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Refocusing Student Success: Toward a Comprehensive ModelA Ten-Year ModelDesigned by Dr. Gary RiceImplemented at the University of Alaska Anchorage

Student Learning Progress Model 2010, University of Alaska Anchorage1Genesis of the Student Learning Progress ModelThe Model was founded on three core beliefs:

An institutions instructional mission is to assist every students learning progress toward his/her educational goal -- within institution capabilities, resources and control, and the students abilities to profit from these resources.

Higher educations current strategies to determine student success are insufficient.

The ultimate scientific principle, Occams Razor, by which the preferred explanation for any phenomenon is the one with the most economy and simplicity. (Phrasing by Charles Krauthammer, Washington Post)

2Graduation Rate (traditional): Proportion of first-time, full-time degree-seeking students who earn their intended award within 150% (now 200%) of catalog timePredominant indicator of student success since 1990 Student Right-to-Know ActPrimarily for traditional four-year college path

Attainment Rate: Percentage of some student group (typically adults 25-64) who earn a degreeOften used for international comparisonsWhat President Obama refers to in effort to retake international lead in graduation rates by end of decade.

Limitations of Graduation RateAs a Sole Measurement of University Success3Deficiencies of the Gold Standard Metric

Does not track all students served Sets an artificial time frame for awards Does not reflect higher educations instructional mission Does not recognize learning progress Underestimates the learning support an institution provides by reducing student success to a single numberWhy Change Student Success Assessment?The traditional metric does not answer an institutions most fundamental question: For WHOM and where should we distribute resources for the most efficient and effective student success outcome?Student success should be viewed from a learners perspective, not an institutions.There is no single, homogeneous student body. One-size decisions dont fit all.We serve all students who enroll, not only degree seekers.Student learning is progressive, not just success or failure.Acquiring knowledge is the one reason students enroll. An institution is responsible for optimizing that process within its capability.4 5UAA Student Learning Progress ModelImproving CompletionThe model includes completion ignored by the Traditional Metric:

First-time part-time studentsNon-degree seekers who change their mindStudents who take longer than 200% of catalog timeCertificate earnersInterim and multiple award earnersTransfer-in studentsGraduate students

It also allows you to target sub-cohorts by comparing performance and intervening to increase completion rates of specific groups.

In addition to giving a more accurate count of completers and enabling targeted completion improvement, the model acknowledges all students learning progress.

5This Model is NOTAn accounting methodA ranking methodIntended to distribute enrollees and SCH. Intended to profile individual students. Intended to provide simplistic silver bullet answers.Intended to artificially raise the institutions image.

6Rather, it IS intended to: Show an institution its progress over time Allow peer institutions to share information about successful learning Promote dialogue in higher education about current metrics deficiencies.

Student Tracking: Retention of Initial CohortUAA First-Time UndergraduatesFall 1998-Fall 2009 Entry Cohorts7Ten-Year Student TrackingUAA First-Time UndergraduatesFall 1998 Entry Cohort8Degree SeekersNon-Degree Seekers

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Learning Goal Status after 10 YearsUAA First-Time UndergraduatesFall 1998 Entry Cohort

Learning Goal Status after 10 YearsUAA First-Time UndergraduatesFall 1998 Entry CohortLearning Goal Met Traditional MetricGoal ProgressGoal Not Met10

Degree SeekersNon-Degree Seekers

UAA Overall

Successful Learning Rate (SLR)UAA First-Time UndergraduatesFall 1998-Fall 2009 Entry Cohorts

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Degree SeekersNon-Degree Seekerssub-cohorts Currently Being Studied at UAANon-Degree Seekers and Degree SeekersTraditional Metric UndergraduatesUnderprepared StudentsAlaska Native StudentsTraditional Age StudentsTransferred Out StudentsRural StudentsUndergraduates by CampusGraduate Students12Sub-Cohorts Being Studied at UAAUAA Student Learning Progress ModelIntegration into Decision-MakingIntegration strategies will vary by institution and governance culture.Keep decision makers informed as installation progresses about outputs, and issues where the model can provide information supportShare integration strategies with other Beta participants at various governance levelsIdentify those responsible for particular sub-cohorts and train them to prepare their own output analysis.Incorporate SLR as part of reaccreditation accountabilityIncorporate model findings of student success tracking in institution strategic planUse findings to document success for internal research projects that seek to improve student successAssess contribution of initiatives designed to improve successful learning1314Beta Test Institutions, UAA Student Learning Progress Model