Columbus State University 2023

Columbus State University (CSU) is a public (state-supported) institution that offers 114 programs at the certificate, associate, bachelor’s, master’s, specialist, and doctoral levels. Many degrees are conferred in professional areas at both undergraduate and graduate levels in response to student demand and service area needs. Due to the nature of Complete College Georgia, this report only concerns our undergraduate degree programs and primarily focuses on efforts and strategies aimed at student success that align with our Momentum Approach Implementation Plan and Calendar as well as our commitment to the standards of the National Institute for Student Success (NISS).

Institutional Mission

While CSU’s vision is to “provide world-class education and assure student success through creative inquiry and community, regional, and global partnerships,” its mission is

“To achieve academic excellence through teaching, research, creative inquiry and student engagement.
To achieve excellence in the student experience and prepare individuals for a life of success, leadership, and responsibility through community awareness, engagement, and service to others.
To achieve recognition as a leader in community development, regional economic development, and public-private partnerships.”

The institutional focus on excellence in teaching and research as well as the emphasis on creative inquiry and student engagement influences the key priorities of the college completion work that CSU has undertaken. The university financially supports student research and creative inquiry projects facilitated by faculty mentors. It further celebrates student research and creative innovation through its annual Tower Day conference, usually held in late April. In addition, CSU has a strong commitment to student experience for it has provided significant leadership in meeting the needs of the community, the region, and the state through endeavors such as Dual Enrollment, service to military-affiliated students, and the development of high-quality online programs and services that allow students to decrease time to completion regardless of their geographic location and to continue their higher education in the age of COVID-19. Through its many service-oriented opportunities on campus and in the community, its local and regional internships, its study away courses, and its study abroad experiences, CSU excels in its mission to “achieve recognition as a leader in community development, regional economic development, and public-private partnerships” as well as its global imprint on the hearts and minds of students.

Student Body Profile

The University System of Georgia (USG) designates CSU as one of the three “access” institutions within the state because no State Colleges in the USG are located within the geographic service area. The service area of Columbus State University is defined as these Georgia counties: Chattahoochee, Harris, Marion, Meriwether, Muscogee, Stewart, Talbot, Taylor, and Troup. In Fall 2023, 54.0% of the new

student population was drawn from these counties. A breakdown of demographics for FYFT freshmen (such as 55.8% Pell recipient, 26.3% first-generation, 38.0% African American, etc.) is shown in Appendix I: CSU Demographics of FYFT Students (2023).

In a typical year, Columbus State University utilizes moderately selective admissions standards and processes for most applicants (high school grade point average of 2.5 and SAT minimum scores of 440 Critical Reading and 410 Math or ACT English 17/Math 17). In the past, modified standards were utilized for applicants within the local service area in accordance with the University System of Georgia-mandated local access mission (high school grade point average of 2.0 and SAT minimum scores of 330 Critical Reading and 310 Math or ACT English 12/Math 14).

Since the pandemic, CSU has temporarily revised requirements for all high school applicants to the University System of Georgia minimum requirements of high school GPA for state universities and not requiring ACT or SAT scores as entrance requirements. Beginning in Fall 2022, CSU received permission from the system to move forward with plans to develop a formal access mission pathway, which allows students in our local service area with a minimum 2.0 HS GPA the opportunity to be admitted to CSU in the Associate of Science in Core Curriculum (ASCC_AM). Students admitted via this pathway must remain in the associate degree program until they have successfully completed 30 semester hours and have the institutional GPA required to move into their intended baccalaureate programs. This population of students has a dedicated advisor who works with them on course planning and goal setting to ensure that their transition to and through college is successful.

In addition to supporting access mission students, CSU ADVISE has developed an intensive and proactive advising plan which targets all students who may be at risk. Learning Support Services are also essential to support academic and integrative needs of these populations. See Appendix II: Summary of Activities and Measures of Success for CSU ADVISE Intentional Activity Plan.

While CSU takes pride in its role as an access institution, this role presents challenges in retention and student success. Nonetheless, due to CSU best practices, retention and graduation rates had increased overall in the last eight years, until COVID-19 hit in 2020. The overall CSU retention rates, 2012-2020, for first-time full-time (FTFT) freshmen had increased from 66.2% to 74.9%, yielding an increase of 8.7% over eight years. Unfortunately, the FTFT retention rate for the 2020 cohort dipped to 59.4%, probably a result of a combination of factors, such as lower COVID admission standards, student fatigue with the continued impact of the global pandemic, student difficulty with online learning, and an increase in students who temporarily stayed home but who have now transferred out to their intended college. Fortunately, the 2021 cohort retention rate is 65.7%, an increase of 6.3% in one year, and our 2022 cohort retention rate of 72.2% only furthers our resolve that what we are doing is making a marked difference.

Not only has our retention rate increased overall, our 6-year institutional graduation rate has risen from 32.3% (Fall 2011-2017) to 42.7% (Fall 2017-2023), an increase of 10.4%. See pages 12-13 for details concerning our graduation rate and our dedication to 15-to-Finish.

For its 2023 CCG Campus Plan Update, CSU focused primarily (Section 2) on four activities/projects developed in Part 1 of the Momentum Summit VII report, activities/projects that emphasize student success:

Structuring at least 3 HIPS into each baccalaureate program, beginning with 10 programs.
Encouraging a growth Mindset in students.
Scaling up Cougar Scholars & Cougar Launch.
Tracking student engagement in and out of the classroom.

Because of important updates and/or scalable application, we have also chosen to include an optional section (Section 3: Optional Supplemental Updates) prior to Section 4: Observations and Next Steps.

Success Inventory

Structuring at least 3 HIPs into each baccalaureate program (Columbus State University-2023)

Strategy/Project Name:

Structuring at least 3 HIPs into each baccalaureate program

Momentum Area:

Purpose

Category:

Curriculum Design

High Impact Practices

Student engagement

Strategy/Project Description:

CSU plans to promote High Impact Practices by making them a structural part of every four-year program. The goal is for each student to have at least three HIPs before graduating with a four-year degree.

Summary of Activities:

CSU has involved a number of groups across campus in the effort to make HIPs a familiar part of our pedagogy. On the particular effort to build three HIPs into each program, we are at the initiating stage. So far, the following activities are complete or in process:

Survey of faculty on how they use 4 key HIPs now (survey complete with 95 responding)
Informational Google site created on the topic of HIPs (needs to be rebuilt due to loss of data when a faculty member moved on)
Group of STEM faculty attended AAC&U Workshop and created an action plan (workshop complete, action plan in process)
Group of faculty attended CUR Summer Institute and implemented new ideas in Tower Day (complete)
CeTL conducted survey of faculty to identify key elements of HIPs for faculty development and series topics in AY 21-22 (ongoing)
Group of faculty developed recommendations to encourage HIP based pedagogy, including faculty development through Momentum U, identifying HIPs in use, and identify HIPs milestones in program maps (ongoing)
Meeting called to bring together three groups of faculty and others working on HIPs and create a central action plan to achieve the goal of including three HIPs in every baccalaureate program and perhaps branding the HIPs program (pending)

Activity Status:

Initiating

Evaluation/Assessment plan:

Evaluation Plan and measures: CSU identified four HIPS for an initial survey of faculty practices and the extent to which faculty incorporate key elements into any of these four HIPs.

Writing-Intensive Courses
Collaborative Assignments and Projects
Undergraduate Research
Diversity/Global Learning, including internships, study abroad, study away, and experiential learning

At least initially, these four HIPs will be the focus of incorporating HIPs into programs.

KPIs: None indicated at this time

Baseline measure: in 2021-2022, no program required a set of HIPs (branded as HIPs per se), though many programs have HIPs built in. For the purpose of a baseline measure, the number is zero.

To accelerate faculty buy-in, we are also encouraging faculty to complete The Elements of HIPs for Faculty in Momentum U.

Current/most recent data (for each KPI): None indicated at this time

Goal or targets:

Develop a HIPs central action plan (from the various action plans that exist now).
Develop a self-assessment survey each department can complete to gauge the extent to which 3 or more course HIP experiences are part of their program design for all students.
Have at least 10 programs, as a pilot, publish or otherwise put into effect a three-HIP sequence.
Scale up the HIPs program to include all baccalaureate programs.

Time period/duration:

Polish HIPs central action plan,
Pilot 10 programs during the 2023-2024 academic year.
Begin discussion during the 2023-2024 academic year with departments on how their programs can benefit from adding 3 HIPs.
Scale up to 10 more programs starting in the 2023-24 academic year.

Progress and Adjustments:

See Project Activity above. A great deal of work has been accomplished by faculty and staff in a variety of fields across campus; this includes collecting survey results, educating faculty about HIPs, generating action plans in specific areas, and piloting 10 programs. HIPs might also be items to include on Program Maps.

Plan for the Year Ahead:

In 2023, building on work already accomplished, we will focus on these steps in 2023-2024:

Bring the various groups involved in HIPs together to polish the central action plan.
Develop a self-assessment survey each department can complete to gauge the extent to which 3 or more course HIP experiences are part of their program design for all students.
Piloting 10 programs.
Begin discussions on how additional departments can add 3 or more HIPs to their programs.

Challenges and Support:

A conspicuous energy and enthusiasm exist among several groups of faculty for including HIPs in programs. Finding 10 programs to run pilots will be fairly easy. Scaling up to 100% is a different proposition and may involve discussions related to workload, course caps, training, etc. The training offered through Momentum U is very helpful.

Primary Contact:

Susan Hrach, Director, Faculty Center for Teaching and Learning

Encouraging a growth Mindset in students (Columbus State University-2023)

Strategy/Project Name:

Encouraging a growth Mindset in students

Momentum Area:

Mindset

Change Management

Data & Communications

Category:

Tracking Student Success

Strategy/Project Description:

Academic Mindsets are the attitudes or beliefs one has about oneself

in relation to coursework. The four academic Mindsets involve the sense that students belong to an academic community, the sense that (with effort) their ability and competence can grow, the sense that they can succeed, and the sense that the academic work has value to them. In short, the four academic Mindsets involve the sense of belonging, improving, succeeding, and adding value. This initiative is to promote and encourage growth Mindsets in students and in faculty.

Summary of Activities:

Activity is ongoing. CSU ADVISE, FYE, and the Academic Center for Tutoring (ACT) provide advising, academic tutoring and coaching, and peer mentoring. SIP grant (Strengthening Institutional Programs) provided funding for services to students on University Support Status, students not making Satisfactory Academic Progress (USAP), and transfer students. All peer tutors and coaches have been trained through the National Center for Developmental Education (NCDE) on techniques to encourage a growth Mindset in students.

The SIP grant funding has concluded, and the programs have been institutionalized so that the valuable work of supporting our students was continued. Advisors in CSU ADVISE have taken on the additional advising for the university support students, while ACT has trained tutors to also serve as coaches, in addition to the peer mentors available in the FYE program

Activity Status:

Piloting

Evaluation/Assessment plan:

Evaluation Plan and measures: CSU is developing an internal Mindset measure for 2023-24 that will be piloted in ROAR modules, advising, and in FYE.

KPIs: Successful administration of internal survey Spring 2024.

Baseline measure: Beginning in 2018, the Mindset survey has aided CSU in noting and developing Mindsets of freshmen and transfer students. However, it was difficult to determine which students were benefiting from Mindset interventions with the USG survey. We desire an instrument that will permit us to drill down to a more granular level of data that can be longitudinal in nature.

Survey in development—to be piloted Spring 2024.

Goal or targets: CSU Administered the USG’s Mindset Survey during week 4 of the Fall 2023 semester and plans to administer the follow-up survey in week 14. The hope is to use the baseline data provided by the System in the Spring as a jumpstart to future momentum planning and refinement of the internal survey.

We will extend the survey to include all students, especially upper division students so growth can be more accurately measured, not just in the freshman year but throughout the undergraduate experience.

Time period/duration: Every semester; ongoing.

Progress and Adjustments:

Over the years, CSU has shown its flexibility in adapting to change in evaluating and serving students concerning Mindset. For example, in 2017, the First Year Experience (FYE) program and CSU ADVISE were awarded a three-million dollar Strengthening Institutions Program (SIP) grant from USDOE, which supports a cohort of academic coaches and peer mentors, a Learning Support Resource Center, and consulting from nationally recognized experts. These services are aligned with instilling Growth Mindsets in students who can most benefit from it. In Fall 2019, the National Center for Developmental Education (NCDE) provided CSU’s Learning Support group along with CSU ADVISE’s SIP grant with growth Mindset based metacognitive training modules for its academic coaches and peer mentors. In Fall 2020, the NCDE provided virtual training on encouraging growth Mindsets and self-efficacy. In Fall 2021, NCDE training was extended to Peer Instruction Leaders (PILs), who implement a modified version of Supplemental Instruction in courses strategically targeted for improvement of course completion rates. As a result, the academic coaches, peer mentors, and PILs learned to implement techniques and strategies to help the students they serve to better understand and adjust their academic Mindsets.

Since 2018, CSU’s Faculty Center has scaled up the discussion about Mindsets among faculty by offering workshops every semester, thereby encouraging discussion of the topic during its new faculty orientation series, offering book circles on the topic and offering forums for faculty, staff, and administrators to develop practices to help students see academic difficulties and challenges as opportunities for growth. Faculty/staff are encouraged to “always be welcoming,” part of our concierge model under development. The Faculty Center offers various “Spark Shops” (such as Writing Across the Curriculum, CHAT GPT, Undergraduate Research, and Global Learning and Diversity) to inform and invigorate faculty.

In Fall 2022, new workshops on Mindset were offered to participants in the Cougar Scholars and Cougar Launch programs. The hope is that the program’s goal of building community can be further strengthened by the addition of workshops which encourage students to start their academic careers with a growth Mindset.

Plan for the Year Ahead:

Develop and begin administering the survey to students and continue discussions with faculty about Mindsets. Continue asking chairs to call those majors (juniors, seniors) who have not enrolled in courses in a semester in which they were expected to enroll.

Challenges and Support:

Challenges:

The survey itself is not costly but subsequent interventions are; financial incentives are crucial to targeting students appropriately, whether with financial aid, tutoring, skills assessment plans, counseling, etc.

CSU needs to reassess

How and where we are going to measure Mindset after the initial intake assessment.

Melissa Young and Kaylen Deal will take the lead on closing the loop.

Primary Contact:

Melissa Young, Director, CSU ADVISE

Office of Institutional Research and Effectiveness

Scaling up Cougar Scholars and Cougar Launch (Columbus State University-2023)

Strategy/Project Name:

Scaling up Cougar Scholars and Cougar Launch

Momentum Area:

Purpose

Pathways

Mindset

Change Management

Category:

First Year Experience

Mindset

Orientation

Tracking Student Success

Other/Undefined

Strategy/Project Description:

Cougar Scholars:

Targets commuter students in the murky middle
ENGL 1101 supported by wrap around services
Adding in FYE course + Mindset for SU/FA23

Cougar Launch

Targets residential students in the murky middle
Early Move In
Wrap around academic services and social belonging activities
Mindset Workshop New for Fall 23

Summary of Activities:

Cougar Scholars and Cougar Launch were piloted SU/FA22. We scaled up these programs in Summer/Fall 2023.

While we did not see an increase in the number of students participating in Scholars, we increased the number of students participating in Launch by 40 students over the pilot year. Data collection is ongoing for this year, with a program evaluation survey that is being administered to participating students as well as the student leaders who helped run the event.

Activity Status:

Scaling

Evaluation/Assessment plan:

Evaluation Plan and measures: Retention data from Fall to Spring and then Spring to Fall. Student evaluations of the programs. We are hoping to also measure Mindset pre-post for this population.

KPIs: Retain these student populations at 80%

Baseline measure (for each KPI): Data Available for Pilot group SU/FA 22

Launch: Fall to Spring retention 86%, Fall to Fall 68%

Scholars: Fall to Spring retention 86%; Fall to Fall 76%

Goal or targets: Improve retention rates and success of these students. Hope to scale this year to reach 100-150 FTFT students in each program.

Time period/duration: For 2023-2024 is to scale the programs to 100-150

Progress and Adjustments:

We had hoped to see Cougar Scholars move from a pilot of fewer than 15 students to a larger group (target of 150) this year. This goal was not accomplished. There are discussions around eliminating this program or transitioning to a required program for our Access Mission students.

The goal of scaling Cougar Launch from 35 to 150 was not accomplished. We ended up with 75 students for Fall 2023. Plans for 23-24 involve assessing the efficacy of the program, determining next steps, and further refining based on student feedback.

Plan for the Year Ahead:

With those labeled scaling, there is still much to accomplish in those activities.

Challenges and Support:

Challenges involve producing quality programs with limited fiscal and human resources. CSU is thankful for the foundation’s support of both programs. However, dedicated resources (personnel and fiscal) need to be identified so that these programs can continue to expand and evolve.

Primary Contact:

Melissa Young, Director, CSU ADVISE

Tracking student engagement in and out of the classroom (Columbus State University-2023)

Strategy/Project Name:

Tracking student engagement in and out of the classroom

Momentum Area:

Mindset

Change Management

Category:

Tracking Student Success

Other/Undefined

Strategy/Project Description:

Determine observational, emotional, and cognitive engagement in and out of the classroom

Summary of Activities:

In class engagement (tracked with an app):

Observe how students participate in the classroom
Monitor participation in group activities
Gamify participation, including use of special apps
Ask questions
Lead discussion
Use pop quizzes

Out of class engagement (tracked with scanner)

Monitor participation in outside activities related to class requirements

Monitor participation in extracurricular activities unrelated to class requirements

Activity Status:

Initiating

Evaluation/Assessment plan:

Evaluation Plan and measures: Depends on which engagement is measured: in or out of the classroom.

KPIs: None indicated at this time

Baseline measure (for each KPI): 0

Current/most recent data (for each KPI): None indicated at this time

Goal or targets: Use Mindset survey after 30, 45, and 60 hours to measure Mindset progress.

Time period/duration: First year, sample freshmen only; second year, sample freshmen and sophomores; third year, sample freshmen through juniors.

Progress and Adjustments:

Progress:

Scanners are consistently used by Student Affairs programming and event areas; they are stored within 3^rd party platform (Engage).
Summer 2023 UITS researched and identified a new attendance scanner product (from Honeywell). The cost is approximately $992 each.
Student Affairs has purchased 4 scanners.

Adjustments:

Currently, some activities use attendance sheets, scanning of ID cards, or proof of attendance by memorabilia (for example, a program).

Plan for the Year Ahead:

Tracking Engagement

In progress with completion date of January 2024 to set up a mode to upload attendance scanner data direct to Banner with the goal of connecting to existing campus data dashboards and to streamline process to scale.

Initiating discussion with Academics to include in tracking process and evaluate potential to scale across campus outside Student Affairs.

Challenges and Support:

Challenges:

Scanners are costly (at nearly $1K each)
Apps are usually low or no cost, but extracting the data can be costly.
Need to connect Engagement to Mindset. Does more involved engagement result in a greater sense of belonging?

System Support:

Perhaps the System Office could allocate special funds for this worthy effort?

Primary Contact:

Gina Sheeks, Vice President, Student Affairs

Melissa Dempsey, Assistant Dean of Students for Student Engagement

Melissa Young, Director, CSU ADVISE

Campus Plans Supplemental Sections

Strengths with respect to student success

For 2022-23, we identified three student success activities in which we were striving to excel:

structuring at least 3 HIPS into each baccalaureate program,
encouraging a growth Mindset in students, and
enhancing the co-curricular experience.

Of these, we are having the greatest success and making the most progress with the last one, enhancing the co-curricular experience, which encompasses a variety of activities:

15-to-Finish
ROAR Orientation
Program Maps for every major (See Appendix III: Continuing and Expanding Existing Momentum Work)
Academic Focus Areas (See Appendix III: Continuing and Expanding Existing Momentum Work)
Pressure Testing of Program Maps (See Appendix IV: Pressure Testing Program Maps Against Actual Course Offerings)
Posting of 2-Year Rotation Schedule (disrupted; see 3.2, p. 14)
Academic Milestones within majors
Career Milestones within majors

In addition, CSU’s 6-year institutional graduation rate has increased by 5.2% in 5 years from 37.5% to 42.7%.

The following chart illustrates that, until COVID hit in March 2020, CSU had decreased the number of full-time freshmen (FTF) enrolled in fewer than 24 credits (blue bar) and increased the number of students enrolled in 24-30+ hours (orange and gray bars). This was largely due to a registration process that defaulted new students into a full 15-hour schedule. In 2022-2023, the blue bar (less than 24 credit hours) is again declining after increasing dramatically at the start of the pandemic.

CSU has posted several 15-to-finish videos in the ROAR 1000 orientation D2L course. These cover the importance of staying on pace to graduate, what to do to catch up, how course load and satisfactory academic progress affect financial aid, and tips specific to transfer students.

In Fall 2023, CSU ADVISE worked with UITS to develop an alert that is posted on the MyCSU page of any undergraduate student enrolled in fewer than 15 hours, which provides students with encouragement to add hours and links to an informational page detailing why 15-to-Finish is so important:

CSU also established a dedicated advisor for all transfer students to aid in their transition and review of applicable credit, part of Collaborative Transfer Unit with Enrollment Management, Registrar, Student Life, and CSU ADVISE.

Priority areas for continued improvement

Some of our 2022-2023 plans had to be delayed since the institution’s focus during the Summer and Fall semesters was directed toward Strategic Alignment of Resources, institutional accreditation matters, and other priorities that emerged. The intended HIPs project was partly stalled by Strategic Alignment activity and temporary personnel shifts. We partially completed our Mindset plans by incorporating Mindset training in the training activities of tutors and peer coaches. We also incorporated workshopping for Mindset in Cougar Launch and Cougar Scholars. We are in the process of designing a Mindset measure that we hope to implement in Spring 2024, one that will supplement the system measure and provide us with meaningful data on all our students, not just our freshmen.

The Co-curricular Experience objectives were largely implemented, except for the 2-year course schedule rotation. Course scheduling was partly disrupted since we were discussing a revision of our academic calendar to eliminate the January term. Course rotations were also modified as inefficiencies were addressed through the Strategic Alignment process.

Mindset:

Draw data from and revise questions in ROAR 1000 and assess regularly to monitor trends.
Develop some Mindset videos for inclusion in ROAR 1000.
Incorporate Mindset interventions in Cougar Scholars & Cougar Launch. (completed)

Design for HIPs:

Complete the 10-program pilot analyses.
Develop a department self-assessment tool to gauge the extent to which 3 or more course HIP experiences are part of their program design for all students.
Redo website after its loss when a faculty member’s google account was deleted.
Implement badging
Orchestrate themed events

Pathways for Student Success:

Improve the collection of student participation data at campus events; need to track their engagement either through scanning of their IDs or through an app. Cost comparisons are needed.
Relocate program maps for advising purposes (due to the departure of EAB).
Leverage the Strategic Alignment reporting to identify and remove curricular barriers to student progression. (Role for Curricular Analytics?)
Expand and assess Cougar Scholars and Cougar Launch programs.

Observations and Next Steps

Goal Setting:

Area	Time period/Time from now	Goal
Enrollment & Diversity	Ongoing-annually	We are a very diverse campus in many areas to include age, student type, military affiliations, and race/ethnic background. Increase non-traditional student populations to address approaching enrollment cliff related to the number of graduating HS seniors.
Retention & Retention gaps	Ongoing-annually	Our retention rate had been increasing prior to COVID, and took a dip 20-21 down to 59.6% from 74.5% the year prior. Last year (2022), we rose to 65.4%, and in 2023 changed to 72.2%. Our hope is to continue to raise our retention rates annually, with a goal of 80%.
Graduation & Graduation gaps	Ongoing-annually	Our graduation rates have increased over the years. We plan to continue striving to see continued increases, with a goal of 60%.
Completion of Area A courses in the first year	Ongoing-annually	Our goal is that all students complete Area A in the first year. 61% of students complete Area A ENGL and MATH courses in their first year with 65% passing their two ENGL courses.
Credit Intensity for full time students and closing disparities	Ongoing-annually	This goal highlights a 15-to-finish marketing campaign, student videos in ROAR (orientation), text campaigns to students enrolled in fewer than 15 hrs. We’d like to increase the number of students taking 15 or more hours across all classifications. This project has been assigned to the Faculty Senate Academic Advising Committee for further development.

Where would you like to see student success move in the year(s) ahead?

We continue to strive for excellence and have set aspirational student achievement goals of 80% retention of FTFT students, and 60% six-year graduation rate.

CSU partnered with the National Institute of Student Success in September 2023. The NISS Team and CSU Project Leads are currently reviewing diagnostic data and developing recommendations to present to administration and the campus at large. Their recommendations will be complete around February 2024. This work will inform our next steps in fostering a community committed to the success of our students.

In addition, we're implementing the IMPACTS core curriculum in two stages and hope for a more significant, student-success driven version starting Fall 2025.

What supports from the System Office would be most helpful in advancing your work?

The System Office would be most helpful if it could provide information that would assist us in NISS items, including implementing evidence-based programs, data driven student support, equity gap reduction, and predictive analytics.

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