The Revised Student Achievement Initiative (SAI) Measuring Student Success at Walla Walla Community College Joshua Slepin Office of Research, Planning and Assessment 14 April 2014

Goals Introduction to SAI (theory, structure, points) Funding scheme and implications WWCC’s performance Integrating SAI

Student Achievement Initiative (SAI) SAI is the student performance funding system for community and technical colleges. It represents a shift from funding entirely for enrollment inputs to also funding meaningful outcomes. – describes what students achieve each year – provides incentives through financial rewards to colleges for increasing the levels of achievement attained by their students (“further, faster!”) The revised SAI metrics went into effect at the start of the academic year.

The SAI Model Momentum Points – Students earn points based on key academic benchmarks that students must meet to successfully complete degrees and certificates. – Total points earned by all the students who attended WWCC in the given year are added up. – Success in courses = C or higher in pre-college D or higher in college level

Who is in SAI Includes all students who are enrolled at the college for the given year with the following characteristics: State-supported Running Start Non-state supported, award-seeking students (Intents A, B, G, F, H, I, M) It does not include students with the following characteristics: International Department of Corrections Non-state, non-award seeking

Nine Point Categories 1.Basic Skills Gains 2.College Ready Pre-English (modified) 3.College Ready Pre-Math (modified) 4.15 College Level Credits 5.30 College Level Credits 6.Quantitative Course Completion (modified) 7.45 College Level Credits (new) 8.Retention (new) 9.Completion (modified)

The Tenth Point: Basic Skills Bonus Current or previous basic skills students can score “bonus” points for each point achieved beyond basic skills gains. ‒Previous basic skill students include those enrolled during previous 2 academic years.

Basic Skills Points Total number of CASAS gains made during the year for all subjects pre and post tested. – Multiple points can be earned.

College Ready Pre-English Students score 2 points when they finish the highest level of developmental English. – Bonus point if complete Clvl ENGL within a year. – A maximum of 3 points can be earned for students who were never in basic skills. Prior or current basic skills students can earn a maximum of 4 points.

College Ready Pre-Math Students score 3 points when they finish the highest level of developmental math. ‒Bonus point if complete Clvl Math within a year. ‒A maximum of 4 points can be earned for students who were never in basic skills. Prior or current basic skills students can earn a maximum of 5 points.

15 College Level Credits Students score a point once they reach 15 college level credits (over 100 level). - A maximum of 1 Point can be earned in a year. Prior or current basic skills students earn one additional point.

30 College Level Credits Point is earned once a student reaches 30 college level credits (over 100 level). - A maximum of 1 Point can be earned in a year. Prior or current basic skills students earn one additional point.

Quantitative Course Completion Garnered by the college the first time a student earns credit in college-level math (CIP 27 series) or quantitative reasoning classes (PHIL& 117 or PHIL& 120). ‒A maximum of 1 Point can be earned in a year. Prior or current basic skills students earn one additional point.

45 College Level Credits Workforce pathway: at least 30 of the 45 must be earned in classes that are designated as workforce (determined by the CIP code on the class). Transfer pathway: points are earned when the student completes 45 college level credits in Math, English, Humanities, Social Science, and Science. – A maximum of 1 Point can be earned in a year. Prior or current basic skills students earn one additional point. – Pathways determined by classes taken, not intent. It is possible, though unlikely, for a student to earn points for both pathways. – Requires GPA ≥2.0 and at least 5 credits within current academic year.

Retention Point When a student was enrolled in the previous year (in SAI) and earned at least one point in the current year, they will receive one point for retention. – A maximum of 1 Point can be earned in a single year regardless of prior basic skills or not.

Completion Point When a student earns one or more of: degrees long certificates (over 45 credits) short certificates (between 20 and 44 credits) if at least 20 workforce credits earned in this or the preceding year apprenticeship – A maximum of 1 Point can be earned in a single year. Prior or current basic skills students earn one additional point. – Can earn multiple times in different years.

Workforce Completers Discounting short certificates under 20 credits prevents several awards from being considered. Despite this, WWCC ranks as the top performer in this policy area.

Short Certificates (<20cr)

Point Summary

Funding Allocation Current SAI funding $4.7 million Push to $140 million (25% current base allocation)

Funding Allocation Colleges are awarded funds in “buckets” according to percent share of college system. Completions Total Points (minus completions) Points per Student Change from previous allocation, where colleges funded for increase of own points from previous year.

Funding “Buckets”

Does Size Matter? By design, part of award method aligns with college size, part does not: 55% (completions and total points) align with college size. But 45% (points per student) will not align with college size.

Does Size Matter? Smaller colleges awarded more on per-student basis than larger colleges. *not the same as “points per student.” Completions+Total+PPS/2013 actual state enrollments

Funding Implications All colleges in direct competition! ‒Increase in points ≠ increase in funds. ‒Increased funds only if points increase in relation to all college’s points in that bucket (% system). ‒Makes forecasting difficult/impossible.

How does WWCC Rank? Punch above our weight in completions. – First in Workforce completers! – Among first in Academic Transfer completers. Lag in PPS and Total (Basic Skills).

Efficiency Lags Headcount and Pt comparison to (old system)

Integrating SAI What besides funding matters?

Integrating SAI President has asked to align student success measures with SAI where possible. SAI cohorts formed basis for much ATD work Integrating SAI measures into accreditation metrics and strategic planning SAI measures as benchmarks of success ‒Total pts. & disaggregated percentages compared with system totals (“Measuring Up”) ‒Basic Skills progression (I-Best) ‒Pre-C Math progression

Points of Consideration Strong emphasis on getting to completion nationally and in Washington State; however, completions make up only 10% of the overall funding scheme. The focus is on transition in SAI. Basic Skills students have the potential to earn the most points.

Maximize Pts. ≠ Sacrificing Quality of Ed. Assure that all programs eligible for Quant Pt? A more prescriptive first year? – Get requirements out of the way – No Math Avoidance Do away with Dev. Ed? – some colleges have done so – increases progression to clvl by shortening pathway – but it misses lucrative College Ready pts. - Is there a middle way?

Summary Performance-based funding alt. to enrollment Growing source of funds PPS easiest way to increase pts.– “further, faster!” Biggest point gains early on (basics skills & pre-c) Applications for assessment beyond funds

Questions?