Performance Outcomes of First-Time,
No-Prior College Experience Students
by Self-Reported Student Hope Levels
Jim Fillpot
Dean, Institutional Research & Resource Development
Chaffey College
RP Group 2015 Research & Planning Conference
April 2015
Why Non-Cognitive Factors?
 Timeliness
 Research regarding the influence of non-
cognitive factors on behavior and thinking
 “Actionable”
 Ability to impact the institutional culture
 Addressing cognitive factors wasn’t enough
Data Collection Process
 Over 10,000 individuals assessed annually
 Approx. 88% - 93% of new students
participate in assessment
 Data captured at the point of assessment:
 Student Demographic Data
 Standardized Assessment Test Data
 Educational Background Characteristics
 Other Data Elements
 Non-Cognitive Measures
Non-Cognitive Data Collected
 Hope
 Mindset
 Self-Efficacy
 Organization
 Metacognitive Self-Regulation
 Time and Study Environment
 Help Seeking Behavior
Hope is NOT…
Hope is…
From “Managing for High Hope” by C.R. Snyder, Ph.D. - #162 from R&D Innovator Volume 4, Number 6 June 1995
Specific to Hope…
 Three first-time, no prior college
experience cohorts examined:
 2011 (N = 611 students)
 2012 (N = 3,257 students)
 2013 (N = 3,250 students)
 Three-year total – 7,118 students
Hope Scale Score Distribution
500
Number of Students Assessed
450
Low
Hope
Average
Hope
High
Hope
400
350
300
250
200
150
100
50
0
8 10 12 14 16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60 62 64
Hope Scale Total Score
mean = 53.76; median = 55.0; standard deviation = 6.58
Hope Group Differences by
Student Characteristics
 Examined Hope Group Membership by:
 Gender
 Race/Ethnicity
 Age Range
 Disability Status
 Economically Disadvantaged Status
Hope Group Differences by
Student Characteristics
 Examined Hope Group Membership by:
 First Generation Status
 Primary Language
 Parent Education Level
 High School GPA
 Years of High School English
 Years of High School Math
Observed Hope Group Differences by
Student Demographic Characteristics
 Only observed statistically significant
difference by H.S. GPA
More likely to be high hope:


African American students
Caucasian students
More likely to be low hope:


Asian students
Students with Disabilities
Tracking of Performance Outcomes
 First Semester Success and Retention Rates
 Persistence (multiple semesters)
 Unit Attainment (multiple unit thresholds)
 Basic Skills Attainment
 Completion of Transfer-Level Courses
 Awards (Degrees and Certificates)
 Transfer to 4-Year Institutions
First Semester Success Rate
100.0
First Semester Success Rate
90.0
80.0
70.0
60.0
79.6
70.9
71.3
70.1
67.4 67.5
67.8
62.4 63.7
ES = .22
50.0
40.0
ES = .20
30.0
20.0
ES = .21
10.0
ES = .27
0.0
High Hope
Average Hope
2011
2012
2013
Low Hope
Fall-to-Spring-to-Fall Persistence Rate
FA-to-SP-to-FA Persistence Rate
100.0
90.0
80.0
70.0
60.0
50.0
70.0 69.9 68.0
60.6 60.4 60.0
ES = .22
61.2
57.6 56.4
ES = .23
40.0
30.0
ES = .28
20.0
ES = .29
10.0
ES = .22
0.0
High Hope
Average Hope
2011
2012
2013
Low Hope
FA-to-SP-to-FA-to-SP Persistence Rate
FA-to-SP-to-FA-to-SP Persistence Rate
100.0
90.0
80.0
70.0
60.0
50.0
40.0
61.0
62.2
51.6
51.0
ES = .27
52.9
46.8
ES = .31
30.0
20.0
ES = .43
10.0
ES = .25
0.0
High Hope
Average Hope
2011
2012
Low Hope
Unit Attainment – 24+ Units
100.0
Unit Attainment – 24+ Units
90.0
80.0
70.0
60.0
50.0
55.0
48.3
47.2
48.2
44.2
36.5
40.0
30.0
20.0
ES = .24
16.3
10.7
10.0
6.2
ES = .32
0.0
High Hope
Average Hope
2011
2012
2013
Low Hope
Unit Attainment – 30+ Units
100.0
Unit Attainment – 30+ Units
90.0
80.0
70.0
60.0
52.0
50.0
40.0
42.5
38.9
42.3
34.6
27.0
30.0
20.0
10.0
ES = .25
3.5
1.8
0.0
High Hope
Average Hope
2011
2012
2013
0.6
Low Hope
Unit Attainment – 45+ Units
Unit Attainment – 45+ Units
45.0
40.0
39.0
35.0
29.3
30.0
27.1
25.0
20.0
19.3ES = .20
15.9
15.0
11.5
10.0
ES = .21
5.0
ES = .24
0.0
High Hope
Average Hope
2011
2012
Low Hope
Basic Skills Attainment - Math
Basic Skills Attainment - Math
35.0
30.0
30.0
25.0
20.0
15.0
23.5
19.7
19.6
16.5
11.4
11.2
10.0
11.8
9.6
ES = .36
5.0
ES = .45
0.0
High Hope
Average Hope
2011
2012
2013
Low Hope
Transfer Course Completion – English
Transfer Course Completion - English
60.0
52.0
50.0
40.0
38.5
34.6
33.1
ES = .28
28.2
30.0
ES = .21
20.0
16.2
23.1
ES = .49
ES = .25
10.0
11.5
ES = .22
6.2
ES = .32
0.0
High Hope
Average Hope
2011
2012
2013
Low Hope
Transfer Course Completion - Math
Transfer Course Completion – Math
25.0
23.0
20.0
18.5
15.3
15.0
13.6
13.2
11.7
10.0
5.0
4.6
4.4
3.4
ES = .20
0.0
High Hope
Average Hope
2011
2012
2013
Low Hope
Degree Completion
9.0
8.0
8.0
Degree Completion
7.0
6.0
5.0
4.2
4.0
3.0
2.0
1.0
2.3
1.9
1.3
0.2
0.0
0.0
High Hope
1.2
Average Hope
2011
2012
2013
0.0
Low Hope
Changing the Institutional
Culture
Hiring
Process
Train All
Employee
Groups
Changing the Institutional
Culture
Integrated
Planning Model
Policies &
Procedures
Materials
Changing the Institutional
Culture
Embed Hope
and Mindset
in Programs
Changing the Institutional
Culture
Outreach to
Students and
Campus-Wide
Messaging
Be HOPEFUL! Strategies For Success
Harness Your
Strengths
Overcome
Obstacles
Plan and Prioritize
Embrace the
Journey
Focus on your
Progress
Utilize Resources
Live Out Your
Dreams
• Discover your passions, interests, strengths, and learning strategies
• Examine how you became good at something and apply those strategies to something
you’re struggling to learn
• Predict possible difficulties or obstacles you might face and seek out tools, resources,
and people who can help you overcome these potential obstacles.
• Think of alternate pathways to achieve your goal.
•Use planning tools, lists, etc. to help you keep track of and be prepared for due dates, tests,
assignments, etc.
•Always keep your goals in mind. Consider ways that your classes and assignments can help you
reach your goals.
•Approach learning with a growth mindset
•Remember that learning is a process – enjoy the journey
•Be prepared to work hard
•Learn as much as you can from mistakes
•Track your own progress in your classes
•Look closely at graded work that your instructors hands back to you – make an effort to understand
the feedback/grade
•Celebrate your successful completion of tasks, assignments, etc. and see them as one step closer to
achieving your goals
•Learn about and try new study/organizational strategies
•Find a mentor, tutor, or teacher to guide you in your journey
•Be creative and resourceful. Seek out solutions to any problems you might be facing.
•Use Chaffey’s resources to help you achieve your goals (Success Centers, SI, library, financial aid, Career
Center, Counseling, health services, etc.)
• Find meaningful ways to celebrate your progress and achievement of your goals
• Keep going! Once you’ve reached a goal, set a new one.
Next Steps
 Expand Upon Preliminary Research
 Role of Non-Cognitive Factors in Placement
 Guiding Students to Non-Instructional and
Student Service Support Programs
 Non-Cognitive Factors as Predictors of
Success (e.g., Distance Learning)
Next Steps
 Direct Messaging to Students at Key
Momentum Points
 Post Assessment at Key
Momentum/Completion Points
 Replicate Process With Core Competencies
to Address ILOs, Accreditation Standard
I.B.6
QUESTIONS?