A Call to Action…

Changing our Systems to

Support Student SuccessPresented by: Karen Miller

VP of Enrollment & Student AffairsCuyahoga Community College

AACRAOChicago, IL

Nov. 11, 2013

Cuyahoga Community College

• Tri-C is Ohio's oldest and largest community college, opening in 1963 as a single downtown metropolitan campus; now a four-campus college, two corporate colleges, and a district office

• The College serves more than 48,000 credit and non-credit students annually via traditional classroom and online courses

• 65% 27% place in to Developmental English; 92% 89% place in to Developmental Math

• More than 800,000 area residents have attended Tri-C

• Funding through county levy, state-funding, and tuition - $101.21 per credit hour

• More than 80 career/technical programs and liberal arts curricula; 600 non-credit workforce and professional development courses

Fall 2013

Official 15th Day Report

Headcount/FTECurrent

Fall 2013Headcount

Headcount 28,533

FTE 15,954

Enrollment TrendsAge, Race, Gender & Part-time/Full-time status

Age # %

19 or less 6,184 23%

20-24 7,787 29%25-29 3,872 14%30-34 2,658 10%35-39 1,812 7%40-59 4,191 15%60-74 524 2%75+ 85 0%Unknown 5 0%

Total 27,118 100%

Gender # %

Male 10,194 38%Female 16,915 62%Not reported 9 0%

Total 27,118 

Race # %

Native American 194 1%

Black 8,286 31%

Asian 776 3%

Hispanic 1,202 4%

White 14,911 55%

Multiracial 268 1%

Unknown 1,481 5%

Total 27,118 

Part-timeFull-Time # %

Part-Time 17,859 66%Full-Time 9,259 34%Total 27,118 

Delayed En-rollment

Did not have high school Diploma

Enrolled Part Time Were Financially Independent

Had Dependents Were Single Parents

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

Enrollment Distribution of Students with Characteristics that May Adversely Affect Persistence and Attainment for Community Col-

leges and All Other Sectors Combined: 2007-2008

Public 2-year All other sections combinedRisk Factors

% S

tude

nt B

ody

Source: NCES (2011a)

…History at Tri-C

Achieving the Dream

Completion Agenda

AACC- Voluntary Framework of Accountability

…Strategic Outcomes

Student Engagement

Improving Service & Support

Creating Intentional & Mandatory Interventions

Creating Policies that Improve Efficiencies & Support Student Success

Tri-C, in partnership with Mayor of Cleveland, and Cleveland Metropolitan School District (CMSD),

look to support and guide CMSD graduates on their pathway to successful completion of a certificate or

degree at Cuyahoga Community College

Higher Education Compact

Spring, 2012

This charge required a coordinated and intentional effort on the part of both academic and student

affairs to reshaped the student experience in a new and integrated model to support student

persistence

Higher Education Compact

College wide SupportStarting with Executive Leadership

Lead by VP for Enrollment & Student Affairs and

Dean for Developmental Education

Including:

VP of Planning & Institutional EffectivenessDeans of Academic AffairsDeans of Student AffairsAssistant/Associate DeansCounseling Directors/CounselorsEnrollment Center DirectorsFinancial Aid AdvisorsRecruitersStudent Success SpecialistsPlacement Center Directors

HE Compact Completion Agenda/Working Plan

No Late Registration

Mandatory New Student Orientation

Peer Mentors

… Already in Place

• Mandatory Placement test preparation to encourage placement at the highest levels of math and English and move students into college level coursework faster.

• Two Week Intensive “Bridge” programs to prepare eligible students for college-level English and math and encourage successful and timely completion of coursework.

• Mandatory In-person New Student Orientation and Peer Mentors to engage students with a peer who can help them learn how to navigate Tri-C.

• Strategic Enrollment in Developmental Coursework starting the first semester.

• Supplemental Instructor (SI) in developmental math courses to provide extra support and tutoring.

Intentional Interventions Created

• General Studies Course during the first semester to better prepare students for success in college.

• Early Alert System in developmental English and math courses to connect students with support in and out of the classroom early in the term.

• A Case Management Approach with our Student Success Specialists so students on each campus have a point-person to assist with questions or concerns.

• Mandatory Advising Prior to the Second Semester so students continue with their developmental course sequences and stay on the most direct route to completion.

• Continuous Monitoring of Student Progress and Credit Hours to provide real-time outreach for students falling behind in academic progress or dropping courses.

Intentional Interventions Created

Initial Fall 2012 Cohort

•402 students in the Fall ’12•59% enrolled full time•Additional 107 in the Spring ’13

Working with Planning & Institutional Effectiveness

• Master list of potential students/HS seniors for outreach/marketing

• Weekly updated lists to track ANR, NSO, FAFSA, COMPASS testing, Registration Status

• Pre-registration status/Recruiters Manager • Registered students/ Student Success Specialists

• Tracked changes in hours• Tracked changes in status• Applied “holds” prior to registering for second

semester

Main Contact/liaison for HE Compact StudentsCoordinate retention programs for 1st year students

• Mentoring• Peer mentoring• Early Alert• Student Ambassador Program• 1st Year Success Newsletters• Case management for Compact Scholar students• Gradfest, Welcome Week, etc.

Student Success Specialist…our Case Managers

Semester Engagement:

• Track registration activity• Welcome postcard• Weekly e-mails• Phone calls before midterms/finals• In-person visits• Incentive based learning • Participation in campus events• Connect with services

Communication Plan

Our Peer Mentoring Teams

HIGH SCHOOL

REGISTER FOR

CLASSES

FIRST SEMESTER

SECOND SEMESTER

THIRD SEMESTER

GRADUATION &

TRANSFER

PSEOP TECH PREP

Enroll in Student Success Course

Meet with High School Counselors

Attend Required Academic Counseling Appointment

Attend Required New

Student In-Person

Orientation

Submit High School

Transcripts

Complete Math & English Practice & Placement Tests

Apply for Financial

Aid

Enroll in Bridge Course if applicable

Tour campus Meet Peer Mentor

Academic Counseling

Participate in Grad Fest Activities

Enroll in General Studies

Course

Attend One-on-One Coaching Session with

Student Success Specialist

Attend Commencement

Petition for Graduation

HIGH SCHOOL

GRADUATION

APPLY TO

TRI-C

Each Semester

Meet with Academic Counselor Utilize Tutoring &Support Services Visit Career Services Join Clubs/Organizations Apply for Internships & Co-ops

FOURTH SEMESTER

Complete Academic Plan

Update Academic Plan

College Pathway Programs

Higher Education Compact Scholar Pathway

What worked…

Impact of Test Prep for Placement Testing: Placement Results

(New from CMSD High School students only)

Fall 2013 Fall 2012 Fall 2011

English Placement Test Results N % N % N % Took Placement Test 250 377 400 Placed into English 0960 5 2% 20 5% 22 6% Placed into English 0980 56 22% 91 16% 128 32% Placed into English 0990 41 16% 118 29% 184 46% Total Dev Ed placement 102 41% 229 61% 334 84%

Placed into English Bridge Course 28 11%

41 9% No Bridge

Placed into College-level English 120 48%

107 43% 66 17% Didn't Place into Dev Ed 148 59% 148 39% 66 17%

Math Placement Test Results N % N % N % Took Placement Test 255 383 390 Placed into Math 0910 112 44% 196 51% 251 64% Placed into Math 0950 46 18% 80 21% 118 30% Placed into Math 0980 6 2% 18 5% 16 4%

Placed into Math Bridge Courses 86 34%

76 20% No Bridges Total Dev Ed placement 250 98% 370 97% 385 99% Placed into College-level Math 5 2% 13 3% 5 1%

Impact of Bridge Courses, General Studies Courses & Pell Grant on Student Success

Fall 2012 Cohort

Status Count Returned Spring ‘13 Retention %

Gen Studies 117 82 70%

Non-Gen Studies 285 171 60%

Status Count Passed Bridge Passed Bridge &Passed Follow-up Course

Math Bridge 212 62% 68%

English Bridge 144 77% 60%

General Studies Courses

Bridge Courses

Status Count Returned Spring ‘13 Retention %

Pell 365 232 64%

No Pell 37 21 57%

Pell Grant

College wide Impact of Test Prep Summary of Four Terms of Intervention: 

Fall 2012 to Fall 2013

  English Math

TermPlaced into

Dev EdPlaced into

College LevelPlaced into

Dev EdPlaced into

College Level

Fall 2011(pre-intervention)

65% 35% 92% 8%

Fall 2012 48% 52% 90% 10%

Spring 2013 45% 55% 94% 6%

Summer 2013 35% 65% 85% 15%

Fall 2013 27% 73% 89% 11%

 

Fall 2013 Cohort

•275 students in Fall ’13•62% Full time

Academic Plans for Success & Completion

Fast Forward/Continuous Enrollment in Dev. Ed

First Year Experience

…Coming Soon - FY 14

Continually fine-tuning

College wide change is hard

Listen to the folks on the ground

…Lessons Learned

Case Management Approach

Data, Data, Data

Fine-Tune Leverage Points

…Lessons Learned

Communication is key

Celebrate the successes…Scale what works

Change takes time

…Lessons Learned

Q & A

Thank you!