National Guided Pathways Trends & Emerging Evidence to Support Guided Pathways Reform - Portland...

www.ncii- improve.com

Dr. Rob JohnstoneApril 2019

National Guided Pathways Trends &

Emerging Evidence to Support Guided Pathways Reform

www.ncii- improve.comNational Center for Inquiry & Improvement

Agenda• Key Transformations of GP• National Trends and Emerging Evidence

• Note: Much of the content in this presentation was put together by the Community College Research Center at Columbia University (CCRC) - and we again thank them for our continued partnership and their efforts helping the field with this important thought capital and research


Guided Pathways Transformations

COMMUNITY COLLEGE RESEARCH CENTER


Rethinking Mapping Programs

Alphabetical program list

A lá carte courses (distribution requirements and electives)

Algebra as default math path

Certificates vs. degrees

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

From: To:

Connections to careers &transfer unclear

Career & transfer opportunities/ requirements clearly specified


Rethinking Student On-boarding

Job/transfer support for near completers

Current semester schedule

Academic assessment

Pre-requisite remediation

Algebra and English comp

A lá carte dual HS credit

From: To:Career/college exploration and planning for all from the start

Full-program plan

Holistic assessment

Co-requisite academic support

Critical program courses

Exploration of program pathways beginning in HS


Rethinking Student Advising

Info “dump” at orientation

Scheduling available courses to suit college schedule

Full-time vs. part-time

Advising vs. teaching

JIT support for major decisions along the path

Scheduling courses on the student’s plan to fit their schedule

On-plan vs. off-plan

Advisors teach and faculty advise

From: To:


Rethinking Teaching and Learning

Gen ed learning outcomes

Generic gen eds

In-class learning

Meta-major learning outcomes

Contextualized gen eds

Curricular + co-curricular learning

Student transcripts Portfolios

From: To:


Institutional Examples and Emerging Evidence


Lorain County Community College

Ohio

LCCC’s Cafeteria Model(What we looked like in 2011)

• Student applies• Assesses & enrolls in upper level DE English • Assesses & delays enrolling in DE Basic Algebra

– 4 course sequence to college level• May meet briefly w/Advisor for registration

– not required• No major defined

– declares AA to get Financial Aid• Struggles in DE math • Repeats basic Algebra before enrolling in Intermediate Algebra• Repeats Intermediate Algebra• Self-advises & registers for career/technical courses

– they will not transfer• After 2+ years of taking scattered coursework, checks in with Advisor• Hasn’t taken economics or accounting or appropriate math

– needs 30 more hours• More wasted time and money• Student drops out before completing

Guided Pathways: High Impact Practices Campus-Wide Culture of Student

Success Redesign the Front End Services Revise catalog policies Reduced credits to degree –saving time

and cost Redesign Developmental Education Embed Experiential Learning into

Programs Embed career advising throughout the

student’s pathway.

ConnectionInterest to application

EntryEnrollment to completion of gatekeeper

courses

ProgressEntry into course of study to 75%

completed

CompletionComplete course

of study to credential with

Labor Mark. Val.

Use data to identify barriers, identify potential strategies, prioritize strategies

Establish Math Pathways Redesign Student Academic Advising Influence State Policy & Replication Performance Funding Formula State Completion Plan Template Guaranteed Pathways Initiative OACC Student Success Leadership

Institute Participate in National Efforts: JFF Education Policy Trust Post Secondary State Network

LCCC conferred highest number of degrees and certificates in 2017-18 at 2,111, a 79% increase since 2011

2,111

8%10% 10%

13%15%

19%

23%

26.9%

0%

5%

10%

15%

20%

25%

30%

2011 2012 2013 2014 2015 2016 2017 2018

236% increase since 2011!

Deep Commitment to Student Success

Decreased Credits to Degree

73.4

72.2

70.9

69.3

68.3

65

66

67

68

69

70

71

72

73

74

2012-13 2013-14 2014-15 2015-16 2016-17

Colle

ge-L

evel

Cre

dits

Academic Year

Note: First Associate degree completers within 4 years with 15 or fewer transfer-in credits

-7% decrease since 2012-13

Reduces cost to graduates by almost 2 courses ≈ $602

$602 x 366 graduates = $220,332 in Student Savings

First-year success is driving success in completion and beyond

80% of LCCC students that complete college-level English and college-level Math and 15 or more college-level

creditsin their first year

earn an LCCC degree or certificate or a bachelor’s degree

within six years

Action Project: Improving Student Success for Undecided Students through Career PathwaysGoal Baseline Data Performance Target ActualIncrease in student term completion rates (all college level credits successfully completed to all credit hours attempted during the first term attended)

FTIC Students

• 64.1% - AY 2015 Cohort

Increase 4% over AY 2015Students • 68.1% - Fall 2018

Increased 4.5%Exceeded target• 64.1% - 2015• 68.6% - 2018

Increase in fall to fall persistence

FTIC Students

• 53.7% - AY 2015 Cohort

Increase 4% over AY 2015 students• 57.7% - Fall 2018

Increased 1.7%Increased but did not meet target• 53.7% - 2015• 55.4% -2018

Increase in percent of all new students earning 12 college credits by the end of their first year

FTIC Students

• 44.1%- AY 2015 Cohort

Increase 4% over AY 2015 Students• 48.1% - AY 2017-2018


Increase in percent of all new students earning 24 college credits by the end of their 2nd year

FTIC Students

• 36.5%-AY 2015 Cohort



Increase in percentage of full time students earning Associates Degree in three years

FTIC Students• 13.1% - AY 2015

Cohort



Acce

ss In

dica

tors

Student Success Indicators(First-time in College) Post-Com

pletion Success Indicators

Power of Shared Data:What Matters Most Indicators for Student Success

Disaggregated by Race/Ethnicity, Pell, First Generation

CONNECTION ENTRY PROGRESS COMPLETION1. Percent of potential

students who take initial steps to enroll are actually enrolled on the census date?. (complete application and/or assessment)

2. Percent of students who have an assigned adviser.

3. Percent of students who have an educational plan.

4. Percent of students who participate in orientation.

5. Percent of students enrolled in a student success course in the first term

6. Percentage of students who did not earn any college-level credits in the first term.

7. Gateway Course Completion by end of First Year:

a) Percent that completed gateway English

b) Percent that completed gateway Math

c) Percent that completed gateway Math & English

8. Percent of students who successfully complete 6 plus in the first term.

9. Course completion rate of C or better for first term students.

10. Full-time average credits completed in the first year by students who began as full-time.

11. Average number of college level credits completed in the first year by students who began as part-time.

12. Percentage of students who completed 15 or more college-level credits by end of the first year.

13. Number of degrees and certificates awarded

14. Number of graduates

15. IPEDS 2 year FTIC graduation rate

16. IPEDS 3 year FTIC graduation rate

17. IPEDS 8 year part-time graduation rate

College/UniversityUniversity Costs

4 years with Room & Board

Bachelor’s Degree Completion Costs Savings!

Ashland UniversityB.S. in Education $119,376 $32,798 72%

Bowling Green State UniversityB.S. in Biology

B.A. in Communication$76,408$76,408

$11,745$15,350

85%80%

Cleveland State UniversityB.A. in Psychology $85,227 $12,525 85%

Hiram CollegeB.A. in Accounting & Financial Mgmt. $160,600 $24,554 85%

Kent State UniversityBachelor of Business Administration $77,408 $12,893 83%

Ohio UniversityBachelor of Technical & Applied Studies $30,228 $20,998 69%

University of AkronB.S. in Computer Information Systems

B.S. in NursingBachelor of Organization Supervision

B.S. in Sport Studies

$83,844$83,444$83,444$83,444

$16,586$16,340$14,687$12,811

80%80%82%85%

University of ToledoB.S. in Computer Science & Engineering** $83,177 $15,726 81%

Youngstown State UniversityB.S. in Criminal Justice

Bachelor of Social Work – GerontologyB.A. in Journalism

B.A. in Political Science

$83,184$83,184$83,184

$83, 184

$13,305$13,424$13,660$13,660

86%86%86%86%

*Online program for OU. Tuition is greatly reduced and there are no room and board costs.** Computer Science and Engineering degree takes an additional year due to required coop experiences.

Earn an associate degree and high school diploma simultaneously – but flexible to join when ready

Earn bachelor’s degree by age 20 to prepare for careers in high-demand, well-paying jobs**

Save 80% of the cost on average

Onsite and ongoing academic and career advising

Enjoy full high school and college experience

Education

Cumulative Return on InvestmentStudent Success Efforts

Fall full-time studentretention

2011: 56%

2016: 67%

370 more full-time students retained

Each full-time student retained to year two ≈

$4,900in tuition and

subsidy

Over $1.8 million gained from student success efforts since 2011


Alamo CollegesTexas

27%

Earned 15+ college credits in year 1

49%

11%

Earned 24+ college credits …

23%

5% Earned 30+ college credits …

10%

33%

Earned 6+ college credits in 1st term

64%

0%

25%

50%

75%

100%

2010 2011 2012 2013 2014 2015 2016

Fall FTEIC Cohort

Alamo Colleges Credit Momentum KPIs

11%

6%

2%

3%

55%

44%

30%

23%

0% 50% 100%

Earned 30+ collegecredits in year 1



Earned 6+ college creditsin 1st term

3-year Completion Rate, Any Credential

Alamo Colleges 3-year Completion Rates by KPI Status

Met KPI Did not meet KPI

Note. Trends in Alamo Colleges Credit Momentum KPIs are shown in the left panel. The right panel shows completion rates for fall 2014 FTEIC entrants at Alamo Colleges who completed any college credential (from any institution) within three years, disaggregated by whether or not students met the particular KPI definition in their first year.

11%

Completed both college math and …

29%

37%

Completed college english …

62%

14%

Completed college math …

34%

0%

25%

50%

75%

100%

2010 2011 2012 2013 2014 2015 2016

Fall FTEIC Cohort

Alamo Colleges Gateway Math & English Momentum KPIs

8%

8%

6%

32%

29%

22%

0% 50% 100%

Completed both collegemath and English in year

1

Completed college mathin year 1

Completed collegeenglish in year 1

3-year Completion Rate, Any Credential

Alamo Colleges 3-year Completion Rates by KPI Status

Met KPI Did not meet KPI

Note. Trends in Alamo Colleges Gateway Math and English Momentum KPIs are shown in the left panel. The right panel shows completion rates for fall 2014 FTEIC entrants at Alamo Colleges who completed any college credential (from any institution) within three years, disaggregated by whether or not students met the particular KPI definition in their first year.


Completion by Design


Completion by Design KPI Movement by All Nine Colleges 2013-14 to 2015-16

26

13%

34%

21% 19%

42%

23%

46%

34%29%

52%

GW MATH GW ENGLISH 12+ UNITS IN FIRST TERM

24+ UNITS IN FIRST YEAR

CONCENTRATORS

2013-14 2015-16


Tennessee Community Colleges

Source: CCRC Analysis of TBR Data

42%

Earned 6+ credits in 1st term

67%

13%

Earned 12+ credits in 1st term

30%32%

Earned 15+ credits in Year 1

49%

12%Earned 24+ credits in Year 1

24%

3%Earned 30+ credits in Year 1 6%

0%

25%

50%

75%

100%

Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 Fall 2016

Fall FTEIC Cohort

TBR CCs Credit Momentum KPIs

17%

33%

17%

6%

12%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort

18-19 20-24 25+


TBR CCs: Earned 12+ credits in 1st term, by Age Groups and Race

2%

12%10%

25%

17%

36%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort

Black Hispanic White

15%

27%

6%13%10%9%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort

18-19 20-24 25+


TBR CCs: Earned 24+ credits in Year 1, by Age Groups and Race

3%

10%10%

21%15%

29%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort



43%

Passed college English in year 1

52%

61%63%

18%

Passed college math in year 1 28%

42% 45%

15% Passed college English & math in year 1

25%

38%

40%

0%

25%

50%

75%

100%


Fall FTEIC Cohort

TBR CCs Gateway math and English KPIs

47%

65%

33%

57%

40%47%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort

18-19 20-24 25+


TBR CCs: Passed college English in year 1, by Age Groups and Race

22%

55%

43%

64%

50%

65%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort


23%

47%

38%

10%

34%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort

18-19 20-24 25+


TBR CCs: Passed college math in year 1, by Age Groups and Race

6%

32%

19%

46%

22%

49%

0%

20%

40%

60%

80%

100%

Fall2010

Fall2011

Fall2012

Fall2013

Fall2014

Fall2015

Fall2016

Fall FTEIC Cohort


76% Persisted from term 1 to term 273%

71% Credit pass rate 70%

0%

25%

50%

75%

100%


Fall FTEIC Cohort

TBR CCs Persistence and College Course Completion KPIs


14.1

Average college credits attempted in the first year per student

19.4

10.0Average college credits earned in

the first year per student

13.7

6

9

12

15

18

21Average Credits per Student

Community College 3yr Graduation Rate

University4yr Graduation Rate

42% 26%

Since 2013…

Community College 3yr Graduation Rate

University4yr Graduation Rate

88% 51%

Since 2013…

Under-represented Minority Students


Cleveland State Community College

Tennessee

34%Earned 15+ college …

47%

11%

Earned 24+ college … 30%

2%Earned 30+ college … 9%

46%Earned 6+ college credits in …

66%

0%

25%

50%

75%

100%

2010 2011 2012 2013 2014 2015 2016

Fall FTEIC Cohort

Cleveland State Community College Credit Momentum KPIs

18%Completed both college math …

35%

48%

Completed college english …55%

21%Completed college …

40%

0%

25%

50%

75%

100%

2010 2011 2012 2013 2014 2015 2016

Fall FTEIC Cohort

Cleveland State Community College Gateway Math & English Momentum

KPIs


Jackson CollegeMichigan

25%Earned 15+ college …

39%

10%Earned 24+ college … 15%

2% Earned 30+ college credits … 6%

30%Earned 6+ college credits …

58%

0%

25%

50%

75%

100%

2010 2011 2012 2013 2014 2015 2016

Fall FTEIC Cohort

Jackson College Credit Momentum KPIs

25%

Completed both college math and …

36%45%

Completed college … 64%

30% Completed college …

43%

0%

25%

50%

75%

100%

2010 2011 2012 2013 2014 2015 2016

Fall FTEIC Cohort

Jackson College Gateway Math & English KPIs


Sinclair Community College Ohio

36%27% 23% 24% 23% 26%

34%

47%56%

81%

95% 93%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AY06 AY07 AY08 AY09 AY10 AY11 AY12 AY13 AY14 AY15 AY16 AY17

New Students Who Met with an Advisor

Goal for 2022:95%

12%15%

20% 19% 20% 19%16%

31% 33%

42%46%

0%

10%

20%

30%

40%

50%

60%

AY06 AY07 AY08 AY09 AY10 AY11 AY12 AY13 AY14 AY15 AY16

Students Completing Nine Credit Hours in their Program

Goal for 2022:60%

Degrees and Certificates Earned

3,2923,868 4,038 4,171

5,039

FY13 FY14 FY15 FY16 FY17

IPEDS Graduation Rate*

* First-time in college, full-time students who complete an associate’s degree in approximately 3 years

Goal for 2022:30%

5% 6% 7% 8% 9% 10% 10% 11%

17% 16% 16%

21%

26%

0%

5%

10%

15%

20%

25%

30%

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017


Indian River State College (FL)

PRESENTATION TITLE IN HEADER / JUNE 8, 2012

54

COMMUNITY COLLEGE RESEARCH CENTER PRESENTATION TITLE IN HEADER / JUNE 8, 2012COMMUNITY COLLEGE RESEARCH CENTER

PRESENTATION TITLE IN HEADER / JUNE 8, 2012

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COMMUNITY COLLEGE RESEARCH CENTER PRESENTATION TITLE IN HEADER / JUNE 8, 2012COMMUNITY COLLEGE RESEARCH CENTER


Indian River State College (FL) Full Time FTIC 2-Year Graduation Rate by Ethnicity

56

21%

16%20%

23%

34%

13%

18%14% 16%

23%26%

23%

29%31%

36%

0%

10%

20%

30%

40%

50%

FALL 2011 FALL 2012 FALL 2013 FALL 2014 FALL 2015 YTD

Hispanic Black White


Find Out More

57

• NCII & CCRC websites:www.ncii-improve.com & ccrc.tc.columbia.edu

• Dr. Davis Jenkins, Sr. Research Fellow, CCRC [email protected]

• Dr. Rob Johnstone, Founder & President, [email protected]

http://www.inquiry2improvement.com/

mailto:[email protected]

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