(Canales, 2013)

Improving College Readiness: Collaborating With K-12 To Ensure

That Students Are Prepared

Luzelma G. Canales

Executive Director, RGV FOCUS (Collective Impact Initiative)

Communities Foundation of Texas/Educate Texas

(Canales, 2013)

Presenter Background Over 26 years in Higher Education 10 Years at University 15 Year at South Texas College (STC) 2 Years at Lone Star College System (LSCS) STC Achieving the Dream Lead since 2004 STC Completion by Design Lead Talent Dividend Liaison for South Texas Region Achieving the Dream Data Coach Since 2009 Student Success by the Numbers Consultant Since 2011 RGV FOCUS Since August 2013

(Canales, 2013)

Objectives• Examine the emerging trends and research on

college readiness• Explore a process for establishing institutional

commitment to increasing college readiness through meaningful collaborations

• Discuss strategies for getting more students ready for college level work before they exit high school

• Share strategies for building a culture of engagement and collaboration

• Review evidence based examples of successful strategies/programs

(Canales, 2013)

Changing Demographics

(Canales, 2013)

42.97%

(Canales, 2013)

63%66%

12% 14.7%

2.7%

(Canales, 2013)

42.97% versus 2.7%

Population Growth College Enrollment Growth

If we keep going at this rate, we will never close the achievement gap!

(Canales, 2013)

Latinos in Higher Education: Many Enroll, Too Few Graduate

• 10% of all Latino high school graduates enroll in college

• Substantial enrollment gap between Latinos and all other groups among 18 to 24 year olds– 35% of Latinos compared to 46% of whites

• Latinos more likely to enroll in community colleges– 40% of Latinos– 25% of whites and African American

1.9% of Latino high school graduates purse post-baccalaureate studies

Source: Pew Hispanic Center Report, Richard Fry, 2002(Canales, 2012)

(Canales, 2013)

College Graduates by Age 24

75% From High Income Families

9% From Low Income Families

Source: Postsecondary Educational Opportunity(Canales, 2012)

(Canales, 2013)

http://www.completecollege.org/

(Canales, 2013)

Finding 1: Nontraditional students are the new majority.

75% of students are college commuters, often juggling families, jobs, and school.

25% of students attend full-time at residential colleges.

Source: Complete College America

(Canales, 2013)

And if they attend part-time, the federal government doesn’t even track their success … as if they are invisible.

Source: Complete College America

(Canales, 2013)

Finding 2: Too few students graduate. For part-timers, results are tragic – even

when they have twice as much time.

Full-time Part-time

1 Year Certificate within 2 Years

27.8% 12.2%

2 Year Associate within 4 Years

18.8% 7.8%

4 Year Bachelor’s within 6 Years

60.6% 24.3.%

Source: Complete College America

(Canales, 2013)

Finding 3: Graduation odds are especially low for students who are African American, Hispanic,

older, or poor.

Source: Complete College America

(Canales, 2013)

Finding 4: Students are wasting time on excess credits…

Source: Complete College America

(Canales, 2013)

…and taking too much time to earn a degree.

Source: Complete College America

(Canales, 2013)

Finding 5: Remediation—too many students need it, and too few succeed when they get it.

Source: Complete College America

(Canales, 2013)

Remedial students are much less likely to graduate.

Source: Complete College America

(Canales, 2013)

Trying to Understand through Qualitative Research

(Canales, 2013)

Encore Research Study

• Study in Hidalgo County, Texas• Conducted by Dr. Victor Saenz, UT-Austin

– 23 Focus Groups• Parents• Students• Educators (K-16)• Community/Business Leaders

– Interviews with key Education and Community Leaders– Community Surveys

• Parents• Students• Teachers

(Canales, 2013)

Key Thematic Findings

• Theme I: We want to go to college! Our kids should go to college!

• Theme II: Expecting to go to college is not enough. We need to be college ready.

• Theme III: Disengagement in schools and communities. Challenges to college readiness efforts.

(Canales, 2013)

Key Thematic Findings (Cont.)

• Theme IV: Should I stay, should I go, or leave and then come back? Multiple notions of academic success in the region.

• Theme V: Everyone is responsible for promoting the goal of college readiness.

• Theme VI: Building momentum for a college readiness movement.

(Canales, 2013)

Communication/InformationEngage parents/families early in

the processCommunicate process of

enrolling in college and expectations

Partnerships Create more partnerships with

businesses Join efforts with K-12 and

existing organizations

Access to Programs Create programs like Gear-

up for all students Offer dual enrollment to all

students Schedule college tours for all

students (elementary, middle, high school)

Community Voices

(Canales, 2013)

Where are we losing students?

(Canales, 2013)

Critical GapCritical

Gap

Critical Gap

Critical Gap

CompletionPoint

CompletionPoint

Birth to PK High9-12

Lower Division

Upper Division

Middle6-8

CompletionPoint

ElementaryPK-5

(7th–10th Grade Dropout)

(High School to College)

(First Year Retention & 2-

Year Completion)

(Transfer from 2-year to 4-year & 4-year Completion)

Educational Pipeline Gaps

(Adapted from THECB, 2007)(Canales, 2012)

(Canales, 2013)

Of Every 100 Kindergartners…Graduates White African

AmericanLatino/

Hispanic

High School 94 89 62

Some College 66 51 31

At Least Bachelor’s Degree

34 18 10

Source: US Department of Commerce(Canales, 2012)

(Canales, 2013)

What are students telling us?

• Study Conducted by Public Agenda for the Texas Higher Education Coordinating Board

• Funded by The Lumina Foundation’s• Interviews with noncompleters and current

students in Texas Colleges and Universities– Houston, El Paso, San Antonio, McAllen, and

Austin

(Canales, 2013)

• Finding 1: Postsecondary attainment is highly valued by all, though some question whether or not it is worth the effort

• Finding 2: Inadequate academic preparation and poor advising in high school set the stage for failure

(Canales, 2013)

• Finding 3: For those without strong support systems, solid preparation, and a clear sense of purpose, the transition to college can quickly lead to a desire to give up

• Finding 4: Faculty at two-year institutions get better marks than faculty at four-year institutions or advisers at any type of institution

(Canales, 2013)

Finding 2: Inadequate academic preparation and poor advising in high school set the stage for failure

(Canales, 2013)

I wasn’t counseled by anyone or anything like that. I don’t even recall ever talking to a counselor or anything about college.

~ Female, noncompleter, Houston

(Canales, 2013)

I feel like I wasn’t prepared when I went into college with math and stuff. I feel like I didn’t know the stuff that I should’ve known.…. Unfortunately, down here

they prep you more for passing your tests more than actually learning.

~ Female, noncompleter, McAllen

(Canales, 2013)

They make the two hardest subjects the ones you opt out on senior year. Those are the ones you need to be refreshed on when you go

in [to college].

~ Female, noncompleter, San Antonio

(Canales, 2013)

Histo

rically

Work

ing o

n

Solutio

ns in Is

olatio

n!

(Canales, 2013)

Working in Isolation has not Produced Results!

(Canales, 2013)

Asset Models

Vs

Deficit ModelsX

(Canales, 2013)

Start with Regional Goals

• Increased College-Going Rates

• Increased College & Career Readiness

• Increased Degree & Credential Attainment

(Canales, 2012)

(Canales, 2013)

Developing a Common Understanding: Summit on College Readiness

• 2006 - Closing the Gaps on College Readiness

• 2007 –Closing the Gap on College and Career Readiness

• 2008 –The Journey to College Success

• 2009 – Accelerating Student Success

• 2010 – Success by Design• 2011 – The Power of One• 2012 – Completion by

Design• 2013 – Navigating the

Pathway from High School to College Completion and a Successful Career

(Canales, 2013)

Summer Leadership Institute

Introduction/History of the College

3 hrs Dual Enrollment Programs 3 hrs

Tours of the College Campus & Facilities

8 hrs Early College High School 2 hrs

Academic Advising Certification (NACADA)

8 hrs Baccalaureate Programs, Articulation, Student Panel

4 hrs

Student Activities, Placement, Wellness

4 hrs President’s Cabinet 2 hrs

Academic & Personal Counseling, Career Assessment, Transfer

4 hrs New Student Orientation, Information Center, KIOSKs

3 hrs

Special Programs, ADA, Support Services

4 hrs Learning Centers, SI, Others 4 hrs

Student Assessment Center 4 hrs Emotional Intelligence 4 hrs

(Canales, 2013)

College

readiness?

(Canales, 2012)

Retention?

Completion?

Remediation?

Student

Success?

(Canales, 2013)

Students who can succeed—without

remediation—in credit bearing general

education courses or a two-year certificate

program and who are prepared for the

cognitive challenges they face in general

education requirements and subsequent courses

(Canales, 2012)

(Canales, 2013)

Success by DesignNot by Chance

~ Alma Garcia, Educate Texas

(Canales, 2012)

(Canales, 2013)

HS Students& DROPOUTS

HIGH SCHOOL

ONLY

HIGH SCHOOL

+ TSI READY

0 Hours

HIGH SCHOOL

+ HB 1

12Hours

HIGH SCHOOL

+ CORE

READY

42- 45 Hours

HIGH SCHOOL +

ASSOCIATES DEGREE

60 Hours

• Dropout Recovery• Gateway to College• Dual Enrollment Academies

• Early College High Schools• Dual Enrollment Programs

Adapted from Educate Texas(2011)(Canales, 2012)

Starting with a Plan to Serve all

Students

(Canales, 2013)

Do your colleges work with school districts to provide dual enrollment opportunities to high school students?

In our region, dual credit programs and strategies continue

to contribute to the increased number of students graduating from high school college ready.

(Canales, 2013)

What are some positive outcomes of dual credit?

• Studies show that dual credit increases the likelihood that a student will complete high school, and enroll in and persist in college.

• Decreases cost of tuition and fees for students by accelerating time to degree.

• New graduates enter the workforce sooner and begin to earn wages.

(THECB, 2008 )

(Canales, 2013)

What is dual credit?

The Texas Higher Education Coordinating Board defines dual credit

as a process by which a high school junior or senior enrolls in a college course and receives simultaneous

academic credit for the course from both the college and the high school.

(Canales, 2013)

While dual credit courses are often taught on the secondary school campus

to high school students only, a high school student can also take a course

on the college campus and receive both high school and college credit.

(Canales, 2013)

Dual credit courses include both academic courses as well as career & technical courses.

(Canales, 2013)

Dual Enrollment Programs

• Traditional Dual Enrollment• Career & Technical Education Dual

Enrollment• Early College High Schools• STEM Dual Enrollment Academies• Drop-out Recovery• Gateway to College

(Canales, 2012)

(Canales, 2013)

Leveraging Dual Enrollment

• Relationships are Critical • Formal Memorandum of Understanding• College Going & College Completion

Culture• High Expectations for all Students • Strong Support Systems • Seamless Transitions

(Canales, 2013)

Dual Credit in Texas Year (Fall) Enrollment

2000 17,7842001 22,8122002 28,4542003 31,7572004 38,0822005 42,1672006 57,5542007 64,9102008 79,0742009 91,3032010 90,3642011 94,5502012 99,452

Fall 2000• White 72.5%• African American 3.2%• Hispanic 19.8%• Asian/Other 4.5%

Fall 2011• White 45.5%• African American 6.0%• Hispanic 39.0%• Asian/Other 9.5%

(Canales, 2012) (THECB, 2012)

(Canales, 2013) (THECB, 2008)

(Canales, 2013)

STEM Dual Enrollment Academies

• Two-year dual enrollment programs– Dual Enrollment Engineering Academy (DEEA)

• AS Engineering (74 credit hours)

– Dual Enrollment Computer Science Academy (DECSA)• AS Computer Science (61 credit hours)

– Dual Enrollment Medical Science Academy (DEMSA• AS Biology (61 credit hours)

• Juniors and Seniors in High School• Graduate from College two weeks before high

school graduation

(Canales, 2013)

Do your colleges have one or more early college high schools?

(Canales, 2013)

Early College High Schools

A promising high school reform model targeting students for

whom the transition into postsecondary education is

problematic.

(Canales, 2012)

http://www.earlycolleges.org/

http://www.edtx.org/college-ready-standards-and-practices/early-college-high-schools

(Canales, 2013)

Early College High Schools

• Prepares students and families for college• Opportunity to earn up to 60 college credits

prior to high school graduation• Accelerates time to completion of high

school diploma and first two years of college

• Provides college-life experience while still in high school

(Canales, 2012)

(Canales, 2013)

Since 2002, the partner organizations of the Early College High School

Initiative have started or redesigned 240+ schools serving more than

75,000 students in 28 states and the District of Columbia.

(Canales, 2013)

Early College High Schools in Texas

• 65 partnerships with community colleges and four-year universities

• Majority of ECHS campuses funded by state with initial support from Communities Foundation of Texas, Bill and Melinda Gates Foundation, The Meadows Foundation, and Greater Texas Foundation

(Canales, 2012)

(Canales, 2013)

Early College

High Schools in

Texas

(Educate Texas , 2013)(Canales, 2012)

(Canales, 2013)

Examples of Strong ECHS Partnerships

South Texas Region• Twenty ECHS• Over 8,000 students• Partnerships with

twelve school districts• High schools on college

campuses and at school districts

31% of Texas

ECHS are

located in

South Texas

(Canales, 2013)

Dropout Recovery Programs and At-Risk High School Students

• 5th Year Seniors• TAKS Liable &/or Missing Credits

–Texas allows serving students through age 25

• Students enroll in classes that are contextualized in the areas needed for high school credit recovery and/or the TAKS

(Canales, 2013)

PSJA ISD Back on Track Program

• The College, Career, & Technology Academy• Partnership between PSJA ISD and South Texas

College• Since CCTA’s inception, PSJA has increased the

number of annual graduates from 966 in 2006-2007 to close to 1,800 graduates in 2009-2010, an increase of more than 85 percent.

• Replicated in neighboring districts

(Canales, 2013)

Gateway to College

• Created by Portland Community College in 2000 to serve high school dropouts

• Funded by Bill & Melinda Gates Foundation

• 37 colleges in 21 states partnering with over 175 school districts

(Canales, 2013)

Gateway to College in Texas

• Dallas Metro Area – Eastfield College• El Paso – El Paso Community College• McAllen – South Texas College• San Antonio – Palo Alto College

(Canales, 2013)

Gateway to College at South Texas College

• Partnership with McAllen & Mission ISD• Serves Students Between the ages of 16-20 • Behind in high school credits for age/grade • Have dropped out of high school • Students complete high school diploma and

earn college credits

(Canales, 2013)

Planning for Success

• Early Testing/Assessment for College Readiness

• Curriculum Alignment Teams• Student Outcome Data Sharing• Understanding Student Populations• Developing a Common Language and High

Expectations for all Students • Faculty and Staff Development

(Canales, 2013)

What other types of partnerships do your colleges have with school districts?

(Canales, 2013)

Measurable Results

(Canales, 2013)

2002-2003 2011-2012Ethnicity HS

GradsEnrolled All

AreasHS

GradsEnrolled All

AreasAfrican American

31,801 Not Avail 30.9% 38,213 45.0% 54.1%

Hispanic 80,777 Not Avail 42.5% 131,106 44.5% 63.4%White 116,816 Not Avail 68.7% 105,767 49.5% 81.8%Other 8,715 Not Avail Varies 17,550 Varies VariesTotal 238,109 Not Avail 57.1% 292,636 47.3% 70.7%

Male 121,447 Not Avail 56.7% 146,417 43.3% 70.4%Female 116,662 Not Avail 57.5% 146,219 51.2% 71.0%

Texas College Readiness Report

Source: THECB Dual Credit Reports, 2003 and 2012

23.2%

20.9%

13.1%

13.6%

13.7%

13.5%

(Canales, 2013)

2002-2003 2011-2012Ethnicity Math Writing Reading Math Writing ReadingAfrican American

39.9% 60.8% 54.1% 64.4% 73.2% 72.9%

Hispanic 53.5% 69.3% 63.2% 72.7% 78.7% 78.7%

White 76.1% 88.3% 84.7% 86.3% 91.2% 92.0%

Other Varies Varies Varies Varies Varies Varies Total 65.8% 79.5% 75.0% 78.1% 83.6% 83.9%

Male 64.4% 82.3% 74.5% 79.0% 81.1% 82.7%

Female 67.5% 76.2% 75.6% 77.3% 85.8% 84.8%

Texas College Readiness Report

Source: THECB Dual Credit Reports, 2003 and 2012

24.5% 12.4% 18.8%

19.2% 9.4% 15.5%

10.2% 2.9% 7.3%

14.6% 8.2%

9.8% 9.6% 9.2%

(Canales, 2013)

Ethnicity HS Grads Enrolled All Areas Math Writing ReadingDistinguished 39,338 67.7% 93.1% 94.4% 96.1% 96.4%Individual Ed Plan

7,658 12.9% 8.9% 19.4% 22.9% 24.0%

Minimum 49,352 20.2% 32.4% 43.2% 59.7% 59.2%Recommended 196,288 51.3% 69.2% 77.7% 83.3% 83.6%Total 292,636 47.3% 70.7% 78.1% 83.6% 83.9%

2011-2012 College Readiness Report

Source: THECB Dual Credit Report, 2012

Curriculum Matters!

(Canales, 2013)

FY 2006 FY 2007 FY 2008 FY 2009 FY 2010

16,351 16,423 17,734 19,985 21,687Source: PEIMS Region 1

10000

12000

14000

16000

18000

20000

22000

Increase in High School Diplomas

(Canales, 2013)

Increase in College Readiness of Students Enrolling at Time of Entry

(Canales, 2013)

9% Increase in Percent of HS Graduates Pursuing Texas

Higher Education the Fall After High School Graduation

(Canales, 2013)

Percent Meeting Texas Success Initiative (TSI) Higher Education Readiness Component

English Language Arts – 27% increaseMathematics - 26% increase

Source: TEA Academic Excellence Indicator System

2004 2005 2006 2007 2008 2009 201020%

25%

30%

35%

40%

45%

50%

55%

60%

65%

33%

38%

43%46%

48%

56%59%

24%

30%33%

43%46%

53%51%

Math ELA

(Canales, 2013)

What is in the future?

(Canales, 2013)

Large-scale social change requires broad cross-sector coordination, yet the social

sector remains focused on the isolated intervention of

individual organizations.

(Canales, 2013)

Collective Impact

• Shifting from isolated impact to collective impact … requires a systemic approach to social impact that focuses on the relationships between organizations and the progress toward shared objectives.

• The Five Conditions of Collective Success– Common Agenda– Shared Measurement Systems– Mutually Reinforcing Activities– Continuous Communication– Backbone Support Organizations

(Canales, 2013)

Over 40 Organizations and 100+ Individuals Are Currently Working Together on this RGV Collective Impact Effort

(Canales, 2013)

All RGV learners will achieve a degree or credential that leads to a meaningful careerWe will achieve this by strengthening each step of the educational pathway; better connecting our

education system; and aligning community resources to provide the supports learners need to succeed throughout high school and postsecondary in order to pursue a meaningful career in the RGV and beyond.

OurVision

All RGV students graduate high school

college ready

All high school graduates transition to postsecondary within

a year

All postsecondary students can achieve a

degree or credential on time

OurGoals

Why This Work Will Succeed

The strategies we pursue are

transformational both for individual

institutions and the RGV at large

We collaborate across institutions and sectors, and

invest the resources to ensure this

collaboration will be sustained

We are evidence driven in our

approach and use shared data and metrics to drive

constant improvement

across the region

Our work is community

centered and depends on the voices of many

organizations and individuals across

the RGV

All postsecondary graduates can be

employed within 6 months

We are focused on students

and their experiences,

strengths, challenges, and

aspirations

RGV FocusCommunities united for educational success

(Canales, 2013)

College supports

• Strengthen on-campus IHE supports through employment and internship opportunities, mentorship programs, academic aid, and peer support communities

Career connections

• Support the stacking, combining, and leveraging of credentials with labor market value throughout a student’s educational progression

• Work with employers to define workforce needs and skills, and strengthen and align academic pathways accordingly

• Enhance career planning to help students understand their interests, employment opportunities, wages, and the courses they need to take to attain their career goals

P a t h w a y F r o m H i g h S c h o o l To A M e a n i n g f u l C a r e e r

Postsecondary

• Improve relevancy and strengthen dropout prevention within 9th grade, and provide students who have dropped out with multiple recovery pathways aligned to college and careers

Dropout prevention and recovery

College readiness

Excellent teaching

High School

College access

• Educate students, families, and the regional community – early and often – about the value of college and how to support students to succeed

• Strengthen counseling to help students apply to college, secure all available aid resources, and gain admission to college

• Expand access to quality transition and bridge programs between high school and college

• Agree and commit to a common definition of college readiness that prepares students to succeed in postsecondary and in a meaningful career

• Expand dual credit, AP, CTE, Gold Seal approval, and other innovative programs to ensure that students meet rigor and readiness standards

• Ensure teacher quality in the RGV by attracting the best talent, developing teachers more intentionally, and leveraging the master teachers who deliver the best results and the most improvement

All RGV learners will achieve a degree or credential that leads to a meaningful career

Our Strategic Priorities

Transition

(Canales, 2013)

Luzelma G. Canales, Ph.D.Executive Director, RGV FOCUS

lcanales@cftexas.org

(Canales, 2012)