# data[].attributes.body
To what extent are recruitment strategies culturally responsive, and successfully attracting students traditionally underrepresented within IT?

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With what quality and fidelity are structured student supports implemented, including those aimed at increasing retention and fostering positive IT self-percepts?

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To what degree does the program realize anticipated academic and workforce outcomes contributing to overall student success?

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What is the promise of the Path to IT Practice program, in terms of advancing access to IT academic and career pathways and sustaining program efforts?

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How many focus students persist past the first semester with credential pass/fail as a variable

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What strategies (e.g., events) have the team employed

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What research-based culturally responsive strategies have been employed for each of our target audience groups?

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What led to student enrollment? (social media, etc.)

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how many students are in the program

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how many women enroll in the program?

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how many Black students enroll in the program? Are they enrolling in ratio similar to other SVCC programs? in ratio similar to their representation in the service area population?

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student enrollment data disaggregated by racial and gender demographics and disaggregated by student type (e.g., attritional, DE, etc.)

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How many districts are participating in the program?

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How many schools are participating

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Are we maintaining/increasing enrollment by school/county relative to the population and in ratio to the county's demographics?

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Are there any rapid demographic shifts happening that we need to take into account?

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Disaggregating by DE and traditional students

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How many students (DE/Adult) attained one credential and how many achieved multiple credentials.

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How many students (DE/Adult) participated in a WBL experience?

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How many employers offered WBL opps.

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What/how is stakeholder input being taken into account (community, students)

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How many students were satisfied with their WBL experience?

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Satisfaction of the WBL experience from the workforce side.

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How does WBL affect student progression/credential attainment?

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Student feedback on the program and supports, and how the program team uses that feedback to improve it (do they feel a sense of belonging, identity, and self-efficacy)

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Which employers are supporting student progression and credential attainment? How are they supporting? Additional Program benefits?

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rates of retention and pass compared to their use of programmatic offered student services (e.g., Resource Wizard, tutoring, study groups)

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What is the credential success rate when disaggregated by race and gender? Same for non-traditional/traditional/DE.

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disaggregate all data by each student type, gender, race

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Did credential attainment affect efficacy and identity?

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number and demographics of students participating in either giving or receiving student services?

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what services (e.g., alumni groups, student advisory groups) have been implemented and have they continued (and improved through feedback)

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to develop definitions of the student groups (e.g., when does a DE become alumni group member?);

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what students, outcomes, and what financial supports are related?

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What/how is stakeholder input being taken into account (community, students)