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A Preview of Coming Changes to the B10 Collection

by Tod Massa 16. February 2018 16:48

The legislative session has now passed the midway point and the bills that have passed their chamber of origin have crossed over to the other chamber for consideration. One of the bills that could affect our data collections as they regard transfer students is SB631. There are reporting requirements in the bill as it currently exists that could have significant impacts on reporting.

For example:

E. 1. The Council shall prepare an annual report on the pertinent aspects of the pipeline of students transferring from comprehensive community colleges to baccalaureate public institutions of higher education. Beginning with the 2019-2020 academic year, such report shall annually identify the degree of success of each transfer pathway. For purposes of the report, "degree of success" shall be a comparative measure of all transfer pathways based on completion rates, time to degree, the number of credits accumulated, and grade point averages. The Council shall identify those academic courses offered at comprehensive community colleges that baccalaureate public institutions of higher education routinely do not accept credit from a transfer student, including those courses for which a waiver has been granted pursuant to § 23.1-908. The report shall be made available at the end of each academic year and shall be shared with the Chancellor of the Virginia Community College System, each individual comprehensive community college, and each baccalaureate public institution of higher education.

2. To assist in the preparation of the report required by this subsection, each baccalaureate public institution of higher education shall report annually to the Council, in a format determined by the Council and in accordance with guidelines established by the Council, data concerning transfer students and academic outcomes. Such report shall include, at a minimum, student grade point averages in the first year after a transfer from a comprehensive community college, graduation rates, time to degree completion, and the number of credits at degree completion. Data shall be reported in such a manner as to provide details regarding the outcomes of transfer students from individual comprehensive community colleges compared with outcomes of college students who have enrolled solely at the baccalaureate public institution of higher education and dual enrollment students at the baccalaureate public institution of higher education.

Depending on how we operationalize this, we could see some marked changes and increases in data collection. This is definitely a bill to keep your eyes on. In a number of ways, it continues the emphasis we saw in prior years on improving student outcomes, including the consideration of pre-college credit. 

In 2015, the   HB 1336, became law mandating that SCHEV, in consultation with the governing boards of the public the colleges and universities, create a policy for granting undergraduate course credit to entering freshmen who have taken one or more Advanced Placement (AP), Cambridge Advanced (A/AS), College Level Examination Program (CLEP), International Baccalaureate (IB) examinations.  The law also requires development of a policy to outline parameters for each public institution to award course credit; and where possible, grant course credit consistently across institutions.   SCHEV and each public institution also shall make these policies available on its website. 

SCHEV has developed the policy and Council approved it in the spring of 2016.   During the last year, institutions have reviewed and submitted their policies to SCHEV.   

Moving forward, SCHEV needs a way to monitor how the institutions are adhering to the policy.  Since SCHEV Research already collects achievement test information from the institutions on the SCHEV B10 survey, we decided to use data from this survey to assist SCHEV in the review process.   This allows for a more streamlined process and reduces reporting burden on the institutions by not adding a new collection to gather this information.
We will, however, make changes to the current reporting and submission process that affects the 2018 B10 survey, Part C collection to improve data quality.   After a comprehensive review of the 2017 submission, we found numerous reporting inconsistencies across institutions (e.g. outdated or incomplete entries).   With these data discrepancies, we believe that best way to capture current institutional policy on the survey is by the following:
  • Update Part C of the survey to provide better guidance and controls so there is consistency in how the institutions report academic achievement test information.   This includes, but is not limited to, providing the list of achievement tests and corresponding subject areas for selection, and adding basic edit checks.
  • Require institutions to fill out Part C from scratch.  Current reporting policy is for SCHEV to pre-stock this part of the survey with data submitted and locked to us the previous year so institutions can update the data, if appropriate.    At least for this year’s collection, institutions will fill out a blank form.    
We are in the process of designing the modifications to the collection. As we do so, we are monitoring the various transfer and dual enrollment bills to ensure we can capture one set of modifications, and not engage in multiple redesigns. We want to keep things as straightforward as possible. 

Finally, we have been redesigning the Triple E (Early Enrollment Estimate) collection. We had two goals with this redesign: first, to improve the collection and add some edits; and two, to create an opportunity for a spring collection. I know this is an increase burden, but hopefully you will not find it too much of a burden. During the spring I get a lost of questions about your enrollments for the spring and would like to be able to start answering those questions. We will probably pilot it in March when the submission site re-opens.

Thanks to Marina Moschos and Jodi Fisler for their briefing on the changes to B10 part C and work in the examining the collection and its needs.

 

 

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