Completion & Pathways: Moving from Buzz-Words to a Student-Centered Approach Dr. Rob Johnstone The Research and Planning (RP) Group ACCCA 2013 Annual Conference Monterey, CA February 20. 2013
Acknowledgements Much of the content in this presentation was developed • under the umbrella of Completion by Design by a host of national partners in addition to RP, including: • Community College Research Center (CCRC) • Completion by Design Assistance Team (CDAT) • JBL Associates • Public Agenda • WestEd The work is also informed by other RP national projects • such as the Aspen Prize for CC Excellence and Bridging Research, Information & Cultures (BRIC) RP-specific infographics were primarily designed by • Greg Stoup, Vice President, The RP Group Irvine Valley Completion & Pathways Presentation
Agenda Discuss the context of completion • • Outline the Completion by Design (CbD) initiative Visualize the Student Experience • Explore the Loss-Momentum Framework • Analyze relevant completion data • Engage with the principles for redesign • Irvine Valley Completion & Pathways Presentation
The Completion Agenda and the Completion by Design Initiative Irvine Valley Completion & Pathways Presentation
A Brief Discussion on the Completion Agenda National movement – White House, Aspen • Prize, Complete College America, Dept. of Ed, IPEDS, Access to Success, Foundations (Gates, Lumina) California angle: Student Success Task • Force, ARCC Often takes a less “complete” view of • completion Need for nuanced view • Irvine Valley Completion & Pathways Presentation
The Challenge of Completion For Colleges: For Students: � Financial � Easy to enroll, easy to drop out � Incentives aligned with access, not completion � Many enter without a � Under-resourced clear plan, and need � Innovations tend to be developmental education isolated � Lack of confidence, � Change is hard, even financial resources and when the will is there family support
Completion By Design Signature initiative of the Bill & Melinda Gates Foundation’s Postsecondary Success Strategy Goal: Significantly raise community college completion rates for most students (focus on low-income students under age 26) Three cadres selected to lead CBD implementation in Florida, North Carolina, and Ohio 9 colleges/campuses: 5 in NC, 3 in OH, 1 in FL 3 phases • Planning (12 months) • Implementation (24 – 30 months) • Scaling and Adoption (24 months)
Redesign Systems & Practices for Student Success � Analyze and understand the common barriers and momentum points that students experience � Implement and integrate proven and promising practices to provide students with the quickest, straightest path to completion � Create the conditions for change by empowering interdisciplinary, cross-campus delegations of faculty, staff and administrators � Build infrastructure for continuous improvement
Intermediate Objectives � Raise the number and percentage of students who enter a program of study, and shorten the period between when students first enroll and when they enter a program � Increase completion rates for students who have entered a program of study, and shorten the period in which they achieve completion � Ensure that academic programs prepare students for a 4- year college or university, and that career-technical programs help prepare students for entrance into and/or advancement in the labor market
The Planning Year (7 months) Reviewed analyses around completion data and 1. request additional ad hoc studies Built current pathways for student populations 2. Built optimized pathways for student populations 3. Identified the gaps between the two pathways 4. Prioritized based on areas of highest leverage 5. and impact as well as integration with existing efforts Received ample time, space, and support • Engaged stakeholders through focus groups as • well as numerous planning efforts Irvine Valley Completion & Pathways Presentation
The Student Experience Irvine Valley Completion & Pathways Presentation
Exploring the Preventing Loss, Creating Momentum Framework Irvine Valley Completion & Pathways Presentation
Loss & Momentum Framework COMPLETION COMPLETION CONNECTION CONNECTION ENTRY ENTRY PROGRESS PROGRESS Complete Course Complete Course Enrollment to Enrollment to Entry into Course Entry into Course of Study to of Study to Interest to Interest to Completion of Completion of of Study to 75% of Study to 75% Credential with Credential with Application Application Gatekeeper Gatekeeper Requirements Requirements Labor Market Labor Market Courses Courses Completed Completed Value Value POLICIES PRACTICES PROGRAMS PROCESSES
Completion by Design Framing Model Some Known Loss Points ENTRY CONNECTION PROGRESS COMPLETION Unstructured Students never Poor work- Transfer without programs / too apply to college school balance credential many choices Students delay Part-time Students Extended onramps entry into enrollment accumulate delay entry to college forcing long credits (& debt) programs of study completion times not aligned with College counseling completion Progress not Students fail to patterns that lead Never complete monitored / enroll/pass to: college level math feedback given Gatekeeper - under enrollment - little program- courses Life events / Credential specific guidance “Stop out or doesn’t support Poor academic - missed financial drop out” needed wage & preparation aid opportunities aren’t stackable
Completion by Design Framing Model Momentum Strategies ENTRY CONNECTION PROGRESS COMPLETION First Time foster college- programs to mandatory Successful mandatory intrusive Student going norms in incentivize optimal intrusive advising advising focused on Completion High School attendance toward certificates programs of study degrees & transfer expand awareness accelerate entry student progress of college programs incentives to to POS to completion and requirements transfer with monitored & credentials effective academic feedback provided dual enrollment catch-up programs & AP credit remove accelerated aggressive barriers to take placement test competency- financial aid graduation in high school based programs support Learn & Earn and educational shorter, faster, emergency aid Career Pathway planning in high cheaper course for students programs school design
Discussion • What are some of the key points of interaction, either loss or momentum points? • Which pathways would you like to strengthen for your students?
Exploring Completion Data Based on the work of Community College Research Center (CCRC) and Davis Jenkins Irvine Valley Completion & Pathways Presentation
The Cohort • First-time-in-college (FTIC) cohort • FTIC Broken Down By Starting Program Level: – Non Credit Vocational – ESL – ABE – ASE / GED – Dual Enrollment – Developmental – College-Ready – No Placement Info – Other • Example: FTIC for 2005-06: 3,094 students
2005-06 FTIC Cohort by Starting Program Level
CBD Performance Measures • 5-year highest educational outcomes: – Certificate < 1 yr. – Certificate ≥ 1 yr. – Associate degree or bachelor’s degree at the starting institution – Transferred to 4-year institution with award – Certificate, associate, or bachelor's (from another inst.) – Transferred to 4-year institution with no award – Still enrolled at college in Year 5 with 30+ college credits
Cohort Outcomes by Starting Program Level
Cohort Outcomes by Developmental Ed Status
Students Need to “Get with the Program” • To earn a credential, students must first enter a coherent college-level program of study • Many community college students enroll without clear goals for college and careers • CCs offer lots of programs, but most offer little guidance to help students choose and enter a program • Often not clear whether students are actually in a program
Key Intermediate Milestone: Entering a Program of Study • Concentrator – completes at least 9 semester college credits (~3 courses) in a single CIP program area • Non-concentrator – attempts but does not pass at least 9 college credits in a single program area • Non-attempter – does not attempt at least 9 college credits in a single field
Outcomes by Concentrator Status
Outcomes for LAS Concentrators
Outcomes by CTE Concentrators
Discussion • What do these graphs tell you about completion in the community colleges? What surprised you? • Have you collected similar data at your college? If so, what have you found? • Has the concept of programs of study been discussed at your college? If so, in what context?
The Case for Collecting Intermediate Milestones • While ultimately completion rates are of critical importance, the long delay time to measure them (5 years) suggests a need for intermediate milestones to measure progress • CBD uses a set of 9 cadre-wide KPIs to measure intermediate milestones • KPIs are broken out by stage of the Loss- Momentum Framework
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