Category Archives: Predict Individual Case

Reducing Drop-out Rate in WIC Program

Women, Infants and Children (WIC) program is a Special Supplemental Nutrition Program that provides federal grants to states for supplemental foods, health care referrals, and nutrition education for low-income pregnant, breastfeeding, and non-breastfeeding postpartum women, and to infants and children up to age five who are found to be at nutritional risk. The objective is to meet the nutritional needs of young children and nursing and lactating mothers. This has been shown to improve the health of those involved in the program and to help the children be ready to start school. WIC is one of the U.S.’s most cost effective programs in providing nutrition to young families. WIC serves about half of all infants born in the United States.

The state of Texas wanted help in reducing their drop-out rate. A family may become ineligible due to income level or if the youngest child is older than five. However, if a family is eligible, it is better for the children if they remain in the program. We gave the administrators of the program a dashboard (based on PowerBI) with three views:

  • Current state
  • Past trends
  • Drop-out predictions

Current State

The first view showed a map of Texas with the Local Agencies highlighted. The number of certificates for the five certificate types is shown overall (upper left), by County (lower left), by city (lower center and Local Agency-Clinic. One can click on any of these to zero in on the status of that area. For example, if you click on Houston in the lower center, you get the next view.

Now the information specific to Houston is highlighted.

Past Trends

The next view show a history of the number of Certificates of each type. The default view is for the state as a whole and for the entire period of the data. There are some interesting trends, especially for Category ‘C’ in the lower left panel. Management may already have an explanation for these trends, but it’s helpful to see them over time. Again, one can select a specific city, county, Local Agency or clinic as well as a subset of the date range.

When we select Dallas for the most recent two years we get the next view.

Drop-out Predictions

The final view gives a prediction of who is likely to drop out of the program prior to the Certificate end date. The opening view is for the entire state. A client is considered a “likely” dropout based on the threshold set by the slider bar in the upper right. The user has the ability to change this if desired. For this example, a client is considered a likely dropout if the probability they will drop out is greater than 50%. The list in the lower left is the clients with the highest probability of dropping out, sorted decreasing by dropout probability. (The client ID (CID) has been hidden for confidentiality reasons.) There are some clients listed here with a very high probability of dropping out. The middle lower panel is the number of dropouts by city and lower right by clinic for a given Local Agency.

One way this view would be used by local management is to retrieve the information specific to the City or Clinic. When the highest bar in the lower right graph is clicked the Clinic management will get a list of their clients who are most likely to drop out of the program and they can take appropriate action to encourage them to stay in the program.

These predictions were based on numerous sources of data and were constructed using Machine Learning.

Improving Performance for Entering College Students

A state university wanted to increase the success rate of incoming students in their “Gateway” courses. Gateway courses are pre-college level Math and English courses that students must pass before moving on to credit courses if they do not have the qualifications to place them directly into college level courses. There were eight Math and five English Gateway courses. Most of these were sequenced so that a student who needed to start with the first in the sequence may need to take as many as 3-4 courses before their first college credit course. For example, the courses a student needed to complete in Math depended on whether they were in the Science, Education, Social Sciences or Business track.

A student’s work in a course was considered a success if they achieved at least a B-. Our objective was to predict success based on many of the factors that could be related to whether a student would be successful in a specific (Gateway or first college credit) course. We used data sources such as

Pre-college data

  • Placement testing results
  • High school coursework and grades
  • High school attended
  • Date of last course in Math or English (and grade)
  • If English is the student’s first language
  • GED completion if no high school degree
  • Demographic data
  • Veteran status

Previous Gateway courses

  • Courses started, completed and grades
  • Instructors
  • Time since last course

Next Gateway or college credit course

  • Instructor
  • Student status (e.g. PT/FT, number of concurrent courses)
  • Student employment status (number of hours per week)
  • Number of classroom sessions per week
  • Classroom hours per week

The resulting model worked quite well in predicting the success of each student in the next Gateway or college credit course. The school is using this model to make recommendations to students as to which Gateway course they should take next as well as advising students on how to be successful in their next course. Administrators and faculty may use these results to improve the sequence of gateway courses for all students. Finally, there was one accelerated Gateway Math course that could be taken in one quarter or taken at a slower pace as two courses over two quarters. The study helped the school understand who should not be taking this accelerated course.