closing the achievement gap - minnesota state...closing the achievement gap board of trustees joint...
TRANSCRIPT
The Minnesota State Colleges and Universities system is an Equal Opportunity employer and educator.
Minnesota State Colleges and Universities
Closing the Achievement Gap
Board of Trustees Joint Meeting of the Diversity and Equity
and Academic and Student Affairs Committees
April 22, 2015
Outline
2
Goals and measures
Gaps
in college readiness
in persistence rates
in completion rates
Strategies for closing the achievement gap
Questions and discussion
Achievement gap - definition
3
The achievement gap refers to the disparity between the
educational performance of groups of students, especially
groups defined by gender, race/ethnicity, and
socioeconomic status. The achievement gap can be
observed on a variety of measures including standardized
test scores, grade point average, participation, completion
and persistence rates.
Goals for closing
the achievement
gap have been
set for each
college and
university
4
Academic preparedness of students at time of admission
Student’s financial resources
Successful implementation of high impact practices
Redesign of developmental education
Advising
Early intervention
Diversity and cultural competency of employees
Collaboration with communities of color to support the
strategies
5
What factors affect the achievement gap?
What accounts for the achievement gap in
completion rates?
6* As measured by need to take developmental courses education courses.
Source: System Office Research
Colleges Portion Percent
Lack of Preparation* 4.9% 31.4%
Lack of Financial Resources 6.0% 38.6%
Other 4.7% 30.0%
Total 15.5% 100.0%
Universities Portion Percent
Lack of Preparation* 5.1% 45.5%
Lack of Financial Resources 2.2% 19.3%
Other 4.0% 35.2%
Total Gap 11.3% 100.0%
High school graduation rate gaps persist but
rates are improving for all groups
7
46.4%
82.5%
45.6%
74.4%
53.9%51.7%
84.1%81.2%
50.6%
81.7%
63.2%60.4%
86.3%
47.9%
75.5%70.1%
44.2%
77.9%
0%
20%
40%
60%
80%
100%
All American
Indian
Asian Hispanic Black White
Hig
h S
ch
oo
l G
rad
ua
tio
n R
ate
2010 2012 2014
2014 four year high school graduation rate is based on a cohort of 65,937 entering students.
Source: MN Department of Education: Minnesota Report Card
Readiness: Students of Color and American Indian
students have lower test scores and gaps have
been stable
8
75.3 76.0
71.5 71.7 71.9 70.9 71.0 71.0
83.2 83 83 82.8 82.9 82.6
11.7 11.4 11.2 11.9 11.9 11.6
76.9 76.175.7 75.4
0.0
15.0
30.0
45.0
60.0
75.0
90.0
2009 2010 2011 2012 2013 2014
Accu
pla
cer
Read
ing
Sco
re
American Indian Students Students of Color
White Students Gap: White-SOC
Source: System Office Research
.
20.221.3
19.5 19.7 19.7 20.0 19.6 19.9
22 22.1 22.2 22.2 22.3 22.3
2.5 2.3 2.5 2.2 2.6 2.4
2 0 .721.0 20.821.2
0.0
5.0
10.0
15.0
20.0
25.0
30.0
2009 2010 2011 2012 2013 2014
AC
T C
om
po
sit
e S
co
re
State Colleges: Accuplacer Reading Score State Universities: ACT Composite Score
8
Financial Need: Students of Color and American
Indian students have substantially lower median
incomes
9
$21,035
$24,975
$25,257
$19,649 $18,796 $18,539 $19,488$21,828
$52,936
$46,620
$43,016$44,923
$45,946$48,378
$21,011
$27,754
$21,205$21,192
$0
$10 ,0 0 0
$2 0 ,0 0 0
$3 0 ,0 0 0
$4 0 ,0 0 0
$50 ,0 0 0
$6 0 ,0 0 0
2009 2010 2011 2012 2013 2014
Fam
ily &
Stu
den
t In
co
me
American Indian Students Students of Color White Students
Source: System Office Research
.Median income of fall entering undergraduate full-time degree seeking students.
$45,278$43,748
$33,973$35,412
$37,636$39,768
$72,111
$65,186$67,874
$69,984
$73,477$77,188
$3 9 ,3 2 4$37,347
$31,898$31,690
$32,370 $33,397
$0
$20,000
$40,000
$60,000
$80,000
2009 2010 2011 2012 2013 2014
Fa
mily
& S
tud
en
t In
co
me
State Colleges: Accuplacer Reading Score State Universities: ACT Composite Score
9
MnSCU serves more MN Students of Color and
American Indian students than all other
institutions combined
10
33,60036,155
39,345
43,129
47,419
54,94158,177
60,13261,681 62,098
0
15,000
30,000
45,000
60,000
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Stu
den
ts o
f C
olo
r
American Indian Only All American IndianAsian & Pacific Islander BlackHispanic Two or more racesStudents of Color & American Indian
Source: System Office Research
Student of Color and American Indian
student headcount increased by 28,498 or
85% between 2005 and 2014.
Colleges: Persistence gap and completion gap
decreased
11
70.2% 71.0% 71.4%
63.1%
67.8%
63.0%59.8% 61.1% 61.4% 62.3%
9.0%5.8%
8.6%10.7% 9.0% 9.6% 9.1%
73.6%71.6%72.1% 70.4%
0%
20%
40%
60%
80%
100%
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Pe
rsis
ten
ce
Ra
te
White Students Students of Color and American Indian Students Gap
Source: System Office Research
Persistence and completion rates for fall entering full-time
undergraduate degree seeking students.
56.3%54.1% 53.6% 53.6%
43.9% 43.9% 44.2% 44.5% 44.5%41.2%
37.5% 38.1%
12.1% 12.8% 12.4% 11.4% 11.9% 12.9%16.1% 15.5%
55.9%56.0% 56.6%56.7%
0%
20%
40%
60%
80%
100%
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Co
mp
leti
on
Ra
te
State Colleges: Persistence Rate (Second Fall) State Colleges: Completion Rate (Third Spring)
11
Universities: Persistence gap decreased and
completion increased
12
87.7% 86.4% 86.8%
82.6% 84.2%82.2% 80.9%
79.1%81.0% 80.5%
5.9% 4.8% 6.1% 7.0% 8.6%5.4% 6.4%
87.9%88.5% 88.3%89.0%
0%
20%
40%
60%
80%
100%
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Pe
rsis
ten
ce
Ra
te
White Students Students of Color Gap
Source: System Office Research
Persistence and completion rates for fall entering full-time
undergraduate degree seeking students.
54.2% 54.3% 54.0%
40.8%37.5%
41.2% 42.5%44.6% 44.0% 42.7%
13.0%16.5%
12.4% 12.1%9.5% 10.3% 11.3%
54.5%53.8% 53.6%54.0%
0%
20%
40%
60%
80%
100%
Fall
2002
Fall
2003
Fall
2004
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Co
mp
leti
on
R
ate
State Universities: Persistence Rate (Second Fall) State Universities: Completion Rate (Sixth Spring)
12
Persistence gaps: American Indian students have
the largest and Black student gaps are increasing
13
2.3%
-0.8% -0.6% -0.6%
9.3%
12.1%
11.1%
8.6% 8.7%
10.9%
13.7%12.8%
16.7% 17.1%17.0%
14.5%
8.1%7.0%
9.9%
10.8%
-5%
0%
5%
10%
15%
20%
Fall 2007 Fall 2009 Fall 2011 Fall 2013
Pe
rsis
ten
ce
Ga
p
American Indian Asian Black Hispanic Two or more races
Source: System Office Research
Persistence gaps for fall entering full-time undergraduate degree
seeking students.
State Colleges: Persistence Gap (Second Fall) State Universities: Persistence Gap (Second Fall)
13
3.8%
2.6%1.8%
10.3%
6.2%
9.0%
15.5%
19.5%
11.8%
13.4%
7.2%
4.4%5.3%
6.6%
6.6%
7.6%
7.8%
6.5% 5.9%
6.6%
-5%
0%
5%
10%
15%
20%
Fall 2007 Fall 2009 Fall 2011 Fall 2013
Pe
rsis
ten
ce
Ga
p
Modest success in closing the
achievement gap at the colleges
14
Students of Color Students of Color
Gaps in Preparation* Gaps in Completion
Colleges: 20.0% 15.5%
Universities: 7.0% 11.3%
* As measured by need to take developmental education courses.
Source: System Office Research – Academic and Student Affairs
15
Initiativesto Promote Diversity
and Inclusive Excellence
A community of learners improving our world
The HOPE AcademyFamily Ties
Success Coach ProgramOn-Campus Employment
The KEAP Center
“Harnessing Opportunities for Post-Secondary Academic and Leadership Academy” (H.O.P.E.) is a ten day summer residential program designed for high school students.
Its purpose is to provide underrepresented and underserved students with a life-changing opportunity to experience college life by engaging in college-level courses and workshops to develop and explore their leadership skills.
The HOPE Academy
H.O.P.E. Academic & Leadership Academy Outcomes
• Boys to Men Program: 121 participants
• HOPE Co-Ed Academic & Leadership Academy: 186 participants
• Total served: 307 students from Illinois, Wisconsin, Florida, Maryland, Canada, South Dakota, North Dakota, Iowa, Montana and Minnesota
• HOPE alumni and alumnae are enrolled at WSU and also MSU Mankato, St. Cloud State, Bemidji State, MSU Moorhead, the U.S. Military, U of MN, and private colleges including HBCUs such as Xavier, Morehouse, and Spellman.
This family-centered program welcomes new and transfer students to WSU. The university partners with the students’ families, to enrich a successful transition to our living and learning community. The program fosters student leadership, cross-cultural relationships, and cultural competency awareness and skills. Through a broad range of organized academic support, advising, leadership, mentoring, and social support activities, students will learn new things about themselves and their new "home away from home.”
Family Ties
• 133 Family Ties students are currently enrolled at WSU
• 115 have already graduated
• 17 more will be graduating May 2015
• 700 family members have been involved!
FAMILY TIES OUTCOMES
Faculty and Student Life Professionals reach out to new entering students of color to establish a one-to-one relationship.
Success coaches connect students to resources, monitor their progress, and meet regularly with their students and each other.
Success Coaches
• Data reveal that students involved inthe Success Coach Program had higher completion and re-enrollment rates, and are more likely to be in good standing than other eligible students who did not participate.
Success Coach Program Outcomes
• New entering students of color are assisted in finding on-campus jobs in key offices.
• Twice a month they gather for workshops and professional development.
Engagement through Campus Employment
KEAP Center, established Spring 2013 to nurture a supportive and inclusive campus across the boundaries of culture, identity, and discipline. Celebrating unity in diversity, all of WSU students, faculty, staff, administrators, alumni/ae, and friends are invited to join in its work to support a diverse and inclusive “community of learners improving our world” within and beyond WSU.
KEAP Center
Partners in the KEAP Center
Asian American Club (AAC) Black Student Union (BSU)
Indigenous Learning Garden Initiative Fighting for Our Rights and Gender (FORGE) Full Spectrum – Gender and Sexual Alliance
Hillel - Jews on Campus Hmong American Student Association (HASA)
Muslim Student Association (MSA)Saudi Student Association (SSA)
Somali Student Association (SSA) Phi Beta Sigma Fraternity
Latin American Student Organization (LASO)VOCES-Spanish Club
Women of Color Association (WOCA)KEAP Council
Thank you for your support of Inclusive Excellence
and Diversity in Minnesota!
http://www.winona.edu/inclusion-diversity/default.asp
(p.s. Please come visit beautiful Winona soon!)
The HOPE AcademyFamily Ties
Success Coach ProgramOn-Campus Employment
The KEAP Center
http://www.winona.edu/inclusion-diversity/default.asp
Beyond StereotypesAMERICAN INDIAN AND STUDENTS OF COLOR SUCCESS
30
Purpose
Share and discuss some of the measures Fond du Lac Tribal and Community College has undertaken that have led to measured success among American Indian and Students of Color.
31
The Bottom Line
In Fall 2012 the success* rate for students at Fond du Lac Tribal and Community College…
American Indian/Students of Color: 60.2%
White Students: 66.2%
*Success is defined as the persistence and completion of students
Source: Accountability Dashboard Strategic Framework Performance Measures, Prepared by the Minnesota State College and Universities System Research Group
32
Fond du Lac Tribal and Community College
• Part of the Minnesota State College and Universities (MnSCU) System; all land and buildings are State of Minnesota property
• Member of the American Indian Higher Education Consortium (AIHEC) and a Land Grant Institution
• Mission Statement: To provide higher education opportunities for its communities in a welcoming, culturally diverse environment
33
Carlton
County
Fond du
Lac
College
White, non Hispanic 88.5% 72%
Native American 5.9% 8%
Black African American 1.6% 4%
Hispanic Latino 1.6% 2%
Asian 0.6% 1%
Multi racial/Unknown 2.4% 13%
Who are FDLTCC students?
19.5% students of color
• 45.9% Under-represented
• 16.3% First Generation
• 49% over age 30
70% Pell Eligible
• 55% Low income and First Generation
• 2,215 Enrollment
• 897 AA/Cert seeking
90% Rural
• 16% Low Income
• 84% TRIO Eligible
• 1,396 Dual Credit
34
How was the “achievement gap” closed?
Campus Climate
Campus …Understanding Student …
Holistic Student Services
35
A Union of Cultures
From the moment our students get to campus—even if they don’t see people who look like them—they get the message that they are welcome and everyone wants them to succeed
36
Situation-based Learning Learning as a function of an activity with “real-world” experience:
-NASA partnerships
-USDA funded activities
-Language immersion
Helps connect “education” to “community”
37
College-Connect High School
“College-Connect” which creates actual classroom connections to high schools students, focusing on high school students with a GPA between 2.0 – 2.9. FDLTCC provides the instruction, transportation, and materials for these classes which focus on English, reading, and math and also includes an elective/certificate component (CNA & 1st Responder Courses).
FDLTCC reached out to the Fond du Lac Ojibwe School (reservation based) and South Ridge High School (public school) and met to discuss some of the issues facing under represented students.
During the meetings, which included representatives both high schools and college staff and faculty, a plan was devised that would help address the barriers that kept those students from reaching their full potential.
38
Nandagikendan Academies An intensive week long program to make the campus more accessible for:
-New students
-First generation
-Underprepared
-Low income
-Tribal high school students
39
Athletics for Academic Success -Increased enrollment and diversity on campus
-Clear expectations
-Academic success
40
Learning CommunitiesRecognition that students may be parents, working full-time, or with limited support systems
-Degree Me
-Weekend College
85% overall student retention
41
Holistic Student Services
-Young Student Parent program, on-site day, child care grants
-Student Ambassadors
-Food shelf /food assistance
-Poverty coaching
-Cultural mentoring
42
Student Retention
- “0 to 40” = $4,700
-Learning Seminars
-Regular transfer lunches
-Alumni visits =$47,000 (1 FTE)
-Open budget process
=$70,500 (1 Faculty)
43
Next stepsNew messaging for staff
Campus-based social worker to assist with non-academic barriers
Expand learning communities
Using institutional needs assessment to inform practice in serving American Indian and students of color
Incorporate evidence-based tools for institutional and program level assessment
Expand Nandagikendan to become a year long program with peer support for first year students
Develop and implement a Baccalaureate degree in Elementary Education
Accreditation for American Indian Studies program through the World Indigenous Higher Education Consortium (WINHEC)
Expanded partnership with rural and reservation-based communities via ITV
Creating a recognition program for credit milestones
44
Questions?
45
Contact information
Fond du Lac Tribal and Community College www.fdltcc.edu, 218.879.0800
Keith Turner, Dean of Student Services, [email protected], 218.879.0792
Sherry Sanchez Tibbetts, Chief Diversity Officer/Director of Institutional Research, [email protected], 218.879.0898
Jeffrey Tibbetts, Director of Title III, [email protected], 218.879.0832
46
References-Accountability Dashboard Strategic Framework Performance Measures, Prepared by the Minnesota State College and University System Research Group
-Approach to Community Impact, The Minneapolis Foundation, accessed online at www.minneapolisfoundation.org
-MnSCU Datawarehouse://EPM-11/Management Reports2/Students/FY015/Student Demographics/Institution
-Bemidji State University, Office of Institutional Research
-Success Among College Students of Color: How Institutional Culture Matters, Samuel D. Musesus and Frank Harris
-American Educational Research Association Twitter feed, April 6, 2014 https://twitter.com/aera_edresearch/status/452919620627095553
-The Empowerment Gap: Rethinking Strategies for Poverty Reduction (A study for the Northwest Area Foundation), Harry C. Boyte, Center for Democracy and Citizenship
-http://www.minnpost.com/community-voices/2015/02/forget-about-fixing-black-kids-what-if-we-fixed-white-liberals-instead#VOyIUXMRARA.email
47
Questions and discussion
Are our goals appropriate?
Are our priorities appropriate?
While progress is lagging, are we on the
right track for more positive change in the
near future?
48