BEGIN:VCALENDAR PRODID:-//Microsoft Corporation//Outlook 16.0 MIMEDIR//EN VERSION:2.0 METHOD:PUBLISH X-MS-OLK-FORCEINSPECTOROPEN:TRUE BEGIN:VTIMEZONE TZID:Central Standard Time BEGIN:STANDARD DTSTART:16011104T020000 RRULE:FREQ=YEARLY;BYDAY=1SU;BYMONTH=11 TZOFFSETFROM:-0500 TZOFFSETTO:-0600 END:STANDARD BEGIN:DAYLIGHT DTSTART:16010311T020000 RRULE:FREQ=YEARLY;BYDAY=2SU;BYMONTH=3 TZOFFSETFROM:-0600 TZOFFSETTO:-0500 END:DAYLIGHT END:VTIMEZONE BEGIN:VEVENT CLASS:PUBLIC CREATED:20250109T173133Z DESCRIPTION:Presenters\nDouglas Walcerz\nProvost and Vice President of Acad emic and Student Affairs\nLee College\n \nDescription\nVirtually all colle ges and universities in Texas used to have student success goals based on race/ethnicity and gender in part because SACSCOC guidance for Standard 8. 1 states: \n \n‘In order to maximize institutional effectiveness in the area of student achievement goals\, member institutions should also disagg regate graduation rates by appropriate demographics. Those demographic cha racteristics typically include gender\, race\, ethnicity\, and Pell/Non Pe ll status. Institutions may also disaggregate graduation rate data by othe r student population characteristics. If any categories that are not stand ard are used\, the institution should include definitions. For the various types of disaggregation the institution should provide a rationale for th eir use. Institutions should\, as a result of the analysis of such disaggr egated data\, report any ongoing institutional strategies to seek improvem ent in closing completion gaps among student populations when addressing c ompliance with this standard.’ \n \nThe passage of the Anti-DEI bill in the 88th Legislative Session prohibits colleges and universities from desi gning or implementing programs based on race/ethnicity or gender\, and als o prohibits colleges and universities from setting goals or targets for st udent success based on race/ethnicity or gender according to legal interpr etations from TASB and others. \n \nThis session presents the Economic Har dship Index as a practical and useful characteristic for setting goals and driving student success initiatives\, while also helping institutions mee t SACSCOC Standard 8.1\, which allows the use of ‘other student populati on characteristics’ with a provided definition and rationale. It will pr ovide a complete definition of the Economic Hardship Index\, demonstrate h ow it is calculated using data from the Student Information System combine d with US Census data\, and offer examples of its application at Lee Colle ge to support student success initiatives.\n \nLearning Outcomes \nBy the end of this session\, participants will:\n* Recognize the challenges invo lved in identifying potential graduates and understand the limitations of current systems and staffing.\n* Discover the advantages of utilizing simp le searches to develop a process for identifying students.\n* Learn strate gies such as exploring alternative degree options and off-path courses\, a nd how these approaches can help students successfully complete their educ ational programs.\n \n DTEND;TZID="Central Standard Time":20250226T174500 DTSTAMP:20250109T173133Z DTSTART;TZID="Central Standard Time":20250226T164500 LAST-MODIFIED:20250109T173133Z LOCATION:TAIR Conference PRIORITY:5 SEQUENCE:0 SUMMARY;LANGUAGE=en-us:Using the Economic Hardship Index to Drive Student S uccess TRANSP:OPAQUE UID:040000008200E00074C5B7101A82E0080000000050D774A98962DB01000000000000000 010000000B661569DF9157349994411DBD2AA6872 X-ALT-DESC;FMTTYPE=text/html:\n\n\n

Presenters

Douglas Walcerz

Provost and Vice President of Academic and Student Affairs

Lee College

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Descri ption

Virtually all colleges and universities in Texas used to have student success goals based on race/eth nicity and gender in part because SACSCOC guidance for Standard 8.1 states : \;

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‘\;In order to maximize i nstitutional effectiveness in the area of student achievement goals\, memb er institutions should also disaggregate graduation rates by appropriate d emographics. Those demographic characteristics typically include gender\, race\, ethnicity\, and Pell/Non Pell status. Inst itutions may also disaggregate graduation rate data by other student popul ation characteristics. If any categories that are not standard are used\, the institution should include definitions. For the various types of disaggregation the institution should provide a ration ale for their use. Institutions should\, as a result of the analysis of su ch disaggregated data\, report any ongoing institutional strategies to see k improvement in closing completion gaps among student populations when ad dressing compliance with this standard.’\; \;

< p class=MsoNormal> \;

The passage of the Anti-DEI bill in the 88th Legislative Session prohibits colleges and u niversities from designing or implementing programs based on race/ethnicit y or gender\, and also prohibits colleges and universities from setting go als or targets for student success based on race/ethnicity or gender accor ding to legal interpretations from TASB and others. \;

< p class=MsoNormal> \;

This session pr esents the Economic Hardship Index as a practical and useful characteristi c for setting goals and driving student success initiatives\, while also h elping institutions meet SACSCOC Standard 8.1\, which allows the use of &# 8216\;other student population characteristics’\; with a provided def inition and rationale. It will provide a complete definition of the Econom ic Hardship Index\, demonstrate how it is calculated using data from the S tudent Information System combined with US Census data\, and offer example s of its application at Lee College to support student success initiatives .

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Learning Outcomes \; \;

By the end of this session\, participants will:< /o:p>

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