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IMPROVING STUDENT SUCCESS

Dr. Cheri St. Arnauld. National Director for Teacher Education Programs,Maricopa Community Colleges. Dr. Maria Harper-Marinick. Vice Chancellor of Academic Affairs, Maricopa Community CollegesNational CCTI Advisory Group Member. Dr. Rufus Glasper. Chancellor, Maricopa Community Colleges and Co-Chairof the Governor's P-20 Council.

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IMPROVING STUDENT SUCCESS

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    11. IMPROVING STUDENT SUCCESS

    12. Transitions – Why Critical Today

    13. “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.”

    14. 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.

    16. 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.)

    17. 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.

    18. 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.

    19. Bridge Study Summary

    20. Cooperative Agreement between U.S. Department of Education Office of Vocational and Adult Education and The League for Innovation in the Community College Consortium College and Career Transitions Initiative (CCTI)

    21. 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.

    24. CCTI Timeline

    25. 2005-06 CCTI Site Partnerships

    26. 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)

    27. 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)

    28. OUTCOME #1 Decrease remediation at the postsecondary level

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

    30. OUTCOME #2 Increase enrollment and persistence in postsecondary education

    31. National Statistics on High School Students For every 100 ninth graders:

    32. OUTCOME #3 Increase academic and skill achievement at both the secondary and postsecondary levels

    33. Rigor in High School

    34. OUTCOME #4 Increase attainment of postsecondary degrees, certificates, or other recognized credentials

    35. Why Focus on Student Retention?

    36. OUTCOME #5 Increase successful entry into employment or further education

    37. 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.

    39. Here are the 16 Career Cluster titles originally identified by the U.S. Department of Education. They represent virtually the entire world of work. There are many areas that, traditionally, we have not served in career technical education. However, when the Knowledge and Skills were identified, we found that career technical education plays a huge role in all of these areas. This Framework provides an opportunity to expand our horizons in career technical education. Here are the 16 Career Cluster titles originally identified by the U.S. Department of Education. They represent virtually the entire world of work. There are many areas that, traditionally, we have not served in career technical education. However, when the Knowledge and Skills were identified, we found that career technical education plays a huge role in all of these areas. This Framework provides an opportunity to expand our horizons in career technical education.

    40. Career Clusters Model This is another way the model is sometimes depicted. Let’s talk a little about each one of the components found in the model. This is another way the model is sometimes depicted. Let’s talk a little about each one of the components found in the model.

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

    42. Virtual Reader

    45. Toolkit Cover Page

    46. Case Studies Book

    47. National Policy Study Book

    48. HSTW State Policy Report

    49. 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.

    50. CCTI Network 150 community colleges and their partners 40 states and 2 Canadian provinces

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