Tom Leigh Alice van Ommeren

Academic Attainment in California Community Colleges: Racial And Ethnic Disparities in the

ARCC 2.0/Scorecard Metrics

Tom LeighAlice van Ommeren

Project Background • Increasing attention to reducing the

achievement or equity gap • Policymakers/administrators are inquiring

about racial/ethnic disparities• Researchers are being tasked to measure

inequities and disparities • ARCC 2.0/Scorecard for the first time is

reporting metrics by demographics

Achievement Gap in Education The observed and persistent disparity on

educational measures between the performance of groups of students, especially

groups defined by socioeconomic status, race/ethnicity and gender

Session Objectives • Review ARCC 2.0/Scorecard metrics and

describe disaggregation by demographics• Describe various methods for measuring

achievement/equity gaps• Explore specific methods of capturing the

achievement gap in the Scorecard –Using race/ethnicity as an example –Using two of the ARCC/Scorecard metrics

ARCC 2.0/Scorecard Framework • State of the System (print)– Scorecard data, system metrics

• Scorecard (web, print)–College profile & metrics, single demographic

• Datamart 2.0 (web query tool)–College/district metrics by multiple crosstabs

• Data on Demand (web data download)–College metrics as unitary files

Scorecard Metrics • Completion/Student Progress & Attainment

(SPAR) Rate– Persistence Rate (first 3-terms) – At least 30 Units Rate

• Career Technical Education (CTE) Rate• Remedial (Basic Skills) Rate– English, Math & ESL

• Career Development and College Preparation Rate (CDCP) Rate

Completion (SPAR) Rate• Cohort (denominator)– First-time student in postsecondary, and– within 3 years, completed 6 units and attempted

any Math or English• Outcomes (numerator) in 6 years– Associates of Arts/Sciences, or– Certificates (CO/12+ units), or– Transfer (any 4-year), or – Transfer Prepared (60 units, GPA 2.0)

Persistence & 30 Units Rate• Cohort (denominator, same as SPAR)– First-time student in postsecondary, and–within 3 years, completed 6 units and

attempted any Math or English• Outcomes (numerator) in 6 years–Persisted for 3 consecutive primary terms–At least 30 units, successfully completed

Completion (SPAR) Cohort

Persistence

At Least 30 Units

Completion (SPAR) Outcomes

Draft Data (Overall Rates) Persistence 30 Units SPAR

African American 62.5% 55.8% 36.2%

American Indian 66.1 59.8 37.1

Asian 72.0 72.8 65.5

Filipino 70.7 68.8 49.5

Hispanic 67.8 62.8 38.6

Pacific Islander 65.6 61.5 39.2

White, Non-Hispanic 68.1 69.1 52.3

Categories for Completion (SPAR) Rate Three categories (cohorts) of students based on first attempt in Math and/or English• Prepared (College Level) – Lowest course

attempted in Math and/or English was college level • Unprepared (Remedial) – Lowest course attempted

in Math and/or English was remedial level• Overall - All students in the cohort, attempted any

Math or English in the first three years

SPARPrepared

SPARUnprepared

SPAROverall



Asian 80.9 56.6 65.5

Filipino 69.8 42.0 49.5

Hispanic 63.1 33.8 38.6



Remedial (Basic Skills) Rate • Cohort (denominator)– In cohort year, attempted a remedial Math,

English or ESL course for the first time • Exclude dual enrollments in 4-years

• Outcome (numerator)–Within 6-years – Successfully completed degree or transfer

course in same discipline

RemedialMath

RemedialEnglish

RemedialESL



Asian 41.6 56.4 38.2

Filipino 42.0 46.0 34.3

Hispanic 35.6 34.4 25.3



Measuring the Gap• Subtraction of two groups is most common– African American-White gap for SPAR is 52.3%

minus 36.2% = 16.1% • Compare a subgroup rate to a standard, highest

performing group or an average (mean) • Distribution of subgroup at input (cohort) versus

output (outcome) – Diversity Index• Are there other ways of measuring the

achievement/equity gap?

Study Considerations• Racial categories are constructs, do not

capture social, cultural, economic and political characteristics

• ARCC 2.0/Scorecard metrics are “indicators” of success and do not capture all students

• Metrics do not capture program level success• Metrics and analysis does not capture other

factors, need multivariate analysis

Are the racial/ethnic groups in the California Community College

system attaining academic success at similar rates?

Compare relative percentages of ethnic/racial groups in cohorts and in the attainment of academic milestones:

• Prepared and Unprepared SPAR Cohorts• Attainment of Academic Milestones• Remedial Rates for English and Math

Methodologies To Answer the Question:

Proportionality ratio allows one to compare the status of a racial/ethnic group across conditions (milestones or group inclusion).

Attainment of Academic Milestones

• SPAR Cohort• Persistence• 30-Units• SPAR Outcome

SPAR Cohort Persistence 30-unit SPAR Outcome0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

180,000

200,000

129,223

86,93367,594

38,854

48,722

30,267

26,188

21,109

Educational Attainment MilestonesSPAR Cohort Overall

Sequential Subgroups

PreparedRemedial

177,945

117,200

93,782

59,963

27%

74%

28%

35%

65%

73%

26%

72%

Comparison of Prepared and Remedial

SPAR Cohorts

Overall Prepared Remedial0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34.145.4

29.9

8.6

10.2

8.0

1.0

0.8

1.0

31.9

19.1

36.7

16.2 20.2 14.8

0.90.8

0.97.3 3.6

8.7

Race/Ethnicity Proportionality in SPAR Prepared and Remedial Cohorts

African AmericanAmerican IndianAsianHispanicPacific IslanderUnknownWhite

Prepared Remedial0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

45.4

29.9

10.2

8.0

0.8

1.0

19.1

36.7

20.214.8

0.80.9

3.68.7



Proportionality Ratio

Prepared Percent/Remedial Percent

African American3.6/8.7 = 0.4

The proportionality ratio reflects differences in percentages for race/ethnicity subgroups between two conditions (milestones or group inclusion).

A ratio of 1.0 indicates that the subgroup is present in both conditions at the same percentage rate. A ratio of less than 1.0 indicates that the subgroup is less prevalent in the numerator condition than the denominator condition. Conversely, a ratio of more than 1.0 indicates that the subgroup is more prevalent in the numerator condition than the denominator condition.

Proportionality Ratio

Prepared Remedial0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

45.4

29.9

10.2

8.0

0.8

1.0

19.1

36.7

20.214.8

0.80.9

3.68.7


African American

American Indian

AsianHispanic

Pacific Islander

UnknownWhite

ProportionalityPrepared/Remedial

African American3.6/8.7 = 0.4

American Indian0.8/0.9 = 0.9

Asian20.2/14.8 = 1.4

Hispanic 19.1/36.7 = 0.5

Pacific Islander0.8/1.0 = 0.8

Unknown10.2/8.0 = 1.3

White: 45.4/29.9 = 1.5

Comparison of Academic Milestone Attainment

(Each Milestone Cohort a Subset of Previous Cohort)

• Persistence• 30-Units• SPAR Outcome

SPAR Cohort0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34.1

8.610.95

31.9

16.24

0.887.32

Academic Attainment Milestones By Race/Ethnicity - Overall


SPAR Cohort Persistence0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34.1 34.7

8.6 8.51.0 0.9

31.9 32.0

16.2 16.4

0.9 0.97.3 6.7

Academic Attainment Milestones by Race/Ethnicity - Overall

African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

SPAR Cohort Persistence 30-units0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34.1 34.7 35.7

8.6 8.5 8.71.0 0.9 0.9

31.9 32.0 30.3

16.2 16.4 17.7

0.9 0.9 0.87.3 6.7 5.9



SPAR Cohort Persistence 30-units SPAR Outcome0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

34.1 34.7 35.7 38.1

8.6 8.5 8.79.21.0 0.9 0.90.8

31.9 32.0 30.3 26.6

16.2 16.4 17.7 19.7

0.9 0.9 0.8 0.77.3 6.7 5.9 5.0



Table 1. Race/Ethnicity Percentages by Academic Attainment Milestones – OverallRace/Ethnicity SPAR Cohort Persistence 30-units SPAR Outcome

African American 7.3 6.7 5.9 5.0 American Indian 0.9 0.9 0.8 0.7 Asian 16.2 16.4 17.7 19.7 Hispanic 31.9 32.0 30.3 26.6 Pacific Islander 1.0 0.9 0.9 0.8 Unknown 8.6 8.5 8.7 9.2 White 34.1 34.7 35.7 38.1

Table 2. Race/Ethnicity Proportionality Among Academic Attainment Milestones - Overall

Race/Ethnicity Persistence/ SPAR Cohort

30-Units/ Persistence

SPAR/ 30-units

SPAR Outcome/ SPAR Cohort

African American 0.9 0.9 0.8 0.7 American Indian 1.0 0.9 0.9 0.8 Asian 1.0 1.1 1.1 1.2 Hispanic 1.0 0.9 0.9 0.8 Pacific Islander 1.0 0.9 0.9 0.8 Unknown 1.0 1.0 1.1 1.1 White 1.0 1.0 1.1 1.1

Progress Rates Remedial English and Math

Three Sequential Cohorts:• CCC Statewide Census Fall 2006-07• Enrollment in Remedial English or Math Course• Successful Completion of the Remedial Sequence

Remedial English Cohort

English Success Remedial Math Cohort

Math Success0

20,000

40,000

60,000

80,000

100,000

120,000

92,954

35,336

98,074

36,497

Remedial English and Math Cohort Sizes

CCC Census Fall 20060%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36

10.50.7

29.2

15.6

0.97.2

Remedial English 2006-07 Cohort

African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

CCC Census Fall 2006 Remedial Cohort0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36.0

22.6

10.5

6.8

0.7

1.1

29.2

40.4

15.615.2

0.91.0

7.212.9

Remedial English Cohort 2006-07

African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

CCC Census Fall 2006 Remedial Cohort Success 0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36.0

22.6 24.7

10.5

6.87.5

0.7

1.11.0

29.2

40.4 36.6

15.615.2 21.4

0.91.0

0.77.2

12.9 8.2

Remedial English Cohort 2006-07

African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

Table 3. Remedial English Cohort and Success by Race/Ethnicity

Race/Ethnicity CCC Census Remedial Cohort Success

African American 7.2 12.9 8.2 American Indian 0.9 1.0 0.7

Asian 15.6 15.2 21.4

Hispanic 29.2 40.4 36.6 Pacific Islander 0.7 1.1 1.0

Unknown 10.5 6.8 7.5 White 36.0 22.6 24.7

Table 4. Remedial English Disparity Index

Race/Ethnicity Cohort/Census Success/Cohort Disparity Index*

African American 1.8 0.6 0.4 American Indian 1.1 0.7 0.6 Asian 1.0 1.4 1.4 Hispanic 1.4 0.9 0.7 Pacific Islander 1.6 0.9 0.6 Unknown 0.7 1.1 1.7 White 0.6 1.1 1.7*Success-Cohort Proportionality/Cohort-Census Proportionality

CCC Census Fall 20060%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36

10.5

0.7

29.2

15.6

0.97.2

Remedial Math Cohort 2006-07

African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

CCC Census Fall 2006 Remedial0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36.028.3

10.5

7.6

0.7

1.0

29.240.2

15.68.9

0.9

1.2

7.212.9


African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

CCC Census Fall 2006 Remedial Success0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

36.028.3 32.1

10.5

7.68.3

0.7

1.00.8

29.240.2

38.5

15.68.9

10.0

0.9

1.21.0

7.212.9 9.4


African American

American Indian

Asian

Hispanic

Pacific Islander

Unknown

White

Table 5. Remedial Math Cohort and Success by Race/EthnicityRace/Ethnicity CCC Census Remedial Cohort Success African American 7.2 12.9 9.4 American Indian 0.9 1.2 1.0 Asian 15.6 8.9 10.0 Hispanic 29.2 40.2 38.5 Pacific Islander 0.7 1.0 0.8 Unknown 10.5 7.6 8.3 White 36.0 28.3 32.1

Table 6. Remedial Math Disparity Index

Race/Ethnicity Cohort/Census Success/Cohort Disparity Index*

African American 1.8 0.7 0.4 American Indian 1.3 0.9 0.7 Asian 0.6 1.1 2.0 Hispanic 1.4 1.0 0.7 Pacific Islander 1.4 0.8 0.6 Unknown 0.7 1.1 1.5 White 0.8 1.1 1.4* Success-Cohort Proportionality/Cohort-Census Proportionality

Major Findings:

• Asian, White, and students of unknown race/ethnicity were less likely to enroll in a remedial English or Math course, more likely to successfully complete a remedial sequence if enrolled, and more likely to attain the SPAR outcome.

• African American, American Indian, Hispanic, and Pacific Islander students were more likely to enroll in a remedial English or Math course, less likely to successfully complete a remedial sequence if enrolled, and less likely to attain the SPAR outcome.

Suggestions for College Researchers:

• Use five-year report to look at Scorecard rates over time for demographic subgroups

• Explore the rates of the subgroups using: – Subtraction of rates from two subgroups–Compare to the mean rate of all subgroups

• Create proportional ratios for various subgroups

Suggestions for College Researchers:

• Download from Data-on-Demand your college’s Scorecard dataset for each metric

• Replicate and validate the rates, check the size of the n’s (students) in the subgroups

• Replicate race/ethnicity proportionality analysis for each metric, do gender and age ratios

• Also, cross tabulate race/ethnicity with gender or age• Analyze covariates of race/ethnicity with economic

disadvantaged status• And, educational history, family educational level, and self-

efficacy expectations

• Utility of Scorecard metrics for student equity plans?• Analyze achievement gap or disparities among

subgroups over time• Describe and explain the variations across colleges,

among peer groups in regions• Explore the different outcomes in a multivariate

relationship, for college replication)• Explore other dimensions of diversity, such as age,

gender, socioeconomics

Suggestions for System Researchers

Contact• Tom Leigh – [email protected] • Alice van Ommeren – [email protected]

Documents

Tom Leigh Alice van Ommeren