The Minnesota State Colleges and Universities system is an Equal Opportunity employer and educator.

Minnesota State Colleges and Universities

Closing the Achievement Gap

Board of Trustees Joint Meeting of the Diversity and Equity

and Academic and Student Affairs Committees

April 22, 2015

Outline

2

Goals and measures

Gaps

in college readiness

in persistence rates

in completion rates

Strategies for closing the achievement gap

Questions and discussion

Achievement gap - definition

3

The achievement gap refers to the disparity between the

educational performance of groups of students, especially

groups defined by gender, race/ethnicity, and

socioeconomic status. The achievement gap can be

observed on a variety of measures including standardized

test scores, grade point average, participation, completion

and persistence rates.

Goals for closing

the achievement

gap have been

set for each

college and

university

4

Academic preparedness of students at time of admission

Student’s financial resources

Successful implementation of high impact practices

Redesign of developmental education

Advising

Early intervention

Diversity and cultural competency of employees

Collaboration with communities of color to support the

strategies

5

What factors affect the achievement gap?

What accounts for the achievement gap in

completion rates?

6* As measured by need to take developmental courses education courses.

Source: System Office Research

Colleges Portion Percent

Lack of Preparation* 4.9% 31.4%

Lack of Financial Resources 6.0% 38.6%

Other 4.7% 30.0%

Total 15.5% 100.0%

Universities Portion Percent

Lack of Preparation* 5.1% 45.5%

Lack of Financial Resources 2.2% 19.3%

Other 4.0% 35.2%

Total Gap 11.3% 100.0%

High school graduation rate gaps persist but

rates are improving for all groups

7

46.4%

82.5%

45.6%

74.4%

53.9%51.7%

84.1%81.2%

50.6%

81.7%

63.2%60.4%

86.3%

47.9%

75.5%70.1%

44.2%

77.9%

0%

20%

40%

60%

80%

100%

All American

Indian

Asian Hispanic Black White

Hig

h S

ch

oo

l G

rad

ua

tio

n R

ate

2010 2012 2014

2014 four year high school graduation rate is based on a cohort of 65,937 entering students.

Source: MN Department of Education: Minnesota Report Card

Readiness: Students of Color and American Indian

students have lower test scores and gaps have

been stable

8

75.3 76.0

71.5 71.7 71.9 70.9 71.0 71.0

83.2 83 83 82.8 82.9 82.6

11.7 11.4 11.2 11.9 11.9 11.6

76.9 76.175.7 75.4

0.0

15.0

30.0

45.0

60.0

75.0

90.0

2009 2010 2011 2012 2013 2014

Accu

pla

cer

Read

ing

Sco

re

American Indian Students Students of Color

White Students Gap: White-SOC

Source: System Office Research

.

20.221.3

19.5 19.7 19.7 20.0 19.6 19.9

22 22.1 22.2 22.2 22.3 22.3

2.5 2.3 2.5 2.2 2.6 2.4

2 0 .721.0 20.821.2

0.0

5.0

10.0

15.0

20.0

25.0

30.0

2009 2010 2011 2012 2013 2014

AC

T C

om

po

sit

e S

co

re

State Colleges: Accuplacer Reading Score State Universities: ACT Composite Score

8

Financial Need: Students of Color and American

Indian students have substantially lower median

incomes

9

$21,035

$24,975

$25,257

$19,649 $18,796 $18,539 $19,488$21,828

$52,936

$46,620

$43,016$44,923

$45,946$48,378

$21,011

$27,754

$21,205$21,192

$0

$10 ,0 0 0

$2 0 ,0 0 0

$3 0 ,0 0 0

$4 0 ,0 0 0

$50 ,0 0 0

$6 0 ,0 0 0

2009 2010 2011 2012 2013 2014

Fam

ily &

Stu

den

t In

co

me

American Indian Students Students of Color White Students

Source: System Office Research

.Median income of fall entering undergraduate full-time degree seeking students.

$45,278$43,748

$33,973$35,412

$37,636$39,768

$72,111

$65,186$67,874

$69,984

$73,477$77,188

$3 9 ,3 2 4$37,347

$31,898$31,690

$32,370 $33,397

$0

$20,000

$40,000

$60,000

$80,000

2009 2010 2011 2012 2013 2014

Fa

mily

& S

tud

en

t In

co

me

State Colleges: Accuplacer Reading Score State Universities: ACT Composite Score

9

MnSCU serves more MN Students of Color and

American Indian students than all other

institutions combined

10

33,60036,155

39,345

43,129

47,419

54,94158,177

60,13261,681 62,098

0

15,000

30,000

45,000

60,000

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Stu

den

ts o

f C

olo

r

American Indian Only All American IndianAsian & Pacific Islander BlackHispanic Two or more racesStudents of Color & American Indian

Source: System Office Research

Student of Color and American Indian

student headcount increased by 28,498 or

85% between 2005 and 2014.

Colleges: Persistence gap and completion gap

decreased

11

70.2% 71.0% 71.4%

63.1%

67.8%

63.0%59.8% 61.1% 61.4% 62.3%

9.0%5.8%

8.6%10.7% 9.0% 9.6% 9.1%

73.6%71.6%72.1% 70.4%

0%

20%

40%

60%

80%

100%

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Pe

rsis

ten

ce

Ra

te

White Students Students of Color and American Indian Students Gap

Source: System Office Research

Persistence and completion rates for fall entering full-time

undergraduate degree seeking students.

56.3%54.1% 53.6% 53.6%

43.9% 43.9% 44.2% 44.5% 44.5%41.2%

37.5% 38.1%

12.1% 12.8% 12.4% 11.4% 11.9% 12.9%16.1% 15.5%

55.9%56.0% 56.6%56.7%

0%

20%

40%

60%

80%

100%

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Co

mp

leti

on

Ra

te

State Colleges: Persistence Rate (Second Fall) State Colleges: Completion Rate (Third Spring)

11

Universities: Persistence gap decreased and

completion increased

12

87.7% 86.4% 86.8%

82.6% 84.2%82.2% 80.9%

79.1%81.0% 80.5%

5.9% 4.8% 6.1% 7.0% 8.6%5.4% 6.4%

87.9%88.5% 88.3%89.0%

0%

20%

40%

60%

80%

100%

Fall

2007

Fall

2008

Fall

2009

Fall

2010

Fall

2011

Fall

2012

Fall

2013

Pe

rsis

ten

ce

Ra

te

White Students Students of Color Gap

Source: System Office Research

Persistence and completion rates for fall entering full-time

undergraduate degree seeking students.

54.2% 54.3% 54.0%

40.8%37.5%

41.2% 42.5%44.6% 44.0% 42.7%

13.0%16.5%

12.4% 12.1%9.5% 10.3% 11.3%

54.5%53.8% 53.6%54.0%

0%

20%

40%

60%

80%

100%

Fall

2002

Fall

2003

Fall

2004

Fall

2005

Fall

2006

Fall

2007

Fall

2008

Co

mp

leti

on

R

ate

State Universities: Persistence Rate (Second Fall) State Universities: Completion Rate (Sixth Spring)

12

Persistence gaps: American Indian students have

the largest and Black student gaps are increasing

13

2.3%

-0.8% -0.6% -0.6%

9.3%

12.1%

11.1%

8.6% 8.7%

10.9%

13.7%12.8%

16.7% 17.1%17.0%

14.5%

8.1%7.0%

9.9%

10.8%

-5%

0%

5%

10%

15%

20%

Fall 2007 Fall 2009 Fall 2011 Fall 2013

Pe

rsis

ten

ce

Ga

p

American Indian Asian Black Hispanic Two or more races

Source: System Office Research

Persistence gaps for fall entering full-time undergraduate degree

seeking students.

State Colleges: Persistence Gap (Second Fall) State Universities: Persistence Gap (Second Fall)

13

3.8%

2.6%1.8%

10.3%

6.2%

9.0%

15.5%

19.5%

11.8%

13.4%

7.2%

4.4%5.3%

6.6%

6.6%

7.6%

7.8%

6.5% 5.9%

6.6%

-5%

0%

5%

10%

15%

20%

Fall 2007 Fall 2009 Fall 2011 Fall 2013

Pe

rsis

ten

ce

Ga

p

Modest success in closing the

achievement gap at the colleges

14

Students of Color Students of Color

Gaps in Preparation* Gaps in Completion

Colleges: 20.0% 15.5%

Universities: 7.0% 11.3%

* As measured by need to take developmental education courses.

Source: System Office Research – Academic and Student Affairs

15

Initiativesto Promote Diversity

and Inclusive Excellence

A community of learners improving our world

The HOPE AcademyFamily Ties

Success Coach ProgramOn-Campus Employment

The KEAP Center

“Harnessing Opportunities for Post-Secondary Academic and Leadership Academy” (H.O.P.E.) is a ten day summer residential program designed for high school students.

Its purpose is to provide underrepresented and underserved students with a life-changing opportunity to experience college life by engaging in college-level courses and workshops to develop and explore their leadership skills.

The HOPE Academy

H.O.P.E. Academic & Leadership Academy Outcomes

• Boys to Men Program: 121 participants

• HOPE Co-Ed Academic & Leadership Academy: 186 participants

• Total served: 307 students from Illinois, Wisconsin, Florida, Maryland, Canada, South Dakota, North Dakota, Iowa, Montana and Minnesota

• HOPE alumni and alumnae are enrolled at WSU and also MSU Mankato, St. Cloud State, Bemidji State, MSU Moorhead, the U.S. Military, U of MN, and private colleges including HBCUs such as Xavier, Morehouse, and Spellman.

This family-centered program welcomes new and transfer students to WSU. The university partners with the students’ families, to enrich a successful transition to our living and learning community. The program fosters student leadership, cross-cultural relationships, and cultural competency awareness and skills. Through a broad range of organized academic support, advising, leadership, mentoring, and social support activities, students will learn new things about themselves and their new "home away from home.”

Family Ties

• 133 Family Ties students are currently enrolled at WSU

• 115 have already graduated

• 17 more will be graduating May 2015

• 700 family members have been involved!

FAMILY TIES OUTCOMES

Faculty and Student Life Professionals reach out to new entering students of color to establish a one-to-one relationship.

Success coaches connect students to resources, monitor their progress, and meet regularly with their students and each other.

Success Coaches

• Data reveal that students involved inthe Success Coach Program had higher completion and re-enrollment rates, and are more likely to be in good standing than other eligible students who did not participate.

Success Coach Program Outcomes

• New entering students of color are assisted in finding on-campus jobs in key offices.

• Twice a month they gather for workshops and professional development.

Engagement through Campus Employment

KEAP Center, established Spring 2013 to nurture a supportive and inclusive campus across the boundaries of culture, identity, and discipline. Celebrating unity in diversity, all of WSU students, faculty, staff, administrators, alumni/ae, and friends are invited to join in its work to support a diverse and inclusive “community of learners improving our world” within and beyond WSU.

KEAP Center

Partners in the KEAP Center

Asian American Club (AAC) Black Student Union (BSU)

Indigenous Learning Garden Initiative Fighting for Our Rights and Gender (FORGE) Full Spectrum – Gender and Sexual Alliance

Hillel - Jews on Campus Hmong American Student Association (HASA)

Muslim Student Association (MSA)Saudi Student Association (SSA)

Somali Student Association (SSA) Phi Beta Sigma Fraternity

Latin American Student Organization (LASO)VOCES-Spanish Club

Women of Color Association (WOCA)KEAP Council

Thank you for your support of Inclusive Excellence

and Diversity in Minnesota!

http://www.winona.edu/inclusion-diversity/default.asp

(p.s. Please come visit beautiful Winona soon!)

The HOPE AcademyFamily Ties

Success Coach ProgramOn-Campus Employment

The KEAP Center

http://www.winona.edu/inclusion-diversity/default.asp

Beyond StereotypesAMERICAN INDIAN AND STUDENTS OF COLOR SUCCESS

30

Purpose

Share and discuss some of the measures Fond du Lac Tribal and Community College has undertaken that have led to measured success among American Indian and Students of Color.

31

The Bottom Line

In Fall 2012 the success* rate for students at Fond du Lac Tribal and Community College…

American Indian/Students of Color: 60.2%

White Students: 66.2%

*Success is defined as the persistence and completion of students

Source: Accountability Dashboard Strategic Framework Performance Measures, Prepared by the Minnesota State College and Universities System Research Group

32

Fond du Lac Tribal and Community College

• Part of the Minnesota State College and Universities (MnSCU) System; all land and buildings are State of Minnesota property

• Member of the American Indian Higher Education Consortium (AIHEC) and a Land Grant Institution

• Mission Statement: To provide higher education opportunities for its communities in a welcoming, culturally diverse environment

33

Carlton

County

Fond du

Lac

College

White, non Hispanic 88.5% 72%

Native American 5.9% 8%

Black African American 1.6% 4%

Hispanic Latino 1.6% 2%

Asian 0.6% 1%

Multi racial/Unknown 2.4% 13%

Who are FDLTCC students?

19.5% students of color

• 45.9% Under-represented

• 16.3% First Generation

• 49% over age 30

70% Pell Eligible

• 55% Low income and First Generation

• 2,215 Enrollment

• 897 AA/Cert seeking

90% Rural

• 16% Low Income

• 84% TRIO Eligible

• 1,396 Dual Credit

34

How was the “achievement gap” closed?

Campus Climate

Campus …Understanding Student …

Holistic Student Services

35

A Union of Cultures

From the moment our students get to campus—even if they don’t see people who look like them—they get the message that they are welcome and everyone wants them to succeed

36

Situation-based Learning Learning as a function of an activity with “real-world” experience:

-NASA partnerships

-USDA funded activities

-Language immersion

Helps connect “education” to “community”

37

College-Connect High School

“College-Connect” which creates actual classroom connections to high schools students, focusing on high school students with a GPA between 2.0 – 2.9. FDLTCC provides the instruction, transportation, and materials for these classes which focus on English, reading, and math and also includes an elective/certificate component (CNA & 1st Responder Courses).

FDLTCC reached out to the Fond du Lac Ojibwe School (reservation based) and South Ridge High School (public school) and met to discuss some of the issues facing under represented students.

During the meetings, which included representatives both high schools and college staff and faculty, a plan was devised that would help address the barriers that kept those students from reaching their full potential.

38

Nandagikendan Academies An intensive week long program to make the campus more accessible for:

-New students

-First generation

-Underprepared

-Low income

-Tribal high school students

39

Athletics for Academic Success -Increased enrollment and diversity on campus

-Clear expectations

-Academic success

40

Learning CommunitiesRecognition that students may be parents, working full-time, or with limited support systems

-Degree Me

-Weekend College

85% overall student retention

41

Holistic Student Services

-Young Student Parent program, on-site day, child care grants

-Student Ambassadors

-Food shelf /food assistance

-Poverty coaching

-Cultural mentoring

42

Student Retention

- “0 to 40” = $4,700

-Learning Seminars

-Regular transfer lunches

-Alumni visits =$47,000 (1 FTE)

-Open budget process

=$70,500 (1 Faculty)

43

Next stepsNew messaging for staff

Campus-based social worker to assist with non-academic barriers

Expand learning communities

Using institutional needs assessment to inform practice in serving American Indian and students of color

Incorporate evidence-based tools for institutional and program level assessment

Expand Nandagikendan to become a year long program with peer support for first year students

Develop and implement a Baccalaureate degree in Elementary Education

Accreditation for American Indian Studies program through the World Indigenous Higher Education Consortium (WINHEC)

Expanded partnership with rural and reservation-based communities via ITV

Creating a recognition program for credit milestones

44

Questions?

45

Contact information

Fond du Lac Tribal and Community College www.fdltcc.edu, 218.879.0800

Keith Turner, Dean of Student Services, kturner@fdltcc.edu, 218.879.0792

Sherry Sanchez Tibbetts, Chief Diversity Officer/Director of Institutional Research, sstibbetts@fdltcc.edu, 218.879.0898

Jeffrey Tibbetts, Director of Title III, jtibbetts@fdltcc.edu, 218.879.0832

46

References-Accountability Dashboard Strategic Framework Performance Measures, Prepared by the Minnesota State College and University System Research Group

-Approach to Community Impact, The Minneapolis Foundation, accessed online at www.minneapolisfoundation.org

-MnSCU Datawarehouse://EPM-11/Management Reports2/Students/FY015/Student Demographics/Institution

-Bemidji State University, Office of Institutional Research

-Success Among College Students of Color: How Institutional Culture Matters, Samuel D. Musesus and Frank Harris

-American Educational Research Association Twitter feed, April 6, 2014 https://twitter.com/aera_edresearch/status/452919620627095553

-The Empowerment Gap: Rethinking Strategies for Poverty Reduction (A study for the Northwest Area Foundation), Harry C. Boyte, Center for Democracy and Citizenship

-http://www.minnpost.com/community-voices/2015/02/forget-about-fixing-black-kids-what-if-we-fixed-white-liberals-instead#VOyIUXMRARA.email

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Questions and discussion

Are our goals appropriate?

Are our priorities appropriate?

While progress is lagging, are we on the

right track for more positive change in the

near future?

48