academic pipeline at lamc
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Students Entering and Leaving the Academic Pipeline @ Mission College
Fall 2007 cohort Academic years of study: 2007-2008, 2008-2009, 2009-2010, and 2010-2011
Academic pipeline, as depicted in next page, represents four (4) momentum points along the pathway for adegree-seeking student at Mission College.
Four momentum points of the academic pipeline:
Momentum point 1: Attempted and completed any unit in the first semester
Momentum point 2: Attempted and successful completed all developmental courses (college-prep)
Attempted and successful completed English 101 and Math 125 (college-
ready)
Momentum point 3: Completed more than 60 unitsMomentum point 4: Academic success
The first step of the pipeline is to determine the level of readiness of students who are first time in college
(FTIC) by reading the results of the placement test. First time in college students may enter to Mission college
at the two different levels:
- College-ready level students are students who were placed in English 28 or English 101 and Math 125.- College preparatory level students are students were advised to take the developmental courses either
in English, Math, or both before becoming college ready students.
Once in the pipeline a student has successive momentum points they pass through or they exit the college and
leak from the pipeline. The rate of leakage at each momentum point are indicators of college performance
that trigger the college be more responsive in contributing to student success than simply monitoring
retention and success rates or graduation rate.
The final step of the pipeline is academic success. Students are deemed academic successful if they 1)earned award, 2) transferred to 4-yr institution, or 3) still enrolled.
Analysis Questions:
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Take
Placement Test
College Ready(Math 125, E101 or
E28)
Need Both
Need Math(E101/E28)
Completed60 Units
Or More
Earned Award
Transfer to 4-yr
Institution
Still Enrolled
Office of Institutional Research andTechnology
LA Mission College9/12/2011
Students Entering and Leaving the Academic Pipeline @ Los Angeles Mission CollegeFall 2007 Cohort Academic years of study: 07-08, 08-09, 09-10,10-11
First Time inCollege
Fall 2007
AcademicSuccessSp 2011
951 StudentsTake Placement Test
(Exhibit 1)
78% StudentsCompleted any Dev Units in
F2007 (Exhibit 2)
MomentumPoint 1
Momentum
Point 2
45% StudentsCompleted any
Developmental
Courses (Exhibit 4)
Completedany dev.
courses
Momentum
Point 3
Momentum
Point 4
22% StudentsCompleted 60
units or More
(Exhibit 5)
8% students
earned awards;
19% students stillenrolled. (Exhibit 6)
College Ready
91% Students
Completed any college Unitsin F2007 (Exhibit 2)
26% students
earned awards;23% students still
enrolled. (Exhibit 6)
Need English(M125)
Need Both
Need Math
Need English
Fall 2007 Spring 08
89% Students
Attempted any Units inSpring 08 (Exhibit 3)
71% StudentsAttempted any Units in
Spring 08 (Exhibit 3)
College Ready
Need Both
Need Math
Need English
Fall 08
85% Students
Attempted any Units inFall 08 (Exhibit 3)
60% Students
Attempted any Units inFall 08 (Exhibit 3)
49% Students
Completed 60units or More
(Exhibit 5)
Spring 11
CompletedE101 &
M125
70% Students
Completed E101and M125
(Exhibit 5)
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Exhibit 1 Placement Test Results
Cohort Fall 2007 = 1278 Level of Readiness Total %
Not taking placement test 327 26%
Taking placement test 951 74%
1278
College ready (M125 & E101 or E28) 53 6%
Need English only (M125) 29 3%
Need Math only (E101 or E28) 222 23%
Need both 647 68%
898 94%
Placement Level Math Placement Level English Placement Level
M105 M112 M115 DC 1 ESL 1,2 ESL 3,4,5,6 E21
Need English only (M125) X X X 34% 0 0 66%
Need Math only (E101 or E28) 8% 62% 30% X X X X
Need both 11% 70% 19% 45% 4% 8% 43%
Data Disaggregated by Gender, Ethnicity, and Age
Level of ReadinessCollege
Ready English Only Math Only Need Both
Gender
F 57% 52% 51% 58%
M 43% 48% 49% 42%
EthnicityAmer/Indian 2% 0% 2% 0%
Asian 6% 10% 3% 3%
Black 0% 0% 3% 2%
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Exhibit 2 - Momentum Point 1 Attempted and Completed units in Fall 2007
Level of Readiness Original cohort Attempted % Completed %
College ready (M125 & E101 or E28) 53 53 100% 48 91%
Need english only (M125) 29 29 100% 27 93%
Need math only (E101 and/or E28) 222 222 100% 195 88%
Need both 647 647 100% 474 73%
898 898 100% 696 78%
Data Disaggreated by Gender, Ethnicity, and Age
Completed Units in Fall 2007
College Ready English OnlyMathOnly
NeedBoth
Gender
F 63% 48% 51% 60%
M 38% 52% 49% 40%
Ethnicity
Amer/India
n 0% 0% 2% 0%
Asian 6% 11% 4% 4%
Black 0% 0% 3% 2%
Hispanic 73% 78% 78% 85%
White 15% 4% 10% 4%
Others 6% 7% 3% 5%
Age
< 20 94% 93% 78% 72%
20-24 4% 4% 12% 12%25-34 2% 4% 5% 7%
35-54 5% 9%
>54 0% 0%
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Exhibit 3 - Attempted in Spring 08 Attempted in Fall 08
Level of Readiness
Original
cohort
N
Attempted
%
Attempted Attempted % Attempted
College ready (M125 & E101 or
E28) 53 47 89% 45 85%
Need english only (M125) 29 27 93% 24 83%
Need math only (E101 and/or E28) 222 172 77% 142 64%
Need both 647 438 68% 372 57%
898 637 71% 538 60%
Data Disaggregated by Gender, Ethnicity, and Age
Attempted Units in Spring 08
College Ready English Only Math Only Need Both
Gender
F 60% 52% 52% 61%
M 40% 48% 48% 39%
Ethnicity
Amer/Indian 0% 0% 2% 0%
Asian 6% 11% 4% 3%
Black 0% 0% 3% 2%
Hispanic 70% 78% 77% 89%
White 17% 4% 10% 4%
Others 6% 7% 3% 3%
Age
< 20 94% 96% 78% 76%
20-24 4% 4% 12% 10%
25-34 2% 0% 5% 6%
35-54 5% 8%
>54 0% 0%
Data Disaggregated by Gender, Ethnicity, and Age
Attempted Units in Fall 08
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Exhibit 4 - Momentum point 2 Completed/Incompleted Developmental Courses
Level of Readiness
Original
Cohort Completed
%
Completed Incompleted % Incompleted
Need English only (M125) 29 21 72% 8 28%
Need Math only (E101 and/or E28) 222 141 64% 81 36%
Need both 647 238 37% 236 36%Total: 898 400 45% 325 36%
Data Disaggregated by Gender, Ethnicity, and Age
Incompleted Development Courses
English Only Math Only Need Both
Gender
F 63% 46% 47%
M 38% 54% 53%Ethnicity
Amer/Indian 0% 1% 0%
Asian 25% 2% 2%
Black 0% 2% 4%
Hispanic 50% 83% 88%
White 13% 6% 3%
Others 13% 5% 3%
Age
< 20 100% 72% 70%
20-24 0% 16% 17%
25-34 0% 9% 5%
35-54 4% 8%
>54
Data Disaggregated by Gender, Ethnicity, and Age
Completed Development CoursesEnglish Only Math Only Need Both
Gender
F 43% 54% 63%
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Exhibit 5 - Momentum Point 3 Completed both E101 and M125 Completed 60 units or more
Level of Readiness Original cohort
Completed
both
% Completed
both N %
College ready (M125 & E101 or E28) 53 37 70% 26 49%
Need english only (M125) 29 13 45% 17 59%
Need math only (E101 and/or E28) 222 57 26% 58 26%
Need both 647 77 12% 126 19%
Total 898 147 16% 201 22%
Data Disaggregated by Gender, Ethnicity, and Age
Incompleted English 101 and Math 125
College Ready English Only Math Only Need BothGender
F 56% 44% 47% 56%
M 44% 56% 53% 44%
Ethnicity
Amer/Indian 6% 0% 2% 0%
Asian 0% 13% 2% 3%
Black 0% 0% 3% 2%
Hispanic 69% 75% 82% 86%White 19% 6% 7% 4%
Others 6% 6% 2% 4%
Age
< 20 94% 94% 72% 68%
20-24 6% 0% 15% 15%
25-34 0% 6% 8% 7%
35-54 0% 0% 5% 11%
>54 0% 0% 0% 0%
Data Disaggregated by Gender, Ethnicity, and Age
Completed LESS than 60 units
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Exhibit 6 - Momentum point 4 Earned an Award or Still Enrolled in Fall 2011
Level of Readiness
Original
cohort
Still
Enrolled
% Still
Enrolled Awards
%
Awards
College ready (M125 & E101 or E28) 53 12 23% 14 26%
Need English only (M125) 29 6 21% 8 28%
Need math only (E101 and/or E28) 222 42 19% 24 11%
Need both 647 127 20% 39 6%
Total: 898 175 19% 71 8%
Data Disaggregated by Gender, Ethnicity, and Age
Awards
College Ready English Only Math Only Need Both
Gender
F 71% 38% 63% 69%
M 29% 63% 38% 31%
Ethnicity
Amer/Indian 0%
Asian 7% 4% 3%
Black 0% 0%
Hispanic 79% 75% 83% 90%
White 14% 4% 5%
Others 25% 8% 3%
Age
< 20 100% 100% 100% 79%
20-24 8%
25-34 13%
35-54
>54
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Academic Pipeline @ LA Mission College Chart 1
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Academic Pipeline @ LA Mission College Chart 2
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Achieving the Dream First Year Work Plan @ LAMC Page 1
Achieving the Dream - First Year Work PlanLos Angeles Mission College
Objective: Develop a four-year plan, with broad engagement from the campus and external communities and commitment from top leadership, for: 1) improving
student outcomes based on evidence about barriers to success and effective practices and policies 2) Institutionalizing a process for continuously improving
student outcomes based on evidence.
Activity Do What? By Whom? When? Issues to beResolved /
Challenges Expected
Status
1. Educate and get buy-infrom college community
on Achieving the Dream
goals and values
1.1 Introduce AtD to faculty at the
Flex day
Dr. Perez
Coaches
Mike Reynolds
August 25, 2011 Completed
1.2 Orient key campus leadership
groups at the College Council Retreat
day to the goals, values, and
strategies of the AtD
Coaches August 26, 2011 Completed
1.3Form a core team including keyadministrators, IR, faculty, and
staff
September, 2011
1.4Form a data team including IR, ITstaff, faculty members, and other
staff members
September, 2011
1.5An Achieving the Dream webpage at LAMC will be developed.
Information Technology
IR office
November, 2011
2a. Analyze currentsituation: collect, compile
and analyze data on student
outcomes. Analyze data
disaggregated by relevant
demographic groups.
2a.1 IR office will conduct a study ofqualitative and quantitative data on
student outcomes to diagnose
institutional strengths and
weaknesses in student achievement.
Disaggregate data by ethnicity,
income, and other variables.
Data team Week of September19, 2011
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Achieving the Dream First Year Work Plan @ LAMC Page 2
Activity Do What? By Whom? When? Issues to be
Resolved /
Challenges Expected
Status
2a.2 Data will be shared to the AtD
Data Coach of AtD for evaluation and
advices.
Data Team Week of September
26, 2011
2b. Hold conversation to
reflect on the data. Define
problems. Choose problems
for more in-depth
exploration.
Review data with major campus
leadership groups including Core
team, Data Team, Faculty, and
Student Services personnel to zero in
on areas in need of further
investigation.
Data team, Core Team,
Student services, and
Academic Affairs
Week of October 3,
2011
2c. Diagnose causes of
problems: Drill down on
student data
Identify additional data needed for
further exploration
Using feedback from the review of
existing institutional data, define the
goals, baseline, processes and
questions for focus groups include
particular attention to
developmental education
Data team, Core Team,
Student services, and
Academic Affairs
Week of October 10,
2011
2d. Campus voices: Engage
students, faculty, and staff
in diagnosing causes of
problems.
Focus group training
Train the trainers
Student Focus group: Ask Why
questions of our student
Faculty focus group: Ask Why
questions of faculty
Staff focus group: Ask Why
questions of staff
AtD Data coach
AtD Data Coach
Student ServicesAcademic Affairs
Admin services
Core team
Data team
Coaches
Week of November 6
or
Week of November
13
Check availability of
coaches
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Achieving the Dream First Year Work Plan @ LAMC Page 3
Activity Do What? By Whom? When? Issues to be
Resolved /
Challenges Expected
Status
2e. Community voices:
Engage community
members in diagnosing
causes of problems.
Focus group training
Train the trainers
Community focus group: Ask Why
questions of community
AtD Data Coach
AtD Data Coach
Week of November 6
or
Week of November
13
Check availability of
coaches
2f. Examine existing
institutional policies and
practices.
Summarize and analyze focus group
findings
Identify specific practices, and
policies that positively or negatively
impact student success.
Core team
Data team
Week of November
21, 2011
3.Set priorities, goals, and
measurable outcomes
Meeting to develop strategies and
baseline for student success.
Team leaders, Deans December 2011 and
January 2012
4.Develop strategies to
achieve goals/measurable
outcomes
Meeting to develop strategies and
baseline for student success.
Team leaders, Deans December 2011 and
January 2012
Attend Strategy Institute February 28, 2012
5.Write a 4-year
implementation on plan
with steps and timelines for:
a) Implementing strategies;
b) Evaluating strategies; c)
institutionalizing effective
strategies.
5.1 Implementation plan proposal to
include:
- Clear goals, specific strategies and
achievable outcomes.
- Link to the college strategic plan,
educational master plan, strategic
enrollment master plan, and budget
process
March and April 2012
5.2 Final version due May 2012