Session 5-3 Data and Analytics, Part II (T Track)

TAB•Lab: Launching Affordable Baccalaureates

February 17-19, 2016

CBE Defined Metrics: Keeping Track of Program Outcomes

Carlos Rivers Predictive Modeling Analyst

CBE: Key Components

Traditional: Time is fixed

and learning variable

CBE: Learning is fixed and time variable

• Competencies

• Instruction/Learning

• Assessments

CBE Can Offer:

• Self-Paced Learning

• Personalized Learning

• Flexibility

• Acceleration

• Affordability

CBE at TAMU-C: Texas Affordable Baccalaureate

BAAS in Organization Leadership at a Glance

99 competencies – 91 lower and 8 upper division – mapped back to

courses and credit hours (120 SCH

total).

Competencies defined by faculty

and industry.

7 week terms, $750 tuition and fees per term

• Delivered completely online

• Students supported by instructors and academic success coach

• High academic performance and accelerated time-to-degree

BAAS in Organizational Leadership Degree Plan: 99 Comp. = 120 SCH

General Education (72 comp. = 42 SCH)

Professional Development Electives (19 comp. = 48

SCH)

Applied Major Courses (8 comp. =30 SCH)

These can be met through transfer and/or PLA.

Must be taken through instruction at TAMU-C.

CBE at TAMU-C

“To be honest, the process has not been an easy one (I jokingly said we were not on the cutting edge, but rather on the bleeding edge of innovation), but the reward of seeing students achieve their dreams has been worth it.”

--Dr. Mary W. Hendrix, Vice-President for Student Access and Success

What are we measuring?

• Performance:

– Term-to-term Enrollment

– Term-to-term Retention rates

– Credit Accumulation

– Credit Completion

– Credits transferred in

– Student Performance Metrics

• Efficiency:

– Time to Degree

– Credits to Degree

– Costs to Degree

– Financial Aid Metrics

• Equity:

– Enrollment Status

– Race/Ethnicity

– Age

– Gender

– Veteran Status

– Marital Status

– Locality

– Prior Education

Student Demographics

The average age of TAB students is:

38 Ethnicities: 37% minorities and growing

Student Demographics Continued Gender

43%

57%

Veterans

7%

100%

Location

Prior Education

97% of our students bring credentials from Prior Higher Education Institutions

Graduation Survey Data

Students who answered the survey: 647 Q: While enrolled at A&M-Commerce, I was working:

80% of students affirmed working while obtaining their degree

*Survey data includes all graduating students, not just TAB program students

Graduation Survey Data

Students who answered the survey: 647 Q: What is the most important reason for pursuing a degree?

*Survey data includes all graduating students, not just TAB program students

73% of student confirmed that a degree was necessary for professional growth

Enrollment by Classification

• Most of our students come to us with work experience; and perhaps most importantly, students who have earned some college credit but “stopped out.”

• The average students transfers in to the TAB program approximately 72 SCHs

Student Performance

• Average GPA for TAB students – 3.05 GPA

• Prior experience seems to be an important factor to be successful in Competency Based coursework.

Term-to Term Student Enrollment Growth

• Growth since inception — 3000%

• Average Term-to-term Enrollment Change — 37%

• Latest TAB Term Enrollment – 242 students

Term-to Term Student Retention

• Retention Running Average rate: 86%

• Attrition Running Average rate=14%

Estimated Costs for TAB Student Scenarios

Source: THECB

January 2016

Estimated Cost Savings for the TAB Student

Source: THECB

January 2016

• A student with no prior higher education experience could complete a bachelor’s degree at approximately half the cost required by a traditional program.

Student Savings at TAMU-C

• Graduates of the TAB program: 54

• SCH’s transferred into program: 87 SCHs

• Cost to degree savings comparison--$6,650

• Average cost to degree of our graduates--$4,250

• Average semester hours completed at A&M-Commerce to degree—46 SCHs

• Average number of terms to completion- 6 terms

• Average number of Credits to Degree- 133 SCHs

In average, TAB graduates at TAMU-C have completed the program in less than a year

Comparison to a Full Academic Year

42

24

0

5

10

15

20

25

30

35

40

45

TAB Program Traditional Academic Year

Average SCHs per Year Completion at TAMU-C

A TAB student can accelerate degree at a much faster pace than a traditional student if he/she takes at least 6 SCHs per term.

(Seven-week terms) (Fall/Spring)

Historical Data Tracking

• Average SCH Completed per Term—6

• Average SCH Completion Rate—85%

Financial Aid

• Complete support for all enrollment models including standard term, non-term, and Competency Based Education (CBE).

• Flexibility to offer programs with non-traditional terms

• Automatization of processes

Metrics:

• Receiving Pell Grants

• Average Pell, among recipients($)

• Receiving federal student loans

• Average loan among recipients ($)

• Scholarships

• Tuition Reimbursements

83 Tab Students have received Federal

Pell Grant funds since inception

What is Predictive Analytics?

The practice of extracting information from existing data sources in order to determine patterns, and have the ability to predict future outcomes and trends.

• Wherever mom buys diapers, she will buy everything else

• What other non-baby items are close by?

• During hurricanes, Pop-Tarts sales increased by 700%

INSIGHT BUILT ON HINDSIGHT IS THE ESSENCE OF PREDICTIVE ANALYTICS.

Real World Examples from Wal-Mart

If they can do it, why can’t we?

Student success analytics affects decision making in substantial ways:

• Shapes decisions, interventions, and allocations of resources;

• Enables institutions to reduce and/or mitigate risk in a wide range of ways;

• Supports interventions in the student pipeline, processes, support services, structures, practices, at-risk behaviors/choices of individual students; and

• Enables personalization of student success interventions and solutions.

Source: Civitas Learning

Where are we now?

Where are we heading?

We have the power to see what is happening NOW, and act on that knowledge today.

Source: Civitas Learning

Transfer insights

• Historically, traditional transfer students who have a 3.0 GPA or above have been more likely to graduate. Students ranging 2.97 to 2.0 GPA represent 42% of all non persisting students.

• TAB students in average show a 3.05 GPA; according to this predictive variable these students are on track to persisting and obtaining a degree.

Transfer insights continued

• Historically, traditional transfer students who bring 80 or more credits represent more than 48% of all non-persisting students.

• Graduate TAB students transferred in 87 SCHs on average, and graduated in less than a year. These students are breaking the historical negative pattern.

Transfer insights continued

• Historically, traditional transfer students who only take 6 or less credit hours (Part-Time) have been less likely to be retained in comparison to their full time peers.

• In average TAB students are taking 6 SCHs per term and are being retained at 86%. Again, these students are breaking the historical negative pattern.

Students who need extra help

• We are now able to dig down into specific student data lists and assist those students with directed student access & success initiatives.

What's next?

Future Insights: • Employment Rate • Salary data • Graduate Education Rate • Graduate Survey Data (Specific) • Faculty Survey data • Employer Survey Data • Additional Financial Information • More on Predictive Analytics • Engagement analytics (Faculty & Departments) • LMS Data analytics • Course performance data

Working towards automating processes

The importance of Partnerships

• Areas we are partnering with:

– TAB program staff

– Financial Aid Office

– Institutional Effectiveness Department (Reporting)

– Registrars Office

• Partnerships in the works:

– Alumni Center

– Career Development Office

– Employers

Nationwide Trends • More than 40% of students who start a four year degree haven’t

earned their degree after 6 years.

• Nearly one in four students who completed a degree did so at an institution other than the one where they first enrolled.

• The U.S must produce one million more college graduates each year by 2025 to ensure the country has the skilled workers, entrepreneurial leaders, and engaged citizens it needs.

• Of the 30 million students in higher education today only 50% will graduate.

http://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html?_r=0

We have the ability to offset these trends for specific groups of students at our institutions through Competency Based Education programs.

Thank you for your time

Any questions?

For more information, concerns or comments: carlos.rivers@tamuc.edu Learn more: www.tamuc.edu/icbe