SLIDE 1
ACE Evaluation Results
BCC College
@myACEorg #ACEaw1 /myACEorg www.my-ace.org info@my-ace.org
August 2013
Academic Outcomes
32
ACE Evaluation Results BCC College August 2013 @myACEorg - - PowerPoint PPT Presentation
ACE Evaluation Results BCC College August 2013 @myACEorg - - PowerPoint PPT Presentation
ACE Evaluation Results BCC College August 2013 @myACEorg www.my-ace.org /myACEorg #ACEaw1 info@my-ace.org Academic Outcomes 32 BCC Longitudinal Study of 99 Students Demographics ACE students from BCC College, Fall 2010, Spring 2011, Fall
SLIDE 2
SLIDE 3
BCC Longitudinal Study of 99 Students
Demographics
33
Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates December 2012
ACE students from BCC College,
Fall 2010, Spring 2011, Fall 2011
N 122* African American 56.1% 60 Latino 28.6% 30 Males 47.5 58 1 level below college-level in English 0.0% 2 or more below college-level in English 91.7% 66 Mean Age 23.8 Completed GED 7.0 % 8 No HS Diploma 10.5% 12 * students with completed data included in compared
analysis:
99
SLIDE 4
BCC Longitudinal Study of 99 Students
Demographics
34
Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates December 2012
ACE students from BCC College,
Fall 2010, Spring 2011, Fall 2011
N 122* African American 56.1% 60 Latino 28.6% 30 Males 47.5 58 1 level below college-level in English 0.0% 2 or more below college-level in English 91.7% 66 Mean Age 23.8 Completed GED 7.0 % 8 No HS Diploma 10.5% 12 * students with completed data included in compared
analysis:
99
SLIDE 5
BCC Longitudinal Study of 99 Students
Risk Level
35
Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates December 2012
ACE students from BCC College,
Fall 2010-SP12; n=43 First Generation College 72% Difficulty Learning 28% Receives Government Benefits 42% Unstable home 53% Has been arrested 33% Parent in Agriculture 9% Has been on Probation 16% Is a Parent with Dependent Children 35% Working while in School 26% Homeless 33% Domestic Violence 26% Gang Association 16% Medical Condition 21% Risk Level High Risk: 81% At Risk 19%
SLIDE 6
Percentage of students who pass Transfer-Level English Source: MPR Associates December 2012 Comparison Group 1:1 propensity score matching from 20,466 non-participants Students in ACE BCC Non-CTE n=99
KEY TO SUMMARY OF OUTCOMES
TWO semesters after attending ACE statistical significance <.01 two-tailed test Control Group
ACE
Longitudinal Study of 99 Students
BCC Transfer-Level English Completion
Dx% = [(ACE-Control)x100]/Control
ACE students are more likely to pass Transfer-Level ENGLISH by:
+1900%
0.0% 12.5%
0.0% 79.2%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Control Group
ACE
SLIDE 7
2.5% 12.5% 50.0% 79.2%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Percentage of students who pass Transfer-Level English Source: MPR Associates December 2012
+ 534 + 1900%
Comparison Group 1:1 propensity score matching from 20,466 non-participants Students in ACE BCC Non-CTE n=99
KEY TO SUMMARY OF OUTCOMES
ONE semester after attending ACE TWO semesters after attending ACE statistical significance <.01 two-tailed test Control Group
ACE
Control Group
ACE
Longitudinal Study of 99 Students
BCC Transfer-Level English Completion
Dx% = [(ACE-Control)x100]/Control
ACE students are more likely to pass Transfer-Level ENGLISH by:
SLIDE 8
4 College Longitudinal Study of 658 Students
Demographics
ACE students from Cabrillo College, BCC College, Berkeley City College and Los Medanos College*
Fall 2010, Spring 2011, Fall 2011
N 894 African American 12.9% 108 Latino 58.7% 493 Males 59.6% 533 1 level below college-level in English 40.4% 275 2 or more below college-level in English 49.7% 338 2 or more levels below college-level in Math* 85.9% *from LMC only 55 (n=74) Mean Age 24 Completed GED 13.4 % 115 No HS Diploma 10.9 % 94 * students with completed data
included in compared analysis:
658
Evaluation of the Academy for College Excellence: Report on Implementation and Student Outcomes MPR Associates December 2012
SLIDE 9
Percentage of students who pass Transfer-Level English Source: MPR Associates December 2012
+ 148%
Comparison Group 1:1 propensity score matching from 123,631 non-participants Students in ACE Accelerated Program n=658
KEY
TO SUMMARY OF OUTCOMES
21
ONE semester after attending ACE TWO semesters after attending ACE statistical significance <.01 two-tailed test
Control Group
16.3% 9
ACE
40.5%
4 College Longitudinal Study of 658 Students
Transfer-Level English Completion
Dx% = [(ACE-Control)x100]/Control
ACE students are more likely to pass Transfer-Level ENGLISH by:
SLIDE 10
Percentage of students who pass Transfer-Level English Source: MPR Associates December 2012
+ 175% + 148%
Comparison Group 1:1 propensity score matching from 123,631 non-participants Students in ACE Accelerated Program n=658
KEY
TO SUMMARY OF OUTCOMES
23.4%
ONE semester after attending ACE TWO semesters after attending ACE statistical significance <.01 two-tailed test Control Group
ACE
Control Group
8.5%
ACE
4 College Longitudinal Study of 658 Students
Transfer-Level English Completion
Dx% = [(ACE-Control)x100]/Control
ACE students are more likely to pass Transfer-Level ENGLISH by:
16.3% 40.5%
SLIDE 11
ACE Intrinsic Engagement and Student Support Model
41
STUDENT COHORT
Foundation Course 2-Week Intensive
Affective Orientation
ACE Team-Self Management Course
Academic Program Variations
On a Regular-Basis:
- Monitor Student Progress
- Motivate Student
- Deal with Behaviors
- Help Student Solve Life
Problems
Academic Program
3 credits 2 credits 8 to 12 credits
Getting Students To Believe They Can Do It
“Lighting the Fire for Learning”
SLIDE 12
Model
Target
Examples
- 2. Affective
Orientation All Students
Orientation to professional skills, behavior, mindsets, and college culture: Nursing, MESA
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
Students attend regular
college courses and programs
SLIDE 13
Model
Target
Examples
- 2. Affective
Orientation All Students
Orientation to professional skills, behavior, mindsets, and college culture: Nursing, MESA
- 3. Affective
Summer Bridge Transitioning students
Provide rich academic and communal experience leveraging the student’s exposure to social injustice
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
Students attend regular
college courses and programs
Social Justice
Experiential Course
ACE Team Self
Management
STUDENT COHORT
SLIDE 14
Model
Target
Examples
- 2. Affective
Orientation All Students
Orientation to professional skills, behavior, mindsets, and college culture: Nursing, MESA
- 3. Affective
Summer Bridge Transitioning students
Provide rich academic and communal experience leveraging the student’s exposure to social injustice
- 4. Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc.
CTE
Program
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
Students attend regular
college courses and programs
Social Justice
Experiential Course
ACE Team Self
Management
STUDENT COHORT
ACE Team Self
Management
STUDENT COHORT
SLIDE 15
Model
Target
Examples
- 2. Affective
Orientation All Students
Orientation to professional skills, behavior, mindsets, and college culture: Nursing, MESA
- 3. Affective
Summer Bridge Transitioning students
Provide rich academic and communal experience leveraging the student’s exposure to social injustice
- 4. Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc.
- 5. Affective
Booster - Learning Community LC Students
Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum
CTE
Program
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
Students attend regular
college courses and programs
Social Justice
Experiential Course
ACE Team Self
Management
STUDENT COHORT
ACE Team Self
Management
STUDENT COHORT
ACE Team Self
Management
STUDENT COHORT
Linked Course Linked Course Linked Course
SLIDE 16
Model
Target
Examples
- 2. Affective
Orientation All Students
Orientation to professional skills, behavior, mindsets, and college culture: Nursing, MESA
- 3. Affective
Summer Bridge Transitioning students
Provide rich academic and communal experience leveraging the student’s exposure to social injustice
- 4. Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc.
- 5. Affective
Booster - Learning Community LC Students
Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum
- 6. Accelerated
Academic Learning
- Dev. Ed.
Students CTE Students
Accelerated English and math, Integrated Science, Career Technical Ed using a project-based course around which to integrate curriculum
CTE
Program
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
Students attend regular
college courses and programs
Social Justice
Experiential Course
ACE Team
Self- Management
STUDENT COHORT
ACE Team
Self- Management
STUDENT COHORT
ACE Team
Self- Management
STUDENT COHORT
ACE Team
Self- Management
STUDENT COHORT
Linked Course Linked Course Linked Course
SLIDE 17
Model
Target
Examples
- 2. Affective
Orientation All Students
Orientation to professional skills, behavior, mindsets, and college culture: Nursing, MESA
- 3. Affective
Summer Bridge Transitioning students
Provide rich academic and communal experience leveraging the student’s exposure to social injustice
- 4. Affective
Support for CTE CTE Students
Medical Assisting, Green Jobs, Sustainable Construction, Agricultural Machinery, Respiratory Care, etc.
- 5. Affective
Booster - Learning Community LC Students
Provide 24/7 peer-support in hyper-bonded community, through ACE affective curriculum
- 6. Accelerated
Academic Learning
- Dev. Ed.
Students CTE Students
Accelerated English and math, Integrated Science, Career Technical Ed using a project-based course around which to integrate curriculum
CTE
Program
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
Students attend regular
college courses and programs
Social Justice
Experiential Course
ACE Team Self-
Management
STUDENT COHORT
ACE Team Self-
Management
STUDENT COHORT
ACE Team Self-
Management
STUDENT COHORT
ACE Team Self-
Management
STUDENT COHORT
Linked Course Linked Course Linked Course
SLIDE 18
Relevant & Accelerated Academics Focus on Strengths:
- PhD in Social Injustice
- Students are Smart – Education needs to be relevant to their
lives
- Statistics Acceleration
- English Acceleration
- Critical thinking
- Team Project Requiring Constant Interaction and
Responsibility
- Project Grounded in Scientific Method
ACE Social Justice Primary Research Model
SLIDE 19
49
Examples:
- Accelerated English
- Accelerated Math
- Accelerated Math and English
- Integrated Science Program
- Career Technical Training (CTE) such as Nursing, Green
Sustainable Construction, Ag Diesel, and more
- 6. Accelerated Academic Learning
Program Variations
Uses a project-based course to integrate curriculum
Adaptability of the ACE Engagement and Support Model
How Colleges Adapt ACE to Meet Their Needs
ACE Team-Self Management Course
STUDENT COHORT
Foundation Course 2-Week Intensive
Affective Orientation