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Alice van Ommeren Dean of Research, Analysis and Accountability

The Scorecard and Beyond: Using Chancellor's Office Data for Understanding & Improving Student Equity. Alice van Ommeren Dean of Research, Analysis and Accountability California Community College Chancellor’s Office. Achievement (Equity) Gap in Education.

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Alice van Ommeren Dean of Research, Analysis and Accountability

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  1. The Scorecard and Beyond:Using Chancellor's Office Data for Understanding & Improving Student Equity • Alice van Ommeren • Dean of Research, Analysis and Accountability • California Community College Chancellor’s Office

  2. Achievement (Equity) Gap in Education The observed and persistent disparity on educational measures between the performance of groups of students, especially groups defined by socioeconomic status, race/ethnicity and gender

  3. Goals and Objectives • Overview of Chancellor’s Office Tools • Identify the Subgroups in the Tools • Access, Services and Outcome Metrics • Measuring the Equity Gap at the State Level • Applying it to Colleges/Districts • Future Developments for Researchers

  4. Overview of Chancellor’s Office Tools

  5. DataMart 2.0

  6. DataMart 2.0

  7. DataMart 2.0 Access

  8. DataMart 2.0

  9. DataMart 2.0 Services

  10. DataMart 2.0

  11. DataMart 2.0 Success

  12. DataMart 2.0

  13. Additional features in the Datamart • Subgroups in the Datamart • Gender, age groups and race/ethnicity • Additional features of the Datamart • Crosstabs (race by gender) • Ability to export your results (Excel, CSV, text) • Displays as counts and percentages • Query with multiple colleges or terms Your local MIS will always collect additional data (IR)

  14. Measuring the Equity Gap Compare rates (subtraction) to: • Compare subgroups • Fixed standard • Highest performing group • Average of all groups • Peer colleges • Over time • Input versus outputs • Proportionality and 80 Percent Rule

  15. 2013 Student Success Scorecard Completion Rate COHORT 2006-07 Cohort OUTCOME Attained Completion

  16. Proportionality • Differences within subgroups between two conditions, or • Proportion in an outcome group compared to the initial cohort, or • Allows one to compare the status of a racial/ethnic group across conditions (milestones or group inclusion). • Does not specify a cut off point

  17. 1 - Disaggregated subgroups in cohort & outcome groups (Proportionality)

  18. 2 - Calculate Index from demographic proportions

  19. The 80 Percent Rule • Measures disproportionate (adverse) impact • Outcome of subgroup compared to reference group, and • Selection rate of subgroup can not be less than 4/5 (or 80%) of the reference group. • Equal Employment Opportunity Commission (EEOC, 80% rule, 1978 benchmark) • Advantage of providing a cutoff point • Issues related to identifying a reference group

  20. 1 - Disaggregated subgroups in cohort & outcome groups (80% Rule)

  21. 2 - Calculate the percent attainment of each group

  22. Future Developments • First-generation students (parental education) • New MIS data element • Wage outcomes by demographics • Research studies • Revised matriculation data elements • Student success and support initiative • More special populations (programs) • Added to the Datamart

  23. Limitations • Racial categories are constructs and do not capture social, cultural, economic and political issues surrounding racial diversity • Scorecard metrics are “indicators” of success and do not capture all students • Metrics or rates are not adjusted for environmental or community factors • Metrics are one dimensional and do not capture other factors, need multivariate analysis

  24. Alice van Ommeren • avanommeren@cccco.edu

  25. Student Population in 2011-12 • Approximately 2.4 million students • 53% of the student are female • Largest age group (30%) is 20-24 years old • Next group (19.5%) is 18 and 19 years old • Largest race/ethnic group is Hispanic (36%) • White Non-Hispanics is 31% of students

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