Postsecondary Innovation Lessons Learned · • Global Development • Global Health • U.S. Education • Policy & Advocacy . ... 2. Find positive deviantswith data 3. Define the

Postsecondary Innovation Lessons Learned Jason Palmer Deputy Director, Postsecondary Success Bill & Melinda Gates Foundation Twitter: @educationpalmer

GATES FOUNDATION

© 2015 Bill & Melinda Gates Foundation 2

Four program areas: • Global Development • Global Health • U.S. Education • Policy & Advocacy

THE PROBLEM AND THE OPPORTUNITY

© 2015 Bill & Melinda Gates Foundation | 3

Source: The Pell Institute (University of Pennsylvania)

Our vision is a U.S. postsecondary education system that propels social mobility and economic development. We invest in partners to transform higher education so that more students, especially low-income, minority and first-generation students, graduate with affordable, high-quality certificates or degrees.

U.S. EDUCATION


• More than $4 billion invested over 15 years

• More than 300 postsecondary institutional partners • Ranging from Harvard, MIT and Carnegie Mellon • To Morgan State University (HBCU), Sinclair Community College (OH),

Austin Community College (TX) and Miami Dade (FL)

• Almost 100 non-institutional partners and grantees


THE PROCESS OF “INNOVATION DISCOVERY”

1. Define the problem or loss point

2. Find positive deviants with data

3. Define the innovation (taxonomy)

4. Fund research, white papers, product development, communities of practice, playbooks and scaling efforts

PROMISING INNOVATIONS DISCOVERED


Adaptive Learning

Advising Redesign

CBE

Certifications

Credit Transfer

DevEd Redesign

Digital Courseware

Emergency Financial Aid

FAFSA Simplification

Fifteen To Finish

Institutional Transformation

Investing In Equity

Marketable Credentials

Non-Cognitive Factors

OBF

Pathways

Predictive Analytics

Programs Of Study

Strategic Finance

Undermatching

Work Study

IMPROVING EQUITY – UNDERMATCHING


Source: Hoxby Turner Research (American Honors Graphic)

The vast majority of low-income students apply to community colleges or non-selective public institutions within 50 miles of where they live (and very few earn a degree, even if they were great students in high school)

Some qualified low-income students apply to selective institutions like UVA, where they enroll and earn degrees at same pace as high-income students with equivalent test scores and grades

Unfortunately, the majority of low-income students do not apply to selective institutions where they could succeed (usually because they don’t know about financial aid options)

IMPROVING EQUITY – UNDERMATCHING EXEMPLARS


Source: IHEP (via Washington Monthly)

U.S. News Rank

Institution Pell % Predicted Pell % Difference

39 UC Irvine 44% 34% +10%

37 UC Santa Barbara 38% 29% +9%

23 UCLA 32% 24% +8%

20 UC Berkeley 34% 30% +4%

30 UNC Chapel Hill 20% 22% (-2%)

Best practices: Extensive outreach & incentives for low-income students Aggressive transfer policies and CC recruitment Maximize special programs: College Advising Corps, Posse, Questbridge, Blue Ridge Scholars

COLLEGE ADVISING CORPS

• Founded in 2005 at UVA by CEO Nicole Hurd (then Assistant Dean and Director at the University’s Center for Undergraduate Excellence) - Nicole received a Governor’s Volunteerism and Community Service Award for

National Service from Governor Kaine in 2007

• Today, CAC is the only provider of college access support that leverages partnerships with colleges and universities to - Engage entire high school communities - including families - to promote

“college going culture” in addition to 1:1 advising - Deploy “near-peer” advisers – recent college grads, over half from low

income backgrounds and/or first generation college attendees themselves, who can mentor students drawing on a combination of CAC’s best-in-class college access knowledge base and their own relatable personal stories

- Provide a full range of college supports: college process knowledge, college visits, application support, and financial aid assistance

• CAC also provides a post-college paid national service (Americorps) opportunity for over 500 advisers each year

IMPROVING EQUITY – TRANSFER


Source: CCRC (Community College Research Center at Columbia University)

UCLA in 2013/14: - 17,061 transfer applications

- Admitted 4,897 (28.7%)

- Enrolled 2,879 (16.9%)

- Approx 23% of new admits / year

University of Washington - 33% of all new students are transfers

© Bill & Melinda Gates Foundation | 12

IPASS (ADVISING REDESIGN)

IPASS2 • $8.2M • 2015-2018 • 26 colleges

IPASS1 • $3M • 2013-2015 • 19 colleges

Research •IPASS and redesigned advising can improve retention by 10% and graduation rates by 5%

CONFIDENTIAL

IPASS (ADVISING REDESIGN) – BEST PRACTICES

Make advising a strategic priority

Redesign advising to focus on completion & institutional transformation

Select and implement a comprehensive IPASS technology solution

Institute 15 To Finish (defaults)

Professional Advisors (First Year)

1 : 250 Ratio (or better for populations that need additional support)

Strongly encourage major selection during First Year (3rd Semester latest)

PROGRAMS OF STUDY & CERTIFICATES

966K certificates awarded in 2013 (+100% over 15 years)

U.S. institutions awarded 1.84M bachelors degrees in 2013

Certificate holders in computers and information earn $70,400 per year, more than 50% of all bachelors degrees

Women with computer, business or electronics certificates earn more than 50% of all bachelors degrees

PROGRAMS OF STUDY – COMPUTER SCIENCE, ENGINEERING, STEM


COMPUTER SCIENCE RELATED DEGREES (U.S.)


COMPUTER SCIENCE ENROLLMENT GROWTH

17 © 2015 Bill & Melinda Gates Foundation

COMPUTER SCIENCE PATHWAYS


“Traditional” Post-Traditional New Models ABET accredited

colleges and universities (traditional cost & length)

Accredited programs (fragmented market, quality

variety, hybrid attributes)

Truly alternate models (non-accredited, focused on

lower price or placement)

DIGITAL & ADAPTIVE LEARNING


$20M DIGITAL COURSEWARE CHALLENGE


Collaborates with partner institutions to build, implement, and support Candela

Open Courses

Sequence-driven adaptive learning platform that can be integrated into

existing learning management systems

Uses an artificial intelligence algorithm to sequence and personalize learning in

order to maximize learning retention

Adaptive eLearning platform that allows educators to create interactive and adaptive learning experiences while

preserving academic control

Intelligent courseware empowering educators and students by enabling dynamic, flexible, and responsive

instruction

Offers students free peer-reviewed courseware that meets

scope and sequence requirements for most courses

(based on open textbooks)

Adaptive learning programs that leverage the Open EdX platform and a decade of lessons learned

from Carnegie Mellon OLI

Carnegie Mellon Acrobatiq


Vision for Next Generation Courseware: Putting Faculty in control

SmartSparrow @ ASU (Sciences for non-majors)


INSTITUTIONAL TRANSFORMATION – ARIZONA STATE UNIVERSITY

“ASU has been on a mission to expand access by finding and admitting qualified students from all across the country. President Crow sees ASU as the model of a public research university that measures itself by inclusivity, not exclusivity.”

Over the past 25 years, ASU has: Increased its admissions rate Grown from 32K 80K undergrads Grown from 3% 34% Pell Dramatically grown transfer students

Adopted IPASS in 2007; Retention and graduation rates have grown

Digital learning has grown from 0 10,000 online students (incl. Starbucks)

THANK YOU

Postsecondary.GatesFoundation.org

@GatesEd

@EducationPalmer

Bill & Melinda Gates Foundation

ImpatientOptimists.org

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Postsecondary Innovation Lessons Learned · • Global Development • Global Health • U.S. Education • Policy & Advocacy . ... 2. Find positive deviantswith data 3. Define the