Data Dashboards
Purpose and Intent of Section-Level Data
De Anza College’s Educational Master Plan 2022-2027 identified institutional goals that aim to minimize equity gaps to no more than 5 percentage points between any student ethnic groups. Faculty members can play a critical role in this effort, since they have influence and control over teaching and learning strategies that could positively affect equity data at their section, course and department levels.
On this webpage, you can learn more about two types of reports
These provide section-level data that faculty members can use in planning their teaching and learning strategies.
Success, Retention and Equity Gaps
Explore Variations within Divisions, Departments, Course and Section
When viewing course outcomes by section consider the following questions for discussion:
- What are the overall course success and retention rates? How do these rates vary by section or department?
- What is the overall equity gap? How does the equity gap vary by section or department?
- What is the overall non-completion rate and how does it vary by section or department? Is the rate satisfactory to the department, division or college?
- If there is variation in course success rates, non-completion rates, retention rates or equity gaps, what teaching and learning strategies could explain the variation observed?
- Does the data suggest changes in teaching and learning strategies are necessary to improve course success rates, non-completion rates, retention rates or equity gaps?
- If yes, in what spaces could discussion occur to develop teaching and learning strategies to improving these rates? Who should be included in the discussion?
Course Success Variation by Ethnicity
Explore Variations by Ethnicity within Divisions, Departments and Courses
When exploring success variations by ethnicity and course, consider the following questions for discussion:
- Which student ethnic group's course success rate tends to be above the college average? Which student ethnic group's course success rate tends to be below the college average?
- For the student ethnic groups identified in the aforementioned question, are the trends the same across all courses in the department?
- What teaching and learning strategies could explain the differences in course success rates by ethnicity being observed?
- Does the data suggest changes in teaching and learning strategies are necessary to improve course success rates for any particular student ethnic group?
- If yes, in what spaces could discussion occur to develop teaching and learning strategies to improving these rates? Who should be included in the discussion?