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I MPROVING S TUDENT S UCCESS. Transitions – Why Critical Today. “For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”.

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transitions why critical today
Transitions – Why Critical Today

“For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”

“While there has been much written about dropout from high school and student retention in college as separate phenomena, little conceptual or empirical work examines how the two fit together.”

Source: “Conceptualizing and Researching the Educational Pipeline

Peter T. Ewell, Dennis P. Jones, and Patrick J. Kelly

ewell jones and kelly suggest that this is timely for two major reasons
Ewell, Jones, and Kelly suggest that this is timely for two major reasons:
  • Reforms are calling for improved transitions between high school and college in many states. (P-16)
  • Renewed interest in enhancing educational attainment as a key social asset.

“The whole future of our communities and our country, not to mention countless individuals, depends significantly on our [schools, colleges, and employers] ability to do a far better job of moving students to and through our institutions, toward better jobs and toward continuing education over a lifetime.”

Source: Dr. Kay McClenney, Director

Community College Survey of Student

Engagement, University of Texas

transition barriers
Transition Barriers
  • Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.

(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)

The Bridge Project

Stanford University

transition barriers1
Transition Barriers
  • Coursework between high school and college is not connected.
  • Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college.

The Bridge Project

Stanford University

transition barriers2
Transition Barriers
  • Current data systems are not equipped to address students’ needs across systems.
  • No one is held accountable for issues related to student transitions from high school to college.

The Bridge Project

Stanford University

bridge study summary
Bridge Study Summary

While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed.

The Bridge Project

Stanford University

college and career transitions initiative ccti
College and Career Transitions Initiative (CCTI)

Cooperative Agreement


U.S. Department of Education

Office of Vocational and Adult Education


The League for Innovation

in the Community College Consortium

purpose of ccti
Purpose of CCTI

CCTI will contribute to strengthening the role of community and technical colleges in -

  • Easing student transitions between secondary and postsecondary education as well as transitions to employment, and
  • Improving academic performance at both the secondary and postsecondary levels.
2005 06 ccti site partnerships

1-Miami Dade College 6-Corning Com. College 11-St. Louis Com. College

2-Northern Virginia Com. College 7-Maricopa Com. Colleges 12-Lehigh Carbon Com. College

3-Ivy Tech Community College 8-Anne Arundel Com. College 13-San Diego Com. College Dist.

4-Central Piedmont Com. College 9-Lorain County Com. College 14-Prince George’s Com. College

5-SW Oregon Com. College 10-Sinclair Com. College 15-Fox Valley Technical College
















2005-06 CCTI Site Partnerships
ccti site partnerships
CCTI Site Partnerships
  • Education & Training
    • Anne Arundel Community College (MD)
    • Lorain County Community College (OH)
    • Maricopa Community Colleges (AZ)
  • Health Science
    • Ivy Tech Community College (IN)
    • Miami Dade College (FL)
    • Northern Virginia Community College (VA)
  • Information Technology
    • Central Piedmont Community College (NC)
    • Corning Community College (NY)
    • Southwestern Oregon Community College (OR)
ccti site partnerships1
CCTI Site Partnerships
  • Law, Public Safety and Security
    • Fox Valley Technical College (WI)
    • Prince George’s Community College (MD)
    • San Diego Community College District (CA)
  • Science, Technology, Engineering and Mathematics
    • Lehigh Carbon Community College (PA)
    • Sinclair Community College (OH)
    • St. Louis Community College (MO)
outcome 1


Decrease remediation at the postsecondary level

percent of students who take remedial courses
Percent of students who take remedial courses
  • 63% at two-year institutions
  • 40% at four-year institutions

The Bridge Project

Stanford University

outcome 2


Increase enrollment and persistence in postsecondary education

national statistics on high school students





Graduate from high school on time



Directly enter college



Still enrolled sophomore year



Graduate in 150% of time (2- and 4-year college)

National Statistics on High School Students
  • For every 100 ninth graders:
outcome 3


Increase academic and skill achievement at both the secondary and postsecondary levels

rigor in high school
Rigor in High School

“Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.”

Source: “Rising to the Challenge: Are High School graduates

prepared for college and work?”; Achieve, Inc., 2005

outcome 4


Increase attainment of postsecondary degrees, certificates, or other recognized credentials

why focus on student retention
Why Focus on Student Retention?

Student Pipeline Sources, 2000

Data Sources: NCES Common Core Data (2000); IPEDS Residency and

Migration File (2000); ACT Institutional Survey (2001);

NCES, IPEDS Graduation Rate Survey (2000).

outcome 5


Increase successful entry into employment or further education

are students prepared
Are Students Prepared?
  • College instructors estimate that 42% of their students are not adequately prepared.
  • Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement.

Source: “Rising to the Challenge: Are High School graduates

prepared for college and work?”; Achieve, Inc., 2005


Sixteen Career Clusters

Agriculture, Food & Natural Resources

Hospitality & Tourism



Human Services

Architecture & Construction

Marketing Sales & Services

Education & Training

Information Technology

Arts, AV Tech & Communications

Science, Tech, Engineering & Mathematics

Law, Public Safety, Corrections & Security

Government & Public Administration

Business, Mgt & Admin.

Transportation, Distribution & Logistics

Health Science

career clusters model
Career Clusters Model


ccti products
CCTI Products
  • Virtual Reader
  • Career Pathway Templates
  • Toolkit
  • Case Studies Book
  • National Policy Study
  • State Policy Forums
  • CCTI Website:www.league.org/ccti

Funded by the U. S. Department of Education (V051B020001)

CCTI Career Pathways Template

Rigorous Academics

CTE for all

Dual Enrollment

Early Assessment in H.S.

what we are learning from ccti
What We Are Learning From CCTI
  • Community colleges can lead this work.
  • Partners are anxious to work together.
  • Communication is key:
    • generally among education sectors and business
    • between faculty of high school and college
  • Postsecondary remediation can be reduced.
  • Transformation needs to take place in the context of a P-20 or a lifetime framework.
ccti network
CCTI Network


  • 150 community colleges and their partners
  • 40 states and 2 Canadian provinces

The Network Today:


The Beginning of a

New Community College Movement

Laurance J. Warford

CCTI Project Director

[email protected]


“As one smart person has observed, our educational systems are perfectly designed to produce the results we are typically getting.

“The kind of change that is required to accomplish more successful outcomes for many more students is not marginal change. It is transformational. It is change in the fundamental ways we do the business of education. It is change that requires strong leadership, relentless focus, and sustained effort over time.”

- Kay McClenney


Thank you!

Laurance J. Warford

League for Innovation in the Community College

[email protected]