GUIDED PATHWAYSWhat We’ve Learned
Building BlocksStudent Completion & Equity
First Year Experience/Foundations of Excellence ASAP, CUNY Start Achieving the Dream, Completion By Design, AAC&U Developmental Education Reforms Plentiful Institutional and State Initiatives…..All involving Examination and Use of Data,
Especially Data Depicting Student Success and Equity Multiple Evidence-Based Interventions – Very Few of Them
Scaled And now, Guided Pathways
What % of entering students present at census date never complete a college credit?What % of entering students complete college‐level gatekeeper courses (ENG, MA, other) in their first year?What % of students complete a full‐program academic plan by the end of their first semester? What % of entering students complete at least 3 courses in their program of study in their first year?Bonus: What is the average # of college‐level credits earned by an associate degree graduate?
DATA QUESTIONSEarly Momentum & Prompts for
Change
Reviewing the Evidence
Organizational Change
Discrete practices will not lead to substantial improvements in outcomes at scale.
Every college is perfectly designed to produce precisely the results it is currently getting.
If nothing changes, nothing changes.
Reviewing the Evidence for Pathways Reforms
Behavioral Economics and Decision Theory
Too many choices indecision, procrastination, decision paralysis, bad choices: BRAIN FREEZE
A clear and simplified set of options, with clear information on costs and benefits—or provision of a “default option” —helps people make better decisions.
Reminders, assistance, and feedback help keep people on track
CCRC, What We Know about Guided Pathways
Why Pathways?What We’ve Learned
Behavioral Economics and Decision Theory
“Completing college is the result of successfully navigating a multitude of smaller decisions from start to finish. But for many college students, finding a path to completion is the equivalent of navigating a shapeless river on a dark night—and the wider the river, the more difficult it can be to find the way.”
Judith Scott-Clayton (2011)
Reviewing the Evidence for Pathways Reforms
Cognitive Science
Students benefit when they have clear goals and a concrete sense of how they are progressing toward those goals.
Instructional program coherence improves learning.
Reviewing the Evidence for Pathways Reforms
School of Hard Knocks Scaling up is hard to do. ♫
Starting is often easier than stopping.
Campus engagement is not optional.
We love our cafeteria college!
There are predictable (and understandable) concerns.*• NCII – Guided Pathways Demystified - http://www.inquiry2improvement.com/publications-resources
Reviewing the Evidence for Pathways Reforms
My Lessons
Connection
What’s provided vs. what’s experienced
Students don’t do optional.
Guided Pathways Implementation:Early Institutional Outcomes
EARLY MOMENTUMKEY PERFORMANCE INDICATORS
Number of college credits earned in first term Number of college credits earned in first year Completion of college-level math and English courses in
the student’s first year Number of college credits earned in the program of
study in first year Persistence from term 1 to term 2 Equity in outcomes
Completion by DesignColleges
Completion by Design KPI Movement by All Nine Colleges 2013-14 to 2015-16
13
13%
34%
21%19%
42%
23%
46%
34%
29%
52%
0%
10%
20%
30%
40%
50%
60%
70%
80%
GW Math GW English 12+ Units in First Term 24+ Units in First year Concentrators
2013‐14 2015‐16
Tennessee Community Colleges GPS
Applied Technology
Social Sciences Education
Health Professions
STEMHumanities
Arts
Academic Foci
Business
Tristan Denley, Vice Chancellor for Academic Affairs, Tennessee Board of Regents
Undecided University Freshmen - Fall 2010
Now watch them decide a major…
Incoming Freshmen Who Successfully Completed at Least 9 hours in Their Focus
Area During Their 1st Academic Year
20%
18%
21% 21%22%
25%
32%
0%
5%
10%
15%
20%
25%
30%
35%
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16
Community College Freshmen
9%
7%8%
10%11%
15%
19%
0%
5%
10%
15%
20%
25%
30%
35%
2009‐10 2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16
Community College Minority Freshmen
Source: Denley, TBR, 2016
Community College Graduation Rates
16%
34%
40%
0% 10% 20% 30% 40% 50%
6 yr Graduation Rates
1st yr - Did not attempt 9hrs in focus area/ metamajor
1st yr - Attempted 9hrs in focus area/metamajor
1st yr - Earned 9hrs in focus area/ metamajor
Community College 3yr Graduation Rate
University4yr Graduation Rate
42% 26%
Since 2013…
Community College 3yr Graduation Rate
University4yr Graduation Rate
88% 51%
Since 2013…
Under-represented Minority Students
Sinclair Community College (Ohio)
Lorain County Community College
(Ohio)
19%20%
21%
26%30%
0%
5%
10%
15%
20%
25%
30%
35%
2010‐2011 2011‐2012 2012‐2013 2013‐2014 2014‐2015
58% improvement
Concentration is defined as 9 credit hours within a program of study within 1 year
More Students are Achieving Concentration within their Major Sooner and Connecting to a Pathway
Decreased Credits to Degree
73.4
72.2
70.9
69.3
68.3
65
66
67
68
69
70
71
72
73
74
2012‐13 2013‐14 2014‐15 2015‐16 2016‐17
College‐Level Credits
Academic Year
Note: First Associate degree completers within 4 years with 15 or fewer transfer‐in credits
‐7% decrease since 2012‐13
Reduces cost to graduates by almost 2 courses ≈ $602
$602 x 366 graduates = $220,332 in Student Savings
Retention of Students Increasing
56% 58%60%
63%67% 67%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Fall 2010 Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015
RJ: 11 percentage point increase in 5 years represents an increase of 20%; retention tends to be a very static variable – so this represents a very unusual improvement in a short period of time
0
200
400
600
800
1,000
1,200
1,400
1,600
1,800
2,000
2010‐11 2011‐12 2012‐13 2013‐14 2014‐15 2015‐16 2016‐17
Short‐term Certificate
1‐Yr Certificate
Associate
53%Increase
LCCC Conferred Highest Number of Degrees and Certificates in 2016‐17 at 1,810 ‐ 53% Increase
8%
10% 10%
13%
15%
19%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
2008 2009 2010 2011 2012 2013
138% Increase
138% IncreaseIPEDS First time, Full Time Graduation Rate
2008 to 2013 Cohorts (3 year grad rate)
Jackson College (Michigan)
25%
Earned 15+ college credits in year 1
39%
10%
Earned 24+ college credits in year 1 15%
2%Earned 30+ college credits in year 1 6%
30%
Earned 6+ college credits in 1st term
58%
0%
25%
50%
75%
100%
2010 2011 2012 2013 2014 2015 2016
Fall FTEIC Cohort
Jackson College Credit Momentum KPIs
25%
Completed both college math and English in year 1
36%
45%
Completed college English in year 1 64%
30% Completed college math in year 1
43%
0%
25%
50%
75%
100%
2010 2011 2012 2013 2014 2015 2016
Fall FTEIC Cohort
Jackson College Gateway Math & English KPIs
Alamo Colleges (Texas)
27%
Earned 15+ college credits in year 1
49%
11%
Earned 24+ college credits in year 1
23%
5% Earned 30+ college credits in year 1
10%
33%
Earned 6+ college credits in 1st term
64%
0%
25%
50%
75%
100%
2010 2011 2012 2013 2014 2015 2016
Fall FTEIC Cohort
Alamo Colleges Credit Momentum KPIs
11%
6%
2%
3%
55%
44%
30%
23%
0% 50% 100%
Earned 30+ college credits in year 1
Earned 24+ college credits in year 1
Earned 15+ college credits in year 1
Earned 6+ college credits in 1st term
3‐year Completion Rate, Any Credential
Alamo Colleges 3‐year Completion Rates by KPI StatusMet KPI Did not meet KPI
Note. Trends in Alamo Colleges Credit Momentum KPIs are shown in the left panel. The right panel shows completion rates for fall 2014 FTEIC entrants at Alamo Colleges who completed any college credential (from any institution) within three years, disaggregated by whether or not students met the particular KPI definition in their first year.
11%
Completed both college math and English in year 1
29%
37%
Completed college english in year 1
62%
14%
Completed college math in year 1
34%
0%
25%
50%
75%
100%
2010 2011 2012 2013 2014 2015 2016
Fall FTEIC Cohort
Alamo Colleges Gateway Math & English Momentum KPIs
8%
8%
6%
32%
29%
22%
0% 50% 100%
Completed both college math andEnglish in year 1
Completed college math in year 1
Completed college english in year 1
3‐year Completion Rate, Any Credential
Alamo Colleges 3‐year Completion Rates by KPI StatusMet KPI Did not meet KPI
Note. Trends in Alamo Colleges Gateway Math and English Momentum KPIs are shown in the left panel. The right panel shows completion rates for fall 2014 FTEIC entrants at Alamo Colleges who completed any college credential (from any institution) within three years, disaggregated by whether or not students met the particular KPI definition in their first year.
Indian River State College
(Florida)
Indian River State College (FL) Full Time FTIC 2-Year Graduation Rate by Ethnicity
38
21%
16%
20%
23%
34%
13%
18%
14%16%
23%
26%
23%
29%
31%
36%
0%
10%
20%
30%
40%
50%
Fall 2011 Fall 2012 Fall 2013 Fall 2014 Fall 2015 YTD
Hispanic Black White
Early Outcomes from Co-Requisite Instruction
Co-Requisite Instruction Cuyamaca College
(California)
Early Results of Promising Placement Practices
24%Place into Transfer-Level
Math
Pre‐Multiple Measures(Fall 2015)
84%Place into Transfer-Level
Math
Post‐Multiple Measures(Fall 2016)
All F
irst-
Tim
e St
uden
ts
Early Results of Promising Placement Practices
With an Equity Lens
9%Place into Transfer-Level
Math
73%Place into Transfer-Level Math
Afric
an A
mer
ican
/ Bl
ack
Stud
ents
21%Place into Transfer-Level
Math
85%Place into Transfer-Level Math
Latin
xStu
dent
s
Pre‐Multiple Measures (Fall 2015) Post‐Multiple Measures (Fall 2016)
Paradigm Shift in the Classroom
• The activity‐based math classroom
• Ongoing formative assessment
• Intentional support for the affective domain
• Change expectations: students, teachers, staff, and administrators
• Faculty development
Early Results of Promising Corequisite Practices
10%Of Students who Begin in
Developmental Math Complete Transfer-Level
Math
67%Of Students who Begin in Co-Req Math Complete
Transfer-Level Math within 1 Year
Traditional Remediation (2015/16)
With Corequisite Support (2016/17)
Early Results of Promising Corequisite Practices
With an Equity Lens
6%Successful Completion
Transfer-Level Math
55%Successful Completion
Transfer-Level Math
Afric
anAm
eric
an/
Blac
kStu
dent
s
15%Successful Completion
Transfer-Level Math
65%Successful Completion
Transfer-Level Math
Latin
xStu
dent
s
TraditionalRemediation(2015/16) With Corequisite Support (2016/17)
Co-Requisite Instruction College of the Mainland
(Texas)
Development Timeline
Spring 2017:Decision to implement a corequisite initiative was made
Corequisite classes began in Fall 2017
No pilot program
Research Findings
State of Texas has several levels of developmental reading
COM collapsed all the levels into one development level
Corequisite pairing: Integrated Reading & Writing/ English Composition 1
Six faculty members worked to develop math corequisite classes
Pairings: • Fundamentals of Math Reasoning/ Quantitative
Reasoning• Fundamentals of Math Reasoning/ Elementary
Statistics • Intermediate Algebra/ College Algebra • Elementary Algebra / Intermediate Algebra
Faculty Work
Math Corequisite
Eight‐week developmental course followed by an eight‐week college level course
Corequisite courses were taught two days a week and back‐to‐back with a 30‐minute break in between
Faculty metweekly to discusschanges to curriculumbased on classroomexperience
Gateway English Success for Underprepared Students Corequisite vs Traditional Model
61%
82%
57%
27%
50% 50%
Black Hispanic WhiteCorequisite Traditional
College Algebra Success for Underprepared Students Corequisite vs Traditional Model
41% 39%
49%
15%21%
17%
Black Hispanic WhiteCorequisite Traditional
Quantitative Reasoning or Elementary Statistics Success for Underprepared Students
Corequisite vs Traditional Model
30%
45% 45%
0% 1%
8%
Black Hispanic WhiteCorequisite Traditional
Intermediate Algebra Success for Underprepared Students Corequisite vs Traditional Model
25%
40%
31%
20%23%
21%
Black Hispanic WhiteCorequisite Traditional
Corequisite vs Traditional ModelSuccess Rates
Success is defined as successfully completing the higher level course in the pair- for the corequisite model within one semester and for the traditional model within one academic year.
Corequisite Enrollment 185 268 115 239Traditional Enrollment 58 161 80 155
Why do we care?
42% Thepercent increase from Academic Year 2016 to AY 2017 – First Time in College students completing college level math in year one.
75% FTIC underprepared student persistence rate Fall 2017 to Spring 2018- COM’s best rate in four years
Guided Pathways Design and Implementation:
FACULTY WORK
FACULTY WORK
• Program mapping:
‐ Course sequences specified‐ Learning outcomes defined and aligned, accruing to program level
• Pathways design:‐ What is “the right math” for this pathway?
‐ How can we embed discipline‐appropriate academic supports in courses?
‐ How will we integrate discipline‐appropriate applied/experiential learning experiences throughout the pathway?
‐ How will we align curricular (in‐classroom) and co‐curricular learning?
FACULTY WORK
Transforming Career Communities into Large‐Scale Learning
Communities
Career Community = Large-Scale Learning Community
Design Principles• Build the cohort• Create connections/ belonging• Emphasize purpose• Connect classroom to applied learning• Align co-curricular learning to interest area• Achieve high expectations through high support
Career Community = Large-Scale Learning Community
• Contextualize orientation and student success course/first-semester seminar into Career Communities
• Color codes, icons, lanyards, name tags, t-shirts• Counselors/ advisors embedded in Career Communities• Career exploration within Career Communities• Service learning/experiential learning assignments throughout
pathways• Area-appropriate student organizations• Organized study groups; reconfigured faculty office hours;
other academic supports
Guided Pathways Design and Implementation:
So, what do we stop doing?
• Best practices should become institutional practices. Don’t keep doing what you know does not work.
• “Pockets of excellence” do not serve students equitably. Every institutional touch point should be a touch of excellence. Stop doing things that cannot be scaled effectively.
• Pilots should be short-term and lead to institutional change. Stop doing pilots when evidence supports change.
• No change for change’s sake. Change should be intentional and based on what you know about students.
Re-Thinking the Way We Work
2/6/2018 www.sanjac.eduADAPTED 63
• Too many meetings / committees are not examples of time well used. Re-examine committee structures and agendas.
• Siloed work is ineffective and inefficient. Establish short-term, cross-functional work groups, each with a clear charge and an end date.
• Collecting “shiny objects” through grant funding has become a normative pattern for community colleges. Do not seek grants or develop new projects that do not further the limited number of strategic priorities identified for the college.
Re-Thinking the Way We Work
2/6/2018 www.sanjac.eduADAPTED 64
Guided Pathways Design and Implementation:
EQUITY BY DESIGN
ACHIEVING EQUITY
• Won’t happen by itself.
• Is accomplished through change in the educational experience designed for students – as it incorporates the best of what we’ve learned about what matters.
• Requires getting well past disaggregation of data…to the difficult work of uncovering and the addressing sources of institutional racism and unconscious bias.
• Equality Equity
ACHIEVING EQUITY
• Examining program mix and enrollment patterns
• Reviewing processes through which we support students in exploring options and making choices.
• Integrating dramatically redesigned developmental education into pathways.
ACHIEVING EQUITY
• Embedding academic support within courses
• Attending to financial stability (including and beyond financial aid)
• Strengthening culturally responsive teaching; addressing unconscious bias across the campus community
• Diversifying faculty/staff/administration