Increasing Student Success

Achieving the Dream Status Report

June 2, 2009

TCC Core Value: #1 Student Success

AtD Process 2008-2009

Process of Data-informed Decisions at TCC

1. Examine quantitative data provided by TCC Office of Institutional Research

2. Determine barriers/challenges through focus groups, literature reviews, surveys

3. Design interventions that align with AtD goals and target TCC barriers

4. Assess outcomes of interventions: formative & summative

5. Modify interventions based on assessment data

6. Continue cycle to increase effectiveness of interventions

InterventionsGoal Student Barrier Intervention Status

1 - 5 PERSISTENCE•Tulsa Achieves Implementation Tulsa Achieves Communication Implemented and

Modified: Now complete

1 - 5

PERSISTENCE•Adjusting to College•Balancing school and life•Communication issues with instructors•Students not academically prepared•Student motivation

Strategies for Academic Success

Implemented: Fall 2008 and continuing

1 - 5PERSISTENCE•Choosing courses•Students not academically prepared

Advising Implement: After fall 2009 grades posted on Banner

1 - 3

DEVELOPMENTAL READING•Negative attitudes towards developmental course Developmental Reading Implement: Fall 2009

1 - 5

PERSISTENCE•Adjusting to College•Balancing school and life•Students not academically prepared•Student motivation

African American Males 2009-2010: Study year

1 - 3 DEVELOPMENTAL MATH•To be determined Developmental Mathematics 2009-2010: Study year

TCC Intervention GuideAssists intervention teamsDetails steps for creating an intervention

meeting AtD standardsFollows Four Components of AtDFocuses intervention on

AtD goalsTCC student barriersIntervention outcomesAssessment for effectivenessModification based on assessment results

Tulsa Achieves Implementation: Communication Intervention

6 out of 10 remembered the QuickFacts communication nearly one year later.

94% reported it answered some to all of their questions about TA program.

76% rated above average or excellent the communication of the application deadline

76% rated above average or excellent the communication of the enrollment process.

Results of Strategies Course InterventionPersistence for first-time freshmen taking Strategies

course was significantly greater than non-Strategies first-time freshman (95% confidence level)

Student scores for all ten Learning and Study Strategies Inventory (LASSI) scales increased significantly at the 95% confidence level from pretest to posttest.

Strategies students, who scored higher on the LASSI post-test Information Processing, Motivation, and Test Strategies scales, were significantly more likely to persist to the spring semester.

Strategies students, who scored higher on the LASSI scales of Selecting Main Idea and Test Strategies, were significantly more likely to perform better on the essay (critical thinking rating).

Developmental Reading Intervention: Reading I and II

Results: Major reading barriers (by frequency):

BARRIER TYPE COUNT PERCENTAGE

1 Insufficient Reading Skills 25 14%

2 Negative Student Attitudes * 24 13%

3 Amount/Scheduling of Work 21 12%

4 Reading Lab work 20 11%

* Includes strong negative attitudes about zero-level credit

Insufficient reading

skills14%

Other challenges

50%

Negative attitudes

13%

Amount/

schedulingof work 12

Reading lab work11%

These are common examples from the Complete Reading Focus Group Data – Fall 2008These are common examples from the Complete Reading Focus Group Data – Fall 2008

These are common examples from the Complete Reading Focus Group Data – Fall 2008These are common examples from the Complete Reading Focus Group Data – Fall 2008

Changing the Culture of EducationWhat’s Easy

InquiryEvidence

What’s challenging Terminology: Assessment, Evaluation,

InterventionConnecting data to intervention designConnecting evaluation to revision

Creating Connections: A Process of Change

Goals of AtDComplete developmental

courses & progress to credit-bearing courses

Enroll in & complete gatekeeper courses

Complete courses with a grade of “C” or higher

Re-enroll from one semester to the next

Earn certificates & degrees

Overlapping Connections

AtD 4-component processInterventionsAtD GoalsAssessmentsEvaluationRevision

Intervention Guide: Creating Connection

Promoting Institutional ChangeCollege-wide Teams

• Leadership• Core• Data• Research• Communication

Intervention Teams• Advising• African American Male Students• Orientation• Strategies for Academic Success• Reading I and II

• Math

Broad-based Institutional InvolvementCollege-wide Teams Membership FunctionLeadership Team 2 Faculty

4 AdministrationSupport and approve policy changes and allocations of finances and resources

Core Team 11 Faculty*11 Administration

Ensure communication to all stakeholders and coordinate college-wide interventions

Data Team 6 Faculty*4 Administration

Research Team 1 Faculty*2 Administration

Create, develop, and train research support teams for research design, assessment, analysis, and interpretation

Communication Team 2 Administration1 Staff

Create, develop, and maintain BB AtD organization site/calendar. Identify, develop, and maintain internal and external communication streams

April 2009 Change: AtD Teams are being developed. For most teams, we anticipate 20+ membership and a final team configuration Sept. 2009•*Faculty Leadership

Broad-based Institutional InvolvementIntervention Teams Membership Function

Advising Intervention 10 Faculty*4 Administrative5 Staff

•facilitate all aspects of intervention design, planning, implementation, assessment, evaluation, and revision•Identity future stakeholders to ensure integration of goals and outcomes•communicate progress and resource needs, provide monthly updates to Core Team •Ensure team representation reflects the broad constituency within the college

Strategies for Academic Success

10 Faculty*2 Staff2 Administrative

Orientation Intervention*Just beginning

Developmental Reading Intervention

13 Faculty* (full & part-time)3 Administrative

Developmental Math Intervention

*Just beginning

April 2009 Change: AtD Teams are being developed. For most teams, we anticipate 20+ membership and a final team configuration Sept. 2009•*Faculty Leadership

What’s it been like?

Steep learning curvePatience & people skillsVaried agendas, experiences, needsInstitutional resources, talents, expertiseAffirming, affirming, affirming

Long-term Impact: Changing Systems

Essential Components Institutional history Leadership Resource allocation Research model Adaptive flexibility Long-term commitment Systematic/systemic change

More Information

http://www.tulsacc.eduQuick Links: Achieving the Dream

National organizationhttp://www.achievingthedream.org