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SUPPORT FOR YOUR STUDENT EQUITY PLAN
Presented by the Institute for
Evidence-Based Change
September 5, 2014
Presenters
Richard DuranPresident of
Oxnard College
Jordan HorowitzVice President
IEBC
Brad PhillipsPresident
IEBC
Engaging in the Student Equity Plan
• Welcome to the webinar!• The changing face of California• The importance of this work• Colleges need to welcome and embrace this opportunity
• This is not a “check the box” plan• Develop an authentic, doable plan
Data Use and Your Student Equity Plan
Analyticsdata collectiondata storagedata linking
data analysisdata reporting
Human Judgment
information processingdecision making
How much data is really actionable?
Some Overarching Considerations
Typical Student Tracking Outcomes
How much data is really actionable?
Don’t forget about the overall numbers
Some Overarching Considerations
Transfer Rate by Age Group
18-21 22-28 29-34 35+
-5%
0%
5%
10%
15%
20%
25%
30%
24%
14%12%
8%
Transfer Rate by Age Group
18-21 22-28 29-34 35+0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
24%
14% 12%8%
How much data is really actionable?
Don’t forget about the overall numbers
If your reports indicate that a majority of your students are underperforming—that all or most of your percentages are low, then it’s your systems and not the students
Some Overarching Considerations
Systems
Student
How much data is really actionable?
Don’t forget about the overall numbers
If your reports indicate that a majority of your students are underperforming—that all or most of your percentages are low, then it’s your systems and not the students
Identify your key themes
Some Overarching Considerations
Persistence
Remediation
Special Populations
Student Services
Preparation
Instruction
How much data is really actionable?
Don’t forget about the overall numbers
If your reports indicate that a majority of your students are underperforming—that all or most of your percentages are low, then it’s your systems and not the students
Identify your key themes
It’s not just about programs, don’t forget about policies
Some Overarching Considerations
Programs PoliciesStudent
status
Innovations
• Impact of culture and habit on organizational change
• Setting criteria for innovations• Reviewing current efforts• High impact policy and practice innovations• Using project management to support implementation
• Monitoring and evaluate the effectiveness of innovations
The Landscape
• What is your College already doing to address gaps in student equity?
• What populations are being served?• What evidence exists to support the efficacy of the practices?
• Of these, what can be scaled, modified or eliminated?
• What new initiatives can be employed that have a research basis for improvement?
Considerations and Criteria• No BOUTIQUE practices• No small grants for innovation• Think big, start small• Not about restoring what was lost in the cuts• Must be able to go to scale• Must be researched-based• Must be able to implemented properly• Must be adequately resourced• Think systemically• Modest gains can be made with student services alone,
Large gains can be made with instructional interventions and student services combined
Policies/Practices• Barrier removal• Eliminate late registration• First time in college strategies• Authentic orientation• Align HS and college coursework• Supplemental instruction• Summer boot camp• Purposeful mentoring• Focus on retention strategies• Learning communities at scale• Structured Academic Pathways
Use Project Management to Ensure Effective Roll Out of the High Impact
Practice
Effective innovations+
Effective implementationIncreased Student Success!
Project Management Plan
• RASIC• Responsible• Accountable• Support• Inform• Consult
Monitor and Evaluate the Effectiveness of the Policy/Practice
• What gets measured gets done• If you don’t measure results, you can’t tell success from failure
• If you can’t see success, you can’t reward it• If you can’t reward success, you’re probably rewarding failure
• If you can’t see success, you can’t learn from it• If you can’t recognize failure, you can’t correct it• If you can demonstrate results, you can gain support for the work
• Adapted from: Reinventing Government, Osborne and Gaebler, 1992
Era of Accountability
Evaluation Steps• Develop data collection methods before the start of the
intervention• Include both process and outcomes measures• Include the student voice• Decide what success would look like• Collect data often• Use the outcome data in both a formative and summative
way
Building a Logic ModelFor Evaluation
Situation Inputs Activities OutputsOutcomes/
impacts
What problem are you trying to solve
What resources go into a program
What activities
the program undertakes
What is produced through
those activities
The changes or
benefits that result from the program
Questions and Answers
Thank You for Attending! For Further Information…
Brad C. Phillips
619-252-8503
Jordan E. Horowitz
562-743-7920
www.iebcnow.org
We’re happy to help as you move forward!
