the four components what’s wrong? (quantitative data) why? (focus group student data) revised...
TRANSCRIPT
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Achieving the Dreamat
Tulsa Community College
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Entering Freshman
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What Happens?
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Why?(Focus Group Student
Data)
Revised InterventionsNew Interventions
Policy Changes Assess Impact
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Academic Preparation
60% reported ACT scores; average ACT composite score = 19.6
77% were tested for remedial needs
18% enrolled in developmental English/writing
29% enrolled in developmental reading
67% enrolled in developmental math
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30%
40%
17%
13%
Developmental Placement (based on entry-level assessment)
591 788 329 263
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Graduation Rate by Number of Developmental Areas
Required
591 789 329 263
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Graduation RateBy Writing Placement
1628 126 218
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Graduation Rateby Reading Placement
1404 263 305
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Graduation RateBy Math Placement
648 48 143 1133
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Persist or Graduate
1972 1485 989 968 781 717
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Persist or Graduate by Gender
Fall 2004
Spring ..
.
Fall 2005
Spring ..
.
Fall 2006
Spring ..
.0
20
40
60
80
100100%
78%
53% 52%42% 39%
71%
46% 45%36% 33%
Male (N=800)Female (N=1172)
Per
sist
ence
Rat
e
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Persist or Graduate by Ethnicity
*The one Native Hawaiian was removed from the dataset
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Goals
• Persistence (Year 2 – 4 )
• Developmental Reading (Year 3 – 4 )
• Developmental Math (Year 4 )
Why?(Focus Group Student
Data)
Revised InterventionsNew Interventions
Policy Changes Assess Impact
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Why?
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Goals
• Persistence (Year 2 – 4 )
• Developmental Reading (Year 3 – 4 )
• Developmental Math (Year 4 )
Why?(Focus Group Student
Data)
Revised InterventionsNew Interventions
Policy Changes Assess Impact
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Student Focus Groups Three focus groups per campus
12 total groups
101 total students
Students volunteered and were accepted if they had completed their first semester in fall 2007 and had re-enrolled in spring 2008.
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Student Focus Groups 4% African American males in both AtD
cohort and focus groups 44% Tulsa Achieves students Mean average age was
• 22.7 years for focus groups (more 18 year olds with Tulsa Achieves)
• 24.5 years for AtD cohort Mean average age of non-Tulsa Achieves
students was 25.8 years.
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Most Frequent Barriers/Challenges
Adjusting to college Balancing school and life Textbook issues Tulsa Achieves implementation issues Communication issues with instructors Choosing courses
All six barriers/challenges were identified on all four campuses.
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Specific Findings: Clusters
Adjustment Barriers
Service Barriers
Academic Barriers
82% of all barriers/challenges fell into one of three clusters.
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Academic BarriersInstructional Issues
• Communication issues with instructors
• Instructional quality
• Understanding instructor’s course requirements
Student Issues
• Choosing courses • Meeting academic workload • Using Blackboard and MyTCC
• Academically underprepared
• Lacking computer proficiency
• Course placement
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Service Barriers Textbook issues Poor customer service Financial Aid service Confusing enrollment process Limited times and locations of classes Finding locations on campus
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Adjustment Barriers Adjusting to college life
Balancing school and life
Time management
Lack of motivation
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Goals
• Persistence (Year 2 – 4 )
• Developmental Reading (Year 3 – 4 )
• Developmental Math (Year 4 )
Why?(Focus Group Student
Data)
TopPersistence Barriers:
1. Adjusting to college
2. Balancing school and life
3. Textbook issues
4. Tulsa Achieves implementation issues
5. Communication issues with instructors
6. Choosing courses
Revised InterventionsNew Interventions
Policy Changes Assess Impact
Questions
• How do we revise current interventions to directly addresscommon barriers?
• What newinterventions canbe implemented toaddress commonbarriers?
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AtD Organizational Structure at TCC
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1. Orientation◦ Fall 2008: Strategies for Academic Success◦ Expand orientation to all students
Multiple delivery optionsOptions for testing out
2. Advising◦ Compiling current interventions◦ Collaborating with student services and
registration
3. Tulsa Achieves Implementation
Component 3: Revised Interventions/New Interventions
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Time Management
MotivationCommunication with Instructors
Meeting Academic Workload
Strategies for Academic Success
Teaching Styles
Persistence Barriers
AdjustmentAcademicBalancing School
& Life
Understanding Instructor’s Course
Adjusting to College
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Goals
• Persistence (Year 2 – 4 )
• Developmental Reading (Year 3 – 4 )
• Developmental Math (Year 4 )
Why?(Focus Group Student
Data)
TopPersistence Barriers:
1. Adjusting to college
2. Balancing school and life
3. Textbook issues
4. Tulsa Achieves implementation issues
5. Communication issues with instructors
6. Choosing courses
Revised InterventionsNew Interventions
Policy Changes Assess Impact
Questions
• How do we revise current interventions to directly addresscommon barriers?
• What newinterventions canbe implemented toaddress commonbarriers?
• What policy changes
need to be made to address common barriers?
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TCC State Policy Change Requests
Ensure dual credit for dual enrollment - Seniors, at least, should be able to take college classes rather than high school elective classes for dual credit.
Align Oklahoma's K-12 test outcomes with national standards
Allow Oklahoma community colleges to offer teacher education in math and science, to reduce the number of unqualified, or marginally qualified, math and science teachers in Oklahoma classrooms
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TCC State Policy Change Requests Rescind required $13 per credit hour fee
on all developmental courses
Provide timely statewide reports tracking student transfer
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Goals
• Persistence (Year 2 – 4 )
• Developmental Reading (Year 3 – 4 )
• Developmental Math (Year 4 )
Why?(Focus Group Student
Data)
TopPersistence Barriers:
1. Adjusting to college
2. Balancing school and life
3. Textbook issues
4. Tulsa Achieves implementation issues
5. Communication issues with instructors
6. Choosing courses
Revised InterventionsNew Interventions
Policy Changes
Questions
• How do we revise current interventions to directly addresscommon barriers?
• What newinterventions canbe implemented toaddress commonbarriers?
• What policy changes need to be made to address common barriers?
Assess Impact
Assessments
Formative:• To what extent did interventions(or policy changes)effectively addresscommon barriers?
Summative:• To what extent did interventionsincrease persistence?
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The Four ComponentsWhat’s Wrong?(Quantitative Data)
Goals
• Persistence (Year 2 – 4 )
• Developmental Reading (Year 3 – 4 )
• Developmental Math (Year 4 )
Why?(Focus Group Student
Data)
TopPersistence Barriers:
1. Adjusting to college
2. Balancing school and life
3. Textbook issues
4. Tulsa Achieves implementation issues
5. Communication issues with instructors
6. Choosing courses
Revised InterventionsNew Interventions
Policy Changes
Questions
• How do we revise current interventions to directly addresscommon barriers?
• What newinterventions canbe implemented toaddress commonbarriers?
• What policy changes need to be made to address common barriers?
Assess Impact
Assessments
Formative:• To what extent did interventions(or policy changes)effectively addresscommon barriers?
Summative:• To what extent did interventionsincrease persistence?
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Research AtD.org and other sites for interventions that work for community colleges
Complete a list of TCC existing interventions Identify specific advising components that
address student identified barriers Develop assessment protocols Identify systemic and standard methods of
collaboration and communication
AtD Planning: Summer to Fall
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Next StepsTCC’s goal is to achieve a 3% increase in
student persistence each year.
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