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Student Performance Profile Study: An Examination of Success and Equity

Student Performance Profile Study: An Examination of Success and Equity. Matt Wetstein , Interim Vice President of Instruction Office of Planning, Research, and Institutional Effectiveness Board of Trustees Presentation, November 20, 2012. Purpose.

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Student Performance Profile Study: An Examination of Success and Equity

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  1. Student Performance Profile Study: An Examination of Success and Equity Matt Wetstein, Interim Vice President of Instruction Office of Planning, Research, and Institutional EffectivenessBoard of Trustees Presentation, November 20, 2012

  2. Purpose • To examine rates of enrollment, remediation, success and achievement for students • Emphasis on ethnic comparisons • Equity Index – How well do rates of success and completion reflect the makeup of a cohort of students who enrolled in 2007-08 • Who are our students? • How are they doing? • Are there ethnic gaps in success outcomes?

  3. Method • Student information from System 2000 • Cohort of first-time 2007-2008 entering students used to track completion of milestones within five years • For each measure, we examine the percentage of students for each group at application and at particular points in time • Comparing percentages shows the “equity index” for each group • If rates are common across groups, bar charts should show little difference between application point and the momentum point under examination • If rates are different, bar charts will reflect equity gaps

  4. The Cohort of Students 9,151 First-time Students in 2007-08

  5. Math Remediation Needs How to read the chart: of the first-time students who needed remediation in Math, 27% were white students, whereas whites made up 31% of the entering cohort. Where we see larger differences, the equity gap is larger (-3.5% for whites, +2.7 for Hispanics).

  6. Writing Skills Remediation Needs Roughly 75% of all students test below the college level in writing skills. White students need the least remediation in English. There are slight disparate impacts evident for Hispanic, African American & Asian students.

  7. Math 76 Completion Rates Of the 366 students in the cohort who enrolled in the lowest level Math class, completion rates vary widely. Overall, less than half the students pass the class on their first attempt.

  8. Vocational Course Enrollment White students were disproportionately more likely to enroll in a CTE course during their first year of study, with Asian students being the least likely. For other groups, there are no real differences to observe.

  9. Transfer Course Enrollment There are no ethnic gaps in terms of transfer course enrollment. Students taking classes that are transferable their first year are reflective of the entering cohort of students.

  10. Success Rates in Transfer Courses While the prior slide showed consistent enrollment patterns, there are significant ethnic gaps in successful course completion for transferable courses. The range is from 72% for Filipino students to 49% for African Americans.

  11. Transfer, Degree or Certificate Completion Some ethnic gaps appear for completion of degrees, certificates, or transfer within 5 years. Whites and Asians are over-represented in terms of their entering share of the cohort, Blacks and Hispanics are under-represented.

  12. Summary & Concluding Thoughts • Differing rates point to ethnic gaps, but Delta performs well in comparison to the CCC system and nationally • Data demonstrate the need for support services • Build inclusion and sense of engagement • Peer support networks • Peer academic support • Counseling and support services • Financial need and unit enrollments • Life pressures get in the way of progress Examples of support programs • Puente • MESA • STEM • AFFIRM • Athletics • EOPS • DSPS • Cal WORKs • MSLC • RWLC • Student Activities • ASB

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