STC Metrics Collaboration

May 11, 2016

STC Metrics Collaboration

Carlos Rivers Operations Research Analyst

Importance of Partnerships

Research Analyst

Operations Research Analyst Assistant Director, Technical Support & Compliance

Business Data Analyst

Systems Currently in Use

Leverage Existing Reports

Three Key Components • Performance:

– Term-to-term Enrollment

– Term-to-term Retention rates

– Credit Accumulation

– Credit Completion

– Credits transferred in

– Student Performance Metrics

– Financial Aid Metrics

• Efficiency:

– Time to Degree

– Credits to Degree

– Costs to Degree

– Post-Graduation Outcomes

• Demographics:

– Enrollment Status

– Race/Ethnicity

– Age

– Gender

– Veteran Status

– Marital Status

– Locality

– Prior Education

Term-to Term Student Enrollment Growth

• Growth since inception — 3000%

• Average Term-to-term Enrollment Change — 37%

• Latest TAB Term Enrollment – 242 students

For selecting students we use a term code along with a part-of-term code to determine the length of the term.

Q: What type of temporal parameter do you use when calculating metrics?

Parameter Example

Traditional Semester Spring Semester= Term Code: 201620 TAB Spring 1 = Term Code: 201620 Part-of-term: OC1 Spring 2 = Term Code: 201620 Part-of-term: OC2

Part-of-term allows to separate our 7 week terms into two separate parameters for the term code of enrollment.

Enrollment by Classification

• Most of our students come to us with work experience; and perhaps most importantly, students who have earned some college credit but “stopped out.”

• The average students transfers in to the TAB program approximately 72 SCHs

Student Demographics

The average age of TAB students is:

38 Ethnicities: 37% minorities and growing

Student Demographics Continued Gender

43%

57%

Veterans

7%

100%

Location

Prior Education

97% of our students bring credentials from Prior Higher Education Institutions

Student Performance

• Average GPA for TAB students – 3.05 GPA

• Prior experience seems to be an important factor to be successful in Competency Based coursework.

• 84% of our enrolled students are already in Junior/Senior

Level Classifications.

This process is determined by counting the same person in one part-of-term to the next part of term by termcode.

Q: What type of process do you use when calculating retention rates?

Parameter Example

Traditional Semester Fall Semester= Term Code: 201580 TAB Fall 1 = Term Code: 201580 Part-of-term: OC8 Fall 2 = Term Code: 201680 Part-of-term: OC9

Part-of-term allows to identify how many students came back for the next part-of-term.

Term-to Term Student Retention

• Retention Running Average rate: 86%

• Attrition Running Average rate=14%

• This process is determined by counting the graduate’s first enrolled part-of-term by first term code to the final part-of-term by term code of graduation.

• Based on the average terms to graduation we calculate time-to-completion.

Q: What is the Method for calculating average number of terms-to-completion?

Q: What is the Method for calculating average time-to-completion?

Parameter Example

Traditional Semester Fall Semester= Term Code: 201580 TAB Fall 1 = Term Code: 201580 Part-of-term: OC8 Fall 2 = Term Code: 201680 Part-of-term: OC9

Part-of-term allows to identify how many students graduated after the current term.

Student Savings at TAMU-C

• Graduates of the TAB program: 54

• Average SCH’s transferred into program: 87 SCHs

• Average cost to degree of our graduates--$4,250

• Average semester hours completed at A&M-Commerce to degree—46 SCHs

• Average number of Credits to Degree- 133 SCHs

• Average number of terms to completion- 6 terms

6 terms to completion translates to an average graduation time of less than one year.

Estimated Costs for TAB Student Scenarios

Source: THECB

January 2016

Estimated Cost Savings for the TAB Student

Source: THECB

January 2016

• A student with no prior higher education experience could complete a bachelor’s degree at approximately half the cost required by a traditional program.

Financial Aid Indicators

Financial Aid Continued…

KEY BENEFITS INCLUDE: • Create cost efficiencies through standardization and workforce

optimization • Provide total configurability for a high level of flexibility • Multiyear packaging — View projected aid for an entire program of study • Automatic term dates with crossover support — Completely automated

progress monitoring and projections for term adjustments, including crossover support

• Student Self-Service Portal

• Student Satisfaction Survey is given at the end of the term through eCollege. (Course Exit Survey)

• Campus Climate Survey: Learning, Living & Working Survey

Post-Graduation Outcomes: (Work-in-Progress) • TAB program graduate Survey vs. Control Group • Employer Satisfaction Survey vs. Control Group

Survey Instruments

Graduation Survey Examples

Students who answered the survey: 647 Q: While enrolled at A&M-Commerce, I was working:

80% of students affirmed working while obtaining their degree

*Survey data includes all graduating students, not just TAB program students

Graduation Survey Examples

Students who answered the survey: 647 Q: What is the most important reason for pursuing a degree?

*Survey data includes all graduating students, not just TAB program students

73% of student confirmed that a degree was necessary for professional growth

Enrollment TAB Term 1 TAB Term 2 TAB Term 3 TAB Term 4 TAB Term 5 TAB Term 6 TAB Term 7 TAB Term 8 TAB Term 9

Headcount Total 7 12 31 38 62 64 73 103 100

Degree Seeking Status

Freshmen # # # # # # # # #

Sophmore # # # # # # # # #

Junior # # # # # # # # #

Senior # # # # # # # # #

Demographics

Race/Ethnicities(%)

White % % % % % % % % %

Black % % % % % % % % %

Hispanic % % % % % % % % %

Other % % % % % % % % %

Gender (%)

Male % % % % % % % % %

Female % % % % % % % % %

Veteran (%) % % % % % % % % %

Marital Status (%) % % % % % % % % %

% with Dependents % % % % % % % % %

First Generation Status (%) % % % % % % % % %

Age (%)

21 or younger % % % % % % % % %

22-24 % % % % % % % % %

25-29 % % % % % % % % %

30-34 % % % % % % % % %

35-39 % % % % % % % % %

40-49 % % % % % % % % %

50-64 % % % % % % % % %

65 or older % % % % % % % % %

Prior Education (%) % % % % % % % % %

High School % % % % % % % % %

GED % % % % % % % % %

Home-Schooled % % % % % % % % %

Community College % % % % % % % % %

University % % % % % % % % %

Program Performance TAB Term 1 TAB Term 2 TAB Term 3 TAB Term 4 TAB Term 5 TAB Term 6 TAB Term 7 TAB Term 8 TAB Term 9

Term-to-Term Growth (%) 71% 158% 23% 63% 3% 14% 41% -3%

Term-to-Term Retention (%) 71% 100% 84% 95% 87% 81% 95% 84% 82%

Term-to-Term GPA

Term-to-Term SCHS Completion (%) 100% 87% 92% 93% 77% 80% 88% 78% 83%

Ave.SCHs Completed per Term 6 5 5 7 5 5 7 6 7

Financial TAB Term 1 TAB Term 2 TAB Term 3 TAB Term 4 TAB Term 5 TAB Term 6 TAB Term 7 TAB Term 8 TAB Term 9

Receiving Pell Grants (%) % % % % % % % % %

Average Pell, among recipients ($) # # # # # # # # #

Receiving direct student loans (%) % % % % % % % % %

Average loan, among recipients ($) # # # # # # # # #

Receiving Scholarship (%) % % % % % % % % %

Average Scholarship, among recipients ($) # # # # # # # # #

Receiving Tuition Reimbursement (%) % % % % % % % % %

Average Tuition Reimbursement , among recipients ($) # # # # # # # # #

TAB program

Enrollment

Since

Inception

Applied for

1516 Financial

Aid

Total Pell

Amount

Receiving

Pell

Grants

Total

Direct

Loan

Amount

Receiving

Direct

Loans

Total Outside

Scholarship

Amount

Receiving

Outside

scholarships

Total

Employee

Scholarship

Amount

Texas A&M University-Commerce

Key Measures for the Texas Affordable Baccalaureate Program in Organizational Leadership

• Every incoming TAB student is considered At-Risk until their third TAB term.

• Weekly reports from Faculty member to success coach on student performance.

• Interventions as needed.

Q: Clarification of whether you make distinctions between students who are actively enrolled and students are

technically in the program.

Follow up on these questions

Q: Process for making distinctions between upper and lower-division courses for the purpose of calculating relevant metrics. A: No determination for metrics, however we do run an automated report for Formula Funding purposes that makes a distinctions for upper and lower level to estimate formula funding. Q: Process for calculating graduation rates: A. Calculation would be the same as any other 4 year institution. For our TAB metrics, less than 2% of enrolled students are first-time, full-time students. The vast majority entered with a previous degree or prior college experience.

What is Predictive Analytics?

The practice of extracting information from existing data sources in order to determine patterns, and have the ability to predict future outcomes and trends.

• Wherever mom buys diapers, she will buy everything else

• What other non-baby items are close by?

• During hurricanes, Pop-Tarts sales increased by 700%

INSIGHT BUILT ON HINDSIGHT IS THE ESSENCE OF PREDICTIVE ANALYTICS.

Real World Examples from Wal-Mart

Where are we now?

Where are we heading?

We have the power to see what is happening NOW, and act on that knowledge today.

Source: Civitas Learning

Transfer insights

• Historically, traditional transfer students who have a 3.0 GPA or above have been more likely to graduate. Students ranging 2.97 to 2.0 GPA represent 42% of all non persisting students.

• TAB students in average show a 3.05 GPA; according to this predictive variable these students are on track to persisting and obtaining a degree.

Transfer insights continued

• Historically, traditional transfer students who bring 80 or more credits represent more than 48% of all non-persisting students.

• Graduate TAB students transferred in 87 SCHs on average, and graduated in less than a year. These students are breaking the historical negative pattern.

Transfer insights continued

• Historically, traditional transfer students who only take 6 or less credit hours (Part-Time) have been less likely to be retained in comparison to their full time peers.

• In average TAB students are taking 6 SCHs per term and are being retained at 86%. Again, these students are breaking the historical negative pattern.

Looking for a Holistic Approach • Student Recruitment – Increase Enrollment

• Student Success Collaborative – Increase Retention & Graduation Rates

• LMS – To Be Determined

Recommendations from all involved

• Someone who knows what type of program specific metrics need to be collected and also design an overview for other stakeholders.

• Important for someone to have very good knowledge of the Student Information System

• Technical Person who knows the data tables, how they are stored and used in order to extract data from the system.

• Individual with a background or education in database management, programming, and/or development would be ideal.

• Individual with a firm understanding of PL/SQL may also be necessary.

Note: Needs may vary across institutions.

What's next for the Institute?

• Essay on the CBE Journal

• Graduate Survey Data Collection & Results

– Will share more on methods & Instruments

• CBE & Predictive Analytics – Learning from Transfer Insights

• CBE Business Model & Formula Funding

• CBE Metrics Framework – Importance of Data Collection

• Consulting services for other universities in Texas seeking to implement their own CBE programs

Thank you for your time

Any questions?

For more information, concerns or comments: [email protected] Learn more: www.tamuc.edu/icbe