Good News – Access!

2. Good News – Access! • Record enrollment • More African American students • More Hispanic students • More low income students • More first generation student

3. Too few graduate. 12.6% 44.7% 67.8% 2-year college within 3 years 4-year university within 6 years (non-flagship) 4-year flagship within 6 years

4. Too few graduate on time. 4% 19% 36% 2-year college within 2 years 4-year within 4 years (non-flagship) 4-year flagship within 4 years

5. Students are … Taking too much time Taking too many credits Spending too much money Not graduating

6. THE COST OF DROPOUTS Taxpayers lose more than $9 billion at 4-year universities alone. $1.5 In federal student grants billion $7.6 In total state appropriations and student grants billion

7. Billions wasted on unnecessary courses. $19 BILLION spent each year on excess credits $11.5 BILLION $7.7 BILLION subsidized by taxpayers covered by student tuition

8. Who are today’s students? 75% of students are college commuters, often juggling families, jobs, and school. 25% of students attend full-time at residential colleges.

9. Students Work 45% of students at four-year colleges work more than 20 hours a week 60%of community college students work more than 20 hours a week – more than 25%work more than 35 hours a week.

10. Part-Time Students Rarely Graduate 2-yearAssociate 4-year Bachelor’s (Non-Flagship) 4.3% 9.3% Indiana - 150% of time

13. Students are taking too long Example from an Alliance State

14. Not taking credit hours necessary to graduate on time. “Full-time” Students Taking 15+ Credits Per Semester At 4-year At 2-year

15. The Power of 15 ASSOCIATE DEGREES: More students graduate when they complete 30+ credits in their first year.

16. The Power of 15 BACHELORS DEGREES: More students graduate when they complete 30+ credits in their first year.

17. Hawai’i’s “15 To Finish” The majority of full-time freshmen were taking 12-14

18. Hawai’i’s “15 To Finish” Significant results in campaign’s first year.

20. Part-Time Students =90% Chance of Not Completing • 2-year Associate • 4-year Bachelor’s • (Non-Flagship) 6.9% 15.9% 200% time = 4 years for associate, 8 years for bachelor’s

21. GAME CHANGER • Block Scheduling • To encourage more full-time enrollment and significantly boost completion, add predictability to the lives of working students who are balancing jobs and school

22. Block Scheduling ESSENTIAL ELEMENTS FOR SUCCESS • Full-time, Monday-Friday, morning, afternoon or evening blocks • Predictable schedule • Whole program choice, not courses • Student cohorts • Embedded remediation • Mandatory attendance

23. Block Schedule – Baltimore County CC

24. Block Scheduling TENNESSEE COLLEGES OF APPLIED TECHNOLOGY • 75% avg. on-time graduation rate Tennessee Community Colleges: 14% average graduation rate (150% of time)

25. Block Scheduling CITY UNIVERSITY OF NEW YORK ASAP PROGRAM • Doubledgraduation rates using block scheduling, whole programs • 55% 3-year graduation rate for associate degrees

26. Block Scheduling IVY TECH COMMUNITY COLLEGE SYSTEM • Structured career certificate programs in Technology Division • First cohort: 85% completion

27. Block Scheduling TENNESSEE COMMUNITY COLLEGES • As of Fall 2012: • 63 Structured Learning programs statewide • 2, 738 students enrolled • 75% completion

29. GAME CHANGER • Guided Pathways to Success (GPS) • Academic maps and intrusive advising provide highly-structured, default course pathways

30. Advising 400 STUDENTS: 1 ADVISOR

31. Scheduling

32. Hoosiers: Taking Too Many Credits 2-year Associate 4-yearBachelor’s(Non-Flagship) 143 credits accumulated 93 credits accumulated 60credits standard 120credits standard Does include remediation

33. Academic/Degree Maps • A semester-by-semester academic map is the sequential, prescriptive schedule of classes for the meta-major and the major

34. Academic Maps

35. Structured, Default Pathways • Students don’t “discover” the right path; the academic map is the default schedule. • Students do not need permission to register for courses on their map. • They do need permission to take courses not on their map.

36. Intrusive Advising • Students must see their advisors before registering for classes if: • they do not complete the milestone 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

37. Georgia State University • Degree maps and intrusive advising • Graduation rates up 20% in past 10 years • Graduation rates higher for: • Pell students: 52.5% • African American students: 57.4% • Hispanic students: 66.4% • More bachelor’s degrees to African-Americans than any other U.S. university

38. 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%

39. Arizona State University • eAdvisorsystem boosting retention and success • First-time, full-time freshman retention rates climbed to 84% • 91% of all students deemed “on track,” up from 22% three years before

40. Results Higher graduation rates More on-time graduates Closing the achievement gap Fewer lost credits — saving time and money

41. Focus on the Gamechangers • Power of 15 Full-time is 15 • Block Scheduling Enable more to go Full-Time • Degree Maps Guided Pathways to Success (GPS)

42. THE GAME CHANGERS www.completecollege.org info@completecollege.org /CompleteCollege /CompleteCollege