Student Performance Profile Study: An Examination of Success and Equity

Matt Wetstein, Interim Vice President of InstructionOffice of Planning, Research, and Institutional Effectiveness

Board of Trustees Presentation, November 20, 2012

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?

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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

 2007-2008 2011-2012 Change from 

2007 to 2011Ethnicity

2 or more Races 1.2% 4.9% 3.7%American Indian/Native Alaskan 1.0% 0.4% -0.6%Asian 11.8% 13.4% -1.6%Black/African American 11.6% 12.6% 1.0%Filipino 5.1% 3.4% -1.7%Hispanic 29.9% 37.5% 7.6%Pacific Islander 1.2% 0.5% -0.7%Unknown 7.3% 0.7% -6.6%White 30.9% 26.5% -4.4%

Gender 0.0%Female 53.5% 55.5% 2.0%Male 45.2% 43.4% -1.8%Other 1.3% 1.1% -0.2%

Age Group 0.0%19 and younger 56.8% 63.4% -6.6%20-24 16.2% 15.8% 0.4%25-29 8.6% 6.9% 1.7%30-39 9.8% 7.2% 2.6%40-49 6.0% 4.4% 1.6%50 and older 2.7% 2.6% 0.1%

Total 9,151 7,112 -22.3%

The Cohort of Students

9,151First-time

Students in2007-08

Math Remediation Needs

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

1.4%

1.1%

11.5%

12.7%

5.5%

32.6%

1.3%

6.4%

27.4%

1.2%

1.0%

11.8%

11.6%

5.1%

29.9%

1.2%

7.3%

30.9%

Equity Index for Math Remediation

EnteringRequiring Math Remediation

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).

Writing Skills Remediation Needs

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

1.4%

1.1%

13.1%

14.4%

5.8%

34.4%

1.4%

5.8%

22.6%

1.2%

1.0%

11.8%

11.6%

5.1%

29.9%

1.2%

7.3%

30.9%

Equity Index for Writing Remediation

Entering Requiring Writing Remediation

Roughly 75% of all students test below the college level in writing skills.White students need the least remediation in English. There are slight disparateimpacts evident for Hispanic, African American & Asian students.

Math 76 Completion Rates

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

Overall

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

37.5%

25.0%

51.2%

41.2%

57.1%

46.0%

66.7%

33.3%

58.8%

47.5%

Success Rate Comparisons Initial Math 76 Enrollments N = 366

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 classon their first attempt.

Vocational Course Enrollment

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

0.9%

1.2%

8.1%

12.0%

3.8%

27.9%

0.8%

7.4%

37.9%

1.2%

1.0%

11.8%

11.6%

5.1%

29.9%

1.2%

7.3%

30.9%

Equity Index for Vocational Course Enrollments 

Entering

Enrolled in Vocational Courses During 2007-08

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

Transfer Course Enrollment

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

1.3%

1.0%

12.0%

11.2%

6.2%

29.2%

1.3%

6.9%

30.9%

1.2%

1.0%

11.8%

11.6%

5.1%

29.9%

1.2%

7.3%

30.9%

Equity Index for Transferrable Course Enrollments 

Entering

Enrolled in Transferrable Courses Dur-ing 2007-08

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.

Success Rates in Transfer Courses

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

Overall

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

57.1%

60.0%

69.0%

48.6%

72.4%

63.4%

53.5%

66.3%

69.2%

64.7%

Success Rate Comparisons for Transferrable Course Enrollments 

While the prior slide showed consistent enrollment patterns, there are significantethnic gaps in successful course completion for transferable courses. The rangeis from 72% for Filipino students to 49% for African Americans.

Transfer, Degree or Certificate Completion

2 or more Races

American Indian/Native Alaskan

Asian

Black/African American

Filipino

Hispanic

Pacific Islander

Unknown/NonRespondent

White

0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0%

1.2%

0.5%

14.9%

8.8%

6.8%

25.7%

1.0%

7.6%

33.4%

1.2%

1.0%

11.8%

11.6%

5.1%

29.9%

1.2%

7.3%

30.9%

Equity Index for Transfer, Degree, or Certificate

Entering

Achievement

Some ethnic gaps appear for completion of degrees, certificates, or transferwithin 5 years. Whites and Asians are over-represented in terms of their enteringshare of the cohort, Blacks and Hispanics are under-represented.

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