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The Odessa College Model
Record Levels of Enrollment, Retention, Student Achievement and Graduation
‐‐Design for Completion (D4C)‐‐
“VISION 2015”
Rebuilding the College
OC @ a Glance• Established in 1946• 33,000 square miles• 120+ programs• Hispanic Serving Institution – 57.8%
• 444 full and part‐time employees annually
• $42 Million Budget
• 60%‐70% Part‐time• 50% of incoming FTIC on Pell grants
• Hispanic Serving Institution – 57.8%
Local Community: • 40%‐50% drop‐out between 9th‐12thgrade
• Full employment –high wages
OC @ a Glance
SP 09 SP 10 SP 11 SP 12 SP 13 Total
Total Grads 1265 1308 1322 1203 1244 6342
Odessa College
382 384 378 346 370 1890 29.8%
Other 2 Year 22 16 25 28 34 125
2 Year Total 404 400 403 374 404 1985 31.3%
Texas Tech Univ.
35 26 21 29 42 153
UTPB 125 157 130 114 96 622
Other 4 Year 108 89 116 76 105 494
4 Year Total 268 272 267 219 243 1269 20.0%
Ector County High School Graduates
3,088 or 48.7% of Ector ISD graduates do not show up at any college in Texas
0.00
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
9.00
2007 2008 2009 2010 2011 2012 2013 2014
Unemployment Rate Ector County
Previous record OC enrollment
Previous record OC enrollment
4608
52255138
5476
4400
4600
4800
5000
5200
5400
5600
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
Unemployment
Total Unduplicated Headcount
Previous record OC enrollment
725
909
788
888
400
500
600
700
800
900
1000
2006 2007 2008 2009 2010 2011 2012 2013 2014
First Time in College Students
Unemployment
0
500
1000
1500
2000
2500
3000
Overall A & S CTWE Nursing/AH
FTIC Enrollment GrowthFall & Spring Combined, Unduplicated, Includes Dev. Ed
2011 ‐ 20122012 ‐20132013 ‐ 20142014 ‐ 2015
CHANGING STUDENT BEHAVIOR Creating a college‐going, college completing culture
• DROP RATE IMPROVEMENT PROGRAM
• STUDENT SUCCESS COACHES
CHANGING THE COLLEGE Advising, Scheduling, Course Offerings
• METAMAJORS
• 8‐WEEK COURSES
PREMISE OF D4C
You cannot create a significant change in student behavior unless and until you
create a significant change in the behavior of college staff and faculty that leads to and sustains better and better student
interest in coming to college, in staying in class and in graduating.
A STRATEGIC EXPERIMENT
Collect data, monitor results – learn as you go
FOLLOW THE LEADING INDICATORS
EnrollmentIn‐Class Persistence
Grade of “C” or Better
THE TIPPING POINT TO SUCCESS
MAKE EVERY STUDENT FEEL YOU LIKE HAVING THEM HERE AND ARE PROUD THEY HAVE INCLUDED OC ON THEIR EDUCATIONAL
JOURNEY
Course Completion (earned grade)
81%
88% 92%
96%
70%
75%
80%
85%
90%
95%
100%
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
D4C
Course Success (A, B, or C)
70%69%
74%
77%
62%
64%
66%
68%
70%
72%
74%
76%
78%
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
D4C
77%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
All Students FTIC Students
All 3 Odessa College Divisions: Fall & Spring Data Combined
D4C
8‐Week courses
16‐Week Courses
RECORD STUDENT SUCCESS(Percent that achieve “C” or better)
81%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
Full‐Time Students Part‐Time Students
RECORD STUDENT SUCCESS(Percent that achieve “C” or better)
All 3 Odessa College Divisions: Fall & Spring Data Combined
D4C
8‐Week courses
16‐Week Courses
79%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
Traditional Students (<25 yrs)Non‐Traditional Students (25> yrs)
RECORD STUDENT SUCCESS(Percent that achieve “C” or better)
All 3 Odessa College Divisions: Fall & Spring Data Combined
D4C
8‐Week courses
16‐Week Courses
76%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
Male Hispanic Female Hispanic
RECORD STUDENT SUCCESS(Percent that achieve “C” or better)
All 3 Odessa College Divisions: Fall & Spring Data Combined
D4C
8‐Week courses
16‐Week Courses
0
200
400
600
800
1000
1200
1400
Assoc. Cert. TotalGrads
Transfer Grad +Transfer
Overall Grad + TransferFull Academic Year, Unduplicated
AY 2011 ‐ 2012 AY 2012 ‐2013 AY 2013 ‐ 2014 AY 2014 – 2015 (est)
BEING COMMITTED
• Faculty to Students• Staff to Students• Students to Completing What They Start
Faculty to Students
• Interact with students by name from first day of class• Monitor behavior closely and intervene immediately
should anything be amiss• Meet one‐on‐one early in semester• Highly structured course with clear penalties for missed
tests, assignments, etc., but use common sense and be flexible when appropriate
COMMITMENTS
Do Commitments Make a Difference
QUESTION
Does simply keeping students in‐class lead to improved outcomes (“C” or better)?
ANSWER
Compare student success rates after Tx “6‐Drop Limit” rule put into effect to success rates after Drop Rate Improvement Program put into effect.
COMMITMENTS
15%13%
14%13%
11%9%
10%
7%6%
5%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
2004‐5 2005‐6 2006‐7 2007‐8 2008‐9 2009‐10 2010‐11 2011‐12 2012‐13 2013‐14
Lecture Web
6‐Drop RuleIn Place
Fall + Spring ‐‐ Percent of courses dropped by students –includes complete withdrawals from college
Drop Rate Improvement
Program
Student Success Rates(Percent of Students with
A, B, or C grade)
70%69%
74%
77%
62%
64%
66%
68%
70%
72%
74%
76%
78%
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
D4C: Drop Rate IP
6‐Drop RuleIn Place
The data show that it isn’t just keeping students in class that’s important for improving student outcomes – but why they are staying in class that makes
the difference.
COMMITMENTS
Staff to Students
• Commit to developing clear and coherent practices and processes for students – eliminating barriers
• Commit to engaging with students – establishing a personal connection
• Commit to recognizing good or vulnerable behavior –celebrate or intervene
• Commit to making eye contact, smiling, saying hello ‐‐acknowledge
COMMITMENTS
Students
• Commit to completing what you start• Commit to asking questions and using support
resources• Commit to attending class and attempting each
assignment• Commit to developing well‐organized and disciplined
work habits
COMMITMENTS
THANK YOU FOR ATTENDING
QUESTIONS?
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