DVC P Pat athway I Indicato cators M. Sargent 11/17/2017 - - PowerPoint PPT Presentation

DVC P Pat athway I Indicato cators

• M. Sargent

11/17/2017

Inquiry and Program Development

• Examine the needs of students
• Explore programs and services to meet the needs

What do we know..

about success in year one?

• Students who complete show early signs…
• Students are likely to complete when they:
• Persist from term one to term two
• Earn 24 cumulative credits in year one
• Achieve transfer-level math and English

in year one

Indicator Information is available to everyone

• CAL-Pass Plus Launchboard website shows display
• Indicators are first year predictors of later success
• Rates display by ethnicity
• Benchmarks allow comparisons with other colleges
• Reference: Calpass Plus: Guided Pathways
• https://www.calpassplus.org/LaunchBoard/Guided

Pathways.aspx#

92%

77% 71% 69% 67% 59% 427 719 384 1584 1000 243

200 400 600 800 1000 1200 1400 1600

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Unknown Asian Two or More Races White Hispanic Black or African American

Persistence Term 1 to Term 2, 2014-15

% Persisted Start Count

89% 75% 74% 67% 66% 60%

489 623 304 1363 901 216

200 400 600 800 1000 1200 1400 1600 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Unknown Asian Two or More Races White Hispanic Black or African American

Persistence Term 1 to Term 2: 2015-16

% Persist Term 1 to Term 2 Count Start Cohort

Three year trend by ethnicity

74% 77% 75% 56% 59% 60% 67% 67% 66% 72% 71% 74% 70% 69% 67% 92% 92% 89% 50% 55% 60% 65% 70% 75% 80% 85% 90% 95% Persistence Rate 2013-14 Persistence Rate 2014-15 Persistence Rate 2015-16

Persistence Term 1 to Term 2

Asian Black or African American Hispanic Two or More Races White Unknown

71% 63% 57% 66% 79%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Diablo Valley College Macro-Region Median Micro-Region Median Statewide Median Top College in State: DeAnza College

Benchmarks: Persistence Term 1 to 2, 2015-16

58% 32% 20% 19% 13% 7%

0% 20% 40% 60% 80% 100%

Unknown Asian Two or More Races White Hispanic Black or African American

Transfer r level math success, year o r one 2015 2015-16 16

Success in Transfer Math

Three year trend by ethnicity: transfer math, year one

36% 37% 32% 7% 9% 7% 15% 15% 13% 21% 21% 20% 19% 21% 19% 57% 57% 58% 0% 10% 20% 30% 40% 50% 60% 70% Math rates 2013-14 Math rates 2014-15 Math rates 2015-16

Asian Black or African American Hispanic Two or More Races White Unknown

Benchmark rks: T Transfer r level m math i in year r one

24% 16% 15% 12% 30%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Diablo Valley College Micro-Region Median Macro-Region Median Statewide Median Top College in State: Irvine Valley College

Transfer r level En English success in year r one, 2 2015-16 16

38% 37% 32% 29% 26% 20%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Unknown Two or More Races Asian White Hispanic Black or African American

Benchmarks: Transfer r En English success i in y year o r one

30% 25% 25% 25% 53%

0% 20% 40% 60% 80% 100%

Diablo Valley College Micro-Region Median Macro-Region Median Statewide Median Top College in State: Moorpark College

24+ Cumulative credit units year one

59% 28% 24% 19% 14% 14% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Unknown Asian Two or More Races White Black or African American Hispanic

3 Year Trend: 24+ Cumulative credits in year one

33% 34% 28% 10% 14% 14% 17% 17% 14% 25% 23% 24% 22% 22% 19% 61% 60% 59% 0% 10% 20% 30% 40% 50% 60% 70% 2013-14 2014-15 2015-16 Asian Black or African American Hispanic Two or More Races White Unknown

25% 12% 14% 14% 31% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Diablo Valley College Micro-Region Median Macro-Region Median Statewide Median Top College in State: Moorpark College

Benchmarks: 24+ Credit hours in year one

DVC: Successes and Needs

• DVC benchmark comparisons are within 6% of top community colleges
• Except for Transfer Success in English year one: -23% from Moorpark College
• Disparities consistently abound within the college
• Unknown (mostly International) show rates often several times rates of blacks

and Hispanics

• Successful transfer math rates of students in year one can be improved

from 7% for blacks and 13% for Hispanics

Build upon success

• Math and English strategies:
• Build upon successful current and planned activities
• Services that support full-time student load

The success of educational structure: ADT

• Purpose of Transfer degrees is to provide

pathway to University

• Provides clarity of curricular map and structure
• Assures goals for students: to enter University
• Guide students with few information resources
• Help students with few financial resources
• Shorten time to degree

What we examine…

› Reference: 4CD Colleague awards 2016-17 › Does the clear map and goal speed completion?

– Do students complete more quickly?

›Do all ethnicities benefit?

– How does time to degree compare across ethnicities?

ADT and AA count of degrees across ethnicities 2016-17

42 69 61 156 71 66 247 30 96 41 167 70 151 248 50 100 150 200 250 300 African American Asian Filipino Hispanic Multi-Race Other/Undeclared White DVC DVC DVC DVC DVC DVC DVC AA Count AT count

TIME TO DEGREE 2016-17: AA v ADT

5.00 4.00 5.00 4.33 3.67 2.75 4.58 3.33 3.00 3.92 3.92 3.33 2.25 3.58

0.00 1.00 2.00 3.00 4.00 5.00 6.00

African American Asian Filipino Hispanic Multi-Race Other/Undeclared White DVC DVC DVC DVC DVC DVC DVC

AA Time AT time

1.7

Educational structures

• Add clarity and information to help students get to their goals
• Save students time and money
• Program coursework pathways alone have a important impact for all

ethnicities

• Guided pathways are expected to add significantly by integrating and

streamlining developmental ed and services

Thank you!