habits, contributing to the students’ overall learning improvement as well as decreasing their sense of isolation.

  • SI requires an active role in providing materials for an SI session, with an experienced SI Leader, a student who has successfully completed the course.

  • SI leaders are trained to incorporate a number of collaborative review techniques to help students learn course material within a safe and familiar setting.


Cohort Model for improving academic performance of under-prepared students.


  • During the summer, students for improving academic performance of under-prepared students. ’ respective scores in Math and English are reviewed and block schedules are designed for the fall.

  • The cohort models created are also comprised of a series of general education courses that will balance out their first semester schedule.

  • All students are enrolled in 12 units and they travel as cohorts to math, English and 2 pre-selected general education course.


Early Warning for improving academic performance of under-prepared students.


  • The Early Warning System is designed for students who are experiencing academic and attendance problems. 

  • The system is set up to intervene in the face of student issues through the assistance of counseling, tutorial referrals, and supplemental instruction.

  • Instructors send mid-semester reports to make students and advisors aware when they are showing low attendance or having problems with in-class or test performance. 

  • Upon receiving the Early Warning notification, advisors will determine the need for further intervention.


Intrusive Advising experiencing academic and attendance problems. 


  • Advisors do not wait for students to come forward to ask for help but insist that students make frequent appointments throughout the year.

  • Intrusive advising does not mean hand-holding. Rather, it does mean active concern with the students' academic preparation and a willingness to assist them.

  • Advisors insist upon regular contact with their advisees regardless of whether or not advisees think it is needed.

  • Peer and professional advisors head off potential problems before they arise and reduce the need for crisis intervention.


Peer Mentoring help but insist that students make frequent appointments throughout the year.


  • Peer Mentors meet with their caseload twice each semester to disseminate critical information and inquire about how students are acclimating.

  • Peer Mentors report to Academic Advisors on “redflag” students who could benefit from additional advising or other interventions.

  • Peer Mentors serve as role models and student advisors who can offer advice on choosing a major, course selection, and refer students to campus resources, based on their own experience.


Leadership Development disseminate critical information and inquire about how students are acclimating.


  • Students are required to complete at least 20 hours of service to the program during each school year.

  • The aim of this requirement is to help students develop leadership skills and a college network.

  • Students fulfill these requirements through participation in student organization, women’s group, program newsletter, and program recruitment.

    • Students serve as officers, coordinators, and journalists.

    • Students assist in the recruitment of future program students.


Filling in the service to the program during each school year.

Data Gaps


  • Campus Labs (Student Voice) was used to survey students service to the program during each school year.

  • Survey instruments are administered largely online

  • Three goals for the use of surveys:

    • Fill in data gaps

    • Gather information about how students perceived their experiences to improve program delivery

    • Evaluate teacher and curriculum effectiveness


  • Sibling educational attainment levels service to the program during each school year.

  • Distance traveled to campus from home

  • Method of transportation

  • Plans for work during college

  • Actual work on or off-campus

  • Time spent studying in high school and college



Revisiting the and English courses

Cohorts



Remediation needs 2009 20111
Remediation Needs and English courses2009-2011

Placement testing shows Bridge students to be consistently less prepared than their peers.


Outcomes and English courses


Overall Results and English courses


  • Students who begin with two semesters of math and/or English remediation required have a much lower chance of progression toward a degree.

  • Students in the Bridge program with the same needs have a much stronger chance of persistence.

    • Over the last 3-4 years, they are generally 15-20 percentage points higher.

  • Bridge students are persisting at much higher rates than the control group.


Questions & Answers remediation required have a much lower chance of progression toward a degree.


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