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GRCC Data Team

GRCC Data Team. August 25, 2010 September 10, 2010. Purpose of the Data Team. To review student outcomes to determine those areas where the greatest achievement gaps exist Role of the data team is NOT to determine what strategies we should consider to address achievement gaps

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GRCC Data Team

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  1. GRCC Data Team August 25, 2010 September 10, 2010

  2. Purpose of the Data Team • To review student outcomes to determine those areas where the greatest achievement gaps exist • Role of the data team is NOT to determine what strategies we should consider to address achievement gaps • That will come later…….

  3. GRCC Data Team to study…… …the number of students who. . . • Complete developmental courses • Succeed in the gatekeeper courses • Complete courses with a grade of “C” or better • Re-enroll from one semester to the next • Complete--earn certificates and degrees

  4. Relationship to Other Campus Teams/Work • Strategic Planning (Strategic Leadership Team) • Achieving the Dream • AQIP • College Action Projects • Department Action Projects • AGC/Deans Council

  5. ATD Framework • “Achieving the Dream is especially interested in low-income students and students of color because research shows that they are most at risk of not achieving success. At the same time, by improving outcomes for these students, colleges will be able to increase success rates for all students overall.” From the “Field Guide for Improving Student Success, 2009”

  6. ATD Project Teams– October 2010 – March 2011 Data Team – Aug/Sept 2010 Ongoing……

  7. Data for two audiences. . . • Simple, repetitive data that we all wish EVERYONE AT THE COLLEGE KNEW ALL OF THE TIME: • graduation rate? • Ethnic makeup of student population? • Percentage of students needing dev ed? • DETAILED DATA FOR THE DATA TEAM: • Retention data by segment groups • Graduation rate data by segment groups • Course level data by segment groups

  8. Ten Things Everyone at GRCC Should Know • If we want all students who attend GRCC to be successful and accomplish their goals, it’s important that we know the “basics” about our students and how well they are currently doing. By joining together to create a culture of evidence, we can diagnose problem areas and create strategies to improve student results. Source: Institutional Research and Planning

  9. Demographic Data/Outcome Data • Credit student headcount • Total number of unique students served in a calendar year • Ethnic makeup of student population • Gender makeup of student population • Age breakdown of students • Percent of students receiving financial aid • Fall to fall retention rate • Graduation rate • Percent of students needing developmental education (AFP) • Course success rate Source: Institutional Research and Planning

  10. 1. Credit Student Headcount 35% increase over 10 years Source: Institutional Research and Planning

  11. 2. Total Number of Students Served Per Year 23% increase over 10 years Source: Institutional Research and Planning

  12. 3. Ethnic Makeup Fall 2009 African American- 12.7% Hispanic – 7.3% Asian – 2.9% Native American – 1.0% White – 74% Fall 1999 African American- 6.5% Hispanic – 3.2% Asian – 2.7% Native American – 0.7% White – 83% Source: Institutional Research and Planning

  13. 4. Gender Makeup Fall 2009 Male – 48% Female – 52% Fall 1999 Male – 52% Female – 48% Source: Institutional Research and Planning

  14. 5. Age Breakdown Source: Institutional Research and Planning

  15. 6. Percent of Students Receiving Needs-Based Financial Aid Number (%) of Financial Aid Recipients in Fall 2009: 7636 (45%) Number (%) of Financial Aid Recipients in Fall 2000: 2290 (17%) Source: Institutional Research and Planning

  16. 7. Fall to Fall Retention Rate Very large Institutions Source: Institutional Research and Planning

  17. 8. Graduation Rate - 3 Year (Degree/Certificate Seeking Students Only) Very large Institutions Cohort Year (Year Student Began at GRCC) Source: Institutional Research and Planning

  18. 9. Number of Developmental Education Placements NOTE: In Fall 2009 placement testing was required for any student with an ACT component score of 17 or lower. Previously, the threshold was an ACT composite score of 15 or lower. Source: Institutional Research and Planning

  19. 10. Course Success Rate Source: Institutional Research and Planning

  20. Drill Down Data for Data Team • Gender by Ethnicity • Fall to Fall Retention by Subgroups • Graduation Rate by Subgroups • Enrollment in Gatekeeper Courses • Success in Gatekeeper Courses • Developmental and Subsequent Course Success • Success Rates for First Semester Students • Success in Gatekeeper Courses by Subgroups • Success in Developmental Courses by Subgroups

  21. Segment Groups • Race/Ethnicity (White, Black, Hispanic, Asian, Native American, Non-resident Alien, No Response) • Age (Less than 20, 20-24, 25+) • Gender (F, M) • Pell (Yes, No)

  22. Gender by Ethnicity • Male • 77% White • 12% African-American • 7% Hispanic • 3% Asian • 1% American Indian • Female • 74% White • 14% African-American • 8% Hispanic • 3% Asian • 1% American Indian Females are slightly more highly represented in African American and Hispanic ethnicities

  23. Fall to Fall Retention – Drill Down

  24. Graduation Rate– Drill Down

  25. Enrollment in Gatekeeper Courses • Gatekeeper courses are those courses that have the highest enrollments. • Success is measured as the % of students who earn A, B, or C in the course • Failure is measured as the % of students who earn a D, F, I, NS, WP or WF in the course • Fall 2009 Data

  26. Success in Gatekeeper Courses • Gatekeeper courses are those courses that have the highest enrollments. • Success is measured as the % of students who earn A, B, or C in the course • Failure is measured as the % of students who earn a D, F, I, NS, WP or WF in the course • Fall 2009 Data

  27. Developmental and Subsequent Course Success Rates

  28. Success Rates for First Semester Students Percent of students who earned all A-Cs during their first semester

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