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Practices with Promise Success Story

Submitted By: Dana Galloway, West End Corridor (Chaffey) Consortium


Piloting Data Sharing Practices to Measure College Transition

  • Type of Practice: Data & Accountability
  • Targeted Population: Adult Secondary Education Students, English Language Learners, High School Diploma Students, High School Equivalency Students, K12 to CC Transitioning Students
  • Program Area(s): Adult Basic & Secondary Education, English as a Second Language & Citizenship
  • Consortia Involved: West End Corridor/Chaffey Regional AE Consortium

The Challenge

The West End Corridor Adult Education Consortium has struggled to track adult school ASE and ESL student transition to post-secondary education into Chaffey College. This information is vital to create a baseline from which to measure success in post-secondary transition of adult ed students. The adult schools (Fontana, Upland, Chino, and Chaffey) and Chaffey College utilize separate student identification systems and definitions, making timely and reliable tracking very difficult. Additionally, the statewide tools have not provided reliable data for tracking student transition from ASE and ESL programs to post-secondary education, especially within regional consortia.

The Solution

Chaffey College and the adult schools in its service district partnered to obtain lists of students who attended the adult schools in the 2013-14 through 2016-17 academic years. The consortium then performed a “fuzzy match” (using first and last name, as well as date of birth) to track student enrollment at Chaffey College. For each adult school, the college tracked first semester data on student demographic characteristics, self-reported assessment data, course-taking behavior, and performance outcomes.

The group obtained data for four years, by adult school, and also tracked students who generated one or more enrollment records as well as students who applied to Chaffey College but did not enroll.

Outcomes

While the data (below) proved valuable as a rough snapshot of postsecondary transition, the greatest value of this initial attempt was that it marked a step toward trouble-shooting models for consortia data sharing. This exercise revealed several flaws that the consortium will rectify in the following years: a) adult schools include different students in the files they submitted; and b) “fuzzy matching” of data varied. For example, the files submitted by Chino Valley and Fontana Adult Schools included Basic Skills (ABE); CTE; ESL/ELL; ESL Citizenship; Workforce Readiness; High School Diploma; etc. – all of the categories in which they receive funding; while Chaffey Adult School submitted a more limited cohort. Some schools sent only GED earners, while others did not identify students by program/outcome. For most adult schools, Last Name, First Name, DOB, and Middle Name was used as part of the fuzzy match, although middle name was not provided by Upland Adult which may account for the high application-to-attendee rate (41.54%).

The Data

Data reflects adult school attendee records from 2013-14 through 2016-17.
- School: Chaffey Adult (5,539 Records) 215 applied (3.88%), 40 enrolled (18.6% of those who applied and 0.72% of total.)
- School: Chino Adult (6,336 Records) 143 applied (2.26%), 32 enrolled (22.38% of those who applied and 0.51% of total.)
- School: Fontana Adult (5,663 Records) 672 applied (11.89%), 132 enrolled (19.64% of those who applied and 2.33% of total.)
- School: Upland Adult (65 Records) 27 applied (41.54%), 5 enrolled (18.2% of those who applied and 7.69% of total.)
- WECC Total (17,603 Records) 1,057 applied (6.00%), 209 enrolled (19.78 of those who applied and 1.19% of total.)


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