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Designing an Effective Intervention System for At-risk Students: A proactive, dynamic, and data-informed approach. 2012 Innovations Conference March 4, 2012. Cheoleon Lee & Pamela Wallentiny. Who is in our audience?. Administrators Faculty Advisor Student services staff Counselor Other.
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Designing an Effective Intervention System for At-risk Students:A proactive, dynamic, and data-informed approach 2012 Innovations Conference March 4, 2012 Cheoleon Lee & Pamela Wallentiny
Who is in our audience? • Administrators • Faculty • Advisor • Student services staff • Counselor • Other
Does your campus have an early warning system in place? • Yes • No • In progress
How do you identify at-risk students? • Early alert system • Academic policy • All of the above • None
Topics • Background • Review of Academic Standing Policy • Connecting Campus Resources • Analysis of At-Risk Group Data • Who are At Risk? • Predictors of At-Risk Group • Outcomes Assessment • Advising makes difference? • Tutoring makes difference? • Summary and Discussion
Background • Need new academic standing policy (2007) Implemented (2009) • Research and best practices Theories of Retention & Student Success • Astin (1985): I-E-O Model & Theory of Involvement • Pascarella (1985): General Model for Assessing Change • Bean (1990): Psychological Model of Retention • Tinto (1993): Theory of Student Departure Retention is a function of how the student and the institution interact with one another. Identification : Early Alert Intervention : Student advising, counseling, & other student services
Seidman’s (1996) retention formula* R = E(Id) + (E + I + C)(Iv) “Retention equals early identification & early, intensive, and continuous intervention.” *Seidman, A. (1996, Spring). Retention Revisited: RET = E Id + (E + I + C)Iv. College and University, 71(4), 18-20.
Satisfactory Academic Progress(Good Standing) under new policy • Cum GPA of at least 2.0 • If a student’s Cum GPA is below 2.0, the standing is determined by both attempted credits and Cum GPA:
Advising Process Warning Probation Suspension • Students receive letter, followed up by phone call • Students receive letter • Students receive letter • If enrolled in more than 8 credits, then call placed by Academic Advisor • First suspension, opportunity to file a written appeal • Students completes • Self assessment • Required to meet with an • Academic Success • Coordinator • One semester suspension • Or, appeal approved for • probation • Meet with Academic Advisor • Recommendations made • Recommendations made • Second suspension, no • opportunity to file a • written appeal and • required to serve • a one year suspension • All classes dropped if • Registered for > 8 credits • Hold flag on record until • meeting with Academic • Success Coordinator
Connecting Campus Resources • Academic & Transfer Advising • Counseling & Career Services • Disability Support Services • Financial Aid Services • Tutoring: Learning Assistance Center (LAC) • Step-Up • Peer Mentor Program • Silas Craft Collegians Program • Children’s Learning Center • Use of Technology
Designing an Effective Early Intervention System for At-risk Students Study Historical Data Identify Patterns & Predictors of At-risk Perform Simulation with different Intervention Points Implement Intervention Programs: (Academic Standing Policy, Early Alert Program, Advising, Tutoring, Counseling) Pilot Study Outcomes Assessment
At-Risk Group Trend Over TimeProportion of Warning formula applied cases(First-time Full-time) “Fresh Load” of At-Risk Cases Incl. (PT) 191 20 219 24 204 28 215 12 238
At-Risk Group Trend Over TimeProportion of Warning formula applied cases(All Students) “Advising Work load/term : new + old cases (Base figure)”
FA09 Academic Standing % At - Risk (N=8,778) * Unknown: Mostly ‘N’ (audit) grades with missing or zero Term GPA
Retention(% came back in SP2010) by FA2009 Standing At-Risk (N=6,022 : Enrolled in Both FA09 & SP10)
Comparison of Formula Scenario 1 Scenario 3 Scenario 2 Good Standing At Risk * DEAN: This student had 3.7 Term GPA, 1.85 Cum GPA, and 36 Cum Attempted Credits **DSTN status is based on Term GPA of 3.5 or higher (part-time) *** Strictly based on the formula. Slightly different from the final standing.
Comparison of “At-Risk” vs. “Good Standing” 8 Terms: FA06~SP10 (First-Time Full-Time) Diff. 10 12 18 6
Predictors of being At-Risk Group among First-Time Full-time Students(Multivariate Analysis) Age Odds Ratio .97*** Male N=4,791 FTFT students 8 terms (FA06-SP10) 1.6*** Asian FTFT At Risk (Warning) Black 1.8*** White: reference category Hispanic 1.5* Other Race 2.2*** Math Dev Ed Writing Dev Ed *** : sig at .001 ** : sig at .01 * : sig at .05 Reading Dev Ed Fin. Aid Rcvd
Characteristics of FA09 “At-Risk” Group (n=1,092) -Cont.
Analysis of Self-Assessment Data(318 of 759 Warning Cases)Listening to Students’ Voices Self Assessment http://www.howardcc.edu/students/academic_support_services/retention_services/academic_warning_form.html
Analysis of FA09 Self-Assessment DataReasons for being unsuccessful (N=318)
Analysis of FA09 Self-Assessment DataReasons for being unsuccessful by Gender (N=318)
Analysis of FA09 Self-Assessment DataReasons for being unsuccessful by Race (N=313)
Outcomes Assessment • Does advising make difference? • Does tutoring make difference?
Does advising make difference? • Retention • Cum. GPA Change
Retention Analysis (Warning cases) Advising
Mean Cum GPA Change(Warning cases) Advising
Advising Makes Difference! • Higher Retention Rates • Bigger Cum. GPA improvements
Does tutoring make difference? • Retention • Cum. GPA Change
Retention Analysis Tutoring
Mean Cum GPA Change Tutoring
It’s Your Turn… Build your own intervention system for at-risk students. • Carefully remove all the pieces from your packet. • Design your system by placing the pieces on the template. 3) Draw arrows to connect the pieces to show the flow of the system.
Early Intervention System for “At-risk” Students Assessment Early Alert Assessment Counseling Advising Academic Standing Academic Warning Tutoring Assessment “Retention equals early identification & early, intensive and continuous intervention.”
Discussion & Suggestions • Questions? • Observations? • Suggestions/Recommendations? • Ideas to share? • Policy Implications?
Contact Info. • Cheoleon Lee, Ph.D. Associate Director of Institutional Research, PROD Howard Community College 443-518-4289, CLee@howardcc.edu • Pamela Wallentiny, M.Ed. Retention Specialist Howard Community College 443-518-4144, PWallentiny@howardcc.edu