Student Success – From the Starting Gate to the Finish Line Portland Community Colleges, November,...

Student Success –From the Starting Gate to the Finish Line

Portland Community Colleges, November, 2011

Community College Survey of Student Engagement

Note: This presentation has been modified from the original content, presented by Arleen Arnsparger, Project Manager for the Initiative on Student Success Center for Community College Student Engagement.

PCC added content is in green.

90%…of new students responding to the Survey of Entering Student Engagement say they believe they have the motivation to do what it takes to succeed in college.

-based on national SENSE results

Center for Community College Student Engagement

Why do students come to PCC?

• 41% - Work toward bachelor’s degree

• 13% - Explore new career

• Almost 11% - Gain new job skills

• 8% - Personal enrichment

• 8% - Earn certificate or technical degree


-based on PCC CCSSE respondents

85%…of new students responding to the SENSE survey say they’re academically prepared for college.


based on national SENSE results


Math: 80%Reading: 28%Writing: 28%

What percentage of recent high school grads test into PCC developmental courses?

PCC Office of Institutional Effectiveness

Entering students are highly motivated, are committed to achieving their academic goals, and sincerely believe they will.


Yet during the first 3 weeks of college…

• 43% came to class unprepared at least once.

• More than one-quarter of students skipped class at least once.

• One-quarter did not turn in an assignment at least once.




… of community college students leave before the start of their second year.

Nationally,

50%


…of PCC Fall 2010 credit degree-seeking students retained to Spring 2011.

Significantly better retention for those receiving financial aid – FT - 90% vs. 77% HT 84% vs. 66%

73%



… of PCC students retained from fall 2009 to fall 2010

(Full-time: 52.5%)

46%



Helping students succeed through the equivalent of the first semester (12–15 credit hours) can dramatically improve subsequent success rates.

Helping students complete their first developmental course can dramatically improve subsequent success rates.


From your perspective…what are your college’s strengths? What does your college do well?

Discussion Question:

How do you know? What DATA support your perspective?


Quantitative

CCSSE

CCFSSE

SENSE

Qualitative

Initiative on Student Success / Starting Right


CCSSE: Listening to Students

10 years

808 colleges

Almost 2 million students

49 states, DC, Alberta, Bermuda, British Columbia, Marshall Islands, Northern Marianas, Nova Scotia, Ontario, Quebec

SENSE & Starting Right: Listening to Entering Students4 years

274 colleges

Represents 2.1 million students

41 states, District of Columbia, Marshall Islands, Mariana Islands, Nova Scotia

Focus Groups

Measuring Student Engagement

…the amount of time and energy students invest in meaningful educational practices

What we’re learning about student engagement:

It’s unlikely to happen by accident. It has to happen

by design…

from the moment they arrive…

Students don’t know what they don’t know…

but we think they should…and we behave as though they do!


Test Your PCC Student IQ!

% women?

% credit students attending part-time?

% students of color?

% of students under 25 years of age?

% receiving financial aid?

Test Your PCC Student IQ!

% women? 53%

% credit students attending part-time? 59%

% students of color? 30%

% of students under 25 years of age? 44%

% receiving financial aid? 30%


Which students are more likely to drop out?Women or men?

Part-time or full-time?

White students or students of color?

Students under or over 25 years of age?

Students receiving financial aid or those not receiving aid?

Which students are more likely to drop out?Women or men? Men

Part-time or full-time? Part-time

White students or students of color? Students of color

Students under or over 25 years of age? Under 25

Students receiving financial aid or those not receiving aid? No aid



CCSSE Benchmarks for Effective Educational Practice

• Active and Collaborative Learning

• Student Effort

• Academic Challenge

• Student-Faculty Interaction

• Support for Learners

2011 Portland System Benchmark Scores

Active

and

Col

labo

rativ

e Le

arni

ng

Stude

nt E

ffort

Acade

mic

Challe

nge

Stude

nt-F

acul

ty In

tera

ctio

n

Suppo

rt fo

r Lea

rner

s

51.5 52.451.3 51.3

48.3

50

Sources: 2011 CCSSE data

50 = Normed national average

PCC CCSSE Benchmarks

PCC Other X-Large

Active & Collaborative Learning 51.5 49.3

Student Effort 52.4 49.3

Academic Challenge 51.3 49.9

Student-Faculty Interaction 51.3 48.3

Support for Learners 48.3 49.1

2011 Portland System Benchmark Score Range

Portland Community

Colleges

Lowest College

Benchmark

Highest College

Benchmark

Active and Collaborative Learning

51.5 48.3 53.8

Student Effort 52.4 48.8 58.9

Academic Challenge 51.3 48.6 53.5

Student-Faculty Interaction

51.3 48.7 52.9

Support for Learners 48.3 46.7 53.1


PCC CCSSE Benchmarks

FT PT

Active & Collaborative Learning 56.8 47.1

Student Effort 57.8 48.0

Academic Challenge 55.8 47.4

Student-Faculty Interaction 55.8 47.5

Support for Learners 50.4 46.5

1. Look at your Key Findings report.

2. Review the benchmark data. Where are your strengths? Which areas will you target for improvement?

3. Pick one benchmark for this discussion.

4. Review the frequency responses within that benchmark. (All students, PT, FT)

After lunch…Data Review Exercise


Example Community College

(Example only– the following are not PCC results)


Portland Community College – Cascade

Part-Time Full-Time All Students (weighted data *)

Your College

Other Medium Colleges

2009 CCSSE Cohort Your College


2009 CCSSE Cohort Your College


2009 CCSSE Cohort

Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % Count Col % 9f. Providing the

financial support you need to afford your education

Very little 86 33.6 9104 30.4 34348 30.7 99 24.4 15301 20.4 57922 20.7 200 30.4 27286 26.1 102610 26.3

Some

83 32.4 8191 27.4 30863 27.6 126 31.0 19588 26.1 73370 26.2 210 31.9 28118 26.9 105745 27.1

Quite a bit 55 21.5 6789 22.7 25035 22.4 90 22.2 20115 26.8 74974 26.8 143 21.7 25753 24.6 95344 24.4

Very much 32 12.5 5843 19.5 21697 19.4 91 22.4 20030 26.7 73384 26.2 105 16.0 23546 22.5 86779 22.2

Total 256 100.0 29927 100.0 111943 100.0 406 100.0 75034 100.0 279650 100.0 658 100.0 104702 100.0 390477 100.0

Data to consider More PCC students reported that they:

• Spent more time preparing for class

• Used email to communicate with an instructor

• Wrote more papers or reports

• Worked with other students on projects in class


Data to consider

Fewer PCC students reported that they skipped class!


And yet there’s still room for improvement

But… Data to consider

Fewer PCC students reported that they:

• Worked with instructors on activities other than coursework

• Used writing and math labs

• Met with a career counselor


But… Data to consider

Fewer PCC students reported that the College helps them cope with their non-academic responsibilities, such as work and family, or provides the financial support they need to afford their education.


The Front Door -- OrientationMore PCC students report that they

participated in online registration…37% (11% at other CCSSE colleges)

(From 33% - 45% across the campuses)

Fewer PCC students report that they participated in on-campus orientation… 16% (40% at other CCSSE colleges)

(From 14% to 19% across the campuses)


What do PCC students say is the most important college service?

Academic Advising & Planning94%

(91% to 95%)


Yet…

43% …of students say they never saw

an advisor

(or really aren’t sure…)(36% to 45%)

Students don’t do optional!!



PCC students’ most important servicesVery or Somewhat Important % Using Services

Academic Advising 94% 57%

Financial Aid 85% 48%

Career Counseling 81% 25%

Younger students are less likely to…

• Use academic advising/planning • Seek career counseling• Seek financial aid advising

Younger students are less likely to…

• Use academic advising/planningThey ask their friends

54% vs. 42% for older students

What entering students are telling us:During their first 3 weeks…

• 71% - advisor helped them pick classes.

• 60% - advisor helped them select a major or program.

• Fewer than 40% - advisor helped them set academic goals and create a plan for achieving those goals.

out


Student Success courses make a difference!

On the CCSSE survey, PCC students report:

77% say they did not take a student success course.


Student Success courses make a difference!

Students say: This course…

Helped me to be a better student: 63%

Helped me to feel more connected to the college: 51%

Should be mandatory for new students: 74%


based on national survey results

Let’s Talk About…

The “M” Word

M = Mandatory


1. Are these practices mandatory? For whom?

2. What does your college data show about the impact of these practices on student persistence and first term academic success?

3. What are you doing to bring orientation, academic planning and student success courses to scale?

Discussion Questions – Orientation, Academic

Planning & Student Success Courses

The Heart of Student Success…

Teaching & Learning

On the CCSSE survey, PCC students report that they are NOT planning to enroll in

Developmental Math – 53%

Developmental Reading – 73%

Developmental Writing – 61%

“Developmental” is defined here by the student interpretation of what courses are developmental level. This may or may not correspond with college definitions.

What percentage of PCC students say they worked harder than they thought they could to meet an instructor’s standards or expectations?

50%

12% say NEVER


Younger community college students are more likely to…

• Turn in an assignment late• Not turn in an assignment• Come to class unprepared• Skip class


What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance?

Faculty say…

Students say…


What % of PCC students responding to the CCSSE survey said they received prompt feedback from instructors about their performance?

Faculty say…95%

Students say…61%


PCC students’ most important servicesVery or Somewhat Important % Using Services

Computer Lab 88% 61%

Tutoring 79% 32%

Math & English Labs 77% 33%

Younger community college students are less likely to….

• Go to a tutor or skill labs• Discuss an assignment or grade with an

instructor• Ask an instructor for help• Say they are getting prompt feedback from

instructors about their progress – they’re looking for GRADES!

The Valencia story – Achieving the Dream, 2004• Enrollment – around 70,000; 5 campuses • Looked at highest enrollment courses; lowest

success courses (below 58% with A,B,C)• 31% of fall enrollees in 10 high enrollment courses• Most high enrollment courses also lowest success

courses• All low success courses had a math component

(dev ed and college level)• Faculty and staff targeted 6 courses – high

enrollment, low success, student success course• Put innovations in place

Courses behaving badly…high-risk courses, rather

than high risk students

Valencia resultsFall to Spring retention• 79.2% (04) - 86.2% (09)

Fall to Fall retention• 58% (04) – 67% (09)

Persistence: The Lives They’ve Touched

FTIC Degree-seeking students

What Matters Most for Student Success?


Students persist when they:• Are active & engaged learners

• Establish meaningful relationships with faculty, staff and peers

• Have high expectations & aspirations

• Navigate successfully through the front door -- college systems, processes and procedures

• Have more structure, fewer options, clearer pathways

Some Observations about Entering Students

• Students experience culture shock and academic shock.

• Students don’t know what they don’t know…but we expect them to!

• You have to ask to be told…but what if you don’t know what to ask?


Observations about Entering Students

• Orientation is necessary…and students want to meet faculty and other students before classes start.

• Students feel disconnected. “They didn’t notice me when I got here; they didn’t notice me when I left.”


What does this mean for us?

• Create an “on-ramp” to college life.

• Streamline registration – help students understand the “what” and the “why.”

• Make everything more personal – show them we care!

• Engage them in their learning.

• If we know what students need – make it mandatory!



If I Ran the Zoo…

One improvement that you believe would have a significant impact on improving student success…

for the college or my department

in my role

High Performing Colleges

…make student engagement

inescapable!



Tools to Help You www.cccsse.org

Examples from Member Colleges

Student Focus Group Toolkit (can be adapted for faculty and staff focus groups)

Video clips

Accreditation toolkit

Classroom Observation Form

Course Evaluation Form


For more information:

Arleen Arnsparger

Project Manager Initiative on Student Success Center for Community College Student Engagement (CCCSE)

www.cccse.org

1. Look at your Key Findings report.

2. Review the benchmark data. Where are your strengths? Which areas will you target for improvement?

3. Pick one benchmark for this discussion.

4. Review the frequency responses within that benchmark. (All students, PT, FT)

After lunch…Dig Into Your Data

Data Review Exercise

Areas of focus

Review Benchmarks

Review item-level data

• What are the data showing?• Are there particular items driving the

benchmark scores in a certain direction?

1. What questions do the data raise for you? Any surprises?

2. Based on the data, what are the college’s strengths? Where could the college improve?

3. What are you doing now that addresses these findings? Do you have data to show impact?

4. What additional information do you need before designing strategies to improve student success?

5. How will you gather the information?

6. What are your next steps? Who needs to be involved in those next steps?

Group Discussion

Promising Practices:

• End late registration; add late start classes.

• Orientation

• Placement testing with preparation, enrollment in the first term

• First-year experience or freshman seminar

• Learning community

• Required group learning experiences outside the classroom

Promising Practices:

• Hands-on learning experiences outside the class (service learning, internships, etc.)

• Fast-track developmental courses

• Student success course

• Class attendance (…as in it’s important to show up.)

• Academic plan & advising

• Early alert & intervention

• Tutoring & supplemental instruction

Student Success – From the Starting Gate to the Finish Line Portland Community Colleges, November,...

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