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Graduation rates Retention rates Participation in high-impact practices

Bringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students’ Success. Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015,

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Graduation rates Retention rates Participation in high-impact practices

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  1. Bringing Equity and Quality Learning Together: Institutional Priorities for Tracking and Advancing Underserved Students’ Success Key findings from a survey among 325 Chief Academic Officers or designated representatives at AAC&U member institutions, conducted July 15 to October 13, 2015, by Hart Research Associates for the Association of American Colleges and Universities

  2. Institutions track data on persistence, graduation, high-impact practices (HIPs), and learning outcomes; many fewer disag-gregate data on HIPs and learning outcomes. Graduation rates Retention rates Participation in high-impact practices Credit/course completion milestones Achievement of learning outcomes Enrollment in remedial courses Completion of remedial courses

  3. More institutions are tracking and disaggregating data on race/ ethnicity than on other categories. Institution disaggregates by: Institution tracks 100% 100% 78% 75% 70% 63% 61% Race/ethnicity 80% 80% 30% 31% 16% 31% 30% Socioeconomic status 39% 40% 16% 16% 9% 17% 15% Parents’education 29% 29% 12% 12% 6% 11% 10% Graduation rates Retention rates Participation in high-impact practices Credit/course completion milestones Achievement of learning outcomes Enrollment in remedial courses Completion of remedial courses

  4. More institutions are setting equity goals on retention/on-time graduation by race/ethnicity than by other areas and groups. By the following groups: My institution has set goals to close gaps in the following areas: Race/ethnicity 57% 31% 28% Socioeconomic status 36% 24% 23% Parents’education 27% 14% 15% Retention and/or on-time graduation Achievement of student learning outcomes Participation in high-impact learning practices

  5. The majority have or are developing equity goals to build new opportunities for high-impact learning for first-generation students, low-income students, and/or students of color. Does your institution have specific, explicit equity goals that are aimed at building new opportunities for high-impact learning for first-generation students, low-income students, and/or students of color? Do not have and do not have plans to develop Have equity goals Do not have but are planning to develop equity goals

  6. The majority have or are developing programs to build faculty capacity to use culturally competent teaching/program strategies and/or to be more successful with minority, low-income, and/or first-generation college students. Does your institution have a program to build faculty, instructor, and/or staff capacity to use culturally competent teaching/program strategies and/or to be more successful with minority, low-income, and/or first-generation college students? Have program to be more successful with minority, low-income, first-generation college students Do not have and do not have plans to develop Do not have but are planning to develop program

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