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Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface
Priyadarshini Chaplot, The RP Group
Infographics by Gregory M. Stoup
2012 RP Conference
Thursday, April 5, 2012
The National Completion Agenda Translated Back to California
Completion by Accident? Completion by Design?
Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface
Session Outcomes
• Brainstorm the use of a student-focused framework for conversations about institutional improvement
• Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution
• Reconsider how to share information with different types of stakeholders to support improvement efforts
Completion by Design? Completion by Accident?
Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface
The Student Experience
Completion by Design? Completion by Accident?
An initiative of the Research & Planning Group
for California Community Colleges
What is Our College’s Transfer Rate?
Basic Skills Student
Successful Transfer
Learning Community
At the program level, assessment can appear to be quite a simple task…
Successful Transfer
Learning Community
But to those on the ground, it’s more complex
Sequence of course material
Synthesis of course content
Work group oversight
Counseling supportLinkages to library
Coordination between faculty & counselors Timeliness of
feedback on progress
Classroom technology
Examples in lesson plan
Protocols for making group assignments
Exceptional Average Weak
Basic Skills Student
Completion by Design? Completion by Accident?
Completes SEP
Books in stock at Bookstore
Library Orientation
Effective degree audit
Effective Early Alert program
Faculty Letter of Recommendation /
intro to network
Effective Orientation
Good impression from
campus visit Talk to Univ. Rep / Employer
Intrusive Counseling
Meet with college outreach professional
Attends Lecture Series
Join club / participate in student Govt
Connecting with faculty outside
classroom
Clean petition process
User-friendly application
process
Leverages Learning Center resources
Powerful learning experience in classroom
Financial Aid Support
Successful Completion
Get accurate perception from HS counselor
Placement Test Prep
PROGRESSENTRY COMPLETION
Potential First Time Student
CONNECTION
Think, Pair, Share
• What kind of student data/evidence would inform key loss and momentum areas along the student experience?
• What kinds of analyses are you already doing that is bringing this type of information forward?
• Do your data collection systems need to change to get this information?
Completion by Design? Completion by Accident?
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Completion by Design: A Video Introduction
Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group
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Completion by Design• A five-year Bill & Melinda Gates Foundation
initiative aimed at doubling the numbers of low-income young adults receiving a credential of labor market value by the age of 26
• Four states – OH, TX, NC, FL – are receiving resource support to develop initiatives and activities to promote and support completion
• Aim: Substantially increase completion rates over five years while holding down costs and maintaining access and quality
Completion by Design? Completion by Accident?
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The Planning Year (7 months)1. Review analyses around completion data and request additional ad hoc studies
2. Build current pathways for student populations
3. Build ideal pathways for student populations
4. Identify the gaps between the real and the ideal
5. Prioritizing based on areas of highest leverage and impact
• Received ample time, space, and support• Engaged stakeholders through focus groups as
well as numerous planning efforts
Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group
Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface13
Meaningful Evidence at
the 30,000-foot level:
The Completion by Design
Approach to Completion
from D. Jenkins Sep 2011 CBD Presentation
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)
• 5-year highest educational outcomes: – Certificate < 1 yr.; certificate ≥ 1 yr.; associate degree or
bachelor’s 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
CBD College PerformanceA
ll St
uden
ts
in C
ohor
t
Non
-Cre
dit
Voc
ation
al ESL
ABE
ASE
or G
ED
Dua
l Enr
ollm
ent
Dev
elop
men
tal
Colle
ge- R
eady
No
Plac
emen
t Inf
o0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
5-Year Highest Educational Outcome by Starting Program Level
Still enrolled at college in Year 5 with 30+ college credits
Bachelor's (other inst.)
Transferred to 4-Year institution with no award
Certificate or associate (other inst.)
Transferred to 4-Year institution with an award
Bachelor's degree (starting inst.)
Associate degree
Certificate ≥ 1 yr.
CBD College Performance
All Assessed Students
College-Ready Placed into Developmental
Education in One Subject
Placed into Developmental
Education in Two Subjects
Placed into Developmental
Education in Three Subjects
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
5-Year Highest Educational Outcome by Initial Placement Level
Still enrolled at college in Year 5 with 30+ college credits
Bachelor's (other inst.)
Transferred to 4-Year institution with no award
Certificate or associate (other inst.)
Transferred to 4-Year institution with an award
Bachelor's degree (starting inst.)
Associate degree
Certificate ≥ 1 yr.
Group Discussion
• Have you been looking at similar data at your own institutions?
• How has it been received?
• What has been the result of these conversations?
Completion by Design? Completion by Accident?
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
Initial Program Pathway Analysis
• Research questions:– What is the rate at which students enter a program of
study, and in what fields?– Does it matter when they do so?– Once students have entered a program, which
programs are better at enabling students to complete?
• Identifying program of study entrants – 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
Concentrator Completion Rates
All Students in FTIC Cohort
Liberal Arts and Sciences Concen-
trators
CTE Concentra-tors
Non-Concentra-tors
Non-Attempters0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Five-Year Highest Outcomes: Concentrators Compared with Non-Concentrators and Non-Attempters
Still enrolled at college in Year 5 with 30+ college credits
Bachelor's (other inst.)
Transferred to 4-Year institution with no award
Certificate or associate (other inst.)
Transferred to 4-Year institution with an award
Bachelor's degree (starting inst.)
Associate degree
Certificate ≥ 1 yr.
Success Rates by Program Area
Arts, Humanities, and English
Mathematics and Science (STEM)
Social and Behavioral Sciences
General Liberal Arts and Sciences
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
5-Year Highest Educational Outcomes: LAS Concentrators by Subfield
Still enrolled at college in Year 5 with 30+ college credits
Bachelor's (other inst.)
Transferred to 4-Year institution with no award
Certificate or associate (other inst.)
Transferred to 4-Year institution with an award
Bachelor's degree (starting inst.)
Associate degree
Certificate ≥ 1 yr.
Success Rates by Program Area
Bus/Marke
t
Secre
tarial
Comm/Desig
n
Comp Info Sc
i
Eng/Sci T
ech
Education
Allied H
ealth+Nursi
ng
Mech
anics
Other CTE
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
5-Year Highest Educational Outcomes: CTE Concentrators
Still enrolled at college in Year 5 with 30+ college credits
Bachelor's (other inst.)
Transferred to 4-Year institution with no award
Certificate or associate (other inst.)
Transferred to 4-Year institution with an award
Bachelor's degree (starting inst.)
Associate degree
Certificate ≥ 1 yr.
Status Quo Pathway Design(example AA in LAS or Gen Studies)
• AA requirements not aligned with requirements for 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
Program Pathway
CONNECTIONFrom interest to
enrollment
ENTRYFrom enrollment to entry
into program of study
PROGRESSFrom program entry to completion of program
requirements
COMPLETIONCompletion of credential of value for further education and (for CTE) labor market
advancement
Enter Program of Study
CompleteProgram of Study
ConsiderCollege
Education
Pathway Redesign Process
CONNECTIONFrom interest to
enrollment
ENTRYFrom enrollment to entry
into program of study
PROGRESSFrom program entry to completion of program
requirements
COMPLETIONCompletion of credential of value for further education and (for CTE) labor market
advancement
•Market program paths
•Build bridges from high school and adult ed. into program streams (e.g., strategic dual enrollment, I-BEST)
• 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
START HERESTEP 2STEP 3STEP 4
Think, Pair, Share
• Has the concept of programs of study been discussed at your institution? If so, in what context?
• What most excites and concerns people about this approach?
• Have you done analyses that investigate the efficacies of various program types?
Completion by Design? Completion by Accident?
Engaging Engagement
Completion by Design? Completion by Accident?
1,000 ftPerspective
100 ftPerspective
On the Ground
Top Leadership
Middle Managers
Faculty
• Resource Allocation
• Institutional Policies
• System Structures• Program Alignment
• Program Redesign
• Program Curriculum • Pedagogy
• Course Redesign
• Innovations in Learning
Who might best lead a change effort
Perspective
Administration Led
Middle ManagerSupported
FacultySupported
Administration Supported
Middle Manager
Led
FacultySupported
Administration Supported
Middle ManagerSupported
FacultyLed
Structure the information to match the plan for driving the change effortAdministration-led innovationMiddle Manager-led innovationFaculty-led innovation
1,000 ftPerspective
100 ftPerspective
On the Ground
Institutional Strategies
Classroom Innovation
Program Improvements
Review of Best Practices is most meaningful when it informs decision making at the proper place of practice
Policies for improving the graduation rate for degree or certificate seeking students
Best Practices for helping students complete a course sequence within a program
Best Practices in pedagogy or assessment to improve student success
Discussion
• How do you engage groups like administrators, middle managers, and faculty with improvement-focused data?
• What can you provide as a researcher to further support these conversations and decisions?
Completion by Design? Completion by Accident?
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Public Agenda’s Engagement Toolkit• Seven key principles for building effective
dialogues around improvement efforts• Facilitating and recording group decision-making
processes• The recipe for a great moderator• Principles and practices that best support full-time
and adjunct faculty engagement• Internal stakeholder engagement• Planning campus and community conversations
Completion by Design? Completion by Accident? | RP Conference | April 2012 | RP Group
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Redesign Principles
Completion by Design? Completion by Accident?
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Pathway Redesign PrinciplesAlignment
First ensure academic programs align with further education/employment requirements and clearly define program paths; then create “on-ramps” into program streams and strengthen student services to support completion
Technology Use technology to monitor/guide student progress, increase
feedback to students, enrich teaching and learning
Incentives Create incentives for students to enter and complete
programs, and for departments to improve completion
Completion by Design? Completion by Accident?
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Academic Program Redesign Principles
Instructional program coherence Ensure curriculum, pedagogy, assessment, academic
supports are aligned to achieve learning outcomes
Structure Clearly map out program requirements and sequence
Prescribe course of study for students based on goals and level of readiness
Integration Build student supports into academic programs
Completion by Design? Completion by Accident?
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Program “On-Ramp” Redesign Principles
Acceleration “Mainstream” students into college-level programs with
built-in supports
Contextualization Teach basic skills for specific program streams in
context of entry-level college courses
“Non-academic” supports Help students: a) explore and clarify goals for college
and careers; b) develop college know-how; c) engage with campus culture; d) address conflicting demands of work, family, and college
Completion by Design? Completion by Accident?
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Ideal Pathway Design• 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 feedback/support provided “just-in-time”
• “On-ramps” to help students choose a program of study and customized to accelerate entry into specific program streams
Completion by Design? Completion by Accident?
Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface
Session Outcomes
• Brainstorm the use of a student-focused framework for conversations about institutional improvement
• Using the Completion by Design’s Loss-Momentum framework, develop a list of analyses that can be used to facilitate conversations at your institution
• Reconsider how to share information with different types of stakeholders to support improvement efforts
Completion by Design? Completion by Accident?
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Resources• Completion by Design -
http://www.completionbydesign.org/• Public Agenda’s Engagement Toolkit
• Changing Course
• State Policy Profiles
• Knowledge Center
• Community College Research Center’s Assessment of Evidence Series - http://ccrc.tc.columbia.edu/Publication.asp?UID=845
• The New Community College at CUNY - http://www.ncc.cuny.edu/index.html
Completion by Design? Completion by Accident?
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Contact Us
Priyadarshini ChaplotSenior [email protected]
Rob JohnstoneSenior Research [email protected]