1. Outcomes and Equity Assessment Workshop Overview

2. Goal of this workshop
The purpose of this session is to reflect on your work so far (SWOT analysis, process and practice mapping, and the needs and factors you’ve identified) and to discuss the types of data you need to establish a baseline related to the identified needs, check your assumptions about identified needs, and set a plan for evaluating your project’s success.
You will also further reflect on how issues of student success and equity resonate in terms of outcomes across all project strands.

3. This is a planning session where you review your work so far and plan for the data necessary to confirm and support your vision, your need, and your strategies.

4. Definitions Need(s) Strategies Goals Outcomes/ Outputs
Contributing factors
Need(s)
Strategies
Goals
Outcomes/ Outputs
Defines a difference between existing outcomes and desired outcomes. Is student focused, equity-minded, and responsive to data.
A solution or suite of solutions aligned to the need and the contributing factors identified through data and mapping related to that need.
Improvements directly related to the contributing factors and strategies. These improvements may lead to the desired outcomes or outputs but only data will tell!
Altered outcomes that reflect the identified need and population
So, you have worked through your needs and your contributing factors, but there will be some work to do to confirm them! This will also give you a headstart on thinking about collecting data for outputs.

5. Step 1: Why Equity? 7-33 and 7-34 Changing demographics.
Benefits of engaging diverse student populations.
Persistent equity gaps
We have talked a lot about equity and guiding participation, but we want you to take a few minutes to talk with your ADMINISTRATORS about how equity plays into your work and your project.

6. Step 2
Laying the groundwork. Discuss your understanding of the current experiences of students in their geoscience program and of student populations who can benefit from potential program transformations.
Who enrolls in our courses? Who is not enrolled who could benefit?
What do we know about how students experience our geoscience pathways or touchpoints? What are their successes? Where do they struggle?
What observations can we share about what gives our students the most sense of fulfillment in our pathway programs?
Where are all students most engaged?
When do they have the most fun learning?
When do they have the most success learning?

7. Step 3
A) When looking at your need statement and the potential leverage points for change that you have identified, use the Outcomes Menu (Page 7-35) to discuss as a group and document which data you would ideally want to access to form a baseline for the changes ahead and to confirm your assumptions and thinking about the need itself?
Begin by selecting all data points that could be of interest to your project.
B) Then, see page 7-31 for a list of questions for consideration.
Conclude by selecting a final list and writing it on your poster paper of the data you would like to access or begin collecting as your baseline for the project and to confirm any assumptions you’ve made about student success or contacts with the pathway or touchpoints. (Column 4 of the Outcomes Menu).

9. Step 4
In your journal, set a plan and timeline for requesting, collecting, and analyzing the data you’ve identified as valuable. If you want data that may be harder to get, e.g., learning assessment, or to gather qualitative data from students, set a plan for this collection or gaining expert help to begin this process.

10. Step 5
Review and Reflection Page 7-32

11. Pair and Share Present your current logic model and share….
What data have your team identified that need to be collected to further narrow your understanding of the need? Describe how the data are critical to your planning.
Communication with stakeholders—as you zero in on your need and your plan for transformation, are you starting to think of additional champions you’ll need to do this work?
How is the concept of broadening participation or equity driving or connecting with other aspects of your plan related to the project strands of supporting the academic success of all students and/or facilitating the professional pathways of students in geoscience?

12. THANK YOU!!!

13. The 17 percentage point difference in bachelor degree attainment rates of White students and Black students in 2012 is essentially the same as the White-Black gap in [In fact, o]ver the same period, the difference in bachelor degree attainment rates between White students and Latino students increased, from 18% in 1990 to 25% in 2012 (NCES, 2013b, p. 10).
Cox, 2016, p. 2

14. Gaps by Income
We focus on equity due to persistent gaps on a number of indicators. We provide high school data to get you thinking about the entire pathway and the types of achievement gaps that are present prior students arriving on your campuses.
This chart shows gaps in performance on hs standardized testing for 11th graders in math.