1. Board of Trustees Review
Contra Costa Community College District
Board of Trustees Review
Review of Student
Achievement Gap Data
November 2016
Office of Research and Planning
Contra Costa Community College District

2. Measuring an achievement gap
We will be examining two complimentary approaches to identifying and quantifying student achievement gaps.
The Dashboard on the next slide summarizes whether a gap exists for each student population relative to the overall District average for each of the five primary Scorecard metrics.
The data charts in the subsequent slides highlight the five year trends for each student population and then calculates the gap between the top and bottom performing student population over the last five years.
The two approaches are complimentary in that the Dashboard provides a quick identification of the presence of a gap for a particular population while the charts provide information on the broad trend and scale of the gap.

3. Dashboard summary table

4. What does equity success look like?
Shrinking the equity or achievement gap sounds straight forward, but it can manifest itself in very different ways

5. Success by Cohort Scenario #1: Upward spread
100%
Success by Cohort
95%
Scenario #1: Upward spread
Average Performance
90%
85% +%
80%
75%
Performance Gap
70% +%
65%
60%
55%
Upward spread interventions help all groups but less so for bottom.
50%
Base Year
Outcome Year

6. Success by Cohort Scenario #2: Rising Tide
100%
Success by Cohort
95%
Scenario #2: Rising Tide
Average Performance
90%
85% +%
80%
75%
Performance Gap
70%
Unchanged
65%
60%
55%
Rising Tide interventions help all groups equally.
50%
Base Year
Outcome Year

7. Success by Cohort Scenario #3: Zero-Sum
100%
Success by Cohort
95%
Scenario #3: Zero-Sum
90%
85%
Average Performance
80%
Unchanged
75%
Performance Gap
70% -%
65%
60%
55%
Zero-Sum interventions help the bottom but harm the top
50%
Base Year
Outcome Year

8. Success by Cohort Scenario #4a: Bottom-up
100%
Success by Cohort
95%
Scenario #4a: Bottom-up
Average Performance
90%
85% +%
80%
Performance Gap
75% -%
70%
65%
60%
55%
An illustration
(not actual data)
Bottom-up interventions help the bottom and hold the top harmless
50%
Base Year
Outcome Year

9. Success by Cohort Scenario #4b: Win-Win Average Performance
100%
Success by Cohort
95%
Average Performance
Scenario #4b: Win-Win
90% +%
85%
80%
Performance Gap
75% -%
70%
65%
60%
55%
An illustration
(not actual data)
Win-Win interventions help everyone but raise the bottom more than the top
50%
Base Year
Outcome Year

10. Improving equity ≠ closing the achievement gap
What’s the best way to frame the challenge?
Improving equity ≠ closing the achievement gap
Improving equity =
Bringing up the bottom
(at a pace faster than the top)

11. Average rate (dashed line)
Overall completion rate by student ethnicity
Percent of completion-oriented students that earn a credential or transfer within 6 years
Performance Gap
29%
35%
26%
32%
30%
Net chng in gap:
+1%
Source: 2016 Scorecard
COMPLETION RATE (STUDENT PROGRESS AND ATTAINMENT RATE)
Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry:
• Earned AA/AS or credit Certificate (Chancellor’s Office approved)
• Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC)
• Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
Outcome (Achieve the following outcome): • A student must successfully transfer to the following segments during an academic year. o University of California o California State University o In-State Private (ISP), Non-Profit and For-Profit o Out-of-State (OOS), Public, Non-Profit and For-Profit
Average rate (dashed line)
-4%

12. Equity, preparedness & completion
% of 4CD Students Unprepared
4CD student Completion Rate
Asian 62% 66%
White 66% 59%
Filipino 71% 56%
Hispanic 80% 45%
Afr-American 87% 37%
The more students that arrive unprepared
The lower their completion rate

13. 4CD Completion Rates by Student Ethnicity
100%
4CD Completion Rates by Student Ethnicity
90%
83%
Completion Rates for Prepared Students
80%
77%
73%
71%
70%
Asians
67%
66%
60%
White
59%
57%
Filipinos
56%
50%
49%
Completion Rates for Unprepared Students
Hispanics
45%
47%
40%
Afr Americans
37%
37%
30%
30%
20%
Preparedness level explains more of the variation in completion than student ethnicity
10% 0%
Overall Completion
Prepared Students
Unprepared Students

14. A brief aside on this terminology
The Scorecard uses the terms “prepared” and “unprepared”
What are the implications of this labeling convention?
College readiness rest entirely on the student, and therefore we must “prepare” them
This college readiness is determined by an assessment of two disciplines: math and English
And is accurately and efficiently assessed by a standardized test

15. Average rate (dashed line)
Completion rates for “Prepared” students
Percent of completion-oriented students that earn a credential or transfer within 6 years
Performance Gap
15%
23% 9%
21%
34%
Net chng in gap:
Source: 2016 Scorecard
COMPLETION RATE (STUDENT PROGRESS AND ATTAINMENT RATE)
Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry:
• Earned AA/AS or credit Certificate (Chancellor’s Office approved)
• Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC)
• Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
Outcome (Achieve the following outcome): • A student must successfully transfer to the following segments during an academic year. o University of California o California State University o In-State Private (ISP), Non-Profit and For-Profit o Out-of-State (OOS), Public, Non-Profit and For-Profit
19%
Average rate (dashed line)
-2%

16. Average rate (dashed line)
Completion rates for “Unprepared” students
Percent of completion-oriented students that earn a credential or transfer within 6 years
Performance Gap
27%
31%
25%
29%
22%
Net chng in gap:
-5%
Source: 2016 Scorecard
COMPLETION RATE (STUDENT PROGRESS AND ATTAINMENT RATE)
Definition: The percentage of first-time students with minimum of 6 units earned who attempted any Math or English in the first three years and achieved any of the following outcomes within six years of entry:
• Earned AA/AS or credit Certificate (Chancellor’s Office approved)
• Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC)
• Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
Outcome (Achieve the following outcome): • A student must successfully transfer to the following segments during an academic year. o University of California o California State University o In-State Private (ISP), Non-Profit and For-Profit o Out-of-State (OOS), Public, Non-Profit and For-Profit
Average rate (dashed line)
-2%

17. 4CD Starting Cohort 74% Prepared Students Unprepared Students 26%
# in starting cohort
# earning 30 units
# completing
4CD
Starting Cohort
74%
26%
Source: 2016 Scorecard, 2009/10 to 2014/15 Cohort. Overall Completion by race/ethnicity. Charts for Board PP, 4CD1.
1,421
1,094
1,058
4,021
2,733
1,773
Prepared Students
Unprepared Students

18. Milestone achievement by preparedness level
African-American
Asian
Filipino
Hispanic
White
Other
Emerging inequity
Significant inequity
Modest inequity
Prepared Students
Unprepared Students

19. Basic Skills course work College level course work
The unprepared are not homogeneous
Rudimentary completion pathway
Unprepared students
Prepared students
Basic Skills course work
College level course work
Basic Skills Sequence
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
Transfer Level

20. Likelihood of completing the basic skills math sequence given the student’s initial placement
Percentage of transfer-oriented students completing college–level math within three years of initial placement and based on their level of placement
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
70%
35%
17% 8%
* Data source: The Basic Skills Cohort Tracker. Data are averages for a Fall 2011 cohort pulled from a sample of California Community Colleges that included all colleges for which the Cohort Tracker had sufficient data over the examined period.

21. What percent place 3 or 4 levels below?
A big part of our equity challenge is lurking in the placement of students
4 Levels Below
3 Levels Below
2 Levels Below
1 Level Below
70%
What percent place 3 or 4 levels below?
35%
Asian & White
Af American & Hispanic
17%
25%
55% 8%
* This data reflect the distribution for the developmental math sequence only.

22. Average rate (dashed line)
Basic Skills English Improvement Rate
Percent of students completing the Developmental English sequence
Performance Gap
26%
35%
31%
33%
31%
Net chng in gap:
Source: 2016 Scorecard
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
+5%
Average rate (dashed line)
-1%

23. Average rate (dashed line)
Basic Skills Math Improvement Rate
Percent of students completing the Developmental Math sequence
Performance Gap
28%
29%
28%
25%
20%
Net chng in gap:
-8%
Source: 2016 Scorecard
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
Average rate (dashed line)
+4%

24. Average rate (dashed line)
ESL Improvement Rate
Percent of students completing the ESL sequence
Performance Gap
Net chng in gap:
14%
22%
18%
12%
13%
-1%
Source: 2016 Scorecard
REMEDIAL PROGRESS (MATH, ENGLISH, ESL) Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in: • Math and successfully completed a college-level course in Math within six years. • English and successfully completed a college-level course in English within six years. • ESL and successfully completed the ESL sequence or a college-level English course within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math, English and/or ESL at that college. Outcomes in Basic Skills Education are reported for Math, English and/or ESL
Average rate (dashed line)
-2%

25. Average rate (dashed line)
CTE Completion Rate
Percent of students pursuing a CTE credential that earn a CTE credential or transfer within 6 years
Performance Gap
21%
15%
20%
15%
12%
Net chng in gap:
Source: 2016 Scorecard
CAREER TECHNICAL EDUCATION (CTE) RATE Definition: For five cohort years, the percentage of students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0)
-9%
Average rate (dashed line)
+1%

26. List of colleges from lowest to highest completion rate gap
High-Low range limited to race groups with a minimum of 10 in the denominator.

27. Summary of five-year trend graphs
Average
Gap
+1%
Overall completion
-4%
+19%
Prepared completion
-2%
Unprepared completion
-2%
-5%
+1%
Milestone completion 0%
+5%
Basic skills English improvement
-1%
+4%
Basic skills math improvement
-8%
ESL improvement
-2%
-1%
+1%
-9%
CTE completion

28. Q&A
Questions?

29. Data tables and definitions related to the dashboard symbols
Data Appendix
Data tables and definitions related to the dashboard symbols

30. Dashboard Data
'Source: CCCCO, 2016 Scorecard. DOD SPAR dataset.

31. Dashboard Data
'Source: CCCCO, 2016 Scorecard. DOD SPAR dataset.

32. Dashboard Data
'Source: CCCCO, 2016 Scorecard. DOD SPAR dataset.

33. Dashboard Data
Source: CCCCO, 2016 Scorecard. DOD SPAR dataset.

34. Dashboard Data

35. Dashboard Data

36. Dashboard Data

37. Dashboard Data