1. Collaborating for Student Retention
ALL ABOARD!
Presented by
Dr. Sharon L. Blackman
Sr. Associate Vice Chancellor of Educational Affairs
Dallas County Community College District
Collaborating for Student Retention

2. About DCCCD
Seven Colleges , Five Community Campuses & the Dallas TeleCollege
*Pleasant Grove
Campus
*North & South Campus
*ECC- West Campus
*Garland Center
Tuition
$ 41 per credit for Dallas County residents

3. DCCCD Student Profile District Spring 2010 Head Count 70,885 (100%)
70,885 (100%)
Part-Time
51,429 (72.6%)
Full-Time
19,456 (27.4%)
Male
29,472 (41.6%)
Female
41,412 (58.4%)
Average Student Age 27
White not Hispanic
22,782 (32.1%)
African American
17,702 (25%)
Hispanic
19,694 (27.8%)
Asian/ Pacific Islander
6,914 (9.8%)
American Indian
310 ( .4%)
Other
3,483 (4.9%)

4. DCCCD Board of Trustee Retention Goals
FOCUS – Increasing educational attainment as delineated in the Texas Higher Education Coordinating Board plan for higher education, Closing the Gaps.
DCCCD’s rate of student retention within courses - proportion of students who complete with a passing grade- will increase.
Students will demonstrate competencies in courses below 100 level (Reading, Math, English) that prepare them for success in college-level courses.
Students who transfer to a baccalaureate degree institution will be prepared to attain their educational goals.

5. All Students -Developmental Studies Completions Fall Semester
Measures
Measure One: The successful completion of all students in Developmental Studies
All Students -Developmental Studies Completions Fall Semester
2007 Fall Successful (ABC)
2008 Fall Successful (ABC)
2009 Fall Successful (ABC) % #
Total
Total DMAT
54%
7,154
14,619
57%
7,819
15,055
60%
9,045
16,964
Total DREA
62%
2,143
4,318
61%
2,165
4,500
64%
2,427
4,777
Total DWRI
1,711
3,338
2,120
3,965
65%
2,753
5,002
Grand Total
56%
11,008
22,275
59%
12,104
23,520
14,225
26,743

6. First-Time-in-College
Measure Two: The successful completion of First-Time-in-College students in Developmental Studies
First-Time-in-College
Developmental Studies Successful Completions Fall Semester
2007 Fall Successful (ABC)
2008 Fall Successful (ABC) % #
Total
Total DMAT
59%
1,954
3,578
61%
2527
4,531
63%
2,783
4,880
Total DREA
64%
960
1.797
1,204
2,352
1,213
2,296
Total DWRI
62%
756
1,397
65%
1,081
1,985
67%
1,351
2,338
Grand Total
3,670
6,783
4,812
8,868
5,347
9,514

7. The fall-to-spring retention of all students, by ethnicity
Measures Three
The fall-to-spring retention of all students, by ethnicity
Measures Four
The fall-to-spring retention of First- Time- in- College students by ethnicity
Fall to Spring Retention
All Students and First-Time- In- College (FTIC) Students
FA06/SP07
FA07/SP08
FA08/SP09
ETHNIC GROUP
ALL
FTIC
Black, Non-Hispanic
65%
70%
68%
67%
69%
Hispanic, Mexican-American
74%
71%
73%
White, Non-Hispanic
66%
72%
OTHER
78%
80%
TOTAL

8. Hispanic, Mexican-American
The fall-to-fall retention of all students by ethnicity
Measures Five
Measures Six
The fall-to-fall retention of First- Time- in- College students by ethnicity
Fall to Fall Retention – All Students and First-Time- In –College (FTIC) Students
FA05/FA06
FA06/FA07
FA07/FA08
FA08/FA09
ETHNIC GROUP
ALL
FTIC
Black, Non-Hispanic
41%
42%
40%
43%
44%
47%
Hispanic, Mexican-American
51%
56%
52%
60%
53%
59%
White, Non-Hispanic
50%
OTHER
48%
64%
49%
63%
TOTAL
45%
46%
54%

9. Retention Targets Short term target (2-yr) (2008-2010)
Short term target
(2-yr) ( )
Mid-range target
(5-yr) ( )
Long-range target
(10-yr) ( )
Developmental Studies Successful Completion Rates
64%
73%
78%
Developmental Math Successful Completion Rates
63%
70%
75%
FTIC Fall to Spring Retention Rates
77%
85%
FTIC Fall to Fall Retention Rates
55%
60%
65%

10. Retention
Practices

11. Classifications Best Practices Are student-centered
Encourage faculty and/or staff
Reflect at least three of the five
development
CCSSE benchmarks, (with priority
given to the first three categories):
Set high standards and expectations
active and collaborative learning,
student-faculty interaction, support
Demonstrate overall program success
for learners, student effort, and
academic challenge
Are “proven,” usually over two full
years
Are solutions-oriented and/or reflect
risk taking
Demonstrate a high level of
excellence or achievement
Intentionally promote relationships
(including partnerships with external
Provide proof of being data-driven
and/or internal groups)

12. Good Practices
Reflect at least two of the five CCSSE benchmarks, (with priority given to the first three categories): active and collaborative learning, student-faculty interaction, support for learners, student effort, and academic challenge
Set high standards and expectations
Demonstrate overall program success
Are “proven,” usually over a minimum of 1 to 1-1/2 years
Are solutions-oriented and/or reflect risk taking
Preliminary results against baseline data (for programs of shorter duration) demonstrate a potentially high level of excellence or achievement
Either intentionally promote relationships (including partnerships with external and/or internal groups) or have a reasonable possibility of doing so
Provide proof of being data-driven.
Are student-centered
Encourage faculty and/or staff development

13. Emerging Practices
Reflect at least two of the five CCSSE benchmarks, but tend to focus more specifically on student effort and support for learners
Are foremost solutions-oriented and student-centered
Are of shorter duration (usually a pilot or just one or two semesters, e.g.,
orientation, summer, bridge” or other “new” programs aimed at first-time-in-college or high school students)
Data is extremely preliminary or “positively” anecdotal
Show strong promise of being a “good” or eventually “best” practice
Should clearly demonstrate that they are data-driven

14. Developing Practices
Reflect at least one of the five CCSSE benchmarks, but
tend to focus more specifically on student effort and
support for learners
Are foremost solutions-oriented and student-centered
Have been in effect for any time frame, but often are
relatively new (e.g. less
than two semesters)
Data is limited, inconclusive, or not presented

15. Ideas
Is student-centered but lacks a clear solutions orientation
Program description does not clearly explain the specific
issue or problem being addressed
Data, if presented, is limited, inconclusive, unquantifiable,
and/or in direct contradiction to the stated program
results desired

16. Intervention Categories
First Time In College
Advising /Counseling
Early Intervention
Learning Communities
Developmental Education
Supplemental Instruction and Support Services
Student Engagement and Institutional Connections
Teaching and Learning/Pedagogical Approaches Active & Collaborative Learning
Online Instruction

17. DCCD Retention Programs

18. Retention Incentive Awards Program
Award Program Goals
Develop effective, scalable programs to retain
students
Ensure that all awardees are successful in
completing their project/program
Ensure that the Retention funds provided by
the board are used judiciously

19. Award Categories Planning Awards Seed Awards Replication Awards
To develop a plan that creates the opportunity for a retention effort to be implemented in
the upcoming academic year.
Available for one semester or four months
Up to $20,000 ($80,000)
Seed Awards
Available for institutions to pilot or to continue an initiative that is showing promise.
A minimum of two semesters up to a maximum of four semesters
Up to $75,000 per award ($750,000)
Replication Awards
Implementing a proven model that provides an opportunity for the award to be scaled-up in
the location and/ or the district.
A minimum of two semesters up to a maximum of four semesters.
Up to $100,00 ($400,000)
Awards were funded up to $20,000 per application in for planning award
Seed Awards were funded up to $40,000 per application in 09-10
Replication Awards were funded up to $75,000 per application in 09-10
Resource Awards
The acquisition of resources to be used on a district-wide basis, for example,
software that will be used at all locations to communicate individually with students.
$200,000 was available

22. Awards Evaluation Areas of Focus
Clear Goals & Objectives (max points 5)
Immediate Impact on Student Retention (max points 10)
Collaboration Reason (max points 10)
System -wide Implementation (max points 10)
Addresses Closing Gaps (max points 5)
Evaluation Methods (max points 10)
Measures for Success (max points 10)
Program/Project Institutionalization (max points 15)
Budget (max points 10 )
Overall Award Proposal (max points 5)
For a maximum total of 100 points

25. Funded Awards Course and Program Design
Supplemental Instruction and Support Programs
Student Engagement/Connecting Students to the Institution
External Partnerships
Summer Bridge Programs
Data Tools
Other Programs

26. Replication Award Title: African American Male Student Success Program
Lead College: Cedar Valley (CVC)
Collaborating Colleges: El Centro (ECC), Mountain View (MVC), North Lake (NLC), Richland (RLC), Brookhaven College (BHC)
Period: Four (4) semesters
Award Goals:
Promote high academic expectations leading to increased college readiness and completion;
Provide opportunities for students to obtain financial resources;
Promote effective public or higher education teaching;
Encourage student motivation, academic efficacy, and persistence;
Create or expand social and academic support systems; and
Increase participants ability to manage personal finances, credit, and develop a business plan.

27. Seed Award Title: Blended Instruction Pilot Program Award Goals:
Lead College: North Lake (NLC)
Period: Four (4) semesters
Award Goals:
Technology and lecture-based learning modeled after the University of Alabama
Address common issues related to student success and retention in developmental math, including lack of basic math skills, lack of mastery of course material when exiting course, and inability of students to move through DMAT sequence.

28. Professional Development Programs
Student Success Summer Institute
Developmental Studies Summit

29. 1 ½ Day institute for location teams
First Annual Student Success Summer Institute Engaging Students for Student Success June 11, June 12, 2009
1 ½ Day institute for location teams

30. focused on developmental students
Developmental Studies Summit:
    "Engaging Our Students” 
October  30, 2009-October 31, 2009
1 Day institute
focused on developmental students

31. Other Retention Programs

32. Journey to Success (Early Alert Program)
Journey to Success is a program to help DCCCD students identify and overcome obstacles they are facing during the pursuit of their academic and career goals. It was developed by DCCCD’s Office of Workforce Education and Retention in collaboration with a task force of representatives from all nine locations (seven colleges, District Service Center and the LeCroy Center) to improve student retention. The pilot program, which launched in Spring 2010, focuses only on students taking developmental classes; eventually the program will be available to all DCCCD credit students who need help and guidance to achieve their goals. Specially trained retention coordinators, success coaches and faculty members at each DCCCD college are taking part in the pilot program.

33. Thank You For more information please contact
Dr. Sharon L. Blackman at
or visit our website at