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The Student Success Scorecard

Dr. Matt WetsteinInterim Vice President of Instruction

April 16, 2013

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Outline

• Describe elements of the Student Success Scorecard

• Provide data on Delta College• Examine 5-years of trend data on selected

measures• Discuss equity gaps in the scorecard metrics• Discuss the usefulness of the scorecard for

college planning

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Introduction

• Scorecard is mandated in the Student Success Act of 2012

• Task Force established in summer of 2012 to revise the ARCC data elements

• Data disaggregation by age, ethnicity, gender• Data disaggregation by college-prepared and

unprepared• Provides rates of success, completion,

persistence for different types of students

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Scorecard Metrics

• Cohort of first-time entering students with intent to transfer who take 6 units or more

• Students are tracked for 6 years to determine completion of benchmark milestones

• Most recent cohort started in the 2006-07 academic year

• Delta’s cohort averages between 2,100 and 2,8002002-03 2003-04 2004-05 2005-06 2006-07

2,464 2,690 2,184 2,315 2,781

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Scorecard Metrics

• Persistence – The percentage of degree or transfer seeking students who enroll for three consecutive terms

• 30 units – The percentage of the cohort who complete 30 units within 6 years

• Completion – The percentage who complete a degree, certificate, transfer or 60 units within 6 years

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Scorecard Metrics

• Remedial Education – The percentage of the entering cohort who started below transfer level in English, Math or ESL who complete college level course in the same discipline

• Career Technical Education – The percentage who enrolled in 6 units or more in a single CTE discipline who completed a degree or certificate within 6 years

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Persistence

62.2 67.3 65.8

Statewide Average

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30 Units

70.1 65.1 66.4

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Completion

71.2 41.1 49.2

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Remedial Education

37.0 38.1 23.6

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Career Technical Education

55.0

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Scorecard Metrics Over Time

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Scorecard Metrics Over TimeCompletion rates at the college are highest for Asian and white students

Rates are lowest for Native Americans, African Americans, and Pacific Islanders

More student in these segments of the cohort enter the college unprepared for college level Math and English

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Usefulness of the Data

• Transparent benchmarks for public and students• Useful for the setting of standards for institutional

performance• Useful for starting conversations within the college• What is an acceptable rate for each of the

metrics? What is an acceptable rate for various groups of students within the cohort?

• What can be done to address equity gaps?

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Usefulness of the Data: an Example

• Data suggest that even among college prepared students, African Americans are 20% less likely to reach transfer or degree completion than whites and 40% less likely than Asians

• African Americans are the least likely in the cohort to make it to the benchmark of 30 units– Financial aid – PT vs. FT status– Outreach and support services are more essential

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Next Steps

• President’s Council will be asked to set reasonable standards of institutional performance on the Scorecard measures

• Program faculty will be asked to discuss and set reasonable goals for program completion in program review documents

• PRIE Research Analysts will examine multivariate models of student success to untangle the impacts of poverty, college preparedness and program interventions