ATTACHMENT 1
ACHIEVING THE DREAM LEADER COLLEGE APPLICATION
Spring 2012
Revised August 13, 2012
Applications Due: July 12th, 2012
Institution Name: University of Hawai‘i Community Colleges
Years Active in Achieving the Dream: 2007-2012
Main Contact (Individual to contact regarding the status of this application)
Name: T. Kamuela Chun
Title: Director, Achieving the Dream
Email:
Phone number: 808-896-1621
1. Certification of Conversation with Coach and Data Coach
All institutions applying for Leader College status should have a conversation with their assigned Achieving the Dream Coach and Data Coach regarding this application. The discussion should address the institution’s readiness to apply for Leader College status, keeping in mind the required criteria of practice and performance, and the roles and responsibilities required of institutions that are Leader Colleges in the Achieving the Dream National Reform Network.
Coach Name / Date of Conversation re LC ApplicationCoach: Bernadine Fong / Various dates throughout the year.
Data Coach: William Piland / Various dates throughout the year, last occurring on May 24, 2012
Name and Signature of Institution President
Name: Dr. John Morton, VP for Community Colleges Signature:
2. A. Provide a graph or table presenting evidence of improvement in student achievement over three or more years on one of the following Achieving the Dream measures.
AtD Cohort of All Students, Math Success Rates
2007 / 2008 / 2009 / 2010*Total enrollment for fall semester / 25,890 / 28,444 / 32,203 / 29,836
(with Maui College, 34,203)
Total enrollment in AtD Cohort / 5,410 / 6,222 / 7,352 / 6,511
(with Maui College, 7,410)
Percentage of AtD cohort in total enrollment / 20.9% / 21.9% / 22.8% / 21.8%
(with Maui College, 19.0%)
AtD cohort placing into Developmental Math / 3,134 / 3,839 / 4,341 / 3,703
(with Maui College, 4,320)
Percentage of AtD cohort placing into Developmental Math / 57.9% / 61.7% / 59.0% / 56.9%
(with Maui College, 58.3%)
AtD cohort enrollment in Developmental
Math in 1st year / 1,954 / 2,171 / 2,581 / 2,134
(with Maui
College, 2,462)
Percentage of AtD cohort enrolled in Developmental Math in 1st year / 62.3% / 56.6% / 59.5% / 57.6%
(with Maui College, 57.0%)
Successful completion of any
Developmental Math in 1st Year / 1.053 / 1,251 / 1,477 / , 1,277
(with Maui College, 1,404 )
Percentage Enrolled Successful / 53.8% / 57.6% / 57.2% / 59.8%
(with Maui College, 57.0%)
AtD Cohort of Native Hawaiian Students, Math Success Rates
2007 / 2008 / 2009 / 2010*Total enrollment for fall semester / 5,122 / 5,960 / 7,175 / 7,986
(with Maui College, 9,709)
Total enrollment in AtD Cohort / 1,308 / 1,487 / 1,868 / 2,046
(with Maui College, 2,303)
Percentage of AtD cohort in total enrollment / 25.5% / 24.9% / 26.0% / 25.6%
(with Maui College, 23.7%)
AtD cohort placing into Developmental Math / 851 / 1,031 / 1,242 / 1,350
(with Maui College, 1,544)
Percentage of AtD cohort placing into Developmental Math / 65.0% / 69.3% / 66.5% / 66.0%
(with Maui College, 67.0%)
AtD cohort enrollment in Developmental Math in 1st year / 525 / 553 / 747 / 786
(with Maui College, 889)
Percentage of AtD cohort enrolled in Developmental Math in 1st year / 61.7% / 53.6% / 60.1% / 58.2%
(with Maui College, 57.6%)
Successful completion of any Developmental Math in 1st Year / 254 / 301 / 417 / 463
(with Maui College,488)
Percentage Enrolled Successful / 48.4% / 54.4% / 55.8% / 58.9%
(with Maui College, 54.9%)
* 2010 AtD Cohort does not include Maui College data. Maui College initiated a major curriculum revision in 2010. The data are no longer comparable to prior year data. The 2007, 2008, and 2009 total enrollment is unduplicated numbers. The 2010 without Maui College may include a very small number of duplicated numbers. The AtD Cohort is defined as first time enrolled full and part-time students in the fall semester at a college.
B. Briefly describe the intervention(s) you have implemented to achieve the improvement in student outcomes documented in Question 2A above, including why you believe the intervention(s) helped to improve the student outcomes.
Over the last three years, The University of Hawai’i Community Colleges (UHCC) awarded over a million dollars annually to colleges to develop and implement innovations/strategies that address low success rates in developmental education, increase student participation in financial aid, and increase students retention, persistence, graduation, and transfer. Below are activities completed by colleges to increase success rates in developmental math.
Honolulu CC’s Math Intervention Description:
In fall 2010, the level math courses (MATH 20BCD) were redesigned and renamed t incorporating technology (ALEKS), into class tutoring, lectures, and one-on-one assistance.
The success rates of students completing the newly redesigned course increased from 26% to nearly 40% over four semesters impacting approximately 990 students. In fall 2010, of the 191students registered, 26% passed the course. In spring 2011, of the 216 students registered, 34% passed the course. In fall 2011, of the 340 students registered, 39% passed the course. In spring 2012, of the 243 students registered, 109 students (45%) passed the course.
Kapi‘olani Community College’s Math Intervention Description:
In 2009, Kapi‘olani Community College redesigned their Elementary Algebra I course based on a self-paced Emporium model developed by NCAT and Cleveland State Community College in Tennessee. The goal of the pilot, which included all sections of the course, was to create a math pathway for Science, Technology, Engineering and Math(STEM) students beginning in developmental algebra and leading up to calculus. The success rate for the first pilot semester was 38.6%, a decline of 3.7% from the previous rate. Based on this initial data and utilizing ongoing course assessment, faculty revised the model to create a hybrid version which launched in fall 2010 achieving a 42% success rate. As a result of the faculty making continuous improvements to the model based on data they collected, the success rate improved to 55.5% in fall 2011.
During the same period, fall 2009-Fall 2011, the college redesigned another developmental math course, Foundations of Mathematics, which was a non-STEM math course, leading to the transfer-level Survey of Mathematics course. The success rate for this course prior to the redesign was 61.4%. Based on promising gains gathered through data and course assessments, the college is planning to increase the number of sections offered of this course from four sections to ten sections by fall 2013 and to improve access to advising services so that first year students will be able to determine the math pathway that best meets their educational career goal.
Success rates / Spring 2010 / Fall 2010 / Spring 2011 / Fall 2011Elementary Algebra I / 38.6%
(380 students) / 42.0%
(426 students) / 43.6%
(298 students) / 55.5%
(367 students)
Foundations Mathematics / 63.5%
(73 students) / 76.2%
(80 students) / 62.7%
(59 students) / 80%
(90 students)
Leeward Community College’s Math Intervention Description:
What began as a pilot in spring 2010 went to scale across all sections of pre-algebra and algebra in fall 2011. Instructional faculty were assigned student and faculty accounts in the Emporium software system, pilot class observations were scheduled, and three training sessions were held to go over class expectations and software procedures. Counseling faculty were assigned student accounts to experience the instructional material and invited to observe an Emporium class in progress. There were approximately 1,000 students per semester. For fall 2010, that was 12.5% of the total student population (7,942)
Success rates / Spring 2010 pilot / Fall 2010 pilot / Spring 2011pilot / Fall 2011at scalePre-algebra / 56.8% / 59.5% / 68.6% / 74.5%
Algebra / 42.9% / 70.5% / 61.1% / 64.3%
The pilot success rates were so encouraging that the decision was made to scale the intervention up to the next levels in the math sequence: College Algebra and Pre-calculus. Full-scale implementation of the College Algebra level will start in fall 2012.
Windward Community College’s Math Intervention Description:
In fall 2009, Supplemental Instructions (SI) was offered in math. This support led to increased success rates as they had tutors and SI who could answer questions and provide guided study outside of classroom and office hours.
Windward CC / 2004baseline / 2008 Cohort / 2009 Cohort / 2010 Cohort
Total Percent
Total Number / 47.37%
18 / 52.78%
57 / 66.67%
58 / 67.86%
57
Native Hawaiian / 44.44%
4 / 31.58%
12 / 70.27%
26 / 60.53%
23
Non-Native Hawaiian / 48.28%
14 / 64.29%
45 / 64.00%
32 / 73.91%
34
Female / 47.83%
11 / 57.89%
33 / 76.09%
35 / 71.11%
32
Male** / 46.67%
7 / 46.00%
23 / 56.10%
23 / 62.16%
23
Data source: University of Hawai’i System Institutional Research & Analysis Office
**Gender was sometimes unreported. Thus, the addition of male + female does not always equal the total line.
C. Provide any additional information about the data that may be relevant (i.e. explanations of data fluctuations, trends in cohort sizes, etc.)
As a result of the focus on remedial and developmental math success, UH Community Colleges have seen steady increases in the numbers and percentages of students with math placement and have seen the gap in success between Native Hawaiian students and all students decrease.
D. Regarding the intervention(s) described above:
1) Was this intervention(s) developed as part of your college’s Achieving the Dream work?
Yes, the interventions developed at the various colleges within the University of Hawai‘i Community Colleges were developed as part of the colleges’ Achieving the Dream work to meet not just the Achieving the Dream goals but the University of Hawai‘i Community Colleges Strategic Outcomes.
2) Were there any new or existing policies (include institutional, state, and federal level) that allowed your institution to implement this intervention(s)? What were these policies and how do you plan to sustain and expand them?
Yes, there were several policies that either the individual or all colleges adopted.
· The University of Hawai‘i Community College system changed the re-testing policy to allow students to retake the COMPASS placement Test upon student request with no mandatory waiting time between tests. Colleges increased testing preparation services. .
· Honolulu Community College is piloting a policy mandating that students placing in remedial/developmental courses must take them in their first year. Outcome data for their pilot will be available by fall 2012..
· Several colleges mandated that new students participate in an orientation before being allowed to register
· UHCC also developed a performance based funding program that includes colleges meeting their projected goals.
· Meeting of colleges’ strategic goals are a part of the job performance review for college Chancellors.
3) Complete the following chart, adding or deleting rows as necessary:
Students involved in developmental math intervention:
Reporting Year / Number of Students in Developmental Math Redesigns / Students in intervention as % of total enrollment in AtD Cohort* / Students in intervention as % of target population**2007 / 1,954 / 36.1% / 54%
2008 / 2,171 / 34.9% / 58%
2009 / 2,581 / 35.1% / 57%
2010 / 2,134*** / 28.8% / 60%
*Most students who placed in remedial/developmental math enrolled in the math redesigned courses. Windward Community College was the only college that gave students an option of enrolling in their traditional developmental math courses or redesigned courses. Their numbers were small.
**This is the percentage of students who placed and actually enrolled in remedial/developmental courses.
*** Not including Maui College
3. Explain why this target population is an important population to serve/focus on and what contribution this focus has had to your institution’s overall Achieving the Dream student success reform work.
For this application, UHCC chose to highlight its interventions and success in math. Over the past years, there were a greater number and percentage of students taking the placing exam and requiring remedial/developmental math. In 2010, 58% of the AtD cohort with placement placed into developmental math. The percent was higher for Native Hawaiians at 67%. UHCC and the University of Hawai‘i has as its mission to increase the educational attainments of Native Hawaiians and to close the performance gaps between Native Hawaiians and all students.
4. Describe how your institution has worked to scale the intervention(s) over the years to effectively increase the number of students being served.
A review of and recommendations on remedial/developmental education began just prior to UHCC joining Achieving the Dream in 2007. In 2009, when The Vice President for Community Colleges made innovation funds available to develop and implement appropriate strategies and interventions. The colleges began with their math programs looking at various models including the Emporium model. Four of the colleges, Honolulu, Kapi‘olani, Leeward, and Maui have implemented redesigned math curriculum. Since the initial pilot redesigns, Honolulu, Leeward and Maui redesigned all remedial/developmental math courses. Hawai‘i Community College chose to re-examine their current course and delivery rather than redesign its courses. Kaua‘i and Windward are the last two to develop their math strategies and are piloting innovations. From a system perspective, the math interventions are serving most students now.
On the application for UHCC system innovation funds, colleges discuss how their project will sustain itself after the UHCC system funds en. Each chancellor is asked to commit to sustaining the project if evidence of its success is warranted. UHCC also took a lesson from its Achieving the Dream coaches in that instead of small pilot projects, to think about large innovation projects.
5. Describe how, as a Leader College, your institution will contribute to the larger Achieving the Dream effort in terms of sharing and supporting replication of successful, scalable, and sustainable innovations from your campus.
UHCC entered Achieving the Dream (AtD) as a system of seven independently accredited colleges submitting data as seven individual institutions. The independence is reflected in different curriculum (numbering, placement, pre-requisites, etc) across the system, different polices and procedures, and a belief by some college faculty that “their” students are inherently different than students at other University of Hawai‘i community colleges. What the UHCC system has in common is a single Vice President for Community Colleges with the vision to use Achieving the Dream participation to drive institutional changes that result in student success. Since joining AtD, the UHCC system has transformed from pilot, stand-alone initiatives to a system that has integrated the goals and practices from various national and local initiatives to “how we do business.” The system demonstrates success when faculty and staff no longer talk about “AtD goals” but speak of strategic planning goals and objectives. UHCC brings to the national arena its experience, both the challenges and successes, in developing these changes as a system. UHCC system can serve as a working example of the integration of the Achieving the Dream goals into the UHCC System strategic plan and outcomes, the development of a performance based funding program, the use of student data to make develop interventions and strategies, the development of funding for innovations to meet strategic and AtD goals (emphasizing scalability of success innovations), leveraging institutional researchers from the colleges to examine and assess system wide issues, increasing accessibility to data through redesigned and enhanced websites, and the examination of policies that may hinder or support student success and recommend appropriate revisions (student placement policies, residency for graduation policies, common course numbering, orientation for new and returning students, academic advising, etc.)