Adding the Non‐Cognitive Dimension to Your Student Success Agenda

August 7, 2014

Adding the Non-Cognitive Dimension to Your Student Success Agenda

Dr. Rigoberto Rincones | rrincone@broward.eduand Ms. Pauline Anderson | panderso@broward.edu

Objectives of the Study

Define student groups that institutions can target through the right and well tailored initiatives, that will ultimately help improve persistence and graduation rates among students otherwise at greater risk of stopping‐out/dropping‐out

Segment students using variables that are actionable, not just descriptive (i.e., clear how you would support students if you knew what segment they were in)

Inform how institutions can more effectively deliver customized student experiences, programs and supports based on the distinctive needs of prioritized segments

Dimensions by which Students were Segmented Identifying segment to be actionable, students must be grouped by 

their motivations, needs, and completion barriers that can and should be addressed by postsecondary institutions to improve persistence and graduation rates

Existing student segmentation schemes typically rely on demographics or other observable characteristics to group students – which are not necessarily reliable indicators of students’ motivators and needs

By contrast, the segments created through this initiative were defined by differences in students’ Internal Perspectives and External Barriers

The objective was not to identify what would make students ‘happier’, but rather what would help drive student success; to accomplish this, it was critical to derive and validate which Internal Perspectives and External Barriers inhibit success

Segmentation Dimensions: Definition and Rationale

Students’ Internal Perspectives1: What they are: beliefs about themselves, their goals in school, their feelings 

of social belonging, and their self‐regulatory skills Rationale for inclusion: these factors—beyond content knowledge and 

academic skills – have been shown to have an impact on student performance

• Note: underpinning this approach is a belief grounded in research that Internal Perspectives can be changed (i.e. they are not fixed)

Students’ External Barriers: What they are: external pressures and challenges that inhibit a student’s 

ability to succeed in school (e.g. financial constraints) Rationale for inclusion: while better understood, these barriers also 

contribute to non‐completion – and have not typically been examined in the context of segmentation (i.e. groups of students with different barriers)

1. often referred to by academics as ‘non‐cognitive factors’ because they are not measured by commonly administered cognitive tests such as IQ tests or academic examinations

What the Segmentation Is and Is Not Intended to do

Segmentation IS intended to…

Provide a new lens for institutions to better understand their student population

Help institutions make resource allocation decisions more strategically based on the needs of their unique student populations

Inform how institutions might customize their offer (supports, student services, curriculum, learning models, etc.) in direct response to the motivations, needs and preferences

Segmentation is NOT intended to…

Predict how students will fare in their academic experience

Be used as a selection criteria for college admission

What this Study Brings to the Field

The new value this study brings to the field is a more comprehensive and actionable approach to student segmentation, focusing on the fundamental non‐observable factors that contribute to non‐completion

Our hope is that the segmentation solution will ultimately help define which models are best positioned to serve distinct student populations and will inform decisions on how individual institutions can more effectively serve the unique needs of current and prospective students

This will contribute to making college more personalized, flexible, transparent, valuable, and affordable to students, which in turn should help more students earn a postsecondary credential that is of value in the labor market

Participating InstitutionsThe diverse set of institutions included will help demonstrate the value of this approach across a

range of school types and starting points

Summary of Approach

Phase 1: Planning Grant (May-Nov)

Segment Students

1AIdentify

key issues and set within

institutional context

1B

Set leading indicators and

tracking design

3

Monitor and track student

success

4

Analyze and refine

5

Codify best practices for managing to segments6

Design tailored initiatives for each school

1C

Literature review

2AInstitutional

Logic modeling

2B

Phase 1 Deliverable: Business case and high level implementation plan to launch tailored initiatives designed to increase persistence and graduation rates with at-risk student segments

Where is each School in the Process …

Segments’ Overview

Current Students

Non-Completers

Considered a Break

Tooka Break

GPA1

below 3.0Took

Dev Ed5% 25% 80% 34% 48% 22%

63% 19% 37% 22%

This perspective…

ROI Skeptic – Segment Overview

Defining Characteristics

InhibitsSuccess

EnablesSuccess

• Don’t feel getting a degree is worth the money or time

• Not confident that content/skills learned are useful, nor that a degree will help secure employment

“Getting a degree isn’t worth the money” “The content and skills I’m learning don’t seem useful or relevant” “Even with a degree I might not be able to find a job”

Description

ROI skeptics are less convinced of the value proposition associated with getting a degree

It is not surprising that they question if it is ‘worth it’ given they are already working, and are now stretched with school responsibilities as well– Most likely to be working 26-40 hours a week

to fund education– Least likely to get financial support from home

They are most likely to consider and take a break

They are less self-motivated and more likely to attend school because parents wanted them to

This perspective leads to below average academic performance and is the strongest predictor of non-completion of all Internal Perspectives

Note: ROI stands for “Return on Investment”; 1. Self-reported GPA

Students in this segment…

Overall Avg:

Represent x% of:

This perspective…

Lacks Family Support & College Knowledge – Segment Overview 

Defining Characteristics

InhibitsSuccess

EnablesSuccess

• Lacks family / community support before and after deciding to go to college

• Lacks skills to navigate school – e.g., seeking help, declaring major, etc.

“My family and closest friends do not support my decision to go to college”“College is not valued by my family or community”

Description

Students who Lack Family Support and College Knowledge feel alone, and not supported by their family during college

In some cases, parents do not have the context or understanding to support their children (most likely to have 1st generation students)….

….in other cases, supporting the family in the near term is valued over investing 2+ years in education

These students appear to lack the knowledge to navigate school– Lowest % to have declared a major – Don’t seek help (do they know they should?) – Don’t believe teachers want them to succeed

They are more likely to attend school to learn job skills and less likely to recognize their degree as an important achievement in itself

Current Students

Non-Completers

Considered a Break

Tooka Break

GPA1

below 3.0Took

Dev Ed18% 19% 76% 22% 42% 31%

63% 19% 37% 22%

Students in this segment…

Overall Avg:

Represent x% of:

Note: 1. Self-reported GPA

This perspective…

Well‐Supported from Home and Sense of Belonging

InhibitsSuccess

EnablesSuccess

• Always knew they’d go to college, supported by community

• Have friends at college and feel like they belong

Description

Current Students

Non-Completers

Considered a Break

Tooka Break

GPA1

below 3.0Took

Dev Ed17% 7% 46% 8% 24% 12%

63% 19% 37% 22%

Students in this segment…

Overall Avg:

Represent x% of:

Note: 1. Self-reported GPA

Defining Characteristics

“I always knew I’d go to college and felt prepared for it”“I have family, community, and financial support here”

Well-Supported from Home and Sense of Belonging come from a home environment that prepares them to be successful in college– Highest income families– Most educated parents– Strongest financial support from home– (they are also least ethnically diverse)

These students almost exclusively attend full-time and live on campus

They view college as a natural progression from high school and are most confident that they will graduate

Given the support they receive and the enabling Internal Perspectives they display, it is unsurprising that these students are high performers and are much less likely to drop out of college

Customized Supports for Students

This is what we may offer our students

…

Customized Supports: ROI Skeptic

ROI Skeptics need a tighter linkage between their education and potential careers; Institutions must demonstrate the education is 'worth it' (the “business case” for these students)

Lever Classification & Examples / Description

Strategic alliances with employers – Employer input to curriculum, co-branded courses, integrated internship programs with local employers

Alumni mentor network – Mentoring program linking current students with alumni in their field, alumni networking sessions on campus

Career contextualized instruction – Real-world examples in classes, instructors with experience in my career field, learning objectives described in career, career oriented skill development built-in to coursework (e.g., software programs)

Return on educational investment calculator – Tool providing a cost / benefit analysis of a college education

Integrated career planning – Integrated career counseling in first weeks, guidance on which courses to choose based on career interest (Note: this must be integrated because these students are unlikely to seek out this support)

Expectancy-value theory– Writing and brainstorming activities that help students orient the value they expect to gain from an experience, such as describing how the content they’re learning in class could be applied to their lives outside of school

Curriculum Design

Support Services

Strategic Leadership

Financial Administration

Non-Cognitive Interventions

Customized Supports: Persevering Independent

To support Persevering Independents, colleges should leverage opportunities to increaseconnectedness through curriculum design, support services and technology1

Lever Classification & Examples / Description

Digital community applications – Linking students to campus programs, jobs, performances, online registration, online tuition pay, etc.

Intimate and inclusive learning environments – Cohort learning communities, diversity/global learning instruction, smaller seminar courses in first year

Pro‐active counselor outreach– Student services personnel seek out students instead of waiting for students to come to them demonstrates that the school cares about their place in the college community and success at school

Belonging promotion exercises – Reading, writing, and speaking activities that alleviate fears about not fitting in at school, both socially and academically

Curriculum Design

Support Services

Technology

Non-Cognitive Interventions

1. And avoid forced social interaction

Student Segmentation Study at Broward College

Inhibiting vs. Enabling Success

Diagnostic Student Matrix: Average 2‐Year School vs. Broward

External Barriers Minimal Barriers

Inhibiting Internal Perspectives

Enabling Internal Perspectives

External Barriers Minimal Barriers

Inhibiting Internal Perspectives

Enabling Internal Perspectives

43%

25%

44%

24%

18%

14%

20%

12%

2-ye

ar p

ublic

Bro

war

d

Segmentation Results

All 2-year Public1

Age 18-24

All Broward StudentsN = 6,133

ROI Skeptic 8% 17%

Lacks Sense of Belonging 9% 7%

Questions Academic Ability 7% 7%

Lacks Family Support & College Knowledge 23% 18%

Persevering Independent 18% 15%

Strong Belonging, but Financial Worries 13% 11%

Positive Perspective Overall 14% 18%

Support from Home and Belonging 8% 7%

All 2-year Public1

Age 18-24

All Broward StudentsN = 6,133

No Clear Path to Degree 18% 5%

Financial Barriers 26% 46%

Juggling Responsibilities 19% 8%

Challenged byCoursework 9% 9%

Socializing Gets in the Way 8% 7%

Difficulty Getting Classes 13% 19%

Perceived Juggling 7% 6%

ROI Skeptics and Financial Barriers are opportunity areas for Broward as they are the inhibiting perspectives and barriers where Broward over-indexes the most

External BarriersInternal Perspectives

Note: Green and red shading indicates statistically significant over or under-indexing relative to the national average

Issue Identification

All 2-yr Public

Age 18-24

All Broward StudentsN = 6,133

HispanicN = 1,336

WhiteN = 1,257

BlackN = 2,239

FemaleN = 2,117

Part-TimeN = 2,441

First GenN = 1,684

TransferN = 531

Dev EdN = 2,157

ROI Skeptic 8% 17% 18% 18% 16% 16% 18% 17% 17% 18%

Lacks Sense of Belonging 9% 7% 7% 8% 7% 7% 8% 7% 6% 8%

Questions Academic Ability 7% 7% 5% 6% 8% 8% 7% 6% 7% 8%

Lacks Family Support & College Knowledge 23% 18% 17% 22% 16% 16% 18% 21% 15% 21%

Persevering Independent 18% 15% 15% 11% 16% 16% 14% 13% 16% 13%

Strong Belonging, but Financial Worries 13% 11% 13% 10% 10% 12% 11% 10% 13% 10%

Positive Perspective Overall 14% 18% 16% 16% 20% 18% 17% 18% 19% 18%

Support from Home and Belonging 8% 7% 7% 9% 6% 7% 7% 7% 7% 5%

Inhibiting Perspectives

Enabling Perspectives

The ROI Skeptic segment cuts across all observable student groups; there is, therefore, a universal opportunity to improve the perception of the value of a degree

Broward ROI Skeptics: What they believe

23

For the Broward ROI Skeptic, the more prevalent mindset (70% of the segment) is a near term view that earning money now is more important than staying in school at this time

50%

70%

Getting a degree is (not)

worththe money

Mindsets of the Broward ROI Skeptic

Earning money now is more

important than pursuing

my education

Student Voices 

ROI Skeptic – Segment Overview“Getting a degree isn’t worth the money”, “The content and skills I’m learning don’t seem 

useful or relevant”, “Even with a degree I might not be able to find a job”

ROI Defining Characteristics (Marakon) Broward College’s Student Characteristics

ROI skeptics are less convinced of the value proposition associated with getting a degree

ROI skeptics were convinced of the value proposition associated with getting a degree, but were concerned with money/time spent (i.e., “wasted”) on unnecessary curriculum requirements

They are most likely to consider and take a break

They are most likely to consider and take a break not because of personal preference but to save for finance their education

They are less self‐motivated and more likely to attend school because parents wanted them to

They were self‐motivated, fully aware of the costs of pursuing a degree (most students were caregivers)

This perspective leads to below average academic performance and is the strongest predictor of non‐completion of all Internal Perspectives

They had an average GPA of 3.2 and expressed agreement on the long‐term benefits of pursuing a degree outweighing the short‐term costs

ROI Skeptic – Segment Overview

“Getting a degree isn’t worth the money” The content and skills I’m learning don’t seem useful or relevant”  “Even with a degree I might not be able to find a job”

ROI Defining Characteristics (Marakon)

Broward College’s Student Characteristics

Quotes: “The content and skills I’m learning 

don’t seem useful or relevant”  

Findings: They are not convinced of the 

applicability of course material to the skills and knowledge in the real labor market

“Even with a degree I might not be able to find a job” 

They were fearful that a degree would not lead to a job 

Context for Designing Initiatives

Well-tailored initiatives that will be most effective at Broward should be informed by two critical inputs…

Context on the BrowardROI Skeptic

Broward SpecificInstitutional Context+

Logic Model

Designing Tailored Initiatives

Three main initiatives – each with specific tactics below them – have emerged to address the Broward ROI Skeptic

Integrated Career Pathways Advising

Faculty Professional DevelopmentHigh School Outreach

Two-tier advising model: FTIC advisors, career path advisors

Program sheets AA specializations Partnerships with

workforce board Career and advising

center re-branding effort

Ideas to embed ‘value of degree’ education into curriculum

Career contextualized lessons as part of syllabus

Toolkit / skill set to better connect with students

Training on mentoring / advising

Embed content on value of degree in high school outreach initiatives

Tailored leave behind materials for high school students (and their parents)

“Catch them early” “Provide a clear path” “Frequent reinforcement”

Adding the Non‐Cognitive Dimension to Your Student Success Agenda

August 7, 2014

· Adding the Non-Cognitive Dimension to Your Student Success Agenda

Dr. Rigoberto Rincones and Ms. Pauline Anderson