Project
Identifying Equity Gaps Through Dashboard Discoveries
Description
We have disaggregated common success outcomes, such as persistence rates and graduation rates, by student ethnicity, Pell grant eligibility status, and first-generation status to identify equity gaps in achievement.
Identify Equity Gaps
4-Year Institution
HBCU/PBI
Texas
Derrick Manns
Executive Director of Curriculum and Graduation Initiatives
Raijanel Crockem
Associate Vice President- Institutional Assessment, Planning and Effectiveness
Evidence

The Office of Institutional Assessment, Planning, and Effectiveness and the Provost's Office collaborated to disaggregate data regarding persistence and graduation rates be ethnicity, Pell eligible and first-generation status. This data will be shared with the faculty and student success areas on campus.

This data will help to enlighten the overall university community of these outcomes for the referenced populations, as well as assist in designing programs that are geared towards supporting student needs.

Goal

Our project will improve student achievement outcomes of our first-time freshmen because it will provide a more comprehensive insight to the university community regarding any distinctions among the student groups. It will highlight the type of student support services that may be implemented and/or enhanced to meet the needs of our students.

The University Provost will be the champion so that there may be a strong academic presence regarding such student success outcomes as persistence and graduation.

Lessons Learned

We discussed our "Blue Sky" idea of disaggregation of course level outcomes by student demographics at various stages of course rigor to determine if specific student groups achieve differently during the varying levels. The lesson learned was this would be a robust undertaking and would require additional support/resources to complete. We also realized that given our current workloads this would not be attainable within the anticipated timeline to culminate the fellowship this summer. Through our discussion we agreed on a data phasing approach; during this first phase we have disaggregated the referenced variables to review persistence and graduation rates. We plan to incorporate other measures like academic standing and course pass rates.