“Access, Persistence and Retention: Family Involvement for Latino Success in College”

Texas Association of Chicanos in Higher Education Conference

Saturday, February 16th, 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 ImplementationAcademic

YearClass 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.

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.

Website

Statistical Treatment

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

1.Do you offer scholarships to students?

2.Is the grant limited in supporting classes pertaining to a specific subject area?

3.What are the benefits for faculty?

4.Are there guidelines for faculty to follow when using the FIM model?

5.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