GUIDED PATHWAYS What We’ve Learned · Too many choices indecision, procrastination, decision paralysis, bad choices: BRAIN FREEZE A clear and simplified set of options, with clear

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)


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.


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


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%


49%

11%


23%

5% Earned 30+ college credits in year 1

10%

33%


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%





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)


Math

Post‐Multiple Measures(Fall 2016)

All F

irst-

Tim

e St

uden

ts

Early Results of Promising Placement Practices

With an Equity Lens


Math

73%Place into Transfer-Level Math

Afric

an A

mer

ican

/ Bl

ack

Stud

ents


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


Transfer-Level Math

Afric

anAm

eric

an/

Blac

kStu

dent

s


Transfer-Level Math


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%


Quantitative Reasoning or Elementary Statistics Success for Underprepared Students

Corequisite vs Traditional Model

30%

45% 45%

0% 1%

8%


Intermediate Algebra Success for Underprepared Students Corequisite vs Traditional Model

25%

40%

31%

20%23%

21%


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


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


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

Documents

GUIDED PATHWAYS What We’ve Learned · Too many choices indecision, procrastination, decision paralysis, bad choices: BRAIN FREEZE A clear and simplified set of options, with clear