Guided Pathways: The Role of Student...

CHIEF STUDENT SERVICES OFFICERS ANNUAL CONFERENCE / MARCH 24, 2017

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COMMUNITY COLLEGE RESEARCH CENTER

MARCH 24, 2017

Guided Pathways:

The Role of Student

Services

Thomas Bailey

DirectorCommunity College Research Center

Teachers College, Columbia University

Chief Student Services Officers Annual Conference

Los Angeles, California

@CommunityCCRC

#RedesigningCCs


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• Developmental education diverts students

• Thwarted transfer objectives

• Excess credits for degrees

• Excessive time to degree

• Student learning unclear—failure to meet academic

progress

• Students express confusion and discouragement

Where do we lose students?


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High attrition is a big concern

815

100

…

59

44

3

26

49

0

20

40

60

80

100

En

rolle

d

Co

mp

let

ed

En

rolle

d

Co

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let

ed

En

rolle

d

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let

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Enro

lled

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let

ed

En

rolle

d

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ed

Arithmetic Pre-Algebra Beginning Intermediate College level

%

Four levels below Three levels below

Math cohort progression by starting level


10


Median credits earned by associate degree completers

20 CCC programs with the most completers in 2015-16

73

76

77

77

77

78

80

80

82

82

82

83

85

86

88

90

90

91

96

99

0 20 40 60 80 100

Humanities and Social SciencesLiberal Studies (teaching preparation)

HistoryLiberal Arts and Sciences, General

HumanitiesSociology

Speech CommunicationEnglish

Administration of JusticeAccounting

Psychology, GeneralBusiness and Commerce, General

Humanities and Fine ArtsChild Development/Early Care and Education

Business AdministrationSocial Sciences, General

Biology, GeneralBiological and Physical Sciences (and…

Registered NursingMathematics, General

Median Number of Degree-Applicable UnitsData. Analysis of CCC student records courtesy of

Education Results Partnership


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31%

33%

0% 20% 40% 60% 80% 100%

SD

WI

NC

ME

SC

ARWA

GA

NH

KY

AZ

WV

NM

OH

NV

HI

CT

OR

ND

NEID

CA

MN

CO

MA

IA

LA

MO

PA

AL

U.S. average

TX

NJ

FL

ILTN

VA

NY

MI

MS

KS

MD

OK

WY

MT

Transfer-Out Rates

25%

29%

0% 20% 40% 60% 80% 100%

WV

LA

MT

SC

WI

WY

AL

KS

TX

AR

GA

OK

OH

NE

NM

CO

MO

MI

MN

OR

CA

PA

NC

ME

KY

MD

IA

TN

CT

U.S. average

ID

NH

IL

AZ

ND

SD

VA

MS

MA

WA

NY

HI

NJ

FL

Transfer-With-Award Rates

42%

47%

0% 20% 40% 60% 80% 100%

SDWVNMMEARLAKYOHCOGAWIHI

CTMIID

MTMAMOMNSCORAZNDNCNYMSOKAL

U.S. averageNHPANEVAWYKSTXTNMDFLNJCAILIA

WA

Transfer-Out Bachelor’s Completion Rates


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14%15%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

SD

WV

ME

NM

AR

WI

KY

GA

OH

LA

NC

HI

SC

NV

CO

CT

AZ

ID

MA

NH

OR

MN

MO

ND

NE

MI

WA

AL

PA

U.S. average

CA

NY

VA

MS

TX

TN

IA

KS

FL

NJ

OK

IL

MD

MT

WY

Community College Cohort Bachelor's Completion Rates by State


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17%

16%

9%

10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

SDMEOHCTNMWICOGAWVARSCHI

NCMDNVNJKYCAMAAZLAPAMNNHMINEWAVA

U.S. averageMOTXOR

ILNYIDALNDKSTNIAFL

MSOKMTWY

CC Cohort Bachelor's Completion Rates for Lower and Higher Income StudentsLower income students Higher income students


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• A decade of the “Completion Agenda”

• Institutional and sector student outcomes have not

improved

• WHY?

Widespread Reform – Little Progress


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• Reforms too small or narrowly focused

– Reforms not scaled

– Reforms limited to one segment of student experience

• Colleges built to promote enrollment—Self Service or

Cafeteria Model

Problem with the Structure of

Community Colleges


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26


GENERAL EDUCATION REQUIREMENTS(Select 12 courses from this list of more than 300)

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Cafeteria College

Paths to career goals unclear

Intake sorts, diverts students

Students’ progress not monitored

Learning outcomes not defined

and assessed across programs

Churning

Early transfer

Completion

Time to degree

Excess credits

Skill building


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Guided Pathways College

Clear roadmaps to career goals

Intake redesigned as an on-ramp

Students on track to graduation

Learning outcomes/assessments

aligned across programs

Churning

Completion

Early transfer

Excess credits

Time to degree

Skill building


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AACC Pathways Project Colleges


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A National Movement


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COMMUNITY COLLEGE RESEARCH CENTER CHIEF STUDENT SERVICES OFFICERS ANNUAL CONFERENCE / MARCH 24, 2017COMMUNITY COLLEGE RESEARCH CENTER

Clarifying Paths

Evolution of Pathways at SPC

“Before” “After”

Since 2010, SPC has focused its strategic efforts on student success using an intentional data-driven way to help students “Finish What They Start”.

-1-


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Pathways colleges are redesigning their websites to

show program maps and their connection to career

and transfer opportunities

• Northeast Wisconsin Technical College

– 13 “fields of interest”

– 60% of programs have “embedded credentials”

– Each credential leads to a job in the college’s region

• St. Petersburg College

– 10 “career and academic communities”

– Stackable credentials: credentials bachelor’s degrees

Mapping Pathways to Student End Goals


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Academic Pathways


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38



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Rethinking Mapping Programs

Career programs vs.

gen ed transfer programs

A lá carte courses (distribution

requirements and electives)

Algebra as default math path

Certificates vs. degrees

FROM: TO:

Academic / career communities

(“meta-majors”)

Program maps with course

sequences, critical courses, co-

curricular requirements

Program/field-specific math paths

Degree pathways with embedded

certificates/certifications


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Getting Students on a Path:

Student Choice and Skills


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Colleges are helping students explore careers and

college from the time they enter college, choose at

least a meta-major and develop a full-program plan

in the first term or two

• Developing the plan through:

– One-on-one advising

– FYE courses

– Leveraging technology

– Orientation

Helping students choose and enter a path

The New Student Experience

Extended Orientation to College

Starting a habit that will continue

Start Right

The New Student Experience


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• Conduct in-depth investigations of specific occupations and careers of

interest

• Analyze data on trends involving salaries, benefits, entry-level

requirements, hiring forecasts, geographic saturation, diversity, and

promotion opportunities

• Work on effective verbal and written communication, meeting the

expectations of the wired office, and establishing professional

relationships

• Add reflections to the ethnographic report written in Ethnographies of

Work I about the journey of deciding on a career path

Ethnographies of Work II


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AACC colleges are beginning to build pathways down into

high schools, starting with dual enrollment students

• Examples:

– Indian River State College (FL)

• “Great Explorations”

• Required SLS 1000

• Build an academic plan

– Columbus State Community College (OH)

• College Credit Plus

– Pierce College (WA)

• Career cruising

• Washington Career Pathways

Dual Enrollment


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10%

15%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

HI

MA

SD

CT

GA

MS

NJ

NV

MI

CA

PA

OR

LA

ME

MO

OH

FL

AL

NM

OK

WI

MD

MT

AZ

US Overall

TN

SC

MN

IL

NY

CO

NE

AR

WA

ID

ND

WV

TX

NC

NH

KS

WY

IA

VA

KY

Percent of Community College Entrants who are in High School Dual Enrollment, by State

CC Entrants: 17 or younger CC Entrants: 18 or older


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66


Most developmental education students fail to

pass a college-level course in the same subject

83 83

44

27

5549

41

2627

15

27

8

0

20

40

60

80

100

English Math

%

College-ready

All developmentaleducation

One level below

Two levels below

Three levels below

Four levels below


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Source: TN BOR

Accelerating College Entry

TN Dev Ed Co-Requisite Fall 2015 Scale Implementation Results: Math

2% 3% 4%7%

12%

20%

26%

13% 12%

38%

27%

35%

42%

52%

61%

66%

42%

51%

0%

10%

20%

30%

40%

50%

60%

70%

12 13 14 15 16 17 18 No ACT All

Co

mp

lete

d C

oll

eg

e C

ou

rse

ACT Score

Pre-requisitemodel: Fall 2012cohortCo-Req scaleimplementation:Fall 2015


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Source: Belfield, Jenkins, Lahr (2016).


College Math Taken by Students in Tennessee Community Colleges

Co-Requisite Scale Implementation, Fall 2015

21%

14%

64%

Algebra

Math for Liberal Arts

Probability andStatistics


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Source: TN BOR


TN Dev Ed Co-Requisite Fall 2015 Scale Implementation Results: English

22%25%

28%

33%

37% 38%

25%

31%

49%52%

61%63% 64%

66%

57%59%

0%

10%

20%

30%

40%

50%

60%

70%

13 14 15 16 17 18 No ACT All

Co

mp

lete

d C

oll

eg

e C

ou

rse

ACT Score

Pre-requisitemodel: Fall 2012cohort

Co-Req scaleimplementation:Fall 2015


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Rethinking Student On-boarding

Job/transfer support for

near completers

Current semester schedule

Academic assessment

Pre-requisite remediation

FROM: TO:

Career exploration and planning from

the start

Full-program plan

Holistic assessment

Co-requisite academic support

Algebra and English comp Critical program courses

A lá carte dual HS creditExploration of program pathways

beginning in HS


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Keeping Students on a Path to

Completion


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Sourc

e:

India

n R

iver

Sta

te C

olle

ge

IRSC: Checkpoint

advising manual

Show Students Their Path


76


Sta

yin

g o

n a

pa

th

Ge

ttin

g o

n a

pa

th

En

su

rin

g le

arn

ing

Cla

rify

ing

th

e p

ath

What is my path?

What will I need to take?

Am I on track to graduate?

What will I need to take next term?

What are my career options?

What if I want to change programs?

What if I run into trouble?

Am I on-schedule?

How can I get help?

Am I learning what I need to be learning?

Advising and student support provide the

framework that unifies guided pathways

Program

PlanningCounseling

& CoachingOn or Off

Map

Analytics &

Integrated

LMS


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Evidence


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Business

Social

SciencesEducation

Health

Sciences

STEMHumanities

Arts

Tennessee Academic Focus Areas


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Incoming Freshmen Who Successfully

Completed at Least 9 hours in Their Focus

Area During Their 1st Academic Year

20%18%

21% 21%22%

25%

32%

0%

5%

10%

15%

20%

25%

30%

35%Community College

Freshmen

9%7%

8%10%

11%

15%

19%

0%

5%

10%

15%

20%

25%

30%

35%

Community College Minority Freshmen

Source: Denley, TBR, 2016


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Source: Tristan Denley, TN Board of Regents.

Accelerating Program EntrySix-Year Graduation Rates: FTIEC Tennessee Community College Students

By Focus Area Courses Attempted/Completed in First Year

11%

31%

38%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Didn't attempt 9 credits in focus area Attempted 9 credits in focus Earned 9 credits in focus


98


Promising Evidence from Ohio

35.031.0

35.838.6

46.550.7

21.117.9

21.1

26.9

34.538.0

16.213.3

16.7

22.0

31.1 30.6

0.0

10.0

20.0

30.0

40.0

50.0

60.0

AY2010-11 AY2011-12 AY2012-13 AY2013-14 AY2014-15 AY2015-16

Rate

(%

)

Percentage of students who completed at least nine credit hours in a program declared in their

first year – Sinclair Community College

overall Minority AA Male

Source: Sinclair Community College.


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Promising Evidence from Ohio

Source: Sinclair Community College.

9% 8%

40% 41%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

AY 2010-11 AY 2011-12

Sinclair CC 6-year Completion Rate: Fall Term New Students

Completed < 9 programcredits in Yr. 1

Completed 9+ programcredits in Yr. 1


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Impact Over Three Years

6.6

47.7

40.1%

5.4

39

21.8%

0

10

20

30

40

50

60

No. of Sessions enrolled No. of Credits earned Degrees earned

Three Year Summary Table

Program Group (451)

Control Group (445)

n = 896


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• CUNY three year graduation rate for first-time full-time

students—14%

• Guttman three year graduation rate—49%

Source: Stuart Cochran, GCC


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•Focused programs will not improve institutional

outcomes

•Reform of developmental education alone will not

be adequate to get students firmly established in

their programs

•Mapping programs is essential but only a

beginning

•Counseling and student supports provide the

framework that unifies guided pathways

Takeaways


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MARCH 24, 2017

Please visit us on the web at

http://ccrc.tc.columbia.edu

where you can download presentations, reports,

and briefs, and sign-up for news announcements.

We’re also on Facebook and Twitter.

Community College Research Center

Teachers College, Columbia University

525 West 120th Street, Box 174, New York, NY 10027

E-mail: [email protected] Telephone: 212.678.3091

For more information

@CommunityCCRC

#RedesigningCCs

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