TEXAS PATHWAYS PROJECT UPDATE DR. COLBY J. STOEVER SENIOR RESEARCH SPECIALIST RESEARCH AND EVALUATION TEAM THECB

TEXAS PATHWAYS PROJECT UPDATE DR. COLBY J. STOEVER SENIOR RESEARCH SPECIALIST RESEARCH AND EVALUATION TEAM THECB

Mission Statement The Texas Pathways Project is focused on increasing college and career readiness at the local, regional, and state levels through datadriven decision making, increasing collaboration between all educational segments, effective educational interventions and professional development, the promotion of strategies for systemic change, and regular evaluation of the project and its developed interventions.

Goals Improve access to, analysis of, and use of data to inform decision making at secondary and postsecondary levels. Improve coordination between secondary and postsecondary sectors through face toface collaborative learning teams. Improve successful transitions from secondary through postsecondary.

Pathway Project Overview Secondary and postsecondary education partners agree to share student level data. Partners assign faculty members to meet on a monthly basis. The data is used to generate reports for faculty teams. The faculty teams use the data to fuel interventions designed to increase student success.

Data Collection Raw Data Universities Community Colleges ISD s THECB Pathways Regional Database

Data Collection Process MOU Development of the Reporting Manual Data Collection

Data Collected Enrollment Course (grades included) Graduation Data 5 7 Years of data Reporting Manuals http://www.txhighereddata.org/reportingmanu als.cfm

Faculty Reports (Cont.) Find a student s highest high school course in a subject area Link the student s data to higher education data Find the first course the student took in higher education

Faculty Reports Alignment Reports Alignment reports are designed to illustrate possible gaps in secondary/ post secondary alignment.

Faculty Reports Alignment Reports (Cont.) College Calculus H.S. Pre Calculus College Pre Calculus Below College Pre Calculus

Faculty Reports Cohort Studies Predictive modeling Special Topic Reports Study Skills Dual Credit Developmental Education Researching possible interventions Evaluation reports Survey results Using all data at the THECB

Faculty Report Cycle THECB generates reports Faculty teams request more data Faculty/ Partners review reports Faculty Teams develop possible interventions

Faculty Reports Giving faculty reports at the institutional level is important to the Pathways process. Understanding how different student populations affect alignment Understanding how successful institutional projects affect current alignment Safe place environment It only evaluates Pathways interventions.

Data Ownership Data ownership is important in the Pathway s process. The faculty teams should have the feeling the data (reports) were being generated due to their will. The original math alignment report had only 5 tables. The math team reviewed these reports they request 25 additional tables.

Faculty Teams Faculty Teams identify possible local road blocks to successful transition from secondary to post secondary. Faculty teams are often encouraged to focus on local vertical alignment issues. Composition of Teams Secondary Faculty (normally teaching near transition points) Curriculum Specialists from District Postsecondary Faculty

Commitment of Faculty Teams Different levels of Commitment Co Chairs Faculty Teams Expectations of Faculty members Meet at least once a month Develop Interventions Willingness to be trained on understanding data Learn through literature and training effective ways to increase successful transition Learn the system, language, and culture of other educational segments Communicate findings to peers and leadership

Supporting Faculty Teams THECB Creates data reports Provides training on reading and requesting data reports Provides connection with other Texas Pathways teams Regional Coordinators Main organizer of meeting and events Main link between teams and local and state leadership

Supporting Faculty Teams Local Leadership Support and comment on ideas generated by faculty teams Help partner locate resources for teams Help the teams focus on local needs Read newsletters and reports generated by and for teams Help provide the teams with a voice

Team Organization Regional Coordinator Secondary Co Chair Postsecondary Co chair Secondary and Postsecondary Faculty Team Members 15 20

Faculty Team Early Interventions Faculty shared syllabi Faculty took college readiness assessments Understanding P 16 Data Professional Development Making Data Driven Decisions Professional Development Postsecondary faculty participated in district s curriculum modification Faculty visited each other s classes Faculty developed survey for all HS seniors Faculty developing means to more effectively communicate with regional leadership

Faculty Team Interventions Work on the development of a 4 th Year H.S. Mathematics Intervention Work on a First Time In College Mathematic Orientation Writing Professional Developmental with Secondary and Post Secondary Faculty STEM Field Boot Camp for FTIC Students Secondary and Postsecondary Curriculum Integration with the CCRS Changes to College Readiness Assessments Learning Strategies Professional Developmental Development of White Papers for institutional leadership

Benefits of Pathways Team Teams ready to do P 16 projects in 6 months to a year Great professional development Excellent Data Resource for projects and grants Faculty teams are very creative. Faculty teams are on the frontline.

Pathway Process Faculty teams design/ change interventions Interventions are evaluated using data. Faculty teams start interventions Systematize the research cycle: data, analysis, intervention, evaluation.

THE DATA

Highest H.S. Math Course Taken by Students Entering Community College Location A Location B 5% AP Calc AP Calc 8% 18% 1% Pre Calc Stats 13% 6% 29% Pre Calc Stats 68% Algebra 2 Below Algebra 2 52% 0% Algebra 2 Below Algebra 2

Highest H.S. Math Course Taken by Students Entering Community College Location C 10% 11% 50% 28% AP Calc Pre Calc Stats Algebra 2 Below Algebra 2 1%

First College Math Course at a 2 year institution Students who Passed Algebra 2 in High School H.S. Graduates 3 years of cohort data Location A Location B Calc/Other 1% Calc/Other * Pre Calc 0% Pre Calc * Algebra 7% Algebra* 43% Inter. Algebra 37% Inter. Algebra 12% DE Math 55% DE Math 44% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

First College Math Course at a 2 year institution Students who Passed Algebra 2 in High School H.S. Graduates 3 years of cohort data Location C Calc/Other Pre Calc 0% 1% Algebra Inter. Algebra 11% 11% DE Math 77% 0% 20% 40% 60% 80% 100%

First College Math Course at a 2 year institution Pass Rates Students who Passed Algebra 2 in High School H.S. Graduates 3 years of cohort data Location A Location B Calc/Other 74% Calc/Other 0% Pre Calc 71% Pre Calc 0% Algebra 62% Algebra 33% Inter. Algebra 57% Inter. Algebra 41% DE Math 71% DE Math 49% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

First College Math Course at a 2 year institution Pass Rates Students who Passed Algebra 2 in High School 3 years of cohort data Location C Calc/Other * Pre Calc 29% Algebra Inter. Algebra 42% 45% DE Math 43% 0% 20% 40% 60% 80% 100%

Highest H.S. English Course Taken by Students Entering Community College Location A Location B 6% 1% 16% AP English * English IV 9% 3% 15% AP English * English IV English III English III 77% Below English III 73% Below English III

Highest H.S. English Course Taken by Students Entering Community College Location C 5% 1% 61% 33% AP English * English IV English III Below English III

First College English Course at a 2 year institution Students who Passed English IV in High School H.S. Graduates FY 2005 2007 Location A Location B Other 1% Other 1% Composition 47% Composition 86% DE 52% DE 13% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

First College English Course at a 2 year institution Students who Passed English IV in High School H.S. Graduates FY 2005 2007 Location C Other 1% Composition 50% DE 49% 0% 20% 40% 60% 80% 100%

First College English Course at a 2 year institution Pass Rates Students who Passed English IV in High School H.S. Graduates FY 2005 2007 Location A Location B Other 77% Other 71% Composition 77% Composition 57% DE 78% DE 56% 0% 20% 40% 60% 80% 100% 0% 20% 40% 60% 80% 100%

First College English Course at a 2 year institution Pass Rates Students who Passed English IV in High School H.S. Graduates FY 2005 2007 Location C Other 76% Compostion 68% DE 61% 0% 20% 40% 60% 80% 100%

Starting Course Level For Math Students Tracked for Three Years FTIC Fall 2006 Cohort 1200 1000 800 600 400 200 These Students Never Took a Math Course 17.3% 27.3% 22.0% 58.4% of Students started in DE 9.1% 24.4% 0 No Math Course Taken Lowest Level of Math DE Medium Level of Math DE Highest Level of Math DE *** Students that transferred to other institutions were removed from this report.. Credit Bearing Math Course

Flow of Math Developmental Education Students Starting at the Lowest Level of Developmental Education Tracked for Three Years FTIC Fall 2006 Cohort Total Students 1200 1000 800 600 400 200 100%* 57.3%* Only 8.5% of students that start in the lowest level of developmental education passed a credit bearing math course 29.4%* 15.7%* 8.5%* 0 All Students Passed Lowest DE Course Passed Medium DE Course Passed Highest DE Course Passed Credit Course All percentages are based on the total number of FTIC students that started at the lowest level of developmental education *** Students that transferred to other institutions were removed from this report.

RGV Pathways Data Update RGV Pathways data collection hit the perfect storm. Data collection was delayed by a 1.5 months THECB is piloting a new statewide data collection system. However, THECB worked overtime to keep the project on schedule. Higher Education is ready to be received and is being collected. Secondary Data is ready to be received and is being collected.

THECB Contacts Contact us. Colby Stoever colby.stoever@thecb.state.tx.us Or Pathways General Mailbox Pathways@thecb.state.tx.us