DVC P Pat athway I Indicato cators M. Sargent 11/17/2017
Inquiry and Program Development • Examine the needs of students • Explore programs and services to meet the needs
What do we know.. about success in year one? • Students who complete show early signs… • Students are likely to complete when they: • Persist from term one to term two • Earn 24 cumulative credits in year one • Achieve transfer-level math and English in year one
Indicator Information is available to everyone • CAL-Pass Plus Launchboard website shows display • Indicators are first year predictors of later success • Rates display by ethnicity • Benchmarks allow comparisons with other colleges • Reference: Calpass Plus: Guided Pathways • https://www.calpassplus.org/LaunchBoard/Guided Pathways.aspx#
Persistence Term 1 to Term 2, 2014-15 100% 1600 1584 92% 90% 1400 77% 80% 71% 1200 69% 67% 70% 59% 1000 1000 60% 50% 800 719 40% 600 30% 400 384 427 20% 243 200 10% 0% 0 Unknown Asian Two or More White Hispanic Black or African Races American % Persisted Start Count
Persistence Term 1 to Term 2: 2015-16 100% 1600 89% 90% 1400 1363 80% 75% 74% 1200 67% 66% 70% 60% 1000 60% 901 50% 800 623 40% 600 489 30% 304 400 20% 216 200 10% 0% 0 Unknown Asian Two or More White Hispanic Black or African Races American % Persist Term 1 to Term 2 Count Start Cohort
Three year trend by ethnicity Persistence Term 1 to Term 2 Asian 95% 92% 92% Black or African American 89% 90% Hispanic Two or More Races 85% White 80% 77% Unknown 75% 74% 75% 74% 72% 71% 70% 70% 69% 67% 67% 67% 66% 65% 60% 59% 60% 56% 55% 50% Persistence Rate 2013-14 Persistence Rate 2014-15 Persistence Rate 2015-16
Benchmarks: Persistence Term 1 to 2, 2015-16 100% 90% 79% 80% 71% 66% 63% 70% 57% 60% 50% 40% 30% 20% 10% 0% Diablo Valley Macro-Region Micro-Region Statewide Top College in College Median Median Median State: DeAnza College
Transfer r level math success, year o r one 2015 2015-16 16 100% 80% 58% 60% 40% 32% 20% 19% 20% 13% 7% 0% Unknown Asian Two or More Races White Hispanic Black or African American Success in Transfer Math
Three year trend by ethnicity: transfer math, year one Asian 70% 58% 57% 57% 60% Black or African American 50% Hispanic 37% 40% 36% 32% 30% Two or More Races 21% 21% 20% 20% 19% 21% 19% 15% 15% 13% White 9% 7% 10% 7% 0% Unknown Math rates 2013-14 Math rates 2014-15 Math rates 2015-16
Benchmark rks: T Transfer r level m math i in year r one 100% 90% 80% 70% 60% 50% 40% 30% 24% 30% 16% 15% 20% 12% 10% 0% Diablo Valley Micro-Region Macro-Region Statewide Top College in College Median Median Median State: Irvine Valley College
Transfer r level En English success in year r one, 2 2015-16 16 100% 90% 80% 70% 60% 50% 38% 37% 40% 32% 29% 26% 30% 20% 20% 10% 0% Unknown Two or More Asian White Hispanic Black or African Races American
Benchmarks: Transfer r En English success i in y year o r one 100% 80% 53% 60% 40% 30% 25% 25% 25% 20% 0% Diablo Valley Micro-Region Macro-Region Statewide Top College in College Median Median Median State: Moorpark College
24+ Cumulative credit units year one 100% 90% 80% 70% 59% 60% 50% 40% 28% 24% 30% 19% 14% 14% 20% 10% 0% Unknown Asian Two or White Black or Hispanic More Races African American
3 Year Trend: 24+ Cumulative credits in year one Asian Black or African American Hispanic Two or More Races White Unknown 70% 61% 60% 59% 60% 50% 40% 34% 33% 28% 30% 23% 25% 24% 22% 22% 20% 19% 17% 17% 14% 14% 14% 10% 10% 0% 2013-14 2014-15 2015-16
Benchmarks: 24+ Credit hours in year one 100% 90% 80% 70% 60% 50% 40% 31% 30% 25% 20% 14% 14% 12% 10% 0% Diablo Valley Micro-Region Macro-Region Statewide Top College in College Median Median Median State: Moorpark College
DVC: Successes and Needs • DVC benchmark comparisons are within 6% of top community colleges • Except for Transfer Success in English year one: -23% from Moorpark College • Disparities consistently abound within the college • Unknown (mostly International) show rates often several times rates of blacks and Hispanics • Successful transfer math rates of students in year one can be improved from 7% for blacks and 13% for Hispanics
Build upon success • Math and English strategies: • Build upon successful current and planned activities • Services that support full-time student load
The success of educational structure: ADT • Purpose of Transfer degrees is to provide pathway to University • Provides clarity of curricular map and structure • Assures goals for students: to enter University • Guide students with few information resources • Help students with few financial resources • Shorten time to degree
What we examine… › Reference: 4CD Colleague awards 2016-17 › Does the clear map and goal speed completion? – Do students complete more quickly? › Do all ethnicities benefit? – How does time to degree compare across ethnicities?
ADT and AA count of degrees across ethnicities 2016-17 300 AA Count AT count 248 247 250 200 167 156 151 150 96 100 71 70 69 66 61 42 41 50 30 0 African American Asian Filipino Hispanic Multi-Race Other/Undeclared White DVC DVC DVC DVC DVC DVC DVC
TIME TO DEGREE 2016-17: AA v ADT AA Time AT time 6.00 5.00 5.00 5.00 4.58 4.33 4.00 3.92 3.92 1.7 4.00 3.67 3.58 3.33 3.33 3.00 2.75 3.00 2.25 2.00 1.00 0.00 African American Asian Filipino Hispanic Multi-Race Other/Undeclared White DVC DVC DVC DVC DVC DVC DVC
Educational structures • Add clarity and information to help students get to their goals • Save students time and money • Program coursework pathways alone have a important impact for all ethnicities • Guided pathways are expected to add significantly by integrating and streamlining developmental ed and services
Thank you!
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