dr. julie johnson · 2017-08-04 · white, non-hispanic hispanic black, non-hispanic received pell...
TRANSCRIPT
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Our Approach
Work with states to implement evidence-based strategies at
scale to see double-digit gains in outcomes.
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DC
COMPLETE COLLEGE AMERICA
The Alliance
Central Valley Higher Education Consortium
Commonwealth of Northern Mariana Islands
Puerto Rico
Houston
Thurgood Marshall College Fund Consortium
City University of New York
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Students are …
Taking too much time
Spending too much money
Not graduating
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TIME
CHOICE
STRUCTURE
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1. Corequisite Remediation
2. Math Pathways
3. Structured Schedules
4. Guided Pathways
7
5. 15 to Finish
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15 to Finish
All about time and affordability.
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Full-time enrollment is not on-time enrollment.
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10Four-Year Myth
Total Cost of Each Extra Year(Full-Time Students)
2-YearStudent
4-YearStudent
$15,933
$35,000in cost of attendance
in lost wages
$22,826
$45,327in cost of attendance
in lost wages
$50,933 $68,153Source: fly.temple.edu and utexas.edu/enrollment-management/messages/ut-strives-improve-four-year-graduation-rates
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Minority students are less likely to be on track for on-time graduation.
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Low-income students are less likely to be on track for on-time graduation.
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Students who complete 30+ credits in their first year are more likely to graduate.
62%
43%
27%
10%
30+ credits 24–29.9 credits 12–23.9 credits 0–11.9 credits
Associate Degrees
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Retention is higher for those coomunitycollege students taking >=15 hours
14
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15-Credit Strategies & Policies
Type of Strategy
Communications campaigns
Degree maps
Structured schedules
Financial incentives
Type of Policy
Banded tuition or aid to support 30-credit enrollment
Degree credit cap (60 or 120 credits)
Default scheduling
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University of Akron
New Student Orientation presentations
Poster (right)
E-mail timed to registration
TV information screens on campus/residence halls
Campus and student e-mail announcements
Infomercial
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Financial Incentive: – Requires students to complete 30 credits per year to
remain eligible for full state aid.– Students w/ a 3.0 gpa or higher are eligible for more aid.
Structural Reforms:– Required institutions to:
• provide degree maps and guarantee course availability• Allow full use of state aid during summer terms
– Encouraged institutions to use banded tuition
Supports:– Public awareness campaign– Additional academic advising
Indiana Legislation: HEA 1348
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Think 30!
Linked to affordability and debt
Communications campaign
Modified scheduling: winter and summer
Institutional aid– Merit aid tied to 15 credits
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Complete College America Resources
www.completecollege.org/15toFinishMaterials
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o 14 states are scaling.
o More than 200 institutions implementing.
o Total of 25 states participating
Tidal Wave of Implementation
Fifteen to Finish
DC
States with Campus-Based Initiatives
Statewide Initiatives
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Guided Pathways – GPS
(Time, Choice, and Structure)
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23Four-Year Myth
Time to Degree(Full-Time Students)
2 Years Standard 120 Credits
Standard
2-YearAssociate
4-YearBachelor’s
4-YearBachelor’s
(non-flagship) (flagship/very high research)
3.6
4 Years Standard
4.9
4 Years Standard
4.4
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Four-Year Myth
Excess Credits(Full-Time Students)
60 Credits Standard
120 Credits Standard
120 Credits Standard
2-YearAssociate
4-YearBachelor’s
4-YearBachelor’s
(non-flagship) (flagship/very high research)
80.9133.5 134.6
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NO CLEAR PATH
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Too Many Choices and Too Little Guidance
Most colleges have more than 100majors and hundreds of courses.
Most students are unaware of their career options.
45% of students haven’t seen a counselor by the third week of class.
Why GPS?
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1 counselor to 400 students
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GPS: Essential Components
1. Informed Choice - Purpose First
2. Default Pathways
3. Meta-Majors
4. Academic Maps
5. Intrusive advising
DO THIS
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Informed Choice – Purpose First
Connect students career interests to their majors
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Default Pathways (opt-out)
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31
Meta Majors
BUSINESS
STEM
SOCIAL SCIENCES
HEALTH SCIENCES
EDUCATION
HUMANITIES
ARTS
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Academic Maps
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Proactive Advising
Students must see their advisors if:
– they fall off the pathway
– are at risk of not succeeding
– need special assistance or their own pathway
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GPS: Closing Achievement Gaps
GEORGIA STATE
Graduation rates increased to:
– Pell students 52.5%– African American students 57.4%– Hispanic students students 66.4%
FLORIDA STATE
Graduation rates increased to:
– African Americans 77%– First-generation Pell students 72%– Hispanic students more than 70%
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Guided Pathways at Scale3 states have implemented it at scale:
Tennesse GeorgiaIndiana
5 sites are working to implement it at scale.
Massachusetts New Hampshire - CCSNHHouston region Washington DCMissouri
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Structured Schedules:Scheduling for Completion
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Today’s Students
70% of students commute to campus.
40% of students work 30 hours a week.
25% of students work full time andattend college full time.
20% of students have children.
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Typical College Schedule… for a commuter with children
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Structured Schedules Options
Morning, afternoon, evening or weekend blocks
Specific days
Shorter term
Organized by program
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Structured Schedules
Predictable, constant andconsolidated schedule
Students progress as a cohort
Built to enable full-time (15 credits) or year-round for 30 credits.
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Where there is structure, there are significant results.
41
75% avg. on-timegraduate rate
14% avg. on-timegraduate rate
TENNESSEE COLLEGES OF APPLIED TECHNOLOGY
TENNESSEE COMMUNITY COLLEGES
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Texas Legislation HB 1583
Block schedules for at least five programs• allied health
• nursing
• career and technology
Morning, full-day, afternoon, or evening
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Corequisite Remediation
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Remediation
Too many students start college in remediation.
61% in 2-year institution
28% in 4-year, non-flagship institution
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African Americans, Hispanics and Pell Students are Over Represented
2-year Students
53%
63%
70%
69%
0% 10% 20% 30% 40% 50% 60% 70% 80%
White, non-Hispanic
Hispanic
Black, non-Hispanic
Received Pell Grant
4-year Non-Flagship Students
23%
35%
44%
37%
0% 10% 20% 30% 40% 50% 60% 70% 80%
White, non-Hispanic
Hispanic
Black, non-Hispanic
Received Pell Grant
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Provide academic support as a Corequisite not as a
prerequisite
Corequisite Remediation
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Multiple Corequisite Models
47
Gateway Course
Paired
Remedial Course
Accelerated Learning Program
GatewayCourse
Required 0 Credit Lab
GatewayCourse
One Additional
Credit
Structured Assistance
101+ Model
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One Semester Scaled Results
62%
61%
64%
63%
68%
64%
55%
71%
64%
0% 10% 20% 30% 40% 50% 60% 70% 80%
West Virginia
Tennessee
Indiana
Georgia
Colorado
22% Traditional RemediationNational Avg for Gateway Course Success
English
Math
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Corequisite at Scale5 states have scaled corequisite support:Colorado GeorgiaIndiana TennesseeWest Virginia
13 states have committed to implement at scale:Central Valley of CA Hawaii’ Illinois IdahoMassachusetts MissouriMontana New Hampshire - CCSNHNew Mexico OhioOklahoma Rhode IslandWest Virginia
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Math Pathways
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College Algebra’s Only Purpose:Preparation for Calculus
51
College Algebra Calculus
STE
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Few in College Algebra, Enroll in Calculus
52
10%
30%60%
Students Who Take College Algebra
Ever TakeCalculus 1
Take BusinessCalculus
Do Not Take AnyForm of Calculus
Dunbar, S. 2005. Enrollment flow to and from courses below calculus . In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America.
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Math Is Aligned to Majors
Quantitative Reasoning
Statistics/Modeling
College Algebra/Pre-Calc/ Calculus
HumanitiesArts
Social SciencesHealth Sciences
Business
EngineeringHard Sciences
ClassicsPerforming ArtsCultural Studies
Technical MathTechnical Certificate Programs
Meta-Major Gateway Math Program
PsychologyPolitical ScienceCommunications
WeldingCarpentry
Civil EngineeringChemical Engineering
Chemistry
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Ivy Tech Remedial/Math Placement Post-Math Pathways
73%
71% 71%67%
52%
36%
28%
0%
10%
20%
30%
40%
50%
60%
70%
80%
2009 2010 2011 2012 2013 2014 2015
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Math Pathways at Scale6 states implementing at scale beginning Fall 2016:
Montana ColoradoMissouri NevadaIndiana Ohio
All 13 corequisite scale states building plans for math pathways.
Central Valley of CA Hawaii’ Illinois IdahoMassachusetts MissouriMontana New Hampshire - CCSNHNew Mexico OhioOklahoma Rhode IslandWest Virginia
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Outcomes Based Funding
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DC
Under Development
Implemented in At Least One Sector
Conditions for Change Performance Funding
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How to Move Forward
Be impatient reformers!
Implement the Game Changers.
Focus on systemic change.
Embed equity in all initiatives.
If it matters, measure it.
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CCA – Resources - Reports
CCA – Resources – Events Materials- 2017 Summer Action Summit
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Four‐Year Myth
On‐Time Graduation Rates(Full‐Time Students)
2‐YearAssociate
4‐YearBachelor’s
4‐YearBachelor’s
(non‐flagship) (flagship/very high research)
5% 19% 36%ON TIME ON TIME ON TIME
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Four‐Year Myth
150% Graduation Rates(Full‐Time Students)
2‐YearAssociate
4‐YearBachelor’s
4‐YearBachelor’s
(non‐flagship) (flagship/very high research)
13% 43% 68%IN 3 YEARS IN 6 YEARS IN 6 YEARS
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Why So Many Excess Credits?Causes
(in semester credit hours)
12
3
13
7
13
Academic challenges: “F” grades
Academic problems: “W/R” grades
Poor student choices
Transfer problems
Unavailable courses
Degree requirements
GPS directly addresses these problems
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Four‐Year Myth
Retirement Savings
https://www.nerdwallet.com/blog/loans/student‐loans/victory‐lap/
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Four‐Year Myth
Total Cost of Each Extra Year
https://www.nerdwallet.com/blog/loans/student‐loans/victory‐lap/
+1 year Public
+1 YearPrivate
+2 YearsPublic
+2 YearsPrivate
Tuition and Loans $18,598 $26,815 $37,456 $53,760
Opportunity Costs $128, 429 $128,429 $245,253 $245,253
Total cost of delayed graduation $147,026 $155,244 $282,691 $290,995
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CCA DATA METRICS
CONTEXT Enrollment Completion ratio *
PROGRESS Enrollment in Remediation* Success in remediation and corresponding gateway course Success in 1st yr college English and math* Credit accumulation * Retention rates Course completion *
OUTCOMES Degrees awarded annually and change over time Graduation rates Transfer rates Credit and time to degree*
* Not collected in IPEDS