Networking for Student Success: Inquiring into Student Completion Issues

8/3/2019 Networking for Student Success: Inquiring into Student Completion Issues

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Networking for Student Success:

Inquiry into Student

Completion Issues

Lynn Wright, 3CSN Project Director

Deborah Harrington, 3CSN Project Administrator

CCLCNovember 19, 2010


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Presentation GoalsBy the end of this presentation, the audience will. . .

1. Connect the California Community Colleges SuccessNetwork (3CSN) with the BSI Professional DevelopmentGrant

2. Understand the 3CSN/BSI professional development grantobjectives and focus on equity-minded completion

3. Understand the role that 3CSN can play in buildingcommunities of practitioners and supporting thesecommunities with information, tools, and technical assistance

3. Identify ways to frame campus initiatives/activities aroundstudent success


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The California Community

Colleges Success Network is

0%0%0%

1 2 3

1. A subgroup of the

CCLC2. An Academic Senate

subcommittee

3. The BSI ProfessionalDevelopment Grant


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3CSN stands for

1 2 3

0% 0%0%

1. California CommunityColleges SuccessNetwork

2. Campaign forCommunity CollegeSuccess Now

3. California Community

Colleges StudentNetwork


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Basic Skills Context

90% of first-time California communitycollege students test below college-levelmath

70% test below college-level in English(Moore & Shulock, 2007; Student Success in Community Colleges, p.1)

40% of two- and four-year college

students across the nation end up takingat least one remedial course(Adelman, 2004: Student Success in Community Colleges, p. 1)


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Statewide, the percentage of first-time

community college students who test belowtransfer level in math and/or English is...

1 2 3 4

0% 0%0%0%

1. 10 - 20%

2. 30 - 40%

3. 50 - 60%

4. 70 - 90%


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Completion Data

Too many students fail to complete

Six years after enrolling, 70% of degree-

seeking students had not completed acertificate or degree, and had not transferredto a university (about 75% of black studentsand 80% of Latinos).

Most had dropped out; only 15% of the non-completers were still enrolled.

(Moore and Shulock, Divided We Fail, October 2010)


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After 6 years, 80% of degree-seekingLatino students had not earned 30

college-level credits.

1 2

0%0%

1. True

2. False


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Critical Milestone Missed

Only 40% of degree-seeking students hadearned at least 30 college-level credits at theCCC, the minimum needed to show asignificant economic benefit.

A lower share of Latino (35%) and black

(28%) students reached this milestone.


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The percentage of degree-seeking African-American students who earned at least 30

college-level credits at the CCC is

1 2 3 4

0% 0%0%0%

1. 50%

2. 28%

3. 40%

4. 35%


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Why should this be a concern for all

community college practitioners?

Whats the problem?

Why should we care?

http://www.cccvision2020.org/
http://www.cccvision2020.org/http://www.cccvision2020.org/


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BSI Tenets

Majority of community college students has

some kind of basic skills needs

Preserve access while improving success

Strategies to address basic skills needs

benefit all learners

Interventions should be holistic, sustained,

and across the curriculum


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Which constituent groups should be

concerned by and seek solutions forthe CCC completion equity gaps?

1 2 3 4 5

0% 0% 0%0%0%

1. Math & English/ESLfaculty

2. Faculty & students

3. Faculty & administrators

4. Faculty & some staff5. All constituent groups:

faculty, students, staff,administration, & trustees


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Question to Consider

What kind of

professional developmentmight you need

to address these student success equity

gaps?


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3CSN

A Networked Community ofPractice for Student

Success

http://3csn.org
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/


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Focus of 3CSN

Student success awareness

Achievement of equity-mindedcompletion

Networking and technical assistance

through face-to-face trainings and theweb
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/


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3CSN / BSI Professional

Development Grant Objectives Collect resources on effective practices

Provide professional development training

Build capacity of local colleges to use research-basedinnovations to improve student outcomes

Support ongoing knowledge building and sharingthrough networkingin-person and virtually
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/


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Current Regions and Coordinators

Original Regions 2009+

Los Angeles: Daryl Kinney

Sacramento: Nancy Cook

San Diego/ImperialValley: Lisa Brewster

South Bay: Anniqua Rana

Regions - Fall 2010+

Central Valley: Donna Cooper

Inland Empire: Daniel Bahner& Jenn Mendoza

North Bay: Cleavon Smith

Orange County: Jan Connal
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/


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Statewide Focus

3csn.org website http://3csn.org

LINKS (Learning In Networks forKnowledge Sharing)

BSILI (Basic Skills Initiative LeadershipInstitute) http://bsili.3csn.org/

Learning Works

Presentations or workshops atCCLC and SSSC and otherconferences
http://3csn.org/http://3csn.org/http://3csn.org/http://3csn.org/http://bsili.3csn.org/http://bsili.3csn.org/http://3csn.org/


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LINKS 2Investigating student success in

terms of equity-minded pathwaycompletion

LearningInNetworksforKnowledgeSharing Part 2

for the second in a series of

Networking Events

MILLIONS COME THROUGH OUR OPEN DOORS, BUTONLY A FRACTION COMPLETE ESSENTIAL PATHWAYS,

ACHIEVE CREDENTIALS OR DEGREES, OR BECOMETRANSFER READY

WHAT HAPPENS IN BETWEEN, AND WHAT CAN WE DO?

In this practicum, we will:

Presents

Examine data relatedto specific momentumpointsfor pathwaycompletion

October 22, 2010San Diego AreaLocation: California Center for theArts, EscondidoTime: 9:00 am-4:00 pm

LINKS-2 is free and lunch will be provided

October 29, 2010Los Angeles AreaLocation: Los Angeles ValleyCollegeTime: 9:00 am-4:00 pm

November 19, 2010Northern California and CentralValleyLocation: Diablo Valley CollegeTime: 9:00 am-4:00 pm

Learn how to apply tools supportedby 3csn logic models, inquiry/gapanalysis, and data benchmarkingto identify and address keymomentum points that lead tosuccessful completion of longerpathways

Review some high-leverage strategies toincrease the numberof students who reachthese momentumpoints


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Local and Regional Efforts

Accelerated Learning

BSI Tune-up Kit

CB 21 Recoding Data Analysis

Efolio

Faculty Inquiry

Logic Modeling Google Docs & More

Learning Communities

Reading across the

Curriculum Teaching & Learning

Workshop

Technology Training

ScaffoldingAssignments

Teaching BS Students

Universal Design


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Supported Tools and Resources

3csn.org http://3csn.org

Effective TeachingPractices

Inquiry/Gap Analysis

Data Collection &Benchmarking

Logic Modeling

Evaluation &

Assessment
http://3csn.org/http://3csn.org/


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Theory of ChangeAssumption

If we provide training on networking and useaction research methodologies, teachers will

transform their environments and identity tocreate communities of practice that will leadto powerful classrooms and working acrosscampuses.

This in turn will produce greater studentsuccess.

http://3csn.org
http://3csn.org/http://3csn.org/


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Question to Consider

How do we foster an

ongoing and evidence-driven

dialogue about learning and

milestone completion

throughout the campus

and community?


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LINKSSpring 2010

Barriers and Solutions for Improving

Students Academic Performance

and Completion


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Three Interacting Factors

Knowledge: Learning how to learn

Motivation: Setting and attaining goals,completing course requirements, anddemonstrating effort and persistence

Organizational Culture and Practices:Policies and procedures and instructionalpractices


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Gap Analysis through Inquiry

Look at long-term goals

Determine where colleges currently are in

relation to those goals Examine the gap between the goals

Identify what could be causing the gap

Conduct inquiry into appropriate andeffective interventions

Apply interventions and measure outcomes


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Examples

Colleges that used data to selectinterventions and are using data todetermine effectiveness are listed at

3csn.org underExemplaryPrograms.

http://3csn.org/2010/11/15/exemplary-programs/
http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/http://3csn.org/2010/11/15/exemplary-programs/


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Activity: Questions for you to consider

How are your institutional policies and proceduresperceived by students, staff, and faculty?

What institutional policies provide barriers to student

success?

How can we help align our policies and procedureswith our mission, vision, goals (including our college-wide student learning outcomes)?

What institutional policies facilitate student success?


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LINKS 2Fall 2010

Focus on strategies related to threemomentum points:

1. Fall to spring persistence (Many studentsdont return after their first semester)

2. Developmental education pathways(Others fall away inside long course sequences in ESL or

developmental English and math)

3. Transfer pathways (Others establish a foothold atthe college but then are lost on the path toward transfer)


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Momentum Points

Educational accomplishmentsproviding momentum

that propels studentstoward achievement

of milestone events(completions)


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Momentum points can be

Particular courses(e.g., first gatekeeper course in basic skills or

transfer level)

Levels of educational attainment

(e.g., first terms worth of credit or completion of a

basic skill pathway)


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Milestones

Measurable academic achievements

terminal completions(e.g., certificates, degrees, transfer)

intermediate outcomes(e.g., developmental education pathway completion)


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Milestone and Momentum Point Data

Help to illuminate patterns of studentprogression and achievement

Disaggregate students by groups toindicate what types of studentsare or are not

succeeding and

where in the educational pathwaystudents are or are not succeeding


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Gap Analysis

Identifying milestones andmomentum points can highlightgaps in achievement among differentstudent groups

Gaps represent potential opportunities

for improving student outcomes


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Milestones and Success Indicators(Moore & Shulock, Steps to Success, October 2010, Table 2)

Retention

Complete neededremediation

Transition to college-levelwork

Earn one year of college-level coursework

Complete GE coursework

Complete a cc transfercurriculum

Transfer from cc to auniversity

Complete a certificate ordegree

Remediation:

Begin remedial coursework infirst term, if needed

Gateway Courses: Complete c-l math/English w/in first two

years Complete a college success course or

other FYE program

Credit Accumulation: High ratio of course completion

Complete 20-30 CR in 1st year

Earn summer credits Enroll full time

Enroll continuously, no stop-outs

On-time registration for courses

Maintain adequate academicperformance


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3CSN Ongoing Campus-level

Support for LINKS 2Momentum Point Action Research

Web resources and guides

Local and regional Inquiry/Action Researchcoordinated and supported by your RegionalNetwork Coordinator

Follow-up meetings for identified inquiry/workgroups


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Milestones and Momentum PointResources

Abstract on Milestones and Momentum Points http://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic Planning/milestones.pdf

Steps to Success: Analyzing Milestone Achievementhttp://www.csus.edu/ihelp/PDFs/R_Steps to success_10_09.pdf

Somethings Got to Give

http://www.edsource.org/pub10-somethings-got-to-give.html
http://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdfhttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdfhttp://www.csus.edu/ihelp/PDFs/R_Steps%20to%20success_10_09.pdfhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.edsource.org/pub10-somethings-got-to-give.htmlhttp://www.csus.edu/ihelp/PDFs/R_Steps%20to%20success_10_09.pdfhttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdfhttp://www.cccco.edu/Portals/4/TRIS/research/Abstracts/Strategic%20Planning/milestones.pdf


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Coming Spring 2011

LINKS 3

Addressing Milestone Completionthrough

Contextualized Learning

and CTE


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Thank you for your

dedication tostudent success.

Safe travels!

Happy weekend!

Lynn Wright, 3CSN project [email protected]

Deborah Harrington, 3CSN/Learning [email protected]
mailto:[email protected]:[email protected]:[email protected]:[email protected]

Documents

Networking for Student Success: Inquiring into Student Completion Issues