Game Changers - nebhe.orgGame Changers 1 Julie Johnson, Vice President of Strategy ... ©2013 U.S....

Game Changers

1

Julie Johnson, Vice President of Strategy

Setting Goals and Aligning Action to Increase Higher Education Attainment

Maine, New Hampshire & Vermont

Alliance Member

§  Arkansas §  Colorado §  Connecticut §  District of

Columbia §  Florida §  Georgia §  Hawaii §  Idaho §  Illinois §  Indiana §  Kentucky §  Louisiana §  Maine §  Maryland §  Massachusetts §  Montana §  Minnesota §  Mississippi §  Missouri

§  Commonwealth of the Northern Mariana Islands

§  Nevada §  New Mexico §  Ohio §  Oklahoma §  Oregon §  Pennsylvania §  Rhode Island §  South Dakota §  Tennessee §  Texas §  Utah §  Vermont §  West Virginia §  Wisconsin §  Wyoming

35 Members

DC

College Enrollment at Glance

§ More minority students § More low-income students § More first generation students § More non-traditional students

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10.7 15

33.9

79.1

Bottom Second Third Top

Estimated Bachelor's Degree Attainment by Income Quartile by Age 24

Bottom Second Third Top

A NATIONAL PROBLEM Very Few Graduate on Time or At All …

Graduation Rates (Full-time students)

2-year Associate

5%

On Time

2-year Associate

12.9%

150% Time

Part-Time Students Rarely Graduate

200% Time Graduation Rates (Part-time students)

6.9% 15.9% 6

200% time = 4 years for associate, 8 years for bachelor’s

2-year Associate

4-year Bachelor’s

(Non-Flagship)

Too Many Credits

78.8 credits accumulated

136.2 credits accumulated

Does NOT count remediation

60 credits standard 120

credits standard

2-year Associate

4-year Bachelor’s

(Non-Flagship)

Too many entering students need remediation.

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51.7% of those entering a 2-year college

enrolled in remediation

Source: Fall 2006 cohorts

Most remedial students never graduate.

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1. Performance Funding & Metrics

2. Corequisite Remediation

3. Time and Intensity

4. Guided Pathways - GPS

5. Structured Schedules

Metrics

Data drives change! Remediation- Gateway courses

Credit hours earned

Time to degree

Certificates and Degrees

Data drives change!

GAME CHANGER Performance Funding

Performance Funding

GAME CHANGER Corequisite Remediation

Too many students start college in remediation.

60%

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Remediation

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Remediation

Too few remedial students ever graduate.

1 in 10

Provide academic support as a Corequisite not as a

prerequisite

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Corequisite Remediation

Corequisite Options

§ 45 minutes after class § An additional class period or two § Required lab with mentors § 5 weeks dev ed, 10 weeks regular

course (5 days/wk) § Two semester stretch course

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One Semester Corequisite Results

Institution Subject Traditional Model

Corequisite Model

CC of Baltimore County

English 33% 74%

Austin Peay State University

English 49% 70%

Quantitative Reasoning 11% 78%

Statistics 8% 65% 20

Ivy Tech Community College

§  Only 25% of students referred to English remediation completed the college English course in three semesters.

§  Now over 50% complete in one semester.

§  Only 9% of students referred to math remediation completed the college math course in three semesters.

§  Now over 50% complete in one semester.

Math Pathways

College Algebra’s Only Purpose: Preparation for Calculus

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College Algebra Calculus

STEM

Math Is Aligned with Meta-Majors

Quantitative Reasoning/ Statistics

Placement

Current Model Enrolls Most Students into Remediation

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Percen

t    of    Stude

nts  

Student  Placement  Data  

30%  70%  

Gateway Remediation

New Model Enrolls Most in College

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Percen

t    of    Stude

nts  

Student  Placement  Data  30%  10%   60%  

   Gateway  Test  Prep  or  

Technical  Cer:ficate  

Gateway  Course  with  Corequisite  

Support  

Corequisite Remediation

White House Summit States Committed to Transform Remediation

DC

States Committed to Scale Coreq by 2015

State Activity

GAME CHANGER Time & Intensity

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

Hawai’i’s 15 to Finish The majority of full-time freshmen were taking 12-14 credits.

0  

10  

20  

30  

40  

50  

60  

70  

80  

Manoa   Hilo   West  O'ahu   UHCC  

Credits  A>empted  UH  First-­‐:me,  Full-­‐:me  Freshmen  

Cumula&ve  Over  3  Years    Fall  2009-­‐2011  

12-­‐14  Credits  

15+  Credits  

Hawai’i’s 15 to Finish Significant results in campaign’s very first year.

39.3  

55.5  

46.9  

13.5  

41.5  

7.8  11.2  

Fall  2009   Fall  2010   Fall  2011   Fall  2012  

15  or  More  Credits  A>empted  UH  First-­‐Time  Freshmen,  Fall  2012  

Maoa   Hilo   West  Oahu   UHCCs  

Time and Intensity

States with Campus-Based Initiatives

DC

Statewide Initiatives

15 to Finish State Activity

GAME CHANGER Guided Pathways to Success

NO CLEAR PATH

Too Many Choices and Too Little Guidance

§ Most colleges have more than 100 majors and hundreds of courses.

§ Most students are unaware of their career options.

§ 45% of students haven’t seen a counselor by the third week of class.

Why GPS?

1 counselor : 400 students Why GPS?

Behavioral Economics: Choice

Too much choice — especially uninformed choice — leads to indecision or poor decisions.

Why GPS?

Behavioral Economics: Default

A substantial number of people accept — even welcome — a default choice designed by informed professionals.

Why GPS?

GPS: Essential Components

1.  Default Pathways

2.  Informed Choice

3. Meta-Majors

4.  Academic Maps

5.  Critical Path Courses

6.  Intrusive Advising

DO THIS

The Default Path

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Students don’t “discover” the right path; after choosing a major, the academic map is the default schedule.

Behavioral Economics

Meta Majors

BUSINESS

STEM

SOCIAL SCIENCES

HEALTH SCIENCES

EDUCATION

HUMANITIES

ARTS

43 ©2013 U.S. Education Delivery Institute

ACADEMIC MAPS: 4 essential components – the narrative, sample schedule, milestones and employment opportunities

The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements

The sample schedule outlines which courses should be taken in which specific term in order to satisfy all requirements

The milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation. Critical grades for Milestone courses may be included.

List of Representative Job Titles and Potential Employers

Intrusive Advising

§  Students must see their advisors before registering for classes if:

– they do not complete the critical path course on schedule

– they fall 2 or more courses behind on their academic map

– they have a 2.0 GPA or less for the semester

Georgia State University

§  Degree maps and intrusive advising §  Graduation rates up 20 percentage points in

past 10 years

§  Graduation rates higher for: –  Pell students, at 52.5% –  African American students, at 57.4% – Hispanic students students, at 66.4%

§  More bachelor’s degrees to African-Americans than any other U.S. university

GPS SUCCESS

Florida State University

§  Since starting degree maps, FSU has cut the number of students graduating with excess credits in half

§ Graduation rate increased to 74% – African Americans to 77% – First-generation Pell students to 72% – Hispanic students to more than 70%

GPS SUCCESS

GAME CHANGER Structured Schedules

þ GAME CHANGER Structured Schedules

Block schedules of classes

Cohorts of students

Students choose programs or majors, not courses

Attendance required

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CUNY ASAP Program

§  Students grouped into cohorts with block schedules

§ Doubled graduation rates for associate degrees

§  55% of fall 2007 cohort earned associate degrees in 3 years

TN Colleges of Applied Technology

§ Highly structured, block schedule program

§ More than 75% of students graduate, at rate 3x higher than peers, even though slightly poorer and older

§ Center has certificate programs have job placement rates of 80% or higher

1. Performance Funding

2. Corequisite Remediation

3. Full Time is 15

4. Guided Pathways - GPS

5. Structured Schedules

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Publications

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www.completecollege.org

/ CompleteCollege

/ CompleteCollege

Julie Johnson jjohnson@completecollege.org