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Contra Costa Community College District

Contra Costa Community College District. Board of Trustees Study Session on the Student Success Scorecard. November 2018. Board goal and state mandate. DISTRICT GOAL 1 ENHANCE STUDENT LEARNING AND SUCCESS:

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Contra Costa Community College District

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  1. Contra Costa Community College District Board of Trustees Study Session on the Student Success Scorecard November 2018

  2. Board goal and state mandate DISTRICT GOAL 1 ENHANCE STUDENT LEARNING AND SUCCESS: Create opportunities for thoughtful reflection and organizational learning that use meaningful quantitative and qualitative data, dialogue with diverse member of the community, student feedback, and other information in order to improve student outcomes. • Objective 1.1 • Conduct activities that improve student performance in areas included in the Student Success Scorecard over time.

  3. Some background and context • State legislation is increasingly emphasizing completion & transfer • Scorecard metrics are still evolving but becoming an important CCC accountability yardstick • Programs and new legislation linked to Scorecardmetrics • College Promise • Assessment reform • Strong Workforce Program • Guided Pathways • Student Equity • AB 19 • AB 504 • SB 539 • AB 705 • AB 1018

  4. Goals in the Vision for Success • increase the number of degrees, credentials, and certificates (20% in 5 years) • increase the number of transfers to a UC or CSU(35% in five years) • decrease the average number of units accumulated by students earning associate’s degrees (by 8 units in 5 years) • increase the percent of CTE students employed in their field of study (by 9% in five years) • Reduce equity gaps across all underrepresented student groups (by 40% in 5 years)

  5. Some info about the Scorecard itself • Each Scorecard contains nearly 400 data points per college • The scorecard is a cohort tacking tool, not a series of static snapshots • Profiles community colleges not community college districts • Definitions are highly nuanced

  6. What the Scorecard actually looks like… Source: https://scorecard.cccco.edu/scorecard.aspx

  7. Our focus for this study session • Two student populations and four distinct pathways • College prepared students pursuing degree/transfer • Underprepared students pursuing degree/transfer • Credential seeking CTE students • Non-credential seeking CTE students • Pre-collegiate course sequences in math and English • The link between remediation and student equity

  8. Completion-oriented Students College level coursework 4-Years % completing Progress milestone # Prepared for college Pre-collegiate coursework College level coursework # Underprepared for college % completing English Progress milestone Math Pace milestone Career-oriented Students % completing # Credential-seeking CTE pathway course taking % wage gains achieved # Non credential-seeking “Skills Builder” course taking

  9. How much of our student population is captured by the Scorecard? Ball park percentages of Scorecard populations as percent of first-time students Prepared Completion Seeking Not captured in Scorecard 10% 40% Under-prepared Completion Seeking 30% 10% 10% CTE Non credential Seeking CTE Credential Seeking

  10. Completion-oriented students • Definitions • Five year trend • Baseline comparisons

  11. The art of calculating completion More difficult to count Easy to Quantify % Students completing (Completion Rate) divided by = # Students pursuing completion # Students completing

  12. The Scorecard looks exclusively at course taking behavior Definition: The number of first-time studentswith a minimum of 6 units earned within six yearswho also attempted any Math or English in the first three years … … who then achieved any of the following outcomes within six yearsof entry: • Earned AA/AS or credit Certificate • Transfer to four-year institution • Achieved “Transfer Prepared” Status # Students pursuing completion Who get’s counted as a completion-oriented student? In the past a student’s self-identified educational goal proved to be an unreliable indicator of actual intent. # Students completing

  13. So that’s who we count, but how long do we count? Each cohort is given six years to complete. We add up all those completing each year to get the total number completing See notes below. 3% 16% 27% 34% 15% 5% 2011/12 Starting Cohort 2011/12 2012/13 2013/14 2014/15 2016/17 Total Number that Completed in Six Years ----------- Number completing each year ---------

  14. Five year completion rates (prepared and underprepared combined) 4CD California State Average Definition: Completion (SPAR) – The percentage of degree and/or transfer seeking first-time students tracked for six years to determine who succeeded in completing a degree, certificate or transfer related outcome.

  15. We can also look at performance within state economic region Completion rates for California’s 114 community colleges • Bay Area & Central Coast are highest performing regions

  16. The state also provide peer group comparisons based on college service area statistics and student demographics Cluster analysis produced 7 distinct peer groups Each of our colleges are among the highest performers within their respective peer group

  17. A quick pulse check Any questions ?

  18. Let’s return to completion-oriented students Two student populations: • Prepared for college-level work • Underprepared for college-level work

  19. Two pathways for completion-oriented students Prepared Students Complete 24% # of 4CD students pursuing completion N = 852 N = 1,113 76% Underprepared Students Complete N = 3,572 N = 1,764 N = 4,685 Note: the State Chancellor’s Office defines unprepared as any completion oriented student whose first course in math or English was below transfer level.

  20. 4CD completion rates for Preparedand Underprepared students Prepared Underprepared Gap = 30.7 Gap = 27.1

  21. Completion rates for prepared students at all 114 colleges 4CD • Bay Area is the highest performing region

  22. Completion rates for underprepared students at 114 colleges • Bay Area and Southern Boarder are the highest performing region 4CD

  23. pulse check Any questions ?

  24. Completion milestones Examining the pathway progression for our completion-oriented students is revealing

  25. Completion viewed through a pathway framework # in Starting Cohort # Completion # Earning 30 Units Transferable / Degree-Applicable Units Completion oriented students Degree, Certificate, Transfer, Transfer Prepared …easy, peasy, lemon, squeezy … * The California Student Success Scorecard defines the starting cohort as The number of first-time students with a minimum of 6 units earned within six years who also attempted any Math or English in the first three years who then achieved any of the following outcomes within six years of entry: Earned AA/AS or credit Certificate, Transfer to any four-year institution, Achieved “Transfer Prepared” Status (earned 60+ transferable units).

  26. Where are the leakages? See notes below. - 40% - 28% # in Starting Cohort # Earning 30 Units # Completing 4,685 3,338 2,616

  27. See notes below. Median Time to Degree = 4.9 Years 4CD Starting Cohort 76% - 43% - 42% Median Time to Degree = 3.5 Years 24% - 33% 0.1% Prepared Students Unprepared Students

  28. time to degree is linked to excess unit accumulation Of students obtaining an AA/AS Degree See notes below. Average for California Community Colleges Prepared Students Underprepared Students* 3.5 Years 4.9 Years 4.1 Years Median Time to Degree: 78 units 69 units 89 units Median Units Earned: Data Source: Campaign for College Opportunity (2016). * Figures are for students completing any basic skills course in math or English

  29. Helping underprepared students complete their basic skills sequence Completion-oriented Students College level coursework 4-Years 3 out of 4 students start here. How many complete the given sequence and reach college level? % completing Progress milestone # Prepared for college Pre-collegiate coursework College level coursework # Underprepared for college % completing English Math

  30. Defining basic skills sequence completion The basic skills mathand English pathway to college level coursework Who then pass a college-level course in the same discipline within 6 years # of students that take a basic skills course in mathand English Basic Skills Sequence Caveat: The level at which students start their sequence is not factored into the scorecard calculation 4 Levels Below 3 Levels Below 2 Levels Below 1 Level Below

  31. Defining the basic skills improvement rate for English Basic Skills English Sequence 3 Levels Below 2 Levels Below 1 Level Below Transfer Level English The percent of students attempt any course in the basic skills English sequence Who then pass the transfer transfer-level English within 6 years

  32. Five year trend in Basic Skills English Improvement Rates 4CD California State Average Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in English and successfully completed a college-level course in English within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in English at that college.

  33. Basic Skills: English improvement rates for all 114 colleges 4CD • Bay Area and Southern Boarder are the highest performing region

  34. Defining the basic skills improvement rate for Math Basic Skills English Sequence 3 Levels Below 2 Levels Below 1 Level Below Transfer Level English Math Sequence Transfer Level Math 4 Levels Below 3 Levels Below 2 Levels Below 1 Level Below or Degree Applicable The percent of students attempt any course in the basic skills math sequence Who then pass either the transfer transfer-level or degree-applicable math course within 6 years ESL Sequence Transfer Level English 4 Levels Below 3 Levels Below 2 Levels Below 1 Level Below 6 Levels Below 5 Levels Below or

  35. Five year trend in Basic Skills Math Improvement Rates 4CD California State Average Definition: For five cohort years, the percentage of credit students who attempted a course designated at “levels below transfer” in Math and successfully completed a college-level course in Math within six years. The cohort is defined as the year the student attempts a course at “levels below transfer” in Math at that college.

  36. Basic Skills: Math improvement rates for all 114 colleges 4CD

  37. We miss a lot by not looking at level of placement 4 Levels Below 3 Levels Below 2 Levels Below 1 Level Below The likelihood a student completes the basic skills sequence: See notes below. 70% 35% 17% 8% * Data source: The Basic Skills Cohort Tracker. Data are averages for a Fall 2011 cohort pulled from a sample of California Community Colleges that included all colleges for which the Cohort Tracker had sufficient data over the examined period.

  38. pulse check Any questions ?

  39. One key to success is faster completion of basic skills coursework New Transfer Level Achievement Indicator: Definition: The percent of first-time students who complete 6 units and attempt any Math or English in their first year and complete a transfer-level course in Math or English within their first year. And a second measure. College level coursework 4-Years % completing Progress milestone # Prepared for college Pre-collegiate coursework College level coursework % completing # Underprepared for college English Progress milestone Math Pace milestone

  40. One year transfer improvement rates for math • Bay Area is the high performer 4CD

  41. One year transfer improvement rates for English • Bay Area is the middle performer 4CD

  42. Quick summary of data on completion-oriented students • 4CD is an above average or strong performer on all completion metrics • 3 of 4 students wanting a degree/transfer require remediation • Getting more students through the remediation sequence is key to improving completing rates and improving student equity • We have multiple interventions that (a) improve student placement, (b) shorten the time needed to complete basic skills coursework and (c) set students up for higher levels of program completion

  43. Completion-oriented Students Let’s now turn our attention to our CTE-oriented students College level coursework 4-Years % completing Progress milestone # Prepared for college Pre-collegiate coursework College level coursework % completing # Underprepared for college English Progress milestone Math Pace milestones Career-oriented Students % completing # Credential-seeking CTE pathway course taking % wage gains achieved # Non credential-seeking “Skills Builder” course taking

  44. The Scorecard CTE Completion rate definition Simplified definition: we look at students whose course taking pattern suggests an intention of getting a CTE credential Definition: For five cohort years, the percentage of students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0).

  45. Five year trend in CTE Completion Rates California State Average 4CD Definition: For five cohort years, the percentage of students who completed a CTE course for the first-time and completed more than 8 units in the subsequent three years in a single discipline (2-digit vocational TOP code where at least one of the courses is occupational SAM B or C) and who achieved any of the following outcomes within six years of entry: • Earned any AA/AS or credit Certificate (Chancellor’s Office approved) • Transfer to four-year institution (students shown to have enrolled at any four-year institution of higher education after enrolling at a CCC) • Achieved “Transfer Prepared” (student successfully completed 60 UC/CSU transferable units with a GPA >= 2.0).

  46. CTE Completion rate for all 144 colleges 4CD • Bay Area is a lower performing region • Part of the reason is that Bay Area students tend to pursue non-credential CTE pathways at very high rates

  47. Completion-oriented Students College level coursework 4-Years % completing Progress milestone # Prepared for college Pre-collegiate coursework College level coursework % completing # Underprepared for college English Progress milestone Math Pace milestones Career-oriented Students % completing # Credential-seeking CTE pathway course taking % wage gains achieved # Non credential-seeking “Skills Builder” course taking

  48. New Scorecard metric: Skills Builder Skills Builder Definition: The median percentage change in wages for students who completed higher level CTE coursework in 2012-2013 and left the system without receiving any type of credential. • not a pathways completion measure • cannot create a district level equivalent

  49. Wage improvement rates for Skills Builder students at 114 colleges

  50. pulse check Any questions ?

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