Student Success: Exploring a Pathways approach

Priyadarshini Chaplot
The RP Group In Partnership with: Completion by Design Davis Jenkins & CCRC JBL Associates

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BSILI June 4, 2012

The RP Group

Strengthens the abilities of community colleges to gather, analyze and act on information in order to strengthen student success Provides research, evaluation, professional development, and technical assistance services that support evidence-based decision-making and inquiry Work is defined and conducted by community college practitioners

Student Success: Exploring for Student Completion (BSILI An Applied Inquiry Framework a Pathways Approach

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Session Outcomes

Introduce Completion by Design as a way to look at student success Explore the use of completion data in a simple and authentic set of analyses Use the Completion by Designs Loss-Momentum framework to initiate conversations about student success Introduce the design principles that CBD colleges are using as a guidepost to improving completion outcomes for students

Completion by Design?of Author, Use Regular Not ApproachRP Student Success: Name Completion by Accident? Footer Subtitle Line: Usually Exploring a Pathways Boldface | (BSILI 2012)

A Backdrop to the Work The Student Experience

Completion by Design?of Author, Use Regular Not ApproachRP Student Success: Name Completion by Accident? Footer Subtitle Line: Usually Exploring a Pathways Boldface |

What is Our Colleges Transfer Rate?

An initiative of the Research & Planning Group

Basic Skills Student

At the program level, assessment can appear to be quite a simple task

Learning Communit y Click to edit Master subtitle style

Completion by Design?

Successf ul

But to those on the ground, its more complex Basic Skills

Student Sequence of course material Synthesis of course content Counseling support Coordination between faculty & counselors Work group oversight Linkages to library Timeliness of feedback on progress

Click to edit Master subtitle style Classroom technology Examples in lesson plan Protocols for making group assignments Learning Communit y

Completion by Design? Exceptio Averag

Weak

Successf ul

 Section 1

Overview of the Completion Agenda & Completion by Design

Reproduced with permission from CBD CDAT Introductory Presentation

An Applied Inquiry Framework a Pathways Approach Student Success: Exploring for Student Completion

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A Brief Discussion on the Completion Agenda

National movement White House, Aspen Prize, Complete College America, Dept. of Ed, IPEDS, Access to Success, Foundations (Gates, Lumina) California angle: Student Success Task Force, ARCC Often takes a less complete view of completion Need for nuanced view

Completion by Design?of Author, Use Regular Not ApproachRP Footer Subtitle Line: Usually Exploring a Pathways Boldface | Student Success: Name Completion by Accident?

Discussion
What does completion mean to the
different segments of your students?

Completion by Design?of Author, Use Regular Not ApproachRP Footer Subtitle Line: Usually Exploring a Pathways Boldface | Student Success: Name Completion by Accident?

Completion by design

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2011 Completion By

1111

Completion By Design

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Signature initiative of the Bill & Melinda Gates Foundations Postsecondary Success Strategy Goal: Significantly raise community college completion rates for most students (focus on low-income students under age 26) 4 colleges selected to lead CBD in Florida, North Carolina, Ohio and Texas 21 colleges/campuses with combined enrollment of ~551,000 3 phases
Planning (12 months)
2011 Completion By 1212

The Challenge of Completion

Easy to enroll, Financial For Colleges: Students: easy to drop out Incentives aligned with access, not Many enter without a completion Under-resourced clear plan, and Innovations tend to need be isolated developmental Change is hard, education even when the will Lack 2011 Completion By of confidence, 1313

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Q. How can a community college raise completion rates for large numbers of students while containing costs, maintaining open access
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A. Develop strong completion pathways, defined as integrated policies, practices, programs and processes
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Loss & Momentum Framework

Enrollment to Completion of Gatekeeper Courses

ENTRY

CONNECTIO N
Interest to Application

Entry into Course of Study to 75% Requirements Completed

PROGRESS

COMPLETION
Complete Course of Study to Credential with Labor Market Value

POLICIES PRACTICES PROGRAMS

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PROCESSES 2011 Completion By

Discussion
What is your reaction to Completion by
Design in theory?

How might apply to your institution? What are some unique opportunities or
challenges?

Student Success: Exploring a Use Regular Not Boldface | RP Completion by Design?of Author, Pathways Approach (BSILI 2012) Footer Subtitle Line: Usually Name Completion by Accident?

Section 2

Completion Data the CBD Way: A New Look

Based on the work of CCRC and Davis Jenkins

An Applied Inquiry Student Success: Exploring a Pathways

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Completion by Design Goal

Substantially increase completion rates over five years while holding down costs and maintaining access and quality

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CBD Performance Measures

First-time-in-college (FTIC) cohorts:

Broken down by: starting program level, initial developmental placement level, and first-term enrollment status (full- vs. part-time) Certificate < 1 yr.; certificate 1 yr.; associate degree or bachelors degree at the starting institution Transferred to 4-year institution with award Certificate, associate, or bachelor's (from another inst.) Transferred to 4-year institution with no award Still enrolled at college in Year 5 with 30+ college credits

5-year highest educational outcomes:

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CBD College Performance

2005-06 FTIC Cohort: Number of Students by Starting Program Level
12

10

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CBD College Performance

5-Year Highest Educational Outcome by Starting Program Level
1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1

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0

CBD College Performance

5-Year Highest Educational Outcome by Initial Placement Level
1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 6/5/12

CBD College Performance

5-Year Highest Educational Outcome by First-Term Enroll Status
1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0

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Group Discussion
Have you been looking at similar data? How has it been received? What has been the result of these
conversations?

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Students Need to Get with the Program

To earn a credential, students must first enter a coherent college-level program of study Many community college students enroll without clear goals for college and careers CCs offer lots of programs, but most offer little guidance to help students choose and enter a program Often not clear whether students are actually in a program
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Key Intermediate Milestone: Entering a Program of Study

Concentrator completes at least 9 semester college credits (~3 courses) in a single CIP program area Non-concentrator attempts but does not pass at least 9 college credits in a single program area Non-attempter does not attempt at least 9 college credits in a single field

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Concentrator Completion Rates

1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1

Five-Year Highest Outcomes: Concentrators Compared with Non-Concentrators and Non-Attempters

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Success Rates by Program Area

1 0.9 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0

5-Year Highest Educational Outcomes: LAS Concentrators by Subfield

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Discussion
Has the concept of programs of study
about this approach? been discussed? If so, in what context?

What most excites and concerns people Have you done analyses that
investigate the efficacies of various program types?

Student Success: Exploring a Pathways Approach Completion by Design? Completion by Accident?

Section 3

Exploring the LossMomentum Framework

An Applied Inquiry 3131 Student Success: Exploring a Pathways Approach (BSILI 2012)

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Table Discussion
What are some key pathways for
students?

What are some of the key loss points

for students?

What are some momentum points that

accelerate students to achieving completion outcomes faster?

Completion by Design? Completion by Accident? Student Success: Exploring a Pathways

Section 4

CBD Design Principles

Extracted from presentations by Rob Johnstone (RP), Davis Jenkins (CCRC) and WestEds Changing Course

An Applied Inquiry 3434 Student Success: Exploring a Pathways Approach (BSILI 2012)

Program Pathway

CONNECTION
From interest to enrollment

ENTRY
From enrollment to entry into program of study

PROGRESS
From program entry to completion of program requirements

COMPLETION
Completion of credential of value for further education and (for CTE) labor market advancement

Consider College Education

Enter Program of Study

Complete Program of Study

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Pathway Redesign Process

STEP 4 STEP 3 STEP 2 START HERE
COMPLETION
Completion of credential of value for further education and (for CTE) labor market advancement

CONNECTION
From interest to enrollment

ENTRY
From enrollment to entry into program of study

PROGRESS
From program entry to completion of program requirements

Market program paths Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I-BEST)

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Help students choose program pathway and track entry Build prescribed on-ramps customized to largest program streams

Clearly define and prescribe program paths Monitor students progress and provide feedback and supports JIT Incentivize progress

Align academic program outcomes with requirements for success in further education and (for CTE programs) in the labor market

Status Quo Pathway Design

(example AA in LAS or Gen AAStudies) not aligned with requirements for requirements
junior standing in a major at transfer institutions Lack of clear pathways to transfer in a major for cc students; many choices Students progress toward AA and transfer not tracked; little on-going guidance, support No mechanism to inform choice of major pathway Dev ed narrowly focused on math and English, not customized to particular paths
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CBD Pathway Principles

1.

Accelerate Entry into Coherent Programs of Study

Provide a structured, efficient, and prescriptive student progression experience Clear sequence of courses that lead to completion Ensure students understand assessment & placement process and importance of preparation Clearly communicate requirements for degrees & certificates and the path to achieving them

2.

Ensure Students Know Requirements to Succeed

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CBD Pathway Principles

3.

Minimize Time Required to Get College Ready

Clearly map out program requirements and sequence Prescribe course of study for students based on goals and level of readiness

4.

Customize and Contextualize Instruction

Use program-specific content to make developmental education relevant and engaging Use of experiential learning

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CBD Pathway Principles

5.

Integrate Student Support with Instruction

Embed student support within instruction where appropriate Ensure student support serves students who most need it

5.

Continually Monitor Student Progress and Proactively Provide Feedback

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

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CBD Pathway Principles

7.

Reward Behaviors that Contribute to Completion

Potential for monetary incentives to encourage progress / completion Also consider non-monetary incentives such as recognition of progress

7.

Leverage Technology to Improve Learning and Service Delivery

Use technology to monitor and celebrate progress Use of technology within curriculum

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Ideal Pathway Design

q

Program learning goals clearly defined and aligned with the requirements transfer with junior standing in major and (for CTE programs) career advancement Program pathway well structured and prescribed, with electives only as needed to achieve learning goals

Students progress toward meeting requirements is monitored and 6/5/12 feedback/support provided just-in-time

Discussion
What are some of the key features of
an ideal pathway for your students?

As you think about the design

principles, where might you start with action steps that lead you to a more ideal pathway for your students?

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Engaging Engagement

Student Success: Exploring a Pathways Approach Completion by Design? Completion by Accident? | RP

Structure the information to match Faculty-led innovation Middle Manager-led Administration-led the plan for driving the change effort

innovation

Perspecti ve 1,000 ft Perspect ive

Resource Allocation

Institutional Policies

System 100 ft Perspect Structures Program Click to edit Master subtitle style ive Redesign

Program Alignment

Pedagogy Course Redesign

On the Ground

Program Curriculum

Innovations in Learning

TopWho Middle Middle Administrat might best lead a change effortFaculty Middle Faculty Administrati Faculty Faculty Leadershi Manager Manager ion Led Manager Supporte on Supporte Led Completion by Design? p Supporte Led s d

Review of Best Practices is most meaningful when it informs decision making at the proper place of practice
1,000 ft Perspect ive Policies for improving the graduation rate for degree or certificate seeking students Best Practices for helping students 100 ft complete a course Perspect sequence within a Click to edit Master subtitle style ive program

On the Ground

Best Practices in pedagogy or assessment to improve student success

Institutio nal

Program Completion by Design? Improvem

Classroo m

Discussion
How do you engage administrators,
middle managers, and faculty with improvement-focused data? conversations and decisions?

What can IR do to further support these

Student Success: Exploring a Pathways Approach Completion by Design? Completion by Accident?

NEXT STEPS

Collect CBD-type completion data Explore data in college context with college practitioners Describe current pathway for students Identify loss and momentum points Describe ideal pathway for students Perform gap analysis between current and ideal pathways Prioritize phased implementation of completion strategies to address gaps
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Student Success: Exploring for Student Completion An Applied Inquiry Framework a Pathways Approach

Find Out More

The RP Group Website www.rpgroup.org Completion by Design Website www.completionbydesign.org
See Knowledge Center for varied resources

Rob Johnstone, Senior Research Fellow rjohnstone@rpgroup.org Priyadarshini Chaplot, Senior Researcher pchaplot@rpgroup.org
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