expanding the latino participation beyond student recruitment
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Expanding the Latino Participation Beyond Student Recruitment. Colorado Community College Summit October 24, 2011. What do we know about Latinos in higher education?. 42.97%. 66%. 63%. 2.7%. 14.7%. 12%. 73%. 27%. 56%. 44%. Complete College America: Colorado 2011. - PowerPoint PPT PresentationTRANSCRIPT
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Expanding the Latino
Participation Beyond Student
Recruitment
Colorado Community College SummitOctober 24, 2011
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What do we know about Latinos in higher education?
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42.97%
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63%66%
12% 14.7%
2.7%
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73%
56%
27%
44%
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Complete College America: Colorado 2011
• By 2020 70% of jobs will require career certificate or college degree
• 41% of Colorado adults have an associate degree or higher
• 29% skills gap
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Complete College America: Colorado 2011 (18-24 Year Olds)
State Population
College Enrollment
College Graduation
White 68% 69% 76%
Hispanic 22% 12% 10%
African American
4% 4% 3%
Other Races 6% 14% 11%
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Of Every 100 Kindergartners…Graduates White African
AmericanLatino/
Hispanic
High School
94 89 62
Some College
66 51 31
At Least Bachelor’s Degree
34 18 10
Source: US Department of Commerce
36% 20% 16%
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College Graduates by Age 24
75% From High Income Families
9% From Low Income Families
Source: Postsecondary Educational Opportunity
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What else do we know?
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Excelencia in Education
• Profile of today’s Latino students– U.S. Born– U.S. Citizens– English Dominant– High School Graduate
• Majority of Latino students in higher education– First-generation– Enroll part-time– Attend community college (live off campus)– Work while enrolled in college– Do not complete in the traditional path
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The story of one community’s journey…
…building on Latino families belief in education
as path to success.
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Location …
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50th Community College in Texas•Legislatively created
September 1993•Serve over 678,000 people previously without access to a community college
•$28 million campus donated by the City of McAllen
•High Unemployment: Hidalgo 24.1% & Starr 40.3%
“I signed the Bill to create STCC porque es justo.”
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• 95% Hispanic Enrollment• Majority First Generation – Low
Income College Students• Nearly 88% on Financial Aid
(State/Federal)• McAllen MSA Fastest Growing in the
Nation• McAllen Poorest City in the Nation
Our Service Area …
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• Almost one-half the population lives below the poverty level
• One-half Adults over age of 25 have Less than ninth grade education
• One-fourth Adults over age of 25 have less than fifth grade education
• Approximately 49% of Hispanic Students in Texas do not complete High School
Our Service Area …
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From 1,000 to over 30,000 students
From a $3.9 million to over $135 million
budget
From 267 to 2,300 faculty and staff
From 1 to 5 campuses, 2 sites, e-STC
Over 100 degree and certificate program options 3 Bachelors of Applied Technology
Over 20,000 Graduates
In Eighteen Years…
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Eighteen Years of Excellence: Changing Lives & Communities
“Creating
Pathways to the
Middle Class”
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Defined STC by . . .• Access
• Equity• Opportunity
1993
2004
2006
• Success
• Completion
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In the First 10 Years...Many initiatives did not produce the results and gains anticipated
Institutional performance benchmarks were flat
Local public image of academic quality was disappointing
Lack of responsibility and accountability for student success
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The “best practices” had disappointing results
“Tough love” was equally disappointing
Developmental Studies
Did the Right Things …
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Each fall thousands of students were not returning
to STC …
when they should have been…
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South Texas College, one of 27 community colleges, selected nationally in Round One to build a culture of evidence to
improve student success (2004)
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How did we establish institutional commitment for
student success & completion?
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Presidential Leadership & Commitment
Setting a Vision and Goals
Eliminating Silos
Broad Based Engagement
Build Culture of Evidence
Listen to the “Voices”
Identify Barriers to Student Success“We are making a transformational
systematic change to our beloved STC.”
Dr. Shirley A. Reed, President August 15,2005
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A better quality of life for our
communitie
s
Vision Statement
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Increase College-Going Rates
Increase College & Career Readiness
Increase Degree/Credential Attainment
Regional Goals
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Work Plan to Create a Culture of Evidence
• Establish Core Team & Data Team
• Develop Action Plan
• Collect Data
• Analyze Data
• Conduct Core and Data Team
Retreat
• Identify Strategies for
Implementation
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Data Driven … Student Focused
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Critical GapCritical
Gap
Critical Gap
Critical Gap
CompletionPoint
CompletionPoint
Birth to PK High9-12
Lower Division
Upper Division
Middle6-8
CompletionPoint
ElementaryPK-5
(7th–10th Grade Dropout)
(High School to College)
(First Year Retention & 2-
Year Completion)
(Transfer from 2-year to 4-year & 4-year Completion)
Critical Gaps …
(Adapted from THECB, 2007)
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Participation Retention
Progression from
Developmental Studies to
Credit Courses
Gatekeeper Successful
Course Completion
Degree Completion
Transfer Success
Institutional Priorities
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Asset Models
Vs
Deficit ModelsX
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The Role of Quantitative Data:
Identifying Gaps in Student Success
The Role of Qualitative Data:
Understanding the Underlying Factors of Gaps in Student
Success
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A Theory and a Method of Conducting Focus Groups
Understanding Knowledge, Actions, Attitudes in
Overcoming Barriers to Student Success
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
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Three Assumptions of Framework:1) Campus is a Black Box
2) Barriers are contextually dependent 3) Students viewed as experts
Students
No Degree
Degree,
Certificate Completion,
Transfer
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Developing Local Models of Minority Student Success
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Source: Student Success Model as adapted from Padilla, Gonzalez, & Treviño, 1996
The Role of Knowledge
Total knowledge at graduation
Initial Knowledge
Campus dependent
Campus independent
Heuristic knowledge component
Theoretical knowledge component
Rules of thumb
Experiential learning
Classroom learning
Laws, axioms, & principles
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First Year in College
What barriers do students experience during their first year in college? What knowledge, actions, and attitudes do
successful students employ to successfully persist?
Students
Drop-out/Stop-out
Successful Persistence
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Applying the Framework to Different Contexts
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A CourseWhat barriers do students experience as they attempt to complete a specific course? What knowledge, actions, and attitudes do successful students employ to successfully
complete the course?
Students
Non-completerUnsuccessful
Completer
Successful Course
Completion
Adapted from Developing local Models of minority student success. Padilla, Trevino, Gonzalez, and Trevino (1997).
Applying the Framework to Different Contexts
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Barriers Freq. Knowledge Actions Changes
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Fall 2005 Barrier Study
• 25 focus groups
• 387 student essaysSpring 2007 Follow-up Barrier
Study
• 22 focus groups
•Over 300 student Essays
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2005 Barrier Study
Money
Lack of Information
Work/Job Time Management
Facilities/Equipment
Child/Daycare/Family
Course Offerings
Developmental/THEA
Technology
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Student Voices…“I can afford to start but not to finish. Problems happen
later in the semester.”
“Financial aid is not enough for my family, and I get pressured to work.”
“Work piles up too quickly! I can't find time to do homework or study. Tests and papers are always due
together…for all my classes.”
“I don’t know what to expect, like what to do to get into college, and how the college works.”
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Faculty & Staff Voices …
22 representative groups of faculty,
staff, and students met with two consultants
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Community Voices …Over 170 community members
participate in Community
Conversations
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Community Conversations …
Communication/Information Engage parents/families
early in the process Communicate process of
enrolling in college and expectations
Partnerships Create more partnerships
with businesses Join efforts with K-12 and
existing organizations
Access to Existing Programs Create programs like Gear-
up for all students Offer dual enrollment to all
students Schedule college tours for
all students (elementary, middle, high school)
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Inventory of Policies/Practices
Academic Affai
rs
Student Affairs
IT Finance
Student Success
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Education & Business Voices…Summit on College
Readiness• 2006 - Closing the Gaps
on College Readiness• 2007 –Closing the Gap
on College and Career Readiness
• 2008 –The Journey to College Success
• 2009 – Accelerating Student Success
• 2010 – Success by Design
• 2011 – The Power of One
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Are the barriers different
for successful students as compared to
unsuccessful students?
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Data Suggests …
… successful students navigate barriers
… unsuccessful students do not
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Have we, as an institution, properly
balanced our commitments to open
access and student success?
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Rethinking Late Registration
• Define Late Registrants
– Register on or after the 1st Class Day of a term
• Fall 2004 – 800 students
– 4.5% of Total Enrollment
– 674 (84%) Paid & remained enrolled
– 126 (16%) Dropped for non-payment Student body drops is less than 4% each
semester
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How did they do in the Fall 2004?
• 335 (49.7%) earned a GPA of 2.0 or greater
• 339 (50.3%) earned less than a 2.0
147 earned a GPA between 0.1 and
1.86 192 earned a GPA of 0
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How do they compare? Grade
On-Time Registrants Late Registrants
A 23% 12%
B 28% 20%
C 20% 17%
D 6% 7%
F 11% 25%
W 11% 17%
I 1% 2%
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Fall 2004 Grade Comparison
0.0
5.0
10.0
15.0
20.0
25.0
30.0
A B C D F I IP NP P W
Course Grade
% o
f Coh
ort
On Time
Late
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Late Registration Date Success Rates
44.00%
46.00%
48.00%
50.00%
52.00%
54.00%
56.00%
58.00%
less than 2.00
% o
f G
rad
e D
istr
ibu
tio
n
1st Class Day
2nd Class Day
3rd Class Day
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Late Registration & Grades
0%
10%
20%
30%
40%
50%
60%
70%
80%
Late Non-Late Late Non-Late
F all 2004 F all 2005
A-C
DF W
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Eliminate Late Registration?• Data is Key
– Drill Down Deeper• Broad Based Participation
– Planning & Development Council• Proposed Plan
– Be ready to shift– Communication Plan
• Recovery Plan– Access is Mission Critical
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Mandatory Orientation
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FTIC Case Management
Student Success Specialists (formally Retention Specialist)
Faculty Advising Probation/Suspension
Counseling Beacon Mentoring
400 Faculty Advisors
120 Beacon Mentors
4 Retention Specialists
11 Counselors
Comprehensive Advising
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Welcome CentersFinancial LiteracyCollege Success
CurriculumCounselors in the
ClassroomPlasmas
Screens/KiosksPriority Registration
Building Knowledge
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Did it make a difference?
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Percent of STC Full-Time-First-Time-in-College Students Who Re-enroll from
Fall to Spring by College Ready Status
2005 2006 2007 2008 2009
84% 83%
78%
82%
86%84%87%
84%86% 87%
Received Remedia-tion
Did Not Receive Remediation
Closing the Gap
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Percent of STC Full-Time-First-Time-In-College Students Who Re-enroll from
Fall to Fall by College Ready Status
2004 2005 2006 2007 200840%
45%
50%
55%
60%
65%
70%
54%52%
54% 54% 55%
60%58%
62%64%
69%
FT Received Remediation FT Did not Receive Remediation
2nd Fall Term
14%
Gap6%Gap
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Percent of STC Part-Time-First-Time-in-College Students Who Re-enroll from
Fall to Spring by College Ready Status
2005 2006 2007 2008 2009
73%75%
65%
73%
77%77%73% 72%
75%
76% Received Remediation
Did Not Receive Re-mediation
Closed the Gap
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Percent of STC Part-Time-First-Time-In-College Students Who Re-enroll from Fall to Fall by College Ready Status
2004 2005 2006 2007 200830%
35%
40%
45%
50%
55%
60%
44%41% 42% 41%
48%
51%54%
47%
51%52%
PT Received Remediation PT Did not Receive Remediation
2nd Fall Term
4%Gap
13%Gap
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Results
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Results
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Right Direction….but Slow…
FALL TO FALL RETENTION
(Full-time Students)
2004: 58%
2005: 62%
2006: 64%
2007: 69%
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2005 Barrier Study 2007 Barrier Study
Money
Lack of Information
Work/Job Time Management
Facilities/Equipment
Child/Daycare/Family
Course Offerings
Developmental/THEA
Technology
Instructor Issues
Child/Family
Course Offerings
Developmental/THEA
Work/Job Time Management
Personnel
Money
Lack of Information
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A Comprehensive Approach to College Readiness
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Building a Common Language and
Raising Expectations
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“Creating a College Going Culture”
Outreach Services
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K-12 Partnerships• Testing in High School• College Success in High School• Curriculum Alignment• Dual Enrollment• Early College High Schools• High Dropout Recovery Programs
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• Hidalgo & Starr Counties– Districts – 19– High Schools – 53
• Enrollment History– 1997 – 98 students– 2011 – 10,500 students
Dual Enrollment Partners
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Series10
2,000
4,000
6,000
8,000
10,000
12,000
3207
46005630
6919
84389336
10500
2005 2006 2007 2008 2009 2010 2011
Dual Enrollment
Source: STC Dashboard, Enrollment – Student Composition History
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Dual Enrollment STEM Academies
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Early College High Schools
• McAllen Achieve ECH – Year 4• Mercedes ECH – Year 4• PSJA T-STEM ECHS – Year 4• PSJA North ECHS – Year 2• PSJA Southwest ECHS – 1• La Joya ECHS – 1 • Progreso ECHS – Year 5• Valley View T-STEM ECHS – Year 3• Hidalgo ECHS – Year 6
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• PSJA ISD high school students not meeting graduation requirements– 18-25 year olds– 3 or less high school credits– 1 or more of the TAKS exit exams
• Structure– High school provides credit recovery and TAKS
remediation– STC provides College Success and dual enrollment
courses
(South Texas College, 2010)
High School Dropout Recovery
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• Over 1,000 Graduates in three years– High school diploma– 50% with six college credits– 88 over the age of 21
• Awarded Texas Higher Education
Coordinating Board Star Award• Replicated by other school districts
– La Joya– Mercedes– McAllen– Mission– Weslaco
• Gateway to College
High Impact
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Rio South Texas Public SchoolsAward More High School Diplomas
FY 2006 FY 2007 FY 2008 FY 2009 FY 2010
16,351 16,423 17,734 19,985 21,687Source: PEIMS Region 1
10000
12000
14000
16000
18000
20000
22000
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Percent of HS Graduates Enrolling at STC Who Were College Ready at Time
of Entry
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9% Increase in Percent of HS Graduates Pursuing Texas
Higher Education the Fall After High School Graduation
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Percent Meeting Texas Success Initiative (TSI) Higher Education Readiness Component
English Language Arts – 27% increaseMathematics - 26% increase
Source: TEA Academic Excellence Indicator System
2004 2005 2006 2007 2008 2009 201020%
25%
30%
35%
40%
45%
50%
55%
60%
65%
33%
38%
43%46%
48%
56%59%
24%
30%33%
43%46%
53%51%
Math ELA
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Making Dreams Happen!
The Ramirez Family
“We talk about college all of the time, I tell him that school
doesn’t end in the 12th grade, and that he has to keep going in order to be someone in life.
I always remind him that college is very important, no matter what he wants to be when he grows up, and that STC is an option for him. I’m glad that Dr. Reed and her
staff came out today to talk to the kids about college,
because it just enforces all that we as parents tell our
children.”
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Institutional Focus on Completion
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2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 20100
500
1000
1500
2000
2500
3000
3500
536
962751
938
1378 1439
18181908
1998
2256
3027
Number of Graduates1997 to 2010
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© 2011 Canales, Luzelma
34%
13%
8%
11%
Graduates
Enrollment
-3%
5%
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Economic future of South Texas, to a great
extent, will be influenced by our
ability to increase the educational level and
competitive workforce skills of all residents of
Hidalgo and Starr Counties.
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© 2011 Canales, Luzelma
Evidence of
Our Success .
. .
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© 2011 Canales, Luzelma
Luzelma G. Canales, Ph.D.Interim Associate Dean,
Community Engagement & Workforce Development