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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
3
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.
8
51.7% of those entering a 2-year college
enrolled in remediation
Source: Fall 2006 cohorts
Most remedial students never graduate.
9
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%
16
Remediation
17
Remediation
Too few remedial students ever graduate.
1 in 10
Provide academic support as a Corequisite not as a
prerequisite
18
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
19
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
23
College Algebra Calculus
STEM
Math Is Aligned with Meta-Majors
Quantitative Reasoning/ Statistics
Placement
Current Model Enrolls Most Students into Remediation
26
Percen
t of Stude
nts
Student Placement Data
30% 70%
Gateway Remediation
New Model Enrolls Most in College
27
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
41
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
Baltimore City Community College �
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�Dr.�Tonja�L.�Ringgold,�Interim�Director,�Complete�College�Baltimore���410Ͳ462Ͳ7603���[email protected]�
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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
52
Publications
53
www.completecollege.org
