States Committed to Scale Coreq by 2018

DC

States at Scale in Coreq

Corequisite Support

States Currently Moving Coreq to Scale

CVHEC

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

The System Does Not Work, Particularly for African AmericansGateway Course Completion in 2 years

2-year college remedial students23%

20%

11%

19%

0%

5%

10%

15%

20%

25%

White, non-Hispanic Hispanic Black, non-Hispanic Received Pell Grant

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 after 2 years

English

Math

Corequisite Mathematics in Community Colleges

Community College Pre-requisite Model vs. Co-requisite Model

2.7% 3.8%6.8%

11.5%

19.7%

25.6%

13.1% 12.3%

32.9%

45.5%

55.3%

63.4%

70.1%

79.5%

48.7%

54.8%

0%

20%

40%

60%

80%

<=13 14 15 16 17 18 No ACT Overall

Results of TBR Corequisite Full Implementation

Pre-requisite Model AY 2012-13 Corequisite Full Implementation AY 2015-16

Corequisite MathematicsMinority Students

Community College Pre-requisite Model vs. Co-requisite Model

10.0%

1.7%5.1%

8.3%13.2%

18.6%

6.4% 6.7%

23.4%

36.6% 36.9%

52.0%

61.3%66.8%

42.9%47.3%

0%

20%

40%

60%

80%

<14 14 15 16 17 18 No ACT Total

Pre-requisite Model AY 2012-13 Corequisite Full Implementation AY 2015-16

Results of TBR Corequisite Full Implementation – Minority Students

Completion of Gateway English by ACT Sub-score

Community College Pre-requisite Model vs. Co-requisite Model

22.0%25.3%

27.8%33.2%

36.9% 37.8%

25.1%30.9%

51.7%54.8%

62.5% 64.6% 65.1%67.8%

58.4% 60.8%

0%

20%

40%

60%

80%

12 13 14 15 16 17 No ACT Total

Results of TBR Co-requisite Full Implementation

Pre-requisite Model AY 2012-13 Full Implementation -Fall 2015

Achievement Gap Elimination –Corequisite Writing

Community College Pre-requisite Model vs. Co-requisite Model

0%

10%

20%

30%

40%

50%

60%

70%

Traditional Model Corequisite Implementation AY 2015-2016

Students of Color All Students

18.6%

30.9%

57.6%61.8%

CCA/Dana Center Math Pathways States

Math Pathways

Other Statewide Initiatives

Houston

Few Students Complete Gateway Math in First Year

Community College

20%

Non-Flagship 4-year

55%

Students Who Don’t Complete Math Early, Graduate at Low Rates: Nevada

40.5%

20.8%

63.0%

83.1% 82.5% 81.2%

64.9%

22.6%

12.7%

3.9% 3.9% 1.8% 1.5% 0.3%0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

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

College Algebra Calculus

STEM

Math Is Aligned with Majors

Quantitative Reasoning/Statistics

Pre-Major Advising

HumanitiesSTEMSocial

Sciences

College AlgebraStats

Advise and Assess

Choose Meta-major

Gateway Math in 1st year

Choose Major

QR

Coreq

Major

Coreq Coreq

Major Major

A Model Pathway

Guided Pathways

GPS at Scale

Campus‐based Initiatives: CCA and AACC 

Houston

Lumina‐CCA Talent Hubs  

Boston

CUNY

Dayton

Racine

Denver

HOUSTON | GPS

HOUSTON | GPSMemorandum of Understanding

Aligned Mathematics

Corequisite Remediation

Meta Majors

Default Degree Maps

Articulation

Intrusive Advising Enabled by Technology

Career and Academic Advising Coordination

Structured Schedules

Tracking Student Progression: Data for Project Evaluation

Fifteen to Finish

DC

States with Campus-Based Initiatives

Statewide Initiatives

States Committed to Scale in 2017

CVHEC

Most students DON’T take the credit hours necessary to graduate on time.

Full-time Students Taking 15+ Credits Per Semester

City Colleges of Chicago Full-Time Student Credit Completion

Source: CCA Data Collection 2015, Fall ‘09 cohort

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

Total Students White Students Hispanic Students African AmericanStudents

Pell Students

Credit Completion in First Year

Completed 24 Hours Completed 30 Hours

14%

3%

28%

5%

8%

1% 0.4%

8%

12%

2%

The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year.

62%

43%

27%

10%

30+ credits 24–29.9 credits 12–23.9 credits 0–11.9 credits

Associate Degrees

The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year.

79%

69%

37%

21%

30+ credits 24–29.9 credits 12–23.9 credits 0–11.9 credits

Bachelor’s degree