Annual Progress Report to the Board Assessment Summary for District - - PowerPoint PPT Presentation

Annual Progress Report to the Board

Assessment Summary for District Objective 3.1

September 10, 2018

Annual Progress Report to the Board

State Initiatives

Localizing Statewide Initiatives

Dual Enrollment

District Goal #3: Current Snapshot

District Objective 3.1:

Reduce the achievement gap of disproportionately impacted student groups, as identified in the Student Equity Plan annually. DIG: Disproportionately Impacted student Groups

District Goal #3: Current Snapshot

District Objective 3.1: 153 126 (82%) 14 (9%) 13 (8%) 178 149 (84%) 11 (6%) 18 (10%) 50 100 150 200

Total Number of Student Groups Almost/At or Above Equity Below Equity Far Below Equity

DIG Designation Comparison

2016 Dataset (2009/10 Cohort) 2017 Dataset (2010/11 Cohort)

African American students continue to have the largest number of DIG designations compared to other student groups.

Equity

District Goal #3: Current Snapshot

District Objective 3.1:

Equity

Assessment Summary for District Objective 3.1

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Assessment Summary for District Objectjve 3.1

District Objectjve 3.1 Reduce the achievement gap of disproportjonately impacted student groups annually, as identjfjed in the Student Equity Plan. Assessment of District Objectjve 3.1 Review and compare the following to the most current prior year data:



Progress on metrics/measures identjfjed in the 2014 Student Equity Plan (Access, Course Comple- tjon, ESL and Basic Skills Completjon, Degree and Certjfjcate Completjon, Transfer, 30-Unit Thresh-

• ld, and Persistence) to the most current prior year data.

Summary The majority of the student groups in the 2017 dataset performed At or Above Equity or Almost at Eq- uity (149/178). The 2017 dataset has slightly more disproportjonately impacted group designatjons (DIGs) (n=29) than the 2016 dataset (n=27). Of the 29 DIGs, 11 student groups performed Below Equity and 18 student groups performed Far Below Equity. The metrics with the largest number of DIG desig- natjons were Student Progress and Rate (SPAR) Certjfjcates (n=5), SPAR Degrees (n=4), and Access (n=4). The two student groups with the most DIG designatjons were African American and students with Two or More Races, with six designatjons each. Students with an unknown ethnicity had the next largest number of designatjons (n=5). It is important to note that a considerable amount of prescribed data, which the state requires the District to use, tracks student cohorts for six years, which means that the 2017 data are for a cohort that started at the District years before these Student Success Program strategies were started. Three-Year Summary For the past three years, the performance of three cohorts have been reviewed to determine each stu- dent group’s equity performance across multjple metrics that measure student achievement. Overall, the majority of student groups across all three cohorts performed Almost at Equity or At or Above Equity (390/473). A total of 83 student groups, from all three cohorts, were identjfjed as DIGs across a variety

• f metrics.

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Analysis and Results 3.1

Access African American: Far Below Equity American Indian/Alaskan Natjve: Far Below Equity Asian: Far Below Equity White: Below Equity Course Completjon Pacifjc Islander: Below Equity ESL Hispanic: Below Equity Math African American: Far Below Equity Two or More Races: Far Below Equity Unknown Ethnicity: Below Equity English Male: Below Equity African American: Far Below Equity Two or More Races: Far Below Equity 30-Unit Rate Two or More Races: Below Equity Persistence None Completjon SPAR Unknown Ethnicity: Below Equity SPAR Certjfjcates Female: Below Equity Gender Unknown: Far Below Equity African American: Far Below Equity SPAR Degrees Male: Below Equity African American: Below Equity Two or More Races: Far Below Equity Unknown Ethnicity: Far Below Equity SPAR Transferred Prepared African American: Far Below Equity Two or More Races: Below Equity SPAR Transferred to 4-Year Disabled Students: Far Below Equity Transfer Velocity Unknown Ethnicity: Far Below Equity Disabled Students: Far Below Equity Economically Disadvantaged Students: Far Below Equity This following is a summary of the student populatjons from the 2017 dataset that were identjfjed as a Disproportjonately Impact- ed Group (DIG), per metric, according to the Equity as a Measure of Performance Matrix. Student populatjons with less than 20 students are not included in the analysis.

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Analysis and Results 3.1

Source: Bensimon and Malcom-Piqueux, L., 2014; p.14.)

The 2015 Student Equity Plan (SEP), which includes 13 metrics, 15 groups, and 26 Disproportjonately Impacted Group (DIG) designatjons, is more comprehensive than the 2014 SEP. The 2015 SEP has a rigorous evaluatjon plan with 15 Goal Evaluatjons, a robust assessment plan with 27 Ac- tjvity Assessments, and will serve as baseline data for the forthcoming years. Data collectjon for the evaluatjon and assessment plans is going to be an ongoing process. Summary of 2015 Student Equity Plan



15 Goals



15 Goal Evaluatjons



27 Actjvitjes



27 Actjvity Assessments



13 Metrics



15 Groups



26 DIG Designatjons

Sources: Student Equity Plan 2014 Student Equity Plan 2015 2015 Student Equity Evaluatjon Plan 2015 Student Equity Assessment Plan Bensimon, E. M. & Malcom-Piqueux, L. (2014). Assessing ‘Hispanic Servingness’ at

• HSIs. The AAHHE Annual

Conference “Americas Prosperity: The Academic Success of Hispanics” March 6-8; Costa Mesa, CA

Thank You!