ST RIVING F OR E XCE L L E NCE T om Sugar, Pre side nt, Comple te Colle ge Ame r ic a Robe r t L . King, Pre side nt, CPE Slides prepared by the presenter for the 2017 Governor's Conference on Postsecondary Education Trusteeship
Tom Sugar President
Founded in 2009 with a single focus on working with states to: A SINGLE MISSION Work with states to significantly increase the number of college graduates and close attainment gaps
Founded in 2009 with a single focus on working with states to: Philanthropic Partners Bill and Melinda Gates Foundation Lumina Foundation for Education Carnegie Corporation of New York Dell Family Foundation Helmsley Charitable Trust Kresge Foundation USA Funds/Strada Houston Endowment
COMPLETE COLLEGE AMERICA The Alliance CUNY DC Central Valley Higher Education Consortium Houston Commonwealth of Northern Mariana Islands Puerto Rico Thurgood Marshall College Fund Consortium
Four-Year
Students are … Taking too much time Taking too many credits Spending too much money Not graduating
Time to Degree (Full-Time Students) 2-Year 4-Year 4-Year Associate Bachelor’s Bachelor’s (non-flagship) (flagship/ very high research) 4.9 4.4 3.6 4 Years 4 Years Standard Standard 2 Years 120 Credits Standard Standard Four-Year Myth 8
Excess Credits (Full-Time Students) 2-Year 4-Year 4-Year Associate Bachelor’s Bachelor’s (non-flagship) (flagship/ 80.9 very high research) 134.6 133.5 60 Credits 120 Credits 120 Credits Standard Standard Standard Four-Year Myth 9
Total Cost of Each Extra Year (Full-Time Students) 2-Year 4-Year Student Student $22,826 $15,933 in cost of attendance in cost of attendance $45,327 $35,000 in lost wages in lost wages $50,933 $68,153 Source: fly.temple.edu and utexas.edu/enrollment-management/messages/ut- strives-improve-four-year-graduation-rates Four-Year Myth 10
~70% increase $19,000 $32,000 $20,000 $35,000 On Time In 6 Years In 6 Years On Time TEMPLE UT-AUSTIN UNIVERSITY Debt After Graduation 11
On-Time Graduation Rates (Full-Time Students) 2-Year 4-Year 4-Year Associate Bachelor’s Bachelor’s (non-flagship) (flagship/ very high research) 19% 36% 5% ON TIME ON TIME ON TIME Four-Year Myth 12
150% Graduation Rates (Full-Time Students) 2-Year 4-Year 4-Year Associate Bachelor’s Bachelor’s (non-flagship) (flagship/ very high research) 13% 43% 68% IN 3 YEARS IN 6 YEARS IN 6 YEARS Four-Year Myth 13
200% Graduation Rate (Part-Time Students) 2-Year Associate 7% IN 4 YEARS 15 to Finish National Report, CCA
Conditions for Change Performance Funding DC Under Development Implemented in At Least One Sector
Conditions for Change Metrics DC CVHEC Complete/Near-Complete Data Set Some Data Reported 2016 Additions
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Support Adults
THE CCA WAY The Game Changers and Scaling Standards Corequisite Support
Corequisite Support DC CVHEC States at Scale in Coreq States Currently Moving Coreq to Scale States Committed to Scale Coreq by 2018
One Semester Scaled Results 22% Traditional Remediation National Avg. for Gateway Course Success after 2 years 64% Colorado 71% Georgia 63% English 55% Indiana 64% Math 64% Tennessee 61% 68% West Virginia 62% 0% 10% 20% 30% 40% 50% 60% 70% 80%
Com pletion of Gatew ay Math by ACT Sub-score Com m unity College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation 70% 65.9% 61.1% 51.7% 51.1% 53% 43.6% 42.6% 33.4% 35% 27.1% 25.6% 19.7% 18% 13.1% 12.3% 11.5% 6.8% 3.8% 2.7% 0% 13 14 15 16 17 18 No ACT Total Pre-requisite Model AY 2012-13 Full Implementation - Fall 2015
Com pletion of Gatew ay English by ACT Sub-score Com m unity College Pre-requisite Model vs. Co-requisite Model Results of TBR Co-requisite Full Implementation 80% 67.8% 65.1% 64.6% 62.5% 60.8% 58.4% 60% 54.8% 51.7% 37.8% 40% 36.9% 33.2% 30.9% 27.8% 25.3% 25.1% 22.0% 20% 0% 12 13 14 15 16 17 No ACT Total Pre-requisite Model AY 2012-13 Full Implementation -Fall 2015
THE CCA WAY The Game Changers and Scaling Standards Math Corequisite Pathways Support S
Math Pathways Houston CCA/Dana Center Math Pathways States Other Statewide Initiatives
Few Students Complete Gateway Math in First Year Non-Flagship Community College 4-year 20% 55%
Students Who Don’t Complete Math Early, Graduate at Low Rates 90% 83.1% 82.5% 81.2% 80% 70% 64.9% 63.0% 60% 50% 40.5% 40% 30% 22.6% 20.8% 20% 12.7% 10% 3.9% 3.9% 1.8% 1.5% 0.3% 0% UNLV UNR NSC CSN GBC TMCC WNC % not Completed Gateway Math in first 2 years 150% Graduation Rate
College Algebra’s Only Purpose: Preparation for Calculus S T College Calculus Algebra E M 28
Math Is Aligned with Majors Quantitative Reasoning/ Statistics
A Model Pathway Pre-Major Advise and Advising Assess Social Choose STEM Humanities Sciences Meta-major Coreq Coreq Coreq Gateway Math in 1 st year College QR Stats Algebra Choose Major Major Major Major
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Pathways Purpose First Remediation
Guided Pathways to Success Chicago Providence Cleveland DC (also a CPA) Kansas Las Vegas City Houston GPS at Scale Campus-based Initiatives: CCA and AACC Community Partnerships for Attainment
HOUSTON | GPS
HOUSTON | GPS Memorandum of Understanding Intrusive Advising Aligned Mathematics Enabled by Technology Corequisite Career and Academic Remediation Advising Coordination Meta Majors Structured Schedules Default Degree Tracking Student Maps Progression: Data for Project Evaluation Articulation
GPS DIRECT Meta-Majors • Structured Schedules • • Academic Maps Corequisite Remediation • Math Pathways • Default Pathways • • 15-To-Finish • Momentum Year Stay On Create Choose Start Path / Path Path Path Graduate • Purpose First Critical Path • (Onboarding) Courses Meta-Majors • • Intrusive 15-To-Finish • Advising TECHNOLOGY | DATA METRICS
p = mv
THE MOMENTUM YEAR • Informed Choice • Math Pathways • 30 Credits • 9 Program Credits • Math and English Gateway Courses • Corequisite Support
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite A Better Deal 15 to Finish Pathways Purpose First Remediation
Fifteen to Finish DC CVHEC Statewide Initiatives States with Campus-Based Initiatives States Committed to Scale in 2017
Most students DON’T take the credit hours necessary to graduate on time. Full-time Students Taking 15+ Credits Per Semester
The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year. Associate Degrees 62% 43% 27% 10% 30+ credits 24 – 29.9 credits 12 – 23.9 credits 0 – 11.9 credits
The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year. Bachelor ’ s degree 79% 69% 37% 21% 30+ credits 24 – 29.9 credits 12 – 23.9 credits 0 – 11.9 credits
Complete College America Resources www.completecollege.org/15toFinishMaterials
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Remediation Adults
Wanted: A Better Deal 27 Million Some College, No Degree 6 Million More Credentials of Value Needed by 2025
TIME CHOICE STRUCTURE
Compact and Scaling Standards
We believe…
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Support Adults HIGHLY-STRUCTURED IMPLEMENTATION DESIGN
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Support Adults HIGHLY-STRUCTURED IMPLEMENTATION DESIGN EQUITY: RACE, INCOME, AGE
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Support Adults HIGHLY-STRUCTURED IMPLEMENTATION DESIGN EQUITY: RACE, INCOME, AGE METRICS AND EVIDENCE
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Support Adults HIGHLY-STRUCTURED IMPLEMENTATION DESIGN EQUITY: RACE, INCOME, AGE METRICS AND EVIDENCE POLICY
THE CCA WAY The Game Changers and Scaling Standards Math GPS Direct Corequisite Returning 15 to Finish Pathways Purpose First Support Adults HIGHLY-STRUCTURED IMPLEMENTATION DESIGN EQUITY: RACE, INCOME, AGE METRICS AND EVIDENCE POLICY COMMUNICATIONS
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