Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface Priyadarshini Chaplot, The RP...

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface

Priyadarshini Chaplot, The RP Group

Infographics by Gregory M. Stoup

2012 RP Conference

Thursday, April 5, 2012

The National Completion Agenda Translated Back to California

Completion by Accident? Completion by Design?


Session Outcomes

• Brainstorm the use of a student-focused framework for conversations about institutional improvement

• Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution

• Reconsider how to share information with different types of stakeholders to support improvement efforts

Completion by Design? Completion by Accident?


The Student Experience


An initiative of the Research & Planning Group

for California Community Colleges

What is Our College’s Transfer Rate?

Basic Skills Student

Successful Transfer

Learning Community

At the program level, assessment can appear to be quite a simple task…

Successful Transfer

Learning Community

But to those on the ground, it’s more complex

Sequence of course material

Synthesis of course content

Work group oversight

Counseling supportLinkages to library

Coordination between faculty & counselors Timeliness of

feedback on progress

Classroom technology

Examples in lesson plan

Protocols for making group assignments

Exceptional Average Weak

Basic Skills Student

Completes SEP

Books in stock at Bookstore

Library Orientation

Effective degree audit

Effective Early Alert program

Faculty Letter of Recommendation /

intro to network

Effective Orientation

Good impression from

campus visit Talk to Univ. Rep / Employer

Intrusive Counseling

Meet with college outreach professional

Attends Lecture Series

Join club / participate in student Govt

Connecting with faculty outside

classroom

Clean petition process

User-friendly application

process

Leverages Learning Center resources

Powerful learning experience in classroom

Financial Aid Support

Successful Completion

Get accurate perception from HS counselor

Placement Test Prep

PROGRESSENTRY COMPLETION

Potential First Time Student

CONNECTION

Think, Pair, Share

• What kind of student data/evidence would inform key loss and momentum areas along the student experience?

• What kinds of analyses are you already doing that is bringing this type of information forward?

• Do your data collection systems need to change to get this information?



Completion by Design: A Video Introduction

Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group


Completion by Design• A five-year Bill & Melinda Gates Foundation

initiative aimed at doubling the numbers of low-income young adults receiving a credential of labor market value by the age of 26

• Four states – OH, TX, NC, FL – are receiving resource support to develop initiatives and activities to promote and support completion

• Aim: Substantially increase completion rates over five years while holding down costs and maintaining access and quality



The Planning Year (7 months)1. Review analyses around completion data and request additional ad hoc studies

2. Build current pathways for student populations

3. Build ideal pathways for student populations

4. Identify the gaps between the real and the ideal

5. Prioritizing based on areas of highest leverage and impact

• Received ample time, space, and support• Engaged stakeholders through focus groups as

well as numerous planning efforts


Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface13

Meaningful Evidence at

the 30,000-foot level:

The Completion by Design

Approach to Completion

from D. Jenkins Sep 2011 CBD Presentation

CBD Performance Measures

• First-time-in-college (FTIC) cohorts:– Broken down by: starting program level, initial

developmental placement level, and first-term enrollment status (full- vs. part-time)

• 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

CBD College PerformanceA

ll St

uden

ts

in C

ohor

t

Non

-Cre

dit

Voc

ation

al ESL

ABE

ASE

or G

ED

Dua

l Enr

ollm

ent

Dev

elop

men

tal

Colle

ge- R

eady

No

Plac

emen

t Inf

o0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcome by Starting Program Level

Still enrolled at college in Year 5 with 30+ college credits

Bachelor's (other inst.)

Transferred to 4-Year institution with no award

Certificate or associate (other inst.)

Transferred to 4-Year institution with an award

Bachelor's degree (starting inst.)

Associate degree

Certificate ≥ 1 yr.

CBD College Performance

All Assessed Students

College-Ready Placed into Developmental

Education in One Subject

Placed into Developmental

Education in Two Subjects

Placed into Developmental

Education in Three Subjects

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcome by Initial Placement Level







Associate degree


Group Discussion

• Have you been looking at similar data at your own institutions?

• How has it been received?

• What has been the result of these conversations?


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

Initial Program Pathway Analysis

• Research questions:– What is the rate at which students enter a program of

study, and in what fields?– Does it matter when they do so?– Once students have entered a program, which

programs are better at enabling students to complete?

• Identifying program of study entrants – 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

Concentrator Completion Rates

All Students in FTIC Cohort

Liberal Arts and Sciences Concen-

trators

CTE Concentra-tors

Non-Concentra-tors

Non-Attempters0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Five-Year Highest Outcomes: Concentrators Compared with Non-Concentrators and Non-Attempters







Associate degree


Success Rates by Program Area

Arts, Humanities, and English

Mathematics and Science (STEM)

Social and Behavioral Sciences

General Liberal Arts and Sciences

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcomes: LAS Concentrators by Subfield







Associate degree


Success Rates by Program Area

Bus/Marke

t

Secre

tarial

Comm/Desig

n

Comp Info Sc

i

Eng/Sci T

ech

Education

Allied H

ealth+Nursi

ng

Mech

anics

Other CTE

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

5-Year Highest Educational Outcomes: CTE Concentrators







Associate degree


Status Quo Pathway Design(example AA in LAS or Gen Studies)

• AA requirements not aligned with requirements for junior standing in a major at transfer institutions

• Lack of clear pathways to transfer in a major for cc students; many choices

• Students progress toward AA and transfer not tracked; little on-going guidance, support

• No mechanism to inform choice of major pathway

• Dev ed narrowly focused on math and English, not customized to particular paths

Program Pathway

CONNECTIONFrom interest to

enrollment

ENTRYFrom enrollment to entry

into program of study

PROGRESSFrom program entry to completion of program

requirements

COMPLETIONCompletion of credential of value for further education and (for CTE) labor market

advancement

Enter Program of Study

CompleteProgram of Study

ConsiderCollege

Education

Pathway Redesign Process

CONNECTIONFrom interest to

enrollment

ENTRYFrom enrollment to entry

into program of study

PROGRESSFrom program entry to completion of program

requirements

COMPLETIONCompletion of credential of value for further education and (for CTE) labor market

advancement

•Market program paths

•Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I-BEST)

• Help students choose program pathway and track entry

• Build prescribed “on-ramps” customized to largest program streams

• Clearly define and prescribe program paths

• Monitor students’ progress and provide feedback and supports JIT

• Incentivize progress

• Align academic program outcomes with requirements for success in further education and (for CTE programs) in the labor market

START HERESTEP 2STEP 3STEP 4

Think, Pair, Share

• Has the concept of programs of study been discussed at your institution? If so, in what context?

• What most excites and concerns people about this approach?

• Have you done analyses that investigate the efficacies of various program types?


Engaging Engagement


1,000 ftPerspective

100 ftPerspective

On the Ground

Top Leadership

Middle Managers

Faculty

• Resource Allocation

• Institutional Policies

• System Structures• Program Alignment

• Program Redesign

• Program Curriculum • Pedagogy

• Course Redesign

• Innovations in Learning

Who might best lead a change effort

Perspective

Administration Led

Middle ManagerSupported

FacultySupported

Administration Supported

Middle Manager

Led

FacultySupported

Administration Supported

Middle ManagerSupported

FacultyLed

Structure the information to match the plan for driving the change effortAdministration-led innovationMiddle Manager-led innovationFaculty-led innovation

1,000 ftPerspective

100 ftPerspective

On the Ground

Institutional Strategies

Classroom Innovation

Program Improvements

Review of Best Practices is most meaningful when it informs decision making at the proper place of practice

Policies for improving the graduation rate for degree or certificate seeking students

Best Practices for helping students complete a course sequence within a program

Best Practices in pedagogy or assessment to improve student success

Discussion

• How do you engage groups like administrators, middle managers, and faculty with improvement-focused data?

• What can you provide as a researcher to further support these conversations and decisions?



Public Agenda’s Engagement Toolkit• Seven key principles for building effective

dialogues around improvement efforts• Facilitating and recording group decision-making

processes• The recipe for a great moderator• Principles and practices that best support full-time

and adjunct faculty engagement• Internal stakeholder engagement• Planning campus and community conversations



Redesign Principles



Pathway Redesign PrinciplesAlignment

First ensure academic programs align with further education/employment requirements and clearly define program paths; then create “on-ramps” into program streams and strengthen student services to support completion

Technology Use technology to monitor/guide student progress, increase

feedback to students, enrich teaching and learning

Incentives Create incentives for students to enter and complete

programs, and for departments to improve completion



Academic Program Redesign Principles

Instructional program coherence Ensure curriculum, pedagogy, assessment, academic

supports are aligned to achieve learning outcomes

Structure Clearly map out program requirements and sequence

Prescribe course of study for students based on goals and level of readiness

Integration Build student supports into academic programs



Program “On-Ramp” Redesign Principles

Acceleration “Mainstream” students into college-level programs with

built-in supports

Contextualization Teach basic skills for specific program streams in

context of entry-level college courses

“Non-academic” supports Help students: a) explore and clarify goals for college

and careers; b) develop college know-how; c) engage with campus culture; d) address conflicting demands of work, family, and college



Ideal Pathway Design• Program learning goals clearly defined and aligned

with the requirements transfer with junior standing in major and (for CTE programs) career advancement

• Program pathway well structured and prescribed, with electives only as needed to achieve learning goals

• Students’ progress toward meeting requirements is monitored and feedback/support provided “just-in-time”

• “On-ramps” to help students choose a program of study and customized to accelerate entry into specific program streams



Session Outcomes

• Brainstorm the use of a student-focused framework for conversations about institutional improvement

• Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution

• Reconsider how to share information with different types of stakeholders to support improvement efforts



Resources• Completion by Design -

http://www.completionbydesign.org/• Public Agenda’s Engagement Toolkit

• Changing Course

• State Policy Profiles

• Knowledge Center

• Community College Research Center’s Assessment of Evidence Series - http://ccrc.tc.columbia.edu/Publication.asp?UID=845

• The New Community College at CUNY - http://www.ncc.cuny.edu/index.html


http://www.completionbydesign.org/

http://www.completionbydesign.org/

http://ccrc.tc.columbia.edu/Publication.asp?UID=845

http://ccrc.tc.columbia.edu/Publication.asp?UID=845

http://www.ncc.cuny.edu/index.html


Contact Us

Priyadarshini ChaplotSenior [email protected]

Rob JohnstoneSenior Research [email protected]

mailto:[email protected]

mailto:[email protected]

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