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“Access, Persistence and Retention: Family Involvement for Latino Success in College” 2008 Innovations Conference League for Innovation in the Community College March 03, 2008. Overview. - PowerPoint PPT Presentation
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“Access, Persistence and Retention: Family Involvement for Latino Success in College”
2008 Innovations ConferenceLeague for Innovation in the Community College
March 03, 2008
Overview
Grant funded research project to create a Family Involvement Model that engages college students’ families in the instructional process
Measure the effect of the model on access, retention, and persistence
Document the impact of involving students’ families in the learning process
Share the model with other colleges to replicate results
What is the FIM Model?
Refers to the integration of one or more key family
members of Latino students into student success initiatives throughout their academic experience
Why use FIM Model?
Involving families works according to an extensive review of successful K-12 and other similar student retention practices
Our approach will use the FIM model for the first time at the college level.
Participants
Lead CollegesMountain View College
Brookhaven College
Follow-on CollegesEl Centro College
Richland College
North Lake College
Cedar Valley College
Palo Alto College
Project Timeline
Year 2
Implementation
Richland College And
El Centro College
Planning
Year 3
Implementation
Follow-On Colleges
Four DCCCD and external colleges
will be added
Year 1
Mountain View College and Brookhaven
College
Family Involvement Model Implementation
Academic Year
Class Faculty Description
Fall 2006Spring 2007
Fall 2007
Mountain View CollegeCultural Studies: Fiesta Oak Cliff 2370-6001
Dr. Geoffrey Grimes & Dr. Laura Gonzalez
-Family member is involved in 5 of 7 cultural events.
-Genealogy Project & Guest Speakers.
Fall 2006Spring 2007
Fall 2007Spring 2008
Brookhaven College Cultural Studies Mexico: A cultural Perspective 2370-2001
Edleeca Thompson &Dr.Charles McAdams
-Students research the history and origins of a dish that is indigenous to Mexico and bring it to class. A family member is invited to join the class for the potluck.
-Students involving a key family member in 1 or more of the class activities receive honors credit for CUST 2370 and have 5 points added to their final average.
Fall 2007Richland CollegeCultural Studies 1305-2370
Carlos Rovelo
-Students interview family members for a polling project.
-Student invite family to class and create an alter for “Dia de los Muertos for deceased relatives.
Spring 2008Brookhaven CollegeCultural Studies The Caribbean:A Cultural Perspective 2370-2003
Edleeca Thompson & Giraud Polite
-Students work with a family member to create a recipe for a Caribbean Culinary Project.
-Students work with family members to construct a genealogy project.
-Students work with family members in developing a family point of view of their ancestral homeland as part of a Postcards from the Edge Project.
Spring 2008
Mountain View CollegeLearning Communities La Raza: The History and Art of Latino
AmericansHIST 1302-6008/ART 1301-6005
Cristina Medina & Liz Nichols
-Family member will be involved in 1 of 4 of the cultural events.
-Curriculum based on Mexican-American/Latino emphasis and inclusion of family involvement-brainstorming projects and researching.
-Films and texts used in the class integrate family perspective.
- Guest visitor presentation and presentation of a creative project.
Family Involvement Model ImplementationAcademic Year Class Faculty Description
Fall 2006Spring 2007
Fall 2007
Mountain View CollegeCultural Studies: Fiesta Oak Cliff 2370-
6001
Dr. Geoffrey Grimes
& Dr. Laura
Gonzalez
-Family member is involved in 5 of 7 cultural events.
-Genealogy Project & Guest Speakers.
Fall 2006Spring 2007
Fall 2007Spring 2008
Brookhaven College Cultural Studies Mexico: A cultural Perspective
2370-2001
Edleeca Thompson
&Dr.Charles
McAdams
-Students research the history and origins of a dish that is indigenous to Mexico and bring it to class. A family member is invited to join the class for the potluck.
-Students involving a key family member in 1 or more of the class activities receive honors credit for CUST 2370 and have 5 points added to their final average.
Fall 2007Richland CollegeCultural Studies 1305-
2370Carlos Rovelo
-Students interview family members for a polling project.
-Student invite family to class and create an alter for “Dia de los Muertos for deceased relatives.
Student Video
Mountain View College:
Learning how the Oak Cliff communities work: families, churches, schools, political groups
HIST 1302 / ARTS 1301 La Raza: the history and art of Latino Americans Learning Community
Cultural Studies Fiesta Oak Cliff
Brookhaven College: Cultural Studies
Mexico Studies: A Cultural Perspective
Interdisciplinary and cross-cultural studies humanthought and relationships byconsidering a significant theme
The Caribbean: A Cultural Perspective
Focuses on topics related to the Caribbean, with special emphasis on the African influence within the broader Caribbean, Central, and South American regions.
Richland College
Introduction to the field of Mexican-American/Chicano studies from its inception to the present. Introduce students to salient cultural, economic, educational, historical, political, and social concepts.
Faculty Video
Website
Statistical Treatment
The grant is a research grant not an implementation grant.
As such, our primary focus is on documenting the results of the grant using both qualitative and quantitative measures. We do, as educators, have a desire to see
our students succeed. One measure that is a pleasure to report is the faculty reporting through video techniques that the model
works for their student’s success.
Types of data
1. Qualitative data in the form of video, opinionaires, and feedback sessions
2. Artifacts
3. Quantitative data from Colleague data base
Success – A,B,C
Persistence – Staying in the classuntil the end with a performancegrade
Retention – Returning in the next full term
Definitions
Family Involvement Enrollment Compared to
General College Enrollment
The First CohortSpring 2007 To Fall 2007
Brookhaven CollegeCultural Studies-2370-2001
Mountain View CollegeCultural Studies-2370-6001Cultural Studies-2370-6002
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Spring 2007/Fall 2007 Cohort
FIM 76.3% 83.1% 69.5%
MVC/BHC 64.6% 81.9% 52.9%
Success Persistance Retention
The Second CohortFall 2007 to Spring 2008
Brookhaven College
Cultural Studies-2370-2001Mountain View College
Cultural Studies-2370-6001Cultural Studies-2370-6002
Richland CollegeHumanities-1305-8096
Cultural Studies-2370-8096
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Fall 2007/Spring 2008 Cohort
FIM 79.4% 83.8% 77.9%
MVC/BHC/RLC 66.7% 81.8% 63.8%
Success Persistance Retention
Treatment Control Total
Did persist in class to performance grade
49 (48.33) 35728 (35728.66)
35777
Did not persist in class to performance grade
10 (10.66) 7881 (7880.15) 7871
Total 59 43609 43688
The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of success is the same for students receiving treatment as the students not receiving treatment (control). X2 = 1.749 significance <.20In this case the null hypothesis is accepted. The treatment did not have a statistically significant positive effect on the retention of students. However, there is the possibility of educational significance. This result should be examined further to determine the cause of the magnitude of increase in persistence.
Spring 2007 Persistence
Treatment Control Total
Did persist in class toperformance grade
57 (55.65) 69885 (69886.34) 69924
Did not persist in class to performancegrade
11 (12.34) 15501 (15499.65) 15512
Total 68 85386 85454
Fall 2008 Persistence
The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of success is the same for students receiving treatment as the students not receiving treatment (control). X2 = .24 significance <.30In this case the null hypothesis is accepted. The treatment did not have a statistically significant positive effect on the retention of students. However, there is the possibility of educational significance. This result should be examined further to determine the cause of the magnitude of increase in persistence.
Treatment Control Total
Returned 41 (31.23) 9176 (9185.76) 9217
Not Returned 18 (27.76) 8176 (8166.23) 8194
Total 59 17352 17411
Spring 2007/Fall 2007 Retention
The null hypothesis is that the two variables are independent - or, in this particular case that the likelihood of not returning is the same for students receiving treatment as the students not receiving treatment (control). X2 = 6.49 significance .01In this case the null hypothesis is rejected. The treatment did have a statistically positive effect on the retention of students.
FAQ’s
Do you offer scholarships to students?
Is the grant limited in supporting classes pertaining to a specific subject area?
What are the benefits for faculty?
Are there guidelines for faculty to follow when using the FIM model?
What will happen to the classes, once the grant’s funding has ended?
Desired Results
Models that include the family in the instructional process Models implemented in courses with addition of minimal funding All colleges involved in the data collection and evaluation processes
The Contents of this presentation were developed under a grant
from the Fund for the Improvement of Postsecondary
Education (FIPSE), U.S. Department of Education, and
you should not assume endorsement by the Federal
government
