The Equity Scorecard: UW Oshkosh Report

 
 

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UW Oshkosh Equity Scorecard Report   
 

Presented by Chancellor Wells and Equity Scorecard Team Members Prof. Michelina Manzi (chair) and Mike Watson, Director of Institutional Research

 

 
 

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What is the Equity Scorecard? 

• A UW System project to identify ways to address inequities that exist in educational outcomes among students of color.
• UW Oshkosh is one of seven pilot institutions.   
• Closing the achievement gap by bringing retention and graduation rates for students of color in line with those of the student body as a whole is one of the goals of Plan 2008.
• Developed by Estela Mara Bensimon, Center for Urban Education, University of Southern California

 

 

 
 

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Framework for Analysis & Action  
Source: Diversity Scorecard Project, USC 

ACCESS 

Objective 

Baseline     Improvement          Equity

                         Target 

Equity in Educational Outcomes 

INSTITUTIONAL RECEPTIVITY 

Objective 

RETENTION 

Objective 

Baseline      Improvement         Equity

                         Target 

EXCELLENCE 

Objective 

Baseline      Improvement         Equity

                         Target 

Baseline      Improvement         Equity

                         Target

 
 

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The Process 

• Create campus evidence teams
• Analyze existing data through the four perspectives
• Develop Scorecard
• Share results
• Use results to inform change

 
 

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How It Works 

• Awareness:  Engage in institutional           self-assessment to provide a clear and unambiguous picture of inequities
• Interpretation:  Analyze and integrate the meaning of the inequities
• Action:  Develop strategic actions to achieve equity in educational outcomes based on data, not assumptions

 
 

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Principles of Framework 

• Equity Scorecard emphasizes indicators of success for campus community groups rather than individual strengths or deficiencies.

• It is a social framework—cannot look at success or failure of individuals because the framework focuses on groups within a broader academic community to determine community characteristics that encourage or inhibits success.  
  

  

 

 
 

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Equity Scorecard Findings 

• Access
• Enrollment, financial aid and major areas of study
• Retention
• Persistence and academic success
• Excellence
• Achievement and academic opportunities
• Institutional Receptivity
• Openness to diversity of faculty, staff and campus climate

 
 

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Key Scorecard Findings 

Our retention data shows that African Americans and American Indians are far less likely to reach the senior year than are our white students. SE Asian and Hispanic student retention rates are nearly the same as white student retention rates.

(“Total drop” includes students who transfer to another institution.) 

Out of Every 100 Students

 
 

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Key Scorecard Findings 

The DFW report shows a low success rate in many key gateway courses for all students, but especially among African American, American Indian and Hispanic students.

 
 

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Key Scorecard Findings 

University-wide, 16% of new full-time students finish their first semester with a GPA under 2.0. These students are highly unlikely to return for a second year or to graduate. For African Americans and American Indians, the rate is nearly double the University average.

 
 

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Key Recommendations 

• Maintaining the status quo in terms of equity and diversity is unacceptable.

• The first week on campus is critical to drive home to students what it takes to succeed in college. (Retention) 
  

• We need to examine diversity of the curriculum. (Excellence) 
  

 
 

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Key Recommendations 

• We need a campus-wide climate study. (Institutional Receptivity)

• The First-Year Experience and the Diversity Council should coordinate retention efforts. (Retention) 
  

 

 
 

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Key Recommendations 

• Each college and division needs a plan with measurable outcomes to address DFW findings. (Excellence)

• The Office of Institutional Research should publish an annual Equity Scorecard Key Indicator report. 
  

    (Educational outcomes)

 
 

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Key Recommendations 

The fragmented, multi-layered, multi-led approach to meeting the academic support needs of students of color should be re-evaluated. (Retention)

 
 

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Next Steps 

Prepare strategic action plans to address internal inequities and enhance equity:

• Current actions that work
• New actions that have promise
• Actions contributing to inequities that need to stop
• Share action plans at Campus Summit in Fall 2008

• Diversity Council 
  
• Gender Equity Council
• Colleges
• Center for Academic Support and Diversity
• Center for Scholarly Teaching
• others

 
 

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Conclusion 

Internal equity for all of our students -- especially        students of color -- requires the entire campus community to: 

• strive to understand and address the structural and cultural obstacles to the production of equitable educational outcomes, and

• ensure that UW Oshkosh provides a welcoming, affirming, and responsive environment for groups that historically have been denied access to the benefits of higher education.