Hi Joe,
Thanks for sending these drafts. I’ve added a few thoughts below:
Memo #1 (placement)
We are currently recording the information in Banner according to Option #1. We are not opposed to Option #2; however, applications for Fall 2020 are ready to launch in approximately 3 weeks and to comply with Option #2, we would need to make extensive changes in all of our applications, as well as programming changes with how/where that information is recorded in Banner. Depending on the location of the information in Banner, those changes could be extremely complicated and take time to put in place and test prior to an application launch. I would suggest we plan for those change to be in place by our Fall 2021 launch which will be in July, 2020. We cannot comply with this request for this year by the time we launch mid-July.
Memo #2 (First Gen)
As I read this memo, it appears that OCHE is asking for an attribute to be placed in Banner indicating readiness with Math/Writing, etc. I think we could work some kind of crosswalk with our cohorts or discontinue our method of cohort indicators and adopt these. But again, this will require some extensive programming and process changes so would prefer to put these in place for Fall 2021, effective July, 2020.
Becky
Becky Roeder
Assistant Director
Office of Admissions
PO Box 172190
Bozeman, MT 59717-2190
Phone: 406-994-5543
Toll Free: 888-MSU-CATS
Fax: 406-994-7360
From: MACRAO Listserv <MACRAO@LISTSERV.GFCMSU.EDU> On Behalf Of Thiel, Joe
Sent: Tuesday, June 25, 2019 9:13 AM
To: MACRAO@LISTSERV.GFCMSU.EDU
Subject: FOR REVIEW: Math/Writing & First Gen Tracking
MACRAO Colleagues:
Following from our discussions at the Spring MACRAO meeting, I attach three memos for your review on tracking of math/writing corequisite course sections, math/writing placement, and first generation status. Could you please review and respond by Friday July 12th with comments or questions. I am glad to join a call to discuss.
These are drafts for review, so your thoughts are most appreciated.
Our goal in tracking these variables consistently is to better identify and learn from models, initiatives, or approaches to that can help first generation students or students with developmental math or writing needs. Our current – often labor intensive – approach to tracking math success in particular has often produced flawed data that is not particularly helpful in answering lingering questions regarding models to help students who need support in math.
We also anticipate that these fields will be helpful should campuses or the system join the Postsecondary Data Partnership (an effort through the National Student Clearinghouse to develop course-level linked data on student success). Gates, Lumina, and other major foundations that regularly grant to universities or systems appear to be moving to require new grantees to conduct their reporting through the partnership. Moving on these key variables now should lessen the burden in the likely event the system be tasked with joining the partnership in future.
Kind Regards,
Joseph Thiel
Director of Academic Policy and Research
Montana University System
406-449-9134
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