1. Pathways to Results: Equity, Inclusion, and Rising to the Challenge Randi Congleton Edmund Graham Office of Community College Research and Leadership College of Education University of Illinois at Urbana-Champaign Illinois Community College Board Office of Community College Research and Leadership College of Education at the University of Illinois at Urbana-Champaign

2. Agenda Pathways to Results Why Focus on Equity Outcomes and Equity Findings: How Teams Used the Data Activity and Discussion

3. What is Pathways to Results (PTR) 5-component Program Improvement and Development Process that motivates and employs: Strong, comprehensive partnerships Data analysis, equity guided, and data-driven decisions System process assessment and mapping Data interpretation to foster improvements Review and reflection

4. Background on PTR Developed by OCCRL, based on the work of the Center for Urban Education (CUE) at the University of Southern California Funded by the Illinois Community College Board Evolved from Illinois Programs of Study All but 5 of Illinois’ 48 public community colleges have participated in PTR

5. Creating POS Career Cluster 16 career clusters Common set of foundational knowledge and skills Pathways Flexible, multiyear programs, full range of options Programs of Study sequences of courses that incorporate a non- duplicative progression of secondary and postsecondary elements

6. Five Components of PTR Engagement and Commitment Outcomes and Equity Assessment Process Assessment Process Improvement Review and Reflection

7. Purpose and Goals of Engagement and Commitment 1.Engage and gain the commitment of key partners and team members in implementing PTR and improving programs of study 2.Review existing data to help specify and develop the initial problem statement that is included in the PTR Charter. 3.Plan to transfer lessons learned to other programs and other problem areas that can benefit from the PTR process.

8. Step 1: Form the partners Step 2: Gather input Step 3: Identify and convene the PTR Team Steps of Engagement and Commitment

9. Sample Initial Problem Statement “We have not utilized our local educational and professional partners to promote this program. Our team will need to address and improve our marketing and recruitment strategies because we currently have low enrollment and high area demand. Strengthening our POS template will help us articulate the many pathways available to students and adults.”

10. Purpose and Goals of Outcomes and Equity Assessment Process 1.To identify, collect, and interpret outcomes data by student subgroups 2.To use PTR equity concepts when analyzing student and program data 3.To identify equity gaps

11. What is Equity?

12. Why Equity? Equity Demographics are changing Educational pipeline is leaking Disparities in outcomes exist and are growing among student groups Equity gaps must be addressed to improve the P-20 educational system

13. Equity Gaps Close gaps by… Race/ethnicity Gender Age Socioeconomic Status (SES) English literacy Special populations (Perkins) Other defining characteristics

14. Step 1: Outcomes and Equity Selection Step 2: Data Collection and Sharing Step 3: Data Analysis and Interpretation Steps of Outcomes and Equity Assessment

15. Step 1: Outcomes and equity selection Outcomes and equity selection Select student outcomes from Outcomes Menu Determine definitions Student characteristics Determine how to obtain the data

16. Student Outcomes and Selection Worksheet

17. Step 2: Data Collection and Sharing Complete Outcomes and Equity Templates and share with team members Individually review data templates Individually complete Data Review Worksheet

18. Sample Program Data

21. Program Level Data vs. Institutional Level Data Credit hours earned to attempted rate

22. Step 3: Data Analysis and Interpretation Discuss individual interpretations of data Review and refine problem statement Develop short and long term goals to complete charter

23. Step 3: Example Interpretation Findings: Fall-to-Spring Retention in POS Special Populations Displaced Homemakers are retained better (100%) compared to all students in the POS (51.7%). Economically disadvantaged and single parent students were retained at only 33% and 405 respectively, much lower than all students.

24. Contribution to Charter OutcomeExisting StatusShort-Term GoalLong-Term Goal Example: Fall to Spring Retention Rate for ALL Students in Program of Study 51.7% Increase retention rate by 3-5% in one academic year Increase retention rate by 8-10% in five academic years Example: Fall to Spring Retention Rate for Economically Disadvantaged students in Program of Study 33% Increase retention rate by 4-7% in one academic year Increase retention rate by 15-20% in five academic years

25. Sample of 2010 and 2011 PTR Teams

26. Program of StudyProject FocusInequities Identified Inequities Addressed (2010) Automated Engineering Technology/ Precision Machinist Apprentice Identify and engage in direct marketing, Including underrepresented groups 93% of students in POS are white males. Fall to Fall retention, 3 underrepresented students dropped out of 42 Created new promotional materials. Refined and organized POS. (2010) Collision Repair Recruitment and Outreach. Transition students from secondary to postsecondary level, especially non-traditional students. Did very well recruiting Hispanic students (34.5% in POS vs. 24% total) Retention was lowest for white students (40% f-s, 10% f-f) Recruitment events with high schools Recruiting non- traditional, low income, and white students

27. (2011) Associate Degree Nursing Increase community presence, diversity of the applicant pools and admitted students to better reflect community demographic # of diverse applicants inconsistent semester to semester Retention rates for AA (44%) and recent high graduates (50%) lower than overall retention rates (74.3%) Improve dissemination and the recruitment of underrepresented students from multiple entry points Numbers are not as important as access to and within Program of Study Ask yourself, how can we serve all students? Teams did not always choose to address what the data suggested that they should, why?

28. Activity Manufacturing Program of Study Things to think about What areas of equity might be an issue? What issues might you expect PTR teams to have with data to support the process?

29. Trends in Identifying Inequities Successes Found areas that are strengths Opportunity to incorporate additional data gathering techniques Gain knowledge did not have previously Challenges Interpretation of findings Ignored findings Trouble accessing data Local demographics does not support identified group

31. What does this mean for you? Consider multiple data points and ways to contextualize equity Improved student outcomes = more students with credentials More credentialed students are able to assume positions that are in high demand

32. Questions???

33. Contact Information Randi Congleton, Graduate Research Assistant: congle2@illinois.educongle2@illinois.edu Edmund Graham, Graduate Research Assistant: egraha3@illinois.eduegraha3@illinois.edu Ann Jones, Project Coordinator: acjones3@illinois.eduacjones3@illinois.edu Dr. Debra Bragg, Director: dbragg@illinois.edudbragg@illinois.edu PTR Website: http://occrl.illinois.edu/projects/pathways/http://occrl.illinois.edu/projects/pathways/ OCCRL website at http://occrl.illinois.eduhttp://occrl.illinois.edu Twitter: http://twitter.com/occrlhttp://twitter.com/occrl Facebook: http://www.facebook.com/occrlhttp://www.facebook.com/occrl