MeasuringStudentAccessandSuccessJulieHartley,USHEDavidMa,USHE

SessionOverview

• Regents’accessandsuccessstrategicplan

• USHE’saccessandsuccessmetrics

• Nextsteps

AFFORDABLEPARTICIPATION• SBRGoal:IncreasethenumberofUtahnswhodecidetoaccess,arepreparedfor,andsucceedinhighereducation.

• Regents’Metric:IncreasethepercentageofUtahhighschoolgraduatesenrollingincollegewithinfiveyearsto75%by2024-2025

TimelyCompletion

Regents’Goalfor2025is28awardsper100FTE.

• 2015:25awardsper100FTE

• 2016:26awardsper100FTE

MissingMetrics• CompletionGoalsspecificfordifferentgroupsofstudents,particularlythosewithattainmentgaps

• Assessments/measuresofthemaneuverabilityofinstitutionsanddegreepathways

IncreasetheeducationalattainmentofUtahnstoenhancetheiroverallqualityoflife,

andtomeetUtah’scurrentandfutureworkforceneeds.

AffordableAccess TimelyCompletion Research&Workforce Capacity&Growth

RegentWorkGroups

UtahCollegeAcceptanceLetter

StudentAidandTuitionPolicy

StepUpSchools

Highdemand,undersuppliedoccupations

StatewideData/Tech.Strategy

StrategicCommunications Plan

ImproveInformationtoStudents onWorkforce

Options

MentalHealthRecommendations

StudentTransfer

AffordableParticipation

StrategicPlanGoal

• 75%ofhighschoolgraduatesenrolledincollegewithinfiveofhighschoolgraduation

Cohorts2007-2012:

• 5th year:69%• 10th year:71%

CollegeEnrollmentbyGender

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

1_Yr 2_Yrs 3_Yrs 4_Yrs 5_Yrs 6_Yrs 7_Yrs 8_Yrs

Female Male

CollegeReadiness“ImplementspecificK-16partnershipinitiativesthatencouragecollegereadinesswiththegoalthateveryUtahhighschoolgraduateispreparedforcollege.”

USHERecommendedHighSchoolCurriculum

1.Substantialresearchindicatingcertaincoursesincreasedstudents’likelihoodofearninggradesofCorhigherinrelatedcollegecourses

2.DemonstratedcorrelationbetweenthecoursesandincreasesintheACTbenchmarkscoresusedtoplacestudentsintocollegeclasses

3.Alignmentwiththemoredemandingadmissionsrequirementsofhighlyselectiveinstitutions.

(UofU,USU,Westminster,BYU,Harvard,Yale,Columbia,Berkeley,Princeton,Stanford)

Math

Transcript Studies

• MathcoursehigherthanAlgebra2(UtahSecondaryMathIII)doubledoddsofcompletingabachelor’sdegree.

• StudentswhocompletedAlgebra2orbeyondinhighschoolweretwo- toalmostthree-timesmorelikelytobecome“wellpaid”or“highlypaid”professionals.

ACT• Utahstudentswho

• CompletedMathIII:16%metACTmathbenchmark

• Completed4thcreditofMath:62%hitbenchmark

H.S. Graduation Requirements

Recommended Curriculum

Find Out More:HigherEdUtah.org

High School Feedback Reports

Access&Completion

Completion

Regents’Goalfor2025is28awardsper100FTE.

• 2015:25awardsper100FTE

• 2016:26awardsper100FTE

Underrepresentedpopulations“Increasetheparticipationoffirst-generation,economicallydisadvantaged,andreturningadultswithtargetedoutreacheffortsandpartnershipswithorganizationsfocusedonimprovingcollegeaccessforthesecommunities.”

ImmediateCollegeEnrollmentRate

47.0%

69.0%

Utah National

8-YearCollegeEnrollment&GraduationRates

50.7%56.5%

61.7%66.2% 68.0% 69.1% 69.9% 70.5%

1.4%6.2%

11.4%

22.1%

31.6%39.9%

48.1%53.8%

1_Yr 2_Yrs 3_Yrs 4_Yrs 5_Yrs 6_Yrs 7_Yrs 8_Yrs

Enrollment Graduation

CollegeEnrollment&GraduationbyEthnicity

51.1%54.6%

64.6% 66.7%72.6% 76.0%

33.4%25.5%

30.9% 32.7%

55.9%61.7%

Hispanic Am.Indian Pac.Islander Black White Asian

Enrollment Graduation

CollegeEnrollment&GraduationbyIncomeLevel

73.9%

56.4%55.3%

38.9%

Enrollment Graduation

Non-LowIncome LowIncome

CollegeEnrollment&GraduationbyEnglishProficiency

71.3%

54.3%

39.5%

24.9%

Enrollment Graduation

Non-LimitedEnglish LimitedEnglish

CollegeEnrollment&GraduationbyACTScores

49.3%

78.8%86.1% 90.4% 93.3% 91.8%

34.8% 39.2%

57.5%67.7%

77.4%84.7%

NoScore <= 18 19to21 22to24 25to29 30to36

Enrollment Graduation

InteractionEffects

37.3%47.2%

59.6%

88.3%

18.2%30.2%

42.0%

64.9%

6.8%14.2%

25.0%

57.3%

Three Two One None

Enrollment Graduation Enrollingin&GraduatingfromCollege

Beingastudentofcolor,fromalow-incomefamilyandhavingnoACTscore

Easeofparticipation

Maneuverability“ImproveeaseofaccessamongK-12studentsthroughon-campusexperiences,concurrentenrollment,andaccessamongallstudentsthroughtransferabilityandstreamlinedtransitionstocollegethroughtheadmissionsandonboardingprocessesatUSHEinstitutions.”

Gatewayvs.GatekeeperCourses

DFWIRatesfor10GatewayCourses

• BIOL1610 MATH1010/MAT1010• CHEM1210 MATH1030• ENGL1010/WRTG1010 MATH1040/STAT1040• POLS1100 MATH1050• PSY1010 MATH1060

HighorLow?

25.9%

16.5%

10GatewayCourses AlltheOther1000&2000LevelCourses

DFWIRatesByCourse

19.9% 20.7% 22.9% 23.9% 24.1%27.1% 27.1% 28.0% 29.6%

35.5%

POLS1100 ENGL1010 PSY1010 MATH1030 CHEM1210 MATH1060 MATH1040 BIOL1610 MATH1050 MATH1010

DFWIRatesByInstitutions

18.5%22.6% 24.2% 25.0% 25.3% 25.3% 26.5%

33.2%

USU UU SUU WSU SNOW UVU DSU SLCC

DFWIRatesbyEthnicity

22.3% 23.8%27.3% 28.3%

31.5%34.5% 34.5%

42.3% 42.5%

Unspecificed White NonRes.Alien

Asian Multiple Hispanic Ame.Ind. Pac.Isl. Black

DFWIRatesbyCourseandbyEthnicityAsian Black Hispanic American

Indian MultipleNon

ResidentAlien

PacificIslander Unspecified White All

BIOL1610 33.6% 49.3% 40.0% 41.5% 29.2% 33.3% 42.1% 24.6% 25.2% 28.0%

CHEM1210 27.1% 45.7% 34.1% 44.7% 22.9% 27.3% 34.8% 15.6% 22.6% 24.1%

ENGL1010 22.5% 34.6% 29.4% 28.7% 27.0% 23.0% 41.0% 14.3% 18.5% 20.7%

MATH1010 39.0% 47.5% 42.4% 43.6% 41.0% 25.5% 44.1% 40.4% 33.4% 35.5%

MATH1030 19.0% 42.4% 29.0% 40.0% 27.7% 25.5% 38.9% 27.8% 21.5% 23.9%

MATH1040 22.0% 49.4% 35.4% 34.5% 33.1% 23.1% 40.0% 29.7% 25.4% 27.1%

MATH1050 36.4% 47.7% 38.8% 32.2% 36.7% 31.4% 53.3% 23.9% 27.5% 29.6%

MATH1060 30.4% 47.4% 32.3% 35.0% 32.4% 26.3% 25.0% 30.5% 25.7% 27.1%

POLS1100 20.0% 37.6% 28.2% 27.6% 22.4% 33.0% 39.0% 17.8% 17.5% 19.9%

PSY1010 21.9% 41.5% 32.4% 33.0% 31.0% 28.2% 37.7% 20.7% 20.5% 22.9%

All 28.3% 42.5% 34.5% 34.5% 31.5% 27.3% 42.3% 22.3% 23.8% 25.9%

Freshmen8-YrGraduationRatesbyDFWIStatus

52.1%

33.7%

24.0%17.9%

NoDFWI OneDFWI TwoDFWI >=3DFWI

GatewayCourses:Math

22.2%offirst-yearFreshmenenteroursystemwithQLrequirementsalreadycompleted

• 17.1%throughACTscore

• 7.6%throughConcurrentEnrollment

GatewayCourses:Math

64%offirst-yearstudentsenrollinamathpathway

• 40.8%aretakingremedial

• 35.7%aretakingaQL=Math1030orgreater

USHEGatewayCourses:Math

Passrates:

• 54%whotookaremedialcoursefailed

• 49%ofstudentswhotookQuantitativeLiteracycoursesfailed

Problem:WrongMathPathway

DFWIStudy

• StudentswhoareadvisedintoMath1050areatgreaterriskforfailure,especiallyifcalculusisnotneededfortheirmajor.

• Puttingstudentsinthewrongmathclass=settingthemuptodropout.

INSTITUTIONAL MATH ASSESSMENT WORKSHOP

OUTCOMESMostSTEMdegreeskeptMATH1050(orhigher)asQLand/orprerequisiteoption(whencalculusisadegreerequirement).

Sixty-sixprogramsinarts,humanities,socialscience,andteachingeliminatedMATH1050asQL.TheywillsubstituteSTAT1040,STAT1045oranothernewprogram-specificQLcourse.

USHE’s Meta-majors

VeryearlyresultsfromSLCC

GettingstudentsintoappropriateQL:

• 22%increaseinmathenrollments.

• 25%increaseinthenumberstudentspassingaQLcourseinagivensemester(460morestudentsthaninFall2015)

IncreasetheeducationalattainmentofUtahnstoenhancetheiroverallqualityoflife,

andtomeetUtah’scurrentandfutureworkforceneeds.

AffordableAccess TimelyCompletion Research&Workforce Capacity&Growth

RegentWorkGroups

UtahCollegeAcceptanceLetter

StudentAidandTuitionPolicy

StepUpSchools

Highdemand,undersuppliedoccupations

StatewideData/Tech.Strategy

StrategicCommunications Plan

ImproveInformationtoStudents onWorkforce

Options

MentalHealthRecommendations

StudentTransfer

DataStrategy• PredictiveAnalytics

• Institutionallevel:quality,real-timeanalyticsthatcanpersonalize thestudentexperience inadvising,degreepathways,courseregistration, financialneed,andjust-in-timeintervention.

• Systemlevel:Predictiveanalyticstaskforce;sharingofbestpractices; systempatterntrackingandinterventions(i.e.,areparticular transferpathwayscausingproblems)

• Datamanagementandreportingthatprovidesclearperformanceandvaluetrackingforkeystakeholders(legislators,BoardofRegents,BoardsofTrustees,businessadvisoryboards,etc.)

• Increaseandscaletheavailabilityandflexibilityofcoursesforstudents,leveragetheecosystemfornontraditionalteachingexcellence, andaddressnewandrapidlyevolvingcurriculumneedstobetterservestudents(i.e.,PLA,CBE,computeradaptedassessment).

• ImprovedarticulationandtransferofstudentsamongUSHEandUTech institutionsandbetweenUSHEinstitutions.

• ITinfrastructurewiththerequisitesecurityandusability.

• CostsavingseffortsthroughcommonITstrategies,coordinatedlicensing,andeffectiveITinvestmentinenterpriseapplications,standards,security,andinfrastructure.

TransferInitiative• Goalofthispriorityistoincreasethe#ofstudentsthatsuccessfully*transferfromtwo-yearprogramtofour-yearprogramthroughthe:

• ExaminationofProgramArticulationintoptransfermajors

• Purchaseandimplementationofastatewidedatatransferplatformthatstrengthenscourse-to-coursearticulationsandincludesprogram-to-programarticulations

• Implementationofasystemwide studentidentifier

• Developmentofacompletionmetricthattrackstransferpathsaspartofon-timegraduation

• ReportofhowPLAisrecordedandtransfersacrossthesystem(e.g.doesAPcountascourseequivalent&ifnot,doesthecourseitwaivestransferacrossinstitutions?)

Questions