Assessment Highlights

Fall 2012

  • Refining end-of-year survey to ensure the questions we ask receive a more critical answer -- specifically searching for the problem areas and challenges. Will be connecting these more directly to developed outcomes.
  • Developed some preliminary specific outcomes against which future data can be assessed.

Prior to Fall 2012

  • Since program inception, we have gathered persistence data on all our program students. 
  • 2008-2009 (year 1 -- 150 students) and 2009-2010 (year 2 -- 189 students) and 2010-2011 (year 3 -- 200 students) -- end-of-academic-year survey sent to program students assessing which services (internal and external across the college) program students were using at the college, prioritized by most desirable/useful. Examples: Did you use DSPS or not? Did you get a Pell Grant or not? Included questions about student backgrounds, including length of time in foster care, to correlate data.
  • Interviews by outside researcher conducted in year 1 and year 2, unaffiliated with college or any funder. Researcher also conducted surveys of all program students, collected data, quantified it, and provided an initial report.
  • In 2010-2011, surveys were conducted annually by the CCSF program. These surveys included questions in regards to effectiveness of counseling services and program-management services. 
  • In 2011-2012, surveys were again conducted. Data is waiting analysis.
  • Highlights:
    • Students identified scholarships as a key need, so we redirected internal efforts to finding and creating more internal and external scholarships. We sought out funders to create internal scholarships focussed on our program students. We also created partnerships with existing scholarship organizations that would develop specific scholarships focussed on our students. And we identified existing scholarships that our students could apply for. RESULT: In 2011-2012 we received over $100,000 of scholarships for our students from all sources. We are now the key partner with specific organizations, who they use as the primary market for their scholarships. For example, more CCSF Guardian Scholars received scholarships from these organizations than any other school in the state. Now our program has a reputation that draws students into our program.
    • As a part of our annual reports, we collect data from all the services our students have used and track that data. Review of these data showed that students were twice as likely to drop from classes if they didn't receive a Chafee Grant (36% versus 18%). 
    • Open enrollment program -- once launched, we had the largest cohort in the state. Our primary funder at the time came to us to access our data to measure the effectiveness of this larger program.
  • An example of one of the issues we review within our data is what reasons exist for why our students are not accessing or receiving grants and resources for which they are eligible. When we identify these access issues, we prioritize improving that access.