ACTION IN ANALYTICS: POLICIES AND POLITICS IN SUPPORT OF TRANSFORMATIVE CHANGE GATEWAY COURSE EXPERIENCE CONFERENCE MARCH 24, 2014 Linda Baer, Senior Consultant, i4 Solutions

For$much$of$the$history$of$American$Higher$Educa6on,$the$idea$that$many$students$would$drop$out$was$simply$accepted$as$a$given.$$And$drop$out$they$did.$$The$Reten6on$Agenda,$ETS$

A Moral Obligation…. $ There$are$major$ac6ons$that$ins6tu6ons$can$take$to$establish$condi6ons$and$sorts$of$policies$that$ensure$that$those$ac6ons$are$successfully$implemented$over$6me$in$ways$that$endure$and$scale$up.$$$ We$have$a$“moral$obliga6on$to$establish$those$condi6ons$on$campus,$especially$in$the$classroom,$that$enhance$the$likelihood$that$students$who$are$willing$to$expend$the$effort$will$succeed.”$$Tinto,$2012$

Tinto,$Vincent.$Comple6ng$College$Rethinking$Ins6tu6onal$Ac6on$

“No More Excuses” Goals&of&Arizona&State&University&2002&

•  Increasing$graduate$numbers$

•  Gradua6on$rates$

•  Freshman$reten6on$rates$

•  Expand$ethnic$and$economic$diversity$

Outcomes&in&2011&

•  Increased$enrollment$30%$in$10$years$

•  Increased$minority$enrollment$as$%$of$total$popula6on$by$52%$

•  Increased$degrees$awarded$by$52%$

•  Increased$6Syear$grad$rate$by$19%$

•  Increased$freshman$persistence$to$84%$up$9%$

Solu:ons&

•  Comprehensive$use$of$analy6cs$ hWp://net.educause.edu/ir/library/pdf/ERM1241P.pdf$

“No More Excuses” ! If$you$use$these$analy6cal$tools,$you$will$know$$◦ where$you$are,$$◦ what$you’re$doing,$$◦  if$what$you$are$doing$is$working$or$not$◦ whether$or$not$you$need$to$be$doing$new$things$customized$to$fit$your$par6cular$school$or$demographic$

◦  infinitely$more$informa6on$to$help$students$be$successful$

“The$rarely$ar6culated$implica6on$of$all$of$this$data$floa6ng$around$is$that$unSaugmented$human$cogni6on$is$no$longer$sufficient.$Every$day,$every$day,$there$is$more$to$know,$more$ways$to$know$it,$and$heightened$expecta6ons—by$students,$faculty$members,$alumni,$football$coaches,$trustees,$regulators,$elected$officials—that$senior$managers$will$do$something$efficacious$with$what$they$know.$.$.$.$The$best$tool$in$[their]$baWle$against$ignorance$is$advanced$$analy6cs.”$$$$SSThornton$May,$2011$in$The&New&Know:&Innova:on&Powered&by&Analy:cs&$$

Strategic Intelligence for Higher Education

How many, how often, where?

Where exactly is the problem?

What actions are needed?

Why is this happening?

What if these trends continue?

What will happen next?

What’s the best that can happen?

Despite$decades$of$reforms$intended$to$improve$student$success,$including$hundreds$of$specific$ini6a6ves$designed$to$facilitate$student$engagement$during$the$first$year$of$college,$roughly$one$in$four$student$who$begins$college$at$a$fourSyear$college$or$university$does$not$return$the$second$year.$(ACT$2010.)$This$has$not$changed$for$over$20$years!$$$LIPSS$Report$hWp://cherty.fsu.edu/LIPSS$

Linking Institutional Policies to Student Success $ What$policies$may$be$adapted$to$improve$student$engagement,$persistence$and$success?$$ What$do$students$say$about$what$would$improve$their$learning?$$ How$are$researchers$linking$improvement$opportuni6es?$

Linking Institutional Policies to Student Success $ The$LIPSS$project$is$designed$to$allow$analyses$that$test$the$links$between$specific$policies$and$specific$experiences$for$specific$popula6ons$of$students.$Findings$from$the$study$will$have$the$poten6al$to$shape$college$and$university$policies$that$will,$in$turn,$contribute$to$student$success$and$close$gaps$in$student$outcomes.$$

hWp://cher6.fsu.edu/LIPSS/$

Building a Template Policies and Practices to Improve Student Success $ Policy&Defini:on:$a$specific$statement$of$principal$or$guiding$ac6on$that$implies$a$clear$commitment$by$the$university;$a$statement$of$values$or$intent$that$provides$a$basis$for$consistent$decisionSmaking$and$resource$alloca6on;$definite$method$of$ac6on$selected$to$guide$and$determine$present$and$future$decision.$$

Template for Policies & Practices Review $ Student$Success$Pathways$$ CollegeSreadiness$$ Admissions$$ Transfer$$ Proba6on,$Adequate$Progress$$ Student$Academic$SuccessSDegree$Comple6on$$ Advising,$PreSMajor,$Major,$Change$of$Major$$ Engagement$$ High$Impact$Prac6ces$$ Internships,$clinicals,$appren6ceships$

Student Engagement

High Impact Practices $ First$Year$Seminars$and$Experiences$$ Common$Intellectual$Experiences$$ Learning$Communi6es$$ Wri6ngSIntensive$Courses$$ Collabora6ve$Assignments$and$Projects$$ Undergraduate$Research$$ Diversity/Global$Learning$$ Service$Learning,$CommunitySbased$Learning$$ Internships$$ Capstone$Courses$and$Projects$

hWp://www.aacu.org/leap/index.cfm$

State, Regional and Federal Efforts $ States$implement$performanceSbased$funding$$ Complete$College$America$$ Accreditors$focusing$on$persistence$and$comple6on$$ Federal$Mandates$

Complete College America Complete$College$America$has$developed$the$ins6tu6onal$roadmap$to$increase$student$success.$$The$components$include:$$" Performance$Funding $$" CoSrequisite$Remedia6on$" Full$6me$is$full$6me$" Structured$schedules$" Guided$pathways$to$success$

hWp://www.completecollege.org/$

Leading the College Completion Agenda

$ Set$Goals:$Develop$an$Ac6on$Plan$$ Embrace$PerformanceSBased$Funding$$ Align$High$School$Standards$with$College$Entrance$and$Placement$Standards$$ Make$it$Easier$for$Students$to$Transfer$$ Use$Data$to$Drive$Decision$Making$$ Accelerate$Learning$and$Reduce$Costs$$ Target$Adults,$especially$those$with$“Some$College,$but$No$degree”$$hWp://www.whitehouse.gov/sites/default/files/college_comple6on_tool_kit.pdf$

The Completion Arch

$ hWp://comple6onarch.collegeboard.org/$

http://completionarch.collegeboard.org/

23$

Completion by Design Measuring Loss and Momentum Points

CONNECTION& ENTRY& PROGRESS& COMPLETION&

INTEREST&TO&&APPLICATION&

ENROLLMENT&TO&&COMPLETION&&OF&GATEKEEPER&

COURSES&

COMPLETE&COURSE&OF&&STUDY&&&

TO&CREDENTIAL&&WITH&LABOR&

MARKET&VALUE&

ENTRY&INTO&COURSE&OF&STUDY&&TO&75%&

REQUIREMENTS&COMPLETED&

Higher Learning Commission “4.C.$The$ins6tu6on$demonstrates$a$commitment$to$educa6onal$improvement$through$ongoing$aWen6on$to$reten6on,$persistence,$and$comple:on$rates$in$its$degree$and$cer6ficate$programs.$1.$The$ins6tu6on$has$defined$goals$for$student$reten6on,$persistence,$and$comple:on$that$are$ambi6ous$but$aWainable$and$appropriate$to$its$mission,$student$popula6ons,$and$educa6onal$offerings.$2.$The$ins6tu6on$collects$and$analyzes$informa6on$on$student$reten6on,$persistence,$and$comple:on$of$its$programs.$3.$The$ins6tu6on$uses$informa6on$on$student$reten6on,$persistence,$and$comple:on$of$programs$to$make$improvements$as$warranted$by$the$data.$hWp://www.higherlearningcommission.org/Informa6onSforSIns6tu6ons/criteriaSandScoreScomponents.html?highlight=WyJwZXJzaXN0ZW5jZSIsImNvbXBsZXRpb24iXQ==$

College Score Card

hWp://www.whitehouse.gov/issues/educa:on/higher[educa:on/college[score[card$

SUPPORTING TRANSFORMATIVE CHANGE MAKING A DIFFERENCE

Action in Analytics Driving$change$will$be$the$capacity$of$analy6cs$to$chart&the&progress&of&individual&students&through$a$course,$be$able$to$iden6fy$specific$learning$outcomes$by$individual$student,$and$be$able$to$track$with$enormous$precision$a$student�s$journey$through$the$curriculum.$$$◦  informa6on$to$the$ins6tu6on,$to$faculty,$and$individual$students$about$student$progress.$$

◦  provide$opportuni6es$for$6mely$and$specific$interven6on$in$individual$courses$and$in$a$student�s$pathway$through$two$or$four$years$of$college.$$$

◦  In$its$early$stages,$analy6cs$has$owen$been$thought$about$as$an$interven6onal$or$summary$analysis$but$in$fact,$analy6cs$will$drive$the$en6re$teaching/learning$process.$

$ $$

Student Solution Success Tools Emerging$now$are$a$set$of$rapidly$developing$technology$tools$to$support$students$as$they$progress$through$a$course$and$program.$These$tools$have$the$capacity$to$personalize&the&learning&experience&for&every&single&student,&char:ng&individual&pathways&through&course&materials,&depending&on&the&individual&student’s&understanding&of&specific&ideas,&concepts,&and&opera:ons.&&&

Educa:on&Planning&

Counseling&and&coaching& Risk&Targe:ng&and&Interven:on&

Transfer&and&Ar:cula:on&

Legacy$ERP/SIS/LMS$ $$$$$

Vendor$point$solu6ons$$$$$$

$$$$$$$$$

Homegrown$point$solu6ons$

DirectStoSstudent$$$$$

Austin Peay’s Degree Compass

Valencia’s LifeMap

Sinclair’s MAP

Central Piedmont’s Online Student Profile

WICHE’s Predictive Analytics Reporting

The market is immature, but multiple solutions are emerging in each application category

© 2010 BILL & MELINDA GATES FOUNDATION

Predictive Analytic Reporting Framework

Data Inputs Student$Course$Informa6on$$Course$Loca6on$

Subject$Course$Number$

Sec6on$Start/End$Dates$Ini6al/Final$Grade$Delivery$Mode$Instructor$Status$Course$Credit$

$

Student&Financial&

Informa:on&FAFSA&on&File&–&Date&

Pell&Received/Awarded&–&Date&&

Student$Academic$Progress$

Current$Major/CIP$Earned$Creden6al/CIP$

Course$Catalog$Subject$

Course$Number$Subject$Long$Course$Title$

Course$Descrip6on$Credit$Range$

Lookup$Tables$Creden6al$Types$Offered$Course$Enrollment$Periods$

Student$Types$Instructor$Status$Delivery$Modes$Grade$Codes$

Ins6tu6on$Characteris6cs$

$Possible$Addi6onal$**$

Placement$Tests$NSC$Informa6on$SES$Informa6on$$

Sa6sfac6on$Surveys$College$Readiness$Surveys$Interven6on$Measures$

$$

** Future

Student$Demographics$$&$

Descrip6ve$Gender$Race$

Prior$Credits$Perm$Res$Zip$Code$HS$Informa6on$Transfer$GPA$Student$Type$

predictors learner characteristics

learner behaviors academic integration social-psychological

integration other learner support

course/program characteristics

instructors behaviors

PAR Student Success Matrix (SSMx) Literature(based,tool,for,benchmarking,student,services,

and,interven7ons'

hWps://par.datacookbook.com/public/ins6tu6ons/par$

IMPLICATIONS

Signals after 4 Years

Fall&2007&Cohort&Reten:on&Rate&

Number&of&Signals&Courses&

Cohort&Size& 1&year& 2&year& 3&year& 4&year&

Number&of&Signals&Courses&

Average&SAT&Score&

No$Signals$ $$$$$$$$$5,134$$ 83.44%$ 73.14%$ 70.47%$ 69.40%$ No$Signals$1155$

At$least$1$ $$$$$$$$$1,518$$ 96.71%$ 94.73%$ 90.65%$ 87.42%$ At$least$1$1129$

1$instance$ $$$$$$$$$1,311$$ 96.57%$ 94.13%$ 89.70%$ 86.50%$ 1$instance$1133$

2$or$more$ $$$$$$$$$$$$207$$ 97.58%$ 98.55%$ 96.62%$ 93.24%$ 2$or$more$1102$

wcet.wiche.edu$

MyMathLab

STATWAY $ Statway$triples$student$success$in$half$the$6me.$Roughly$fiwy$percent$of$developmental$math$students$entering$Statway$have$earned$college$math$credit$in$a$year$or$less.$$Among$developmental$math$students$in$these$same$schools,$only$16%$of$have$earned$college$math$credit$in$two$years.$$

Quantway® $ The&aim&of&the&Quantway&pathway&is&to&promote&success&in&community&college&mathema:cs&and&to&develop&quan:ta:vely&literate&ci:zens.&It&is&Carnegie’s&belief&that&community&college&students&will&have&greater&mo:va:on&to&succeed&and&persist&if&their&mathema:cs&study&is&engaging,&meaningful,&relevant&and&useful.&

$ Roughly$fiwy$percent$of$Quantway$1$students$completed$their$developmental$math$requirements$in$a$single$term.$$At$these$same$schools,$only$21%$of$students$complete$their$developmental$math$requirements$in$a$year.$$

$ Among$those$entering$Quantway$2,$68%$earned$college$level$math$credit.$$

$

hWp://www.carnegiefounda6on.org/quantway$

STARFISH

$ 1.$Who$is$collec6ng$what$data,$for$whom,$and$how?$$ 2.$How$is$research$about$students$being$used$to$develop$ac6vi6es$and$programs$that$promote$student$success?$

$ 3.$Are$student$success$ac6vi6es$mandated$or$op6onal?$How$many$students$par6cipate?$$ 4.$How$are$leaders$making$student$success$a$lynchpin$for$their$campuses?$Policies,$prac6ces,$resources,$people,$long$term$commitment,$ongoing$research$on$the$issues$that$maWer.$$

Four questions…

RETURN&ON&INVESTMENT&CALCULATOR&" Ac6vity/Interven6on$" Number$Of$Students$" Cost$of$Interven6on$per$Student$" Outcomes/Results$Over$Time$" Benefits$of$Interven6on$per$Student$Segment$" Inves6ng$in$What$Makes$the$Biggest$Difference$for$the$Most$Students$$

Institutional Culture

! Student-centered ! Visionary leadership at many levels ! Evidence-driven ! Culture of experimentation and inquiry ! Results-oriented

In the 21st century, this ancient course model stands in stark contrast to the large-scale courses, the collaborative courses, and the programmed courses that have now begun to appear.

—George Mehaffy, Challenge and Change, EDUCAUSE Review, September/October 2012

Using&Analy:cs&to&Unlock&Your&Campus&Poten:al&

DISCUSSION

wcet.wiche.edu$

References&$$

$  AACU$High$Impact$Prac6ces$$hWp://www.aacu.org/leap/index.cfmC&U$$

$  Associa6on$of$Community$College$Trustees.$2013.$Student$Success$Toolkit.$$hWp://governanceSins6tute.org/toolkit$

$  Baer,$Linda$and$John$Campbell.$2012.$From$Metrics$to$Analy6cs,$Repor6ng$to$Ac6on:$Analy6cs’$Role$in$Changing$the$Learning$Environment.$In$Game$Changers,$edited$by$Diana$Oblinger.$hWp://www.educause.edu/library/resources/chapterS4SmetricsSanaly6csSrepor6ngSac6onSanaly6cs%E2%80%99SroleSchangingSlearningSenvironment$

$  Bean,$John$P.$and$Barbara$Metzner$1985$$$A$Conceptual$Model$of$Nontradi6onal$Undergraduate$$Student$AWri6on$in$Educa6onal$Research$Winter,$1985,$Vol.55,$No$4,$485S540.$

$  Compete$College$America$www.completecollegeamerica.org$

$  Crow,$Michael.$No$More$Excuses$in$EDUCAUSE$Review,$vol.$47,$no.$4$July/August$2012$$hWp://net.educause.edu/ir/library/pdf/ERM1241P.pdf$

$  Davenport,$Thomas.$hWp://www.slideshare.net/sasindia/keynoteSthomasSdavenportanaly6csatwork$$ $Retrieved$November$$23,$2013$

$  Gilbert,$C.,$M.$Eyring,$and$R.$N.$Foster.$$“Two$Routes$to$Resilience.”$$$Harvard$Business$Review,$December,$2012,$65–73.$$hWp://hbr.org/2012/12/twoSroutesStoSresilience/ar/1.$

$  Graduate$School$Metrics.$Associa6on$of$American$Universi6es$hWp://www.aau.edu$

$  Jones.$Dennis.$2013.$OutcomesSBased$Funding:$The$Wave$of$Implementa6on$in$September$2013.$$Na6onal$Center$for$Higher$Educa6on$Management$Systems$$

$  Kamenetz$Anya.$2012$Fast$Company$2012$Most$Innova6ve$Companies$2012$Southern$New$Hampshire$University$hWp://www.fastcompany.com/3017340/mostSinnova6veScompaniesS2012/12southernSnewShampshireSuniversity$

$  University$of$Illinois$Graduate$Model.$hWp://www.grad.illinois.edu/sites/default/files/researchschemagraphic.png$

$  Kuh.$George$and$Jillian$Kinzie,$John$H.$Schuh,$Elizabeth$J.$WhiW$and$Associates.$2010.$Student$Success$in$College:$Crea6ng$Condi6ons$that$MaWer$

$  Na6onal$Commission$on$Higher$Educa6on$AWainment.$2013.$An$Open$LeWer$to$College$and$University$Leaders:$College$Comple6on$Must$Be$Our$Priority.$American$Council$on$Educa6on.$Washington$D.C.$

$  Norris,$Donald$and$Robert$Brodnick,$Paul$LeFrere,$Joseph$Gilmour,$Linda$Baer,$Ann$Hill$Duin$and$Stephen$Norris.$2013.$Transforming$in$an$Age$of$Disrup6ve$Change.$$Strategic$Ini6a6ves,$Inc.$and$the$Society$for$College$and$University$Planning$

$  Predic6ve$Analy6cs$Repor6ng$Framework.$$$info@parframework.org$

$  Sowell,$Bell$and$Kirby$Ph.D.$Comple6on$and$AWri6on:$Policies$and$Prac6ces$to$$

$  Promote$Student$Success.$Council$of$Graduate$Schools.$2010$

$  Student$Success$Ma6x$ (SSMX ) A model classifying influences on student success within the PAR Project WCET Annual Meeting Presentation $$$$$Mindy$Sloan,$Ashford$University,$Karen$Swan,$University$of$Illinois$Springfield,$Michelle$Keim,$Bridgepoint$Educa6on,$$$Heidi$Hiemstra,$Predic6ve$Analy6cs$Repor6ng$(PAR)$Framework.$November 15, 2013$

$  Shugart,$S.$M.$2012.$The$Challenge$to$Deep$Change:$A$Brief$Cultural$History$of$Higher$Educa6on.$Planning$for$Higher$Educa6on,$December$28.$Retrieved$January$15,$2013,$from$the$World$Wide$Web:$hWp://mojo.scup.org/forum/topics/theSchallengeStoSdeepSchangeSaSbriefSculturalShistorySofShigher.$

$  Tinto,$Vincent.$2012a.$Leaving$College:$Rethinking$the$Causes$and$Cures$of$Student$AWri6on.$University$of$Chicago$Press.$

$  Tinto,$Vincent.$2012b.$Comple6ng$College:$Rethinking$Ins6tu6onal$Ac6on.$University$of$Chicago$Press$