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Student success: simple questions, complex answers

Student success: simple questions, complex answers. Karen Rothstein Research Analyst I Andrew Fuenmayor Research Analyst I. The simple question…. Will students be more successful if they take this course (e.g., Counseling, Study Skills, College Readiness)?. The simple answer.

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Student success: simple questions, complex answers

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  1. Student success:simple questions, complex answers Karen Rothstein Research Analyst I Andrew Fuenmayor Research Analyst I

  2. The simple question… Will students be more successful if they take this course (e.g., Counseling, Study Skills, College Readiness)?

  3. The simple answer

  4. The Less simple answer

  5. The COMPLEX answer • “Well that depends on several factors, one of which is the course in question. In addition, we need to examine other variables…” • In other words… Student Success: More than meets the eye!

  6. purpose • To encourage more complex and complete interpretations of student success • Issues of self-selection • Comparison group • To include student-level variables • Student characteristics that could influence success • Two applications • Specific target course vs. comparison course • Student support services

  7. Target course vs. comparison course

  8. Before you start • Target course • Course of interest • “TC” in syntax • Comparison course • How do you select comparison course? • “CC” in syntax • Time frame • Proximal effect of target course • Distal effect of target course • Uses first-time students • Uses first attempt at target course and comparison course • Success = A, B, C, P, CR, IP • No success = D, F, W, NP, NC, IF

  9. Create Data file • Create a long MIS data file • Create a first-time student (FTS) file • SB15 = 1 • See “Creates first-time student file” syntax • Merge long MIS and FTS file • See “Creates data file for analysis” syntax

  10. Now for the fun part! • STEP I: Cleans data file • Data earlier than 2000 will need a different term variable • Change target course (line 61) • Change comparison course (line 63) • STEP 2: Creates 3 cohorts • Target course first • Comparison course first • Both target and comparison course in same semester • Change target course (lines 19, 21, 24, 26) • Change comparison course (lines 20, 22, 25, 27)

  11. Now for the fun part! • STEP 3: Identifies terms • Concurrent • Following • Subsequent • STEP 4: Creates variables to calculate success rates • Concurrent • Following • Subsequent • STEP 5: Generates success rate output • Change destination for output as Excel file (line 208)

  12. Does taking the target course lead to success?

  13. maybe it’s succeeding in the target course?

  14. maybe it’s more complicated…

  15. Get crazy with the cheez whiz! • Move from success rates to regression • Use high school data to include prior success rates • What else can we examine? • Gender • Ethnicity • Age • Education Plan • Concurrent GPA (excluding target and comparison courses) • Other student-level variables?

  16. Student support services

  17. Again, the simple question Will students be more successful if they use this support service (e.g., tutoring, workshops, counseling appointments, review sessions, etc.)?

  18. Does the support service lead to success?

  19. The complex answer • Possible independent variables • Participation vs. no participation • Fulfill required hours vs. failure to fulfill required hours • Total number of hours of support service • Type of support service • Prior exposure to support service • Prior success rate • Prior number of units • Dependent variable • Success in a specific course (tied to the student support service) • Regression

  20. Effect of student support service on Course success

  21. Now what?

  22. Improving digestion of data • Carefully and thoughtfully explain why simple answers are inadequate • Highlight need to consider variables other than the course in and of itself • Present data in a user-friendly way

  23. Instead of this…

  24. Try this…

  25. Be prepared for questions like… • “Why aren’t you doing it the same way as last time?” • “We need to look at the right subset of students.” • “There’s more than just numbers.” • “So what you are saying is that what I do doesn’t matter.”

  26. When it comes down to it… • The reason these interventions and courses exist is to help students succeed • If the research suggests this is not the case, how can we make the intervention more effective? • Where has it worked? Why?

  27. Thanks for listening! • Please feel free to contact me to discuss. • Suggestions for improving syntax always welcome! • Karen Rothstein: krothstein@lbcc.edu • Andrew Fuenmayor: afuenmayor@lbcc.edu

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