general education in california beyond engagement ... · head in the clouds … feet on the ground....
TRANSCRIPT
USC Rossier School of Education
GENERAL EDUCATION IN CALIFORNIA
Beyond Engagement:
Ensuring Campus Effort for Equity and Student Success
Alicia C. Dowd, Associate Professor and CUE Co-Director
USC Rossier School of Education
The Center for Urban
Education (CUE) conducts
socially conscious research
and develops tools needed
for institutions of higher
education to produce
equity in student outcomes.
Center for Urban Education17
The Vital SignsTOOLS of THE CUE EQUITY MODEL
TABLE ONE: Degree completion within 150% time
# 268 82 36 423 159 387 32 1,387
% 19% 6% 3% 30% 11% 28% 2% 100%
# 274 84 34 467 167 365 13 1,404
% 20% 6% 2% 33% 12% 26% 1% 100%
# 259 95 31 454 187 333 35 1,394
% 19% 7% 2% 33% 13% 24% 3% 100%
# 245 98 28 413 165 345 37 1,331
% 18% 7% 2% 31% 12% 26% 3% 100%
# 249 86 36 407 186 314 56 1,334
% 19% 6% 3% 31% 14% 24% 4% 100%
# 221 79 39 434 152 312 57 1,294
% 17% 6% 3% 34% 12% 24% 4% 100%
COMPLETION AND EXCELLENCE PERSPECTIVE
Notes:
2 Fall 2005
3 Fall 2006
Filipino Latino/aOther/
Unknown
Asian
American
African
American
5 Fall 2008
Native
AmericanTotal
4 Fall 2007
White
Rationale: 1)To understand how student completion trends
have changed over time. 2) To understand which student groups
are experiencing greater or lesser completion.
Definitions: 1) Completion within 150% time : Students who
complete a bachelor's degree within six years of enrollment.
Guiding Questions: 1) Is student group completion increasing,
decreasing, or remaining the same between 2004 and 2009?
2) How do these changes compare to the student populations
entering the institution? (See ACCESS Vital Signs)
6 Fall 2009
1 Fall 2004
050
100150200250300350400450500
Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Asian American African American Native American
White Filipino Latino/a
Other/ Unknown
Fall 2007
Fall 2004
Fall 2005
Fall 2006
Fall 2008
Fall 2009
USC Rossier School of Education
ACCESS EXCELLENCE & COMPLETION
RETENTION
CAMPUS EFFORT
The Equity Scorecard
Perspectives
Center for Urban Education17
The Equity ScorecardTOOLS of THE CUE EQUITY MODEL
Center for Urban Education
Benchmarking Equity and Student Success Tool (BESST) Tool (BESST)M1
Starting Cohort
M 2 End
Current
Goal
Center for Urban Education
Start Zone #1 Zone #2 Zone #3 Zone #4 Zone #5 Zone #6 Zone #7 End
Ethnicity/Race
# Entering
Fund. Math
Success in Fundamental
Math
Persistence to Beginning
Algebra
Success in Beginning
Algebra
Persistence to Intermediate
Algebra
Success in Intermediate
Algebra
Persistence to Transfer Level
Math
Success in Transfer Level
Math
All student Success
and Per.
# % # # % # # % # % # %
African American
Successful Course Completion Rate 40.7% 52.5% 50.0% 85.7%
3.5%# of Students Enrolled 172 70 61 32 18 9 7 6
Persistence Rate 87.1% 56.3% 77.8%
0
Asian
Successful Course Completion Rate 77.0% 70.3% 65.9% 81.8%
10.1%# of Students Enrolled 178 137 111 78 44 29 22 18
Persistence Rate 81.0% 56.4% 75.9%
0
Filipino
Successful Course Completion Rate 73.2% 67.7% 64.2% 70.0%
6.2%# of Students Enrolled 339 248 198 134 67 43 30 21
Persistence Rate 79.8% 50.0% 69.8%
0
Hispanic
Successful Course Completion Rate 60.5% 64.7% 66.0% 69.2%
4.3%# of Students Enrolled 628 380 295 191 97 64 39 27
Persistence Rate 77.6% 50.8% 60.9%
0
White
Successful Course Completion Rate 72.6% 72.1% 70.1% 75.0%
4.5%# of Students Enrolled 336 244 172 124 67 47 20 15
Persistence Rate 70.5% 54.0% 42.6%
The BESST
TOOLS of THE CUE EQUITY MODEL
USC Rossier School of Education
Head in
the
Clouds
… Feet
on the
Ground
USC Rossier School of Education
#1: Keep “Eyes on the
Prize”: Equity Goals.
#2: Set Actionable Goals.
#3: Break it Down:
Targeted Interventions
Using the BESST to….
USC Rossier School of Education
START ENDM1 M2 M3
A Cohort% of
Original Cohort
A Very Simple BESST Model
USC Rossier School of Education
START END
A Cohort
Applies Accepted Enrolls
% of Original Cohort
A Very Simple BESST Model
Center for Urban Education
START END
A Cohort
Enrolls
Attain college-
readinessGraduate
% of Original Cohort
A Very Simple BESST Model
Center for Urban Education
Pathways
Center for Urban Education
REALITY:NOT A Very Simple BESST Model
BLUE
COHORT
BEGINENDM1 M2M2 M3 M4 M5
GREEN
COHORT
BEGIN
ENDM2M1 M2 M3
Center for Urban Education
Center for Urban Education
Center for Urban Education
Center for Urban Education
Center for Urban Education
Incoming
transfer
students
who enroll
in fall term
Students
who
progress two
class levels
in four
semesters
BESST Model for Transfer: Four-year Institutions
Graduating Incoming Transfer Students
GR
AD
UA
TIO
N
Students
who
progress one
class level
in two
semesters
Worked Example: Seeing the BESST in Action
START M2
EN
D P
OIN
TM1
Center for Urban Education
12% of
Original Cohort
Graduate270Minority
Transfers370
12%17%22401090
1007201150
M 1START M 2 Grad
49%
# Students who
do not succeed
Using the BESST to Define Problems
Center for Urban Education
M 1 GradM 2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
18%Minority Transfers 400
550
2240
1090
An increase of 6%
Focus Interventions at a Milestone
From 370, an add’l 180 students
Center for Urban Education
M 2
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
67%
Minority Transfers
15101510
2240
M 1 Grad
41
An increase of 55%
1680
How Many Students Are Needed to Achieve Success Goals?
Center for Urban Education
Comparing the Experience Across Groups
22.2%
10.3%
20.8%Asian
AfAm
Latino
White
Na.Am
M 1 GradM 2
4.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%24.3%
Using the BESST to Define Problems
Center for Urban Education
Purpose of the BESST
• Provide a way to collaboratively set equity and student success goals.
• Make the magnitude of the changes needed to achieve those goals concrete.
• Identify gateway points of intervention to maximize positive impacts.
• Motivate data gathering and improvement of practices at the intervention points.
Center for Urban Education
Intercultural Effort
Action Step
Create an intensive program in which transfer students conduct undergraduate research with a
faculty mentor and regularly meet with peers to describe their
research activities.
Program enables students to research areas relevant to their
majors or careers, receive faculty mentoring, and build relationships
with peers.
What problems of practice are we targeting? Are they
harmful in some waysways that disadvantage minoritized students?
Are we focusing our efforts at a critical juncture where we will reach minoritized students?
How will this new practice differ from what we already do?
Center for Urban Education
Curriculum Alignment and Course Availability?
How do we facilitate the transition for transfers?
What is the
transfer
student
experience
in…the
classroom?
Are students
able to meet
the major
requirements
in two years?
Benchmarking Actionable Goal of increase success rate for African American Cohort in Milestone 1 to 67%
% to Original Cohort
67
%
67%
26%
18%
40%
7%
7%
n=4# of Students 38 10 4
Are students
able to enroll
in the
courses they
need?
Center for Urban Education
Inquiry ActivitiesTOOLS of THE CUE EQUITY MODEL
Center for Urban Education
Phase I Phase II Phase III Phase IV
“Becoming”
Practitioner-
Researchers
Pathways to
Equity
“Becoming” Best
Practitioners
Advancing
Equity
Review Data Envision Equity Collect DataDevelop Intervention
Plan/Enact Changes in
Practices
Find the GapsSelect an
Intervention Zone
Define the
Problem(s)
Assess
Interventions
Ask Second Level
Questions
Select Inquiry
Activities
Set Actionable
Equity Goals
Establish
Evaluation Plan
Communicate FindingsCommunicate Findings
and Goals
Communicate Findings
and Goals
Communicate Findings,
Goals, and Plan
Using the BESST in the CUE Equity Model
USC Rossier School of Education
Becoming “Practitioner Researchers”
Creating an Equity Pathway Policies and
Practices
“Becoming” Best Practitioners
Communicate and Circulate
Intervention Plan/Enact Changes in Practice
Establish Evaluation Plan
THE CUE EQUITY MODEL
Center for Urban Education
Questions, Comments?Email: [email protected]
Phone: 213-740-5202
Cite as: Dowd, A. C. (2010, May), Beyond Engagement: Ensuring Campus Effort for Equity and Student Success, General Education in California Conference, Fullerton, CA
Center for Urban Education © 2010 All rights reserved. University of Southern California