ACE Evaluation Results BCC College August 2013 @myACEorg www.my-ace.org /myACEorg #ACEaw1 info@my-ace.org
Academic Outcomes 32
BCC Longitudinal Study of 99 Students Demographics ACE students from BCC College, Fall 2010, Spring 2011, Fall 2011 N 122* African American 56.1% 60 Latino 28.6% 30 Males 47.5 58 1 level below 0.0% 0 college-level in English 2 or more below Evaluation of the Academy 91.7% 66 college-level in English for College Excellence: Report on Implementation Mean Age 23.8 and Student Outcomes Completed GED 7.0 % 8 MPR Associates No HS Diploma 10.5% 12 December 2012 * students with completed data included in compared 99 analysis: 33
BCC Longitudinal Study of 99 Students Demographics ACE students from BCC College, Fall 2010, Spring 2011, Fall 2011 N 122* African American 56.1% 60 Latino 28.6% 30 Males 47.5 58 1 level below 0.0% 0 college-level in English Evaluation of the Academy 2 or more below 91.7% 66 for College Excellence: college-level in English Report on Implementation Mean Age 23.8 and Student Outcomes Completed GED 7.0 % 8 MPR Associates December 2012 No HS Diploma 10.5% 12 * students with completed data included in compared 99 analysis: 34
BCC Longitudinal Study of 99 Students Risk Level ACE students from BCC College, Fall 2010-SP12; n=43 First Generation College 72% Difficulty Learning 28% Receives Government Benefits 42% Unstable home 53% Has been arrested 33% Parent in Agriculture 9% Has been on Probation 16% Is a Parent with Dependent Children 35% Evaluation of the Academy 26% Working while in School for College Excellence: Homeless 33% Report on Implementation and Student Outcomes Domestic Violence 26% MPR Associates 16% Gang Association December 2012 Medical Condition 21% Risk Level High Risk: 81% At Risk 19% 35
Longitudinal Study of 99 Students BCC Transfer-Level English Completion ACE students are more likely to pass Transfer-Level ENGLISH by: +1900 % 80% 79.2% Percentage of students who pass Transfer-Level English 70% 60% ACE Source: MPR Associates 50% December 2012 ACE 40% KEY TO SUMMARY OF OUTCOMES 30% Comparison Group 1:1 propensity score 20% matching from 20,466 12.5% non-participants Control 10% Students in ACE BCC Group Control Non-CTE Group 0.0% 0.0% n=99 0% statistical significance <.01 two-tailed test TWO semesters D x % = [( ACE-Control)x100]/Control after attending ACE
Longitudinal Study of 99 Students BCC Transfer-Level English Completion ACE students are more likely to pass Transfer-Level ENGLISH by: + 1900 % 79.2% 80% Percentage of students who pass Transfer-Level English 70% 60% + 534 ACE 50.0% Source: MPR Associates 50% December 2012 40% KEY TO SUMMARY OF OUTCOMES ACE 30% Comparison Group 1:1 propensity score matching from 20,466 20% non-participants 12.5% Students in ACE BCC Non-CTE 10% Control n=99 2.5% Group Control statistical significance 0% Group <.01 two-tailed test ONE semester TWO semesters D x % = [( ACE-Control)x100]/Control after attending ACE after attending ACE
4 College Longitudinal Study of 658 Students Demographics ACE students from Cabrillo College, BCC College, Berkeley City College and Los Medanos College * Fall 2010, Spring 2011, Fall 2011 N 894 African American 12.9% 108 Latino 58.7% 493 Males 59.6% 533 1 level below 40.4% 275 college-level in English Evaluation of the Academy 2 or more below 49.7% 338 for College Excellence: college-level in English Report on Implementation and Student Outcomes 2 or more levels below * from LMC only 85.9% college-level in Math* 55 (n=74) MPR Associates Mean Age 24 December 2012 Completed GED 13.4 % 115 No HS Diploma 10.9 % 94 * students with completed data 658 included in compared analysis:
4 College Longitudinal Study of 658 Students Transfer-Level English Completion ACE students are more likely to pass Transfer-Level ENGLISH by: + 148 % Percentage of students who pass Transfer-Level English 40.5% ACE Source: MPR Associates December 2012 21 KEY TO SUMMARY OF OUTCOMES 16.3% Comparison Group 1:1 propensity score matching from 123,631 Control 9 non-participants Group Students in ACE Accelerated Program n=658 statistical significance <.01 two-tailed test ONE semester TWO semesters D x % = [( ACE-Control)x100]/Control after attending ACE after attending ACE
4 College Longitudinal Study of 658 Students Transfer-Level English Completion ACE students are more likely to pass Transfer-Level ENGLISH by: + 175 % + 148 % Percentage of students who pass Transfer-Level English 40.5% ACE Source: MPR Associates December 2012 KEY 23.4% TO SUMMARY OF OUTCOMES ACE 16.3% Comparison Group 1:1 propensity score matching from 123,631 Control Group non-participants 8.5% Students in ACE Accelerated Program Control n=658 Group statistical significance <.01 two-tailed test ONE semester TWO semesters D x % = [( ACE-Control)x100]/Control after attending ACE after attending ACE
ACE Intrinsic Engagement and Student Support Model On a Regular-Basis: Getting Students • Monitor Student Progress To Believe Academic • Motivate Student They Can Do It • Deal with Behaviors Program • Help Student Solve Life “Lighting the Fire Problems for Learning” Academic Foundation Course Program STUDENT 2-Week Intensive ACE Team-Self COHORT Affective Orientation Variations Management Course 3 credits 2 credits 8 to 12 credits 41
Adaptability of the ACE Engagement and Support Model How Colleges Adapt ACE to Meet Their Needs Model Target Examples Orientation to professional Students attend regular 2 . Affective skills, behavior, mindsets, All Students college courses and programs Orientation and college culture: Nursing, MESA
Adaptability of the ACE Engagement and Support Model How Colleges Adapt ACE to Meet Their Needs Model Target Examples Orientation to professional Students attend regular 2 . Affective skills, behavior, mindsets, All Students college courses and programs Orientation and college culture: Nursing, MESA Provide rich academic and 3 . Affective Transitioning communal experience Social Summer Justice STUDENT leveraging the student’s students COHORT Experiential ACE Team Self Bridge Course exposure to social injustice Management
Adaptability of the ACE Engagement and Support Model How Colleges Adapt ACE to Meet Their Needs Model Target Examples Orientation to professional Students attend regular 2 . Affective skills, behavior, mindsets, All Students college courses and programs Orientation and college culture: Nursing, MESA Provide rich academic and 3 . Affective Transitioning communal experience Social Summer Justice STUDENT leveraging the student’s students COHORT Experiential ACE Team Self Bridge Course exposure to social injustice Management Medical Assisting, Green 4 . Affective Jobs , Sustainable CTE Support CTE Students Construction, Agricultural STUDENT Program COHORT ACE Team Self Machinery , Respiratory for CTE Management Care, etc.
Adaptability of the ACE Engagement and Support Model How Colleges Adapt ACE to Meet Their Needs Model Target Examples Orientation to professional Students attend regular 2 . Affective skills, behavior, mindsets, All Students college courses and programs Orientation and college culture: Nursing, MESA Provide rich academic and 3 . Affective Transitioning communal experience Social Summer Justice STUDENT leveraging the student’s students COHORT Experiential ACE Team Self Bridge Course exposure to social injustice Management Medical Assisting, Green 4 . Affective Jobs , Sustainable CTE Support CTE Students Construction, Agricultural STUDENT Program COHORT ACE Team Self Machinery , Respiratory for CTE Management Care, etc. 5 . Affective Linked Provide 24/7 peer-support Course Booster - in hyper-bonded LC Students STUDENT community, through ACE Learning Linked COHORT ACE Team Self Course affective curriculum Linked Community Management Course
Adaptability of the ACE Engagement and Support Model How Colleges Adapt ACE to Meet Their Needs Model Target Examples Orientation to professional Students attend regular 2 . Affective skills, behavior, mindsets, All Students college courses and programs Orientation and college culture: Nursing, MESA Provide rich academic and 3 . Affective Transitioning communal experience Social Summer Justice STUDENT ACE Team leveraging the student’s students COHORT Experiential Self- Bridge Course exposure to social injustice Management Medical Assisting, Green 4 . Affective Jobs , Sustainable CTE Support CTE Students Construction, Agricultural STUDENT ACE Team Program COHORT Machinery , Respiratory Self- for CTE Management Care, etc. 5 . Affective Linked Provide 24/7 peer-support Course Booster - in hyper-bonded LC Students STUDENT ACE Team community, through ACE Learning Linked COHORT Self- Course affective curriculum Linked Community Management Course Accelerated English and Dev. Ed. math, Integrated Science , 6 . Accelerated Students Career Technical Ed using Academic a project-based course STUDENT ACE Team Learning COHORT around which to integrate CTE Students Self- Management curriculum
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