Increasing Student Success Achieving the Dream Progress Report June 10, 2009

What’s Wrong? Why? Intervene Evaluate & Modify Achieving the Dream Research Process: Transforming TCC with Data-Informed Decisions

Persistence Intervention: Strategies for Academic Success (Orientation & Study Skills Course) Scope: Year sections fall 2008; 1120 enrolled (81% course completion rate) 42 sections spring 2009; 625 enrolled (84% course completion rate) 14 sections summer 2009; 84 enrolled College-wide collaboration Common course objectives Common evaluation --Pre- and post-tests within course (LASSI = Learning and Study Skills Inventory) --Written self-reflection ends course College-wide training of faculty Dedicated, robust Blackboard website of faculty resources Focus groups to capture teaching barriers from instructors

Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. Scores for all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

Fall-to-Spring Persistence

Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. Scores for all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

Gateway Course Failure Reduced Comparison of First-time Freshmen without Strategies to Students with Strategies--Fall 2009

Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. Scores for all ten Learning and Study Strategies Inventory ( LASSI) scales increased significantly from pretest to posttest. Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

Persistence Intervention: Strategies for Academic Success Preliminary Results—Year 1 Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. Scores for all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

Persistence Intervention Strategies for Academic Success Preliminary Results—Year 1 Persistence for fall 2008 first-time freshmen taking Strategies course was significantly greater than non-Strategies first-time freshmen. Gateway course (Comp. 1 and College Algebra) fall 2008 failure rate was reduced. Scores for all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly from pretest to posttest. Strategies students scoring higher on LASSI post-test Information Processing, Motivation, and Test Strategies scales were significantly more likely to persist to the spring semester. Strategies students scoring higher on LASSI post-test Selecting Main Idea and Test Strategies scales were significantly more likely to perform better on the essay (critical thinking rating).

Persistence Intervention Strategies for Academic Success -- Next Steps Summer Collect evaluation results from spring and summer sections to combine with fall sections Analyze this complete Year 1 data Prepare instructors with training for fall 2009 Fall Provide complete Year 1 evaluation results to Strategies Team for planning modifications Provide persistence results for Year students Survey instructors to evaluate training effectiveness

Communication Collaboration Transparency AtD