1. Student Equity Planning August 28, 2015 3rd Meeting
Brad C. Phillips, Ph.D.
President/CEO
Twitter bphillipsiebc

2. An Exercise
In the last week what one thing did you do to make the most difference in student success?

3. Data Review Template  Is this information accurate?
 What jumps out at you and why?
 What are the themes?
 Is there comparison data available?
 Does this information challenge current assumptions about this population?
 What might be contributing to success?
 What might be detracting from success?
 Is this the data we need to make a decision?
 What is the most important information?
 What is missing?

4. Your Data – Preliminary Observations
Enrollment relatively flat
Hispanic enrollment increasing up 7% in two years
Differential success rates for all course levels – some as high as 15%
Some populations have retention rates that are disproportionality high compared with their success rates
Similar statistics for those working to move out of pre-collegiate course to collegiate level (could be higher for English, above average for math)
Low income and foster youth stats are low
Completion rates are pretty good but could be higher
Achievement gap is holding or getting larger

5. Your Data – Fall 2011 First Time in College Cohort
Course Success Rates (A, B, C or credit)
Overall 68% (N=3620)
One third of all new student enrollments are not successful
One-third NOT Successful

6. Overall Course Success Rate : 68%
African American Success Rate – 51%
49% NOT Successful

7. Your Data – Fall 2011 First Time in College Cohort
Course Success Rates (A, B, C or credit)
Overall 68% (N=3620)
One third of all new student enrollments are not successful
51% success rates for AA (n=311)
Almost half are NOT successful
60% for year olds (n=654)
4 out of 10 are NOT successful

8. Your Data – Persistence
Fall 2007 Cohort
64% still here in Spring 08
50% are gone in Fall 08
4.4% transferred
2.2% earned an award
Fall 2011 Cohort
75% still here in Spring 12
45% are gone in Fall 12
2.6% transferred
0.5% earned an award

9. Basic Skills Data English 62 vs. 92 Success rates in Eng101:
Transition rates College Level
Eng %
Eng %
Is every section now an Eng 92

10. Emerging and Significant Programs: Puente and Dual Enrollment

11. Puente Outcomes
English 101 success rates 84% vs. 72% English transition rates 18% higher than other students Serves a small number of students

12. Dual Enrollment N= 949 students Taking courses in 69 sections
Enrolled after high school at MSJC – 13%
Not a program that addresses equity issues

13. CCSSE Data Survey of student engagement 5 scales
Active and Collaborative learning
Student Effort
Academic Challenge
Student-Faculty Interaction
Support for Learners

14. CCSSE Highlights
All MSJC outcomes are slightly lower than the 2015 CCSSE cohort average
Areas that MSJC scored significantly better than the cohort:
Integrating ideas into a paper or class project
Financial support
Career counseling
Peer or other tutoring

15. CCSSE Highlights Areas rated low:
Discussed ideas on readings outside of class with faculty
Worked with faculty on activities other than coursework
Faculty helped the student cope with non-academic issues
Engaged in skill labs
Engaged with computer labs

16. CCSSE Highlights Faculty vs. Student perceptions
Providing prompt feedback 91% vs. 62% (often/very)
Students skip class 90% vs. 50% (often/very/sometimes)
Skip assignments 5% vs. 50% (never)

17. Overall Themes Course success rates are average
They have improved from Fa 07 to Fa 11 by 9%
Promising outcomes in accelerated English (92) and Puente
Enrollment reducing
Poor outcomes for AA and yr old populations
Achievement gap is holding or getting larger
Year to year persistence in poor
Overall completion outcomes are low
Financial aid and Career Counseling is perceived as strong
Faculty/student connection is perceived as weak
Perceptions are very different between faculty and students
Are special programs doing what is needed?

18. What does this Mean for MSJC?

19. Examination of Policies
How is the policy actualized
What really happens?
What are the exceptions?
Who can investigate what?
Assignments
One paragraph that answers the questions above

20. Examination of Policies
Admission
Registration
Matriculation (Orientation, advising, etc)
Assessment
Placement
Development education/remediation
Attendance
Attendance tracking (Class)
Early alert
Probation
Financial aid disbursement
Dual enrollment
Faculty professional development
Staff professional development
Adjunct faculty commitment

21. Setting Criteria – A Sample
Must map policies and practices to the problem
No small non- scalable practices
No small grants for innovation
Think big, start small
Not about restoring what was lost in the cuts
Must be able to go to scale
Must be researched-based
Must be able to implemented properly
Must be adequately resourced
Think systemically
Modest gains can be made with student services alone, Large gains can be made with instructional interventions and student services combined

22. Next Steps Finalize focus group populations Set meeting dates
Determine final set of observations
Examine and determine high impact research-based practices for MSJC
Outreach to MSJC community
Develop implementation strategy
Develop evaluation plan
Finalize plan to CCCCO