Accreditation - Hartnell College!!

Institutional Self Evaluation – 12-05-12
METHODS EMPLOYED TO TRACK STUDENT SUCCESS
The college did not have an office of institutional research for several years, but grant funds
were actively sought for the development of computer-based research tools that could be
developed internally to facilitate the comprehensive program review process for Hartnell‘s
academic programs. The result was a collaborative Title V grant project between Hartnell
College, the lead institution, and nearby Gavilan College. The grant project established
Student Access & Success Research Centers at each college. The project identified key
student gateways in the educational process focusing on English language skills, information
competency, and computer literacy.
After reviewing completion rates for courses, certificates, and degrees, faculty identified
courses in basic skills (English and ESL), math and science that appeared to be functioning
as ―gate- keepers.‖ A programmer funded by the grant developed a series of tracking tools
that allow tracking of students through a sequence of courses, including these ―gate-keeper‖
courses.
Three specific tracking tools measure different aspects of student persistence and success.
One tool identifies as a cohort a group of students who passed a target course in a particular
semester, and then indicates the number of students in that cohort who persisted (enrolled) in
a second target course and were successful (A, B, C, or Pass) in completing that course. A
second tool identifies a cohort of students who pass a target course in a particular semester
and then indicates whether they were successful (A, B, C, or Pass) in any subsequent course.
A third tool specifically tracks ―C‖ students and identifies as a cohort students who pass a
target course with a grade of ―C‖ and their subsequent persistence and success in a second
course. A fourth tool will provide information regarding feeder high schools and English,
Math, and ESL courses taken by first-time Hartnell students. (IIA.13)
By using these tools, it has been possible to identify and track student cohorts in such courses
as English 253 (Fundamentals of Composition and Reading) and their persistence and
subsequent success in English 101 (Intermediate Composition and Reading) and English 1A
(College Composition and Reading) over a period of years. For example, using a three-year
window from Fall 2008 through Fall 2011, a cohort of 609 students was identified who
enrolled in English 253: 378 of these students (62.07%) succeeded in this course, 304 of
these successful students persisted to English 101, and 253 of them succeeded in passing
English 101; 229 of these students persisted to English 1A, and 169 succeeded in passing
English 1A. (II.A. 93, Title V English Data for 5 years of Cooperative Grant)
These tools are available to all faculty so that any faculty member can track a cohort of
students through a sequence of courses and disciplines over multiple terms. Training and
individual assistance have been provided for faculty and they now use these tools as part of
the program review process. These research tools have earned statewide recognition,
including the POWER Award for Exemplary Faculty-Researcher Collaboration, by the
Research and Planning Group for California Community Colleges and have been presented at
the Research and Planning Group 2011 Student Success Conference.
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