Reimagining our Model to Focus on Student Completion

1. Reimagining our Model to Focus on Student Completion Dr. Rob Johnstone New Jersey Council of County Colleges West Windsor, NJ April 16, 2014

2. Acknowledgements • The content in this presentation was primarily developed by Dr. Davis Jenkins of the Community College Research Center & Dr. Rob Johnstone of the National Center for Inquiry & Improvement (formerly at The RP Group) • This work is also associated with Completion by Design, a five-year initiative funded by the Bill & Melinda Gates Foundation. Other partners whose thought capital contributed to the development include: • Completion by Design Assistance Team (CDAT) • Jobs for the Future (JFF) • JBL Associates • Public Agenda • WestEd

3. Agenda • Discuss the context of completion • Visualize the Student Experience • Explore a Loss-Momentum Framework • Introduce an Applied Inquiry Framework & use two real-world examples of looking at progression / completion data a new way • Engage with a set of principles for redesign

4. The Completion Agenda and the Challenge of Student Success

5. A Brief Discussion on the Completion Agenda • National movement – White House, Aspen Prize, AACC’s Voluntary Framework for Accountability, Complete College America, Department of Education, IPEDS Access to Success, Foundations (Gates, Lumina, Kresge) • AACC’s “Empowering Community Colleges to Build the Nation’s Future” Implementation Guide • Often takes a less “complete” view of completion - need for nuanced view

6. The Challenge of Completion For Colleges: For Students: Easy to enroll, easy to drop out Many enter without a clear plan, and are placed into developmental education Lack of confidence, financial resources and social capital • Financial • Under-resourced • Incentives aligned with access, not completion • Innovations tend to be isolated • Change is hard, even when the will is there

7. Redesign Systems & Practices for Student Success • Analyze and understand the common barriers and momentum points that students experience • Implement and integrate proven and promising practices to provide students with the quickest, straightest path to completion • Create the conditions for change by empowering interdisciplinary, cross-campus delegations of faculty, staff and administrators • Build infrastructure for continuous improvement

8. The Student Experience

10. Exploring the Preventing Loss, Creating Momentum Framework

11. Loss & Momentum Framework CONNECTION Interest to Application ENTRYEnrollment to Completion of Gatekeeper Courses PROGRESSEntry into Course of Study to 75% Requirements Completed COMPLETIONComplete Course of Study to Credential with Labor Market Value POLICIES PRACTICES PROGRAMS PROCESSES

12. Discussion • What are some key loss points you have observed for your students at each stage? • What are some key momentum points that you have identified that accelerate progress and lead to higher outcomes?

13. Completion by Design Framing Model Some Known Loss Points CONNECTION ENTRY COMPLETION PROGRESS Unstructured programs / too many choices Students never apply to college Poor work-school balance Transfer without credential Students delay entry into college Part-time enrollment forcing long completion times Students accumulate credits (& debt) not aligned with completion Extended onramps delay entry to programs of study College counseling patterns that lead to: - under enrollment - little program-specific guidance - missed financial aid opportunities Progress not monitored / feedback given Students fail to enroll/pass Gatekeeper courses Never complete college level math Life events / “Stop out or drop out” Credential doesn’t support needed wage & aren’t stackable Poor academic preparation

14. Connection/Entry: Findings • Many students undecided • Defaulted into “gen ed” (and thus “deved”) • Dev ed students diverted, not building skills • Many students drop out after 1-2 terms • CTE program students older, clearer goals • “Concentrators” more likely to complete • Math & English 101 not only “gatekeepers”

15. Progress: Findings • Students very confused by transfer process • Many don’t follow “catalogue” curriculum • Low rate of gen ed core completion • Enrollment continuity may be as important as intensity

16. Completion: Findings • Most transfer without associatedegree • Many graduates earn “excess” credits • Many students “linger” • Relatively few “stacking” credentials

17. Supporting Evidence

18. Completion by Design Framing Model Momentum Strategies CONNECTION ENTRY COMPLETION PROGRESS First Time Student foster college-going norms in High School programs to incentivize optimal attendance mandatory intrusive advising toward certificates degrees & transfer Successful Completion mandatory intrusive advising focused on programs of study expand awareness of college programs and requirements accelerate entry to POS student progress to completion monitored & feedback provided incentives to transfer with credentials effective academic catch-up programs dual enrollment & AP credit remove barriers to graduation accelerated competency-based programs aggressive financial aid support take placement test in high school Learn & Earn and Career Pathway programs educational planning in high school shorter, faster, cheaper course design emergency aid for students

19. More Supporting Evidence

20. CbD Design Principles Adapted from presentations by Johnstoneand Davis Jenkins (CCRC) and WestEd’sChanging Course

21. Student Pathway CONNECTION From interest to application ENTRY From entry to passing program gatekeeper courses PROGRESS From program entry to completion of program requirements COMPLETION Completion of credential of value for further education and labor market advancement Complete Program, Advance to Further Education and in Career Consider College Education Enter Program of Study

22. Pathway Models Compared Program paths unclear Clear roadmaps to student end goals Too many choices Default, whole-program schedules “Opt-in” career and college planning Required academic plans Dev ed narrowly focused on Math & English 101, no “soft skills” prep Intake system redesigned as “on-ramp” to program of study Progress tracking, regular feedback & support Students’ progress not monitored Bridges to college programs from High school, ABE/ESL, non-credit High school, ABE/ESL, non-credit poorly aligned with college

23. STATUS QUO CONNECTION of PATHWAYS Career-Path Employment Transfer as Junior in Major Career-Path Employment A.A.S. A.A. Electives Business Electives A.S. Pre-major Nursing Allied Health Certificates General Education Core Health Prereqs Math 101 ENGL 101 ABE, ESL, GED Dev Reading Dev ENGL Dev Math Intake Meet with Advisor (1st Term Schedule) Voluntary Orientation Strong connection - Weak connection - Placement Testing

24. CBD Design Principles • #1 – Accelerate entry into coherent programs of study • #2 – Minimize time to get college-ready • #3 – Ensure students know requirements to succeed • #4 – Customize & contextualize instruction • #5 – Integrate student support with instruction • #6 – Monitor student progress & provide feedback • #7 – Reward completion behaviors • #8 – Leverage technology to improve learning

25. Pathway Principle #1 – Accelerate Entry into Coherent Programs of Study • Features • Provide a structured, efficient, and prescriptive student progression experience • Clear sequence of courses that lead to completion • Discussion Questions • When does a student at your college learn about the various programs of study? • What guidance is provided that can help a student select a program of study based on their interests, skill levels, and long term goals?

26. Pathway Principle #2 – Minimize Time to Get College Ready • Features • Ensure students understand assessment & placement process and importance of preparation • Clearly communicate requirements for degrees & certificates and the path to achieving them • Discussion Questions • How does your institution work with your feeder high schools to help potential students understand the impact of and prepare for the placement test? • How long do deved students spend in remedial courses?

27. Pathway Principle #3 – Ensure Students Know Requirements to Succeed • Features • Clearly map out program requirements and sequence • Prescribe course of study for students based on goals and level of readiness • Discussion Questions • Currently, how do students obtain necessary info about requirements for achieving their educational goals? • What existing systems (e.g. technology) could you and your colleagues leverage to help students better understand the requirements for success?

28. Pathway Principle #4 – Customize and Contextualize Instruction • Features • Use program-specific content to make developmental education relevant and engaging • Use of experiential learning • Discussion Questions • Do your current deved courses offer students opportunities to explore their fields of interest and provide a context for the math, reading & writing that they are learning? Why or why not? • How might you go about contextualizing some of your deved courses? Who would nee to be involved?

29. Pathway Principle #5 – Integrate Student Support With Instruction • Features • Embed student support within instruction where appropriate • Ensure student support serves students who most need it • Discussion Questions • When your students need support, how do they find it? • How might your institution make it easier for students who are reluctant to ask for help, or unaware where to find it, to get the assistance they need?

30. Pathway Principle #6 – Continually Monitor Student Progress & Provide Feedback • Features • Monitor and celebrate student progress toward goals and provide prompt and tailored feedback • Use data on student progress to inform planning and creation of safety nets • Discussion Questions • How do students currently find out about their progress toward their educational goals? • What customization rules might you consider implementing for students who have a certain experience?

31. Pathway Principle #7 – Reward Behaviors that Contribute to Completion • Features • Potential for monetary incentives to encourage progress / completion • Also consider non-monetary incentives such as recognition of progress • Discussion Questions • What are possible monetary and non-monetary incentives that could support progress and achievement of key milestones at your college? • When students reach important milestones, does anybody know it?

32. Pathway Principle #8 – Leverage Technology to Improve Learning / Service Delivery • Features • Use technology to monitor and celebrate progress • Use of technology within curriculum • Discussion Questions • How are student at your institution currently using technology in their educational experience? • What is the impact of that technology use? • Can you identify an area where technology could be implemented in your work?

33. DESIRED STATE for CONNECTION of PATHWAYS Career-Path Employment Transfer as Junior in Major Career-Path Employment A.A.S. English, Arts, Humanities Education, Child Care Social Services Business Health Sciences STEM Social/Behavioral Science Certificates First-Year Experience Program On-Ramp Program On-Ramp Program On-Ramp Program On-Ramp Program On-Ramp Program On-Ramp Contextualized Basic Skills (e.g. I-BEST) Meet with Advisor (Choose initial program stream; plan full program schedule) Strong connection - Required Career Interest and Academic Readiness Testing Weak connection - Required Initial Orientation

34. Discussion • What are some of the key features of an coherent pathway for your students? • As you think about the design principles, where might you start with action steps that lead you to a more coherent pathway for your students?

35. Model Implementation at Scale

36. The CBD Inquiry Guide Series

37. The CBD Inquiry Guide Series

38. The CBD Inquiry Guide Series

39. The CBD Inquiry Guide Series

40. Find Out More • NCII & CCRC websites: www.inquiry2improvement.com ccrc.tc.columbia.edu • Dr. Rob Johnstone, Founder & President rob@inquiry2improvement.com • CBD Inquiry Guides http://www.inquiry2improvement.com/publications-resources