President and CEO, Achieving the Dream
Karen Stout
Data Drives Destiny
Copyright © 2015, SAS Institute Inc. All rights reserved.
“We need to have information coursing through our systems, disturbing the peace, imbuing everything it touches with new life. We need, therefore, to develop new approaches to information---not management but encouragement, not control but genesis.”
Margaret Wheatley
2014 NETWORK SURVEY RESULTS
“In order to lead, a community college president needs a
narrative & numbersnarrative & numbers.ATD has provided
bothboth.”- An Arkansas College in the
Network since 2007
Copyright © 2015, SAS Institute Inc. All rights reserved.
ACHIEVING THE DREAM
FIVE PRINCIPLES
Committed Leadership
Use of Evidence to Improve Programs
and Services
Broad Engagement
Systemic Institutional
Improvement
Equity
INGREDIENTS CULTURE OF EVIDENCE
10+ YEARS OF ACHIEVING THE DREAM
2004 - 2010 2010 - 20142010 - 2014 2014 - 20192014 - 2019
Achieving the Dream was conceived as a national initiative conceived as a national initiative by a visionary group of partners
and investors, led by Lumina Foundation
With support from its partners, investors, and Network, Achieving the
Dream became an independent national independent national
nonprofit organization nonprofit organization in
Achieving the Dream is moving forward to leverage the lessons leverage the lessons learnedlearned over its first 10 years with the goal goal of catalyzing systemic of catalyzing systemic institutional changeinstitutional change at all its colleges
ATD’s reach has expanded to over 200 colleges across 35 over 200 colleges across 35 states and the District of Columbiastates and the District of Columbia
Together, we changed the conversationchanged the conversation from valuing student access to higher education to prizing access and success for all access and success for all studentsstudents
STUDENT SUCCESS ATD BY THE NUMBERS
•
2014 NETWORK SURVEY RESULTS
“ATD has changed community colleges in
a way that will neverneverbe the samebe the same.”
-A Washington College inthe Network since 2006
2014 NETWORK SURVEY RESULTS
#1 CHANGE OBSERVED ON CAMPUS
2014 NETWORK SURVEY RESULTS
#2 CHANGE OBSERVED ON CAMPUS
2014 NETWORK SURVEY RESULTS
#3 CHANGE OBSERVED ON CAMPUS
2014 NETWORK SURVEY RESULTS
THE DEGREE IN WHICH COLLEGES PARTICIPATION IN THE ATD NETWORK HAS TRANSFORMED APPROACH TO HELPING STUDENTS SUCCEED
00 11 22 33 44 55 66 77..44 88 99 1010
INSTITUTIONAL CAPACITY
FRAMEWORK(R)EVOLUTION
INSTITUTIONAL CAPACITY ASSESSMENT TOOL
STUDENT SUCCESS
What We Know
and
What We Don’t Know
THE CHALLENGE
“No bird soars in
a calm.”
---Wilbur Wright
“A bird when soaring does not seem to alternatively rise and fall as some observers thought. Any rising or falling is irregular and seems to be disturbances of fore-and-aft equilibrium produced by gusts. In light winds the birds seem to rise constantly without any downward turns.”
---Page 54, The Wright Brothers
ATD NETWORK DATA IMPROVING STUDENT OUTCOMES TAKES TIME
Perhaps we know more about the WHAT thanwe want to admit and we needhelp with the HOW and the WHO.
“Our learning lies in the telling of our stories.”
---David Price, Open: How we will work, live and learn in the future
WHAT DO WE KNOW?
WHAT WE KNOW CONNECTION, SCALE, CUSTOMIZED, DESIGN
• Interventions that are not connected and scaled
are not yielding strong returns • New generation of developmental reform to
connected, customized and accelerated rather
than as stand alone pre-requisite• Entry to transition systems must be redesigned
WHAT WE KNOW EQUITY, LEADERSHIP, CONNECTION
• Equity-minded design is essential and must be
intentional and comprehensive • Leadership matters• We must find new ways to be part of a larger
connected and dynamic system
WHAT WE KNOW GUIDED PATHWAYS
• Our “cafeteria” approach
must move to one with
meta majors and fewer
program choices with
aligned courses and
strategically placed and
custom designed
academic and non-
academic supports
WHAT WE KNOW
Our decade of small experiments with
incremental outcomes
suggests that we must
be willing to transform our structures,
more proactively.
SSI STUDENT SUCCESS INVENTORY
WHAT WE DON’T KNOW
• What non-academic supports are required at
what times for what students?• What blend of academic and non-academic
supports make a difference for what students?• How do we secure significant gains for the most
underprepared students?
WHAT WE DON’T KNOW
How can we support colleges in designing colleges for whole transformation?
How do we support faculty and build deep engagement?Innovation needs to be “caught” not imposed.
How do we design our colleges to be fully equity minded?
How do we ensure that our colleges are adequately funded to place a focus
on student success (fear of enrollment loss)?
How do our colleges work through the tensions associated with the necessary
reallocation of dollars to support this work?
THE HOW
Applicant receives packet
Communications Management
(CRM)
New Student Registration Session
Portal, WebAdvisor, Starfish, SEP,
Email, Blackboard
Communication to accepted students
CROA reports and Outlook (CRM)
Placement Testing
Accuplacer & virtual proctoring
Recruitment –Prospect – Applicant
(CRM)
Educational Planning
Student Educational Planning (SEP)
Focus 2 Montco Money
PA TRAC
Holistic Evaluation
Image Now (Transcript
Capture/Evaluation)
2nd Semester & Beyond
Student Success Network
SEP, Starfish (Advisor/Student
Dashboards)
New Student Orientation
+ OrgSync
(Online Orientation Tool)
Completion, Commencement, Transfer and/or Job Placement
PA TRAC, PA Job Gateway, College Central
College Ready?
YES
NO
On-line prep Ex: Plato, My Foundations Lab
APA Citation: Stout, K. (Speaker) (2014, December 5). Rethinking Successful Pathways to Credit Coursework. Maryland Association of Community Colleges Summit on Completion. Lecture conducted from, Catonsville.
@drkastout
Copyright © 2015, SAS Institute Inc. All rights reserved.
Copyright © 2015, SAS Institute Inc. All rights reserved.
MATURITY OF CAPABILITY BY STAGE
• Level One: Analytically Impaired• Level Two: Localized Analytics• Level Three: Analytical Aspirations• Level Four: Analytical Institutions• Level Five: Analytical Competitors
• Davenport and Harris, Competing on Analytics
Training & Development
Planning Systems
Organizational Structure /
Architecture
THE ANATOMY OF AN ANALYTICAL CULTURE
THE BUILDING BLOCKS
Reporting & Analysis
Tool
Mission / Commitment
Analytical Ecosystem
Training & Development
THE ANATOMY OF AN ANALYTICAL CULTURE
THE BUILDING BLOCKS
Analytical Ecosystem
Mission / Commitment
Explicit commitment to data-informed decision making
Leadership buy-in, involvement, and investment
Training & Development
THE ANATOMY OF AN ANALYTICAL CULTURE
THE BUILDING BLOCKS
Analytical Ecosystem
Planning Systems
Deep, broad, and inclusive strategic and annual planning systems
Measureable long, medium, and short -term goals aligned with key performance indicators
Touches whole organization
Training & Development
THE ANATOMY OF AN ANALYTICAL CULTURE
THE BUILDING BLOCKS
Analytical Ecosystem
Organizational Structure / Architecture
Values and supports IR and IT
Solid data & technology governance systems
Venue for honest faculty, staff, administrator, and student discussions
Training & Development
THE ANATOMY OF AN ANALYTICAL CULTURE
THE BUILDING BLOCKS
Analytical Ecosystem
Training & Development
Provided to employees at all levels to gain prescribed level of analytical competence
Training & Development
THE ANATOMY OF AN ANALYTICAL CULTURE
THE BUILDING BLOCKS
Analytical Ecosystem
Reporting & Analysis Tools
E.g. Kaplan and Norton’s* balanced scorecard
Shared with and easily accessed by all employees
Unit and course –based success cards to consider the “what if?”
* HBR 1992
VALUE OF EDUCATION