High-impact Educational Practices: What are they? Evelyn Waiwaiole Program Manager, High-Impact Practices Jeff Crumpley Associate Director CCCSE Center for Community College Student Engagement

Identifying and Promoting High-Impact Educational Practices in Community Colleges 3 Year Initiative Funded by the Bill and Melinda Gates Foundation and Lumina Foundation Analyze data from four surveys Focus groups Institutes National Reports Initiative ends August, 2014

CCCSE: Collecting Data from Many Perspectives Four surveys that complement one another: CCSSE CCFSSE SENSE CCIS

CCCSE: Collecting Data from Many Perspectives

CCCSE: Collecting Data from Many Perspectives Qualitative and quantitative data Surveys provide quantitative data. Focus groups from the Initiative on Student Success and High-Impact Practice Initiative provide qualitative data.

CCCSE: Collecting Data from Many Perspectives Core surveys and special-focus items Core surveys are the same from year to year. Special-focus items examine a specific area and change from year to year. Special-focus items for the 2011 and 2012 surveys address promising practices for promoting student success and completion.

CCSSE High Impact Practices Early Results

Promising Practices for Community College Student Success Planning for Success: Assessment and Placement, Orientation, Academic Goal Setting and Planning, and Registration before Classes Begin Initiating Success: Accelerated or Fast-Track Developmental Education, First-Year Experience, Student Success Course, and Learning Community Sustaining Success: Class Attendance, Alert and Intervention, Experiential Learning beyond the Classroom, Tutoring, and Supplemental Instruction This first look focuses on 13 promising practices. These are educational practices for which there is emerging evidence of success: research from the field and from multiple colleges with multiple semesters of data showing improvement on an array of metrics, such as course completion, retention, and graduation. The practices are divided into three groups: planning for success, initiating success, and sustaining success.   Planning for Success: Assessment and Placement, Orientation, Academic Goal Setting and Planning, and Registration before Classes Begin Initiating Success: Accelerated or Fast-Track Developmental Education, First-Year Experience, Student Success Course, and Learning Community Sustaining Success: Class Attendance, Alert and Intervention, Experiential Learning beyond the Classroom, Tutoring, and Supplemental Instruction

CCFSSE High Impact Practices

CCFSSE Promising Practice Items combined with Student responses 11% of CCSSE respondents reported that they registered for class after the first class session has started. Yet, 62% of faculty responders say that at least one student registered late for a class The Community College Faculty Survey of Student Engagement (CCFSSE), which is aligned with CCSSE, elicits information from faculty about their teaching practices, the ways they spend time both in and out of class, and their perceptions regarding students’ educational experiences. All CCFSSE analyses use a three-year cohort of participating colleges. The 2010 CCFSSE Cohort includes all colleges that participated in CCFSSE in 2008, 2009, and 2010 (each college’s most recent year of participation).

SENSE High Impact Practices

SENSE Promising Practice Items Entering students and class attendance The Survey of Entering Student Engagement (SENSE) is a tool that helps colleges better understand the experience of entering students — and engage these students in the earliest weeks of their college experience. Community colleges typically lose about half of their students prior to the students' second college year. This alone is reason to look more closely at our colleges' front doors and students' earliest experiences with college. But the data provide even more reasons: An Achieving the Dream study determined that 14% of entering students do not earn a single college credit in their first term. In turn, this dramatic lack of success lowers persistence rates. Just 15% of students who earn no credits in their first term persist to the following term, compared to 74% of students who earn credit in their first term.

What students say about skipping class

CCIS High Impact Practices

CCIS, CCSSE, CCFSSE Promising Practices Colleges That Report Having It Students Who Report Doing It Full-Time Faculty Who Teach or Facilitate Orientation 96% 58% 13% Student Success Course 83% 24% 12% First-Year Experience 26% 17% Learning Community 56% 16% Accelerated Developmental Education 42% 14% CCIS collects information about whether and how college implement a variety of promising practices. It was developed as part of the Center’s initiative, Identifying the Promoting High-Impact Practices in Community Colleges.

Students are not always well-informed

Supplemental Instruction Students who use it 19% Faculty who make it available 44% Colleges that offer it 87% New Trend?? - 14% of CCIS colleges report mandatory SI for all developmental education students CCIS collects information about whether and how college implement a variety of promising practices. It was developed as part of the Center’s initiative, Identifying the Promoting High-Impact Practices in Community Colleges.

A Student Speaks about SI

CCIS High Impact Practices How does student participation in these promising practices show up in CCSSE benchmark scores?

2011 CCSSE Benchmark Scores by Registration – Promising Practice Item #1 In = 211672 Out = 26828 Registered for all courses before the first day of class Registered late Sources: 2011 CCSSE data

2011 CCSSE Benchmark Scores by Orientation – Promising Practice Item #2 IN = 137681 Out = 99640 Participated in Orientation Did not Participate in Orientation Sources: 2011 CCSSE data

Views of Orientation

2011 CCSSE Benchmark Scores by FYE – Promising Practice Item #3 In = 60963 Out = 170030 Participated in First Year Experience Did not participate in First Year Experience Sources: 2011 CCSSE data

2011 CCSSE Benchmark Scores by Learning Comm 2011 CCSSE Benchmark Scores by Learning Comm. – Promising Practice Item #4 In = 30293 Out = 199078 Participated in Learning Community Did not Participate in Learning Community Sources: 2011 CCSSE data

Impression of a first year learning community

2011 CCSSE Benchmark Scores by SSC – Promising Practice Item #5 In = 55393 Out = 174300 Participated in Student Success Course Did not Participate in Student Success Course Sources: 2011 CCSSE data

Student Success Courses

High Impact Practices: What comes next?

CCIS High Impact Practices: Next steps Analysis of components inside of each promising practice Analysis of the relationship between each promising practice and self-reported GPA Analysis of the relationship between each promising practice and student records Deeper looks at college specific programs with successful results CCIS collects information about whether and how college implement a variety of promising practices. It was developed as part of the Center’s initiative, Identifying the Promoting High-Impact Practices in Community Colleges.

Questions ? Visit Booth #209 in the Exhibit Hall Center for Community College Student Engagement 3316 Grandview Street Austin, Texas 78705 Phone: 512-471-6687 www.ccsse.org