Student Success: Exploring a Pathways Approach

7/31/2019 Student Success: Exploring a Pathways Approach

1/49

6/5/12

Student Success: Exploring a

Pathways approach

Priyadarshini

ChaplotThe RP Group

In Partnership with:Completion by Design

Davis Jenkins & CCRCJBL Associates

BSILI

June 4, 2012


2/49

An Applied Inquiry Framework for Student Completion

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 a Pathways Approach (BSILI 22


3/49

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface

Completion by Design? Completion by Accident? | RP

Session Outcomes

Introduce Completion by Design as a way to look atstudent success

Explore the use of completion data in a simple andauthentic set of analyses

Use the Completion by Designs Loss-Momentumframework to initiate conversations about studentsuccess

Introduce the design principles that CBD collegesare using as a guidepost to improving completionoutcomes for students

Student Success: Exploring a Pathways Approach (BSILI 2012)


4/49

Footer Subtitle Line: Usually Name of Author, Use Regular Not Boldface


A Backdrop to the Work -The Student Experience

Student Success: Exploring a Pathways Approach


5/49

An initiative of the Research &Plannin Grou

What is Our Colleges Transfer Rate?


6/49

Click to edit Master subtitle style

Completion by Design?

asic SkillsStudent

Successful

LearningCommunit

y

At the program level,assessment

can appear to be quite asimple task


7/49


Completion by Design? SuccessfulLearning

Communit

y

But to those on the ground, itsmore complex

Sequence ofcourse material

Synthesis ofcourse content

Work groupoversight

Counselingsupport Linkages to

libraryCoordinationbetween faculty& counselors

Timeliness offeedback onprogress

Classroomtechnology

Examples in

lesson planProtocols formaking groupassignments

Exceptio Averag Weak

asic SkillsStudent


8/49An Applied Inquiry Framework for Student Completion

Overview of the CompletionAgenda & Completion by

DesignReproduced with permission from CBD CDATIntroductory Presentation

88Student Success: Exploring a Pathways Approach

Section 1


9/49Footer Subtitle Line: Usually Name of Author, Use Regular Not BoldfaceCompletion by Design? Completion by Accident? | RP

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 ofcompletion

Need for nuanced view



10/49Footer Subtitle Line: Usually Name of Author, Use Regular Not BoldfaceCompletion by Design? Completion by Accident? | RP

Discussion

What does completion mean to thedifferent segments of your students?



11/49

6/5/12 2011 Completion By

Completion by design

1111


12/49


Completion By Design

Signature initiative of the Bill & Melinda GatesFoundations Postsecondary Success Strategy

Goal: Significantly raise community college completionrates for most students (focus on low-income studentsunderage 26)

4 colleges selected to lead CBD in Florida, NorthCarolina, Ohio and Texas

21 colleges/campuses with combined enrollment of~551,000

3 phases Planning (12 months)

1212


13/49


The Challenge of

Completion For Colleges: Financial

Incentives alignedwith access, notcompletion

Under-resourced

Innovations tend tobe isolated

Change is hard,

even when the will

For Students: Easy to enroll,

easy to drop out Many enter without

aclear plan, andneeddevelopmentaleducation

Lack of confidence,1313


14/49

6/5/12 2011 Completion By 1414

Q. How can a community

collegeraise completion rates for

large numbers of studentswhile containing costs,maintaining open access


15/49


A. Develop strong

completionpathways, defined as

integrated policies,practices,programs and processes

1515


16/49


Loss & Momentum

Framework

CONNECTION

Interest toApplication

ENTRYEnrollment to

Completion ofGatekeeper

Courses

PROGRESSEntry into

Course ofStudy to 75%Requirements

Completed

COMPLETIONComplete

Course ofStudy to

Credentialwith Labor

Market Value

POLICIES

PRACTICES

PROGRAMS

PROCESSES


17/49

Footer Subtitle Line: Usually Name of Author, Use Regular Not BoldfaceCompletion by Design? Completion by Accident? | RP

Discussion

What is your reaction to Completion byDesign in theory?

How might apply to your institution?

What are some unique opportunities orchallenges?

Student Success: Exploring a Pathways Approach (BSILI 2012)


18/49

An Applied Inquiry

Section 2

Completion Data theCBD Way: A New Look

Based on the work of CCRC and DavisJenkins

1818Student Success: Exploring a Pathways


19/49

6/5/12

Completion by Design Goal

Substantially increase

completion rates over five yearswhile holding down costs andmaintaining access and quality


20/49

6/5/12

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 orbachelors 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


21/49

6/5/12

CBD College Performance

0

2

4

6

8

10

12

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


22/49

6/5/12


0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

15-Year Highest Educational Outcome by Starting Program Level


23/49

6/5/12


0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

15-Year Highest Educational Outcome by Initial Placement Level


24/49

6/5/12


0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

15-Year Highest Educational Outcome by First-Term Enroll Status


25/49

6/5/12

Group Discussion

Have you been looking at similar data?

How has it been received?

What has been the result of theseconversations?

Student Success: Exploring a Pathways Approach (BSILI2012


26/49

6/5/12

Students Need to Get withthe Program

To earn a credential, students must first enter a

coherent college-level program of study

Many community college students enroll withoutclear 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

ey n erme a e


27/49

6/5/12

ey n erme a eMilestone: Entering a

Program of Study Concentrator completes at least 9 semestercollege credits (~3 courses) in a single CIPprogram area

Non-concentrator attempts but does not passat least 9 college credits in a single program area

Non-attempter does not attempt at least 9

college credits in a single field

C t t C l ti


28/49

6/5/12

Concentrator CompletionRates

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

Five-Year Highest Outcomes:oncentrators Compared with Non-Concentrators and Non-Attempter


29/49

6/5/12

Success Rates by ProgramArea

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

5-Year Highest Educational Outcomes: LAS Concentrators by Subfield


30/49

Completion by Design? Completion by Accident?

Discussion

Has the concept of programs of studybeen discussed? If so, in what context?

What most excites and concerns peopleabout this approach?

Have you done analyses that

investigate the efficacies of variousprogram types?



31/49

An Applied Inquiry

Section 3

Exploring the Loss-

Momentum Framework

3131Student Success: Exploring a Pathways Approach (BSILI2012


32/49

6/5/12


33/49


Table Discussion

What are some key pathways forstudents?

What are some of the key loss pointsfor students?

What are some momentum points that

accelerate students to achievingcompletion outcomes faster?

Student Success: Exploring a Pathways


34/49

An Applied Inquiry

Section 4

CBD Design Principles

Extracted from presentations by RobJohnstone (RP), Davis Jenkins (CCRC) and

WestEds Changing Course

3434Student Success: Exploring a Pathways Approach (BSILI2012


35/49

6/5/12

Program Pathway

CONNECTIONFrom interest to enrollment

ENTRYFrom enrollment to entry

into program of study

PROGRESSFrom program entry tocompletion of program

requirements

COMPLETIONCompletion of credential of value

for further education and (forCTE) labor market advancement

Enter

Programof Study

Complete

Programof Study

Consider

CollegeEducation


36/49

6/5/12

Pathway Redesign Process

CONNECTIONFrom interest to enrollment

ENTRYFrom enrollment to entry

into program of study

PROGRESSFrom program entry tocompletion of program

requirements

COMPLETIONCompletion of credential of value

for further education and (forCTE) labor market advancement

Market program

pathsBuild bridges fromhigh school andadult ed. intoprogram streams(e.g., strategic dualenrollment, I-BEST)

Help students

choose programpathway and trackentry

Build prescribedon-rampscustomized tolargest program

streams

Clearly define and

prescribe programpaths

Monitor studentsprogress andprovide feedbackand supports JIT

Incentivizeprogress

Align academic

program outcomeswith requirements forsuccess in furthereducation and (forCTE programs) in thelabor market

STARTHERE

STEP 2STEP 3STEP 4


37/49

6/5/12

Design(example AA in LAS or Gen

Studies) AA requirements not aligned with requirements forjunior 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 nottracked; little on-going guidance, support

No mechanism to inform choice of major pathway

Dev ed narrowly focused on math and English, notcustomized to particular paths


38/49

6/5/12

CBD Pathway Principles

1. Accelerate Entry into Coherent Programs of Study

Provide a structured, efficient, and prescriptive studentprogression experience

Clear sequence of courses that lead to completion

2. Ensure Students Know Requirements to Succeed

Ensure students understand assessment & placementprocess and importance of preparation

Clearly communicate requirements for degrees &certificates and the path to achieving them


39/49

6/5/12


3. Minimize Time Required to Get CollegeReady

Clearly map out program requirements and sequence

Prescribe course of study for students based on goalsand level of readiness

4. Customize and Contextualize Instruction

Use program-specific content to make developmentaleducation relevant and engaging

Use of experiential learning


40/49

6/5/12


5. Integrate Student Support with Instruction Embed student support within instruction where

appropriate

Ensure student support serves students who most needit

5. Continually Monitor Student Progress andProactively Provide Feedback

Monitor and celebrate student progress toward goalsand provide prompt and tailored feedback

Use data on student progress to inform planning andcreation of safety nets


41/49

6/5/12


7. Reward Behaviors that Contribute toCompletion

Potential for monetary incentives to encourage progress

/ completion Also consider non-monetary incentives such as

recognition of progress

7.

Leverage Technology to Improve Learningand Service Delivery Use technology to monitor and celebrate progress

Use of technology within curriculum


42/49

6/5/12

Ideal Pathway Design

q Program learning goals clearly defined andaligned with the requirements transfer with

junior standing in major and (for CTE

programs) career advancementq Program pathway well structured and

prescribed, with electives only as needed to

achieve learning goalsq Students progress toward meeting

requirements is monitored and

feedback/support provided just-in-time


43/49

6/5/12

Discussion

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

As you think about the designprinciples, where might you start withaction steps that lead you to a moreideal pathway for your students?

Student Success: Exploring a Pathways Approach (BSILI2012


44/49


Engaging Engagement


Structure the information to match

Administration-led

Middle Manager-led

Faculty-led innovation


45/49



1,000 ftPerspect

ive

100 ftPerspect

ive

On theGround

Top

Leadership

Middle

Managers

Faculty

ResourceAllocation

InstitutionalPolicies

SystemStructures

ProgramAlignment

ProgramRedesign

ProgramCurriculum

Pedagogy

Course Redesign

Innovations inLearning

Who might best lead a change effort

Perspective

Administrat

ion Led

Middle

ManagerSupporte

Faculty

Supported

Administrati

on

Middle

ManagerLed

Faculty

Supporte

Administrati

on

Middle

ManagerSupporte

Faculty

Led

Structure the information to matchthe plan for driving the change effort

Administration-ledinnovation

Middle Manager-ledinnovation

Faculty-led innovation

Review ofBest Practices is most meaningful


46/49



1,000 ftPerspect

ive

100 ftPerspect

ive

On theGround

Institutio

nal

Classroo

m

Program

Improvem

gwhen it informs decision making at theproper place of practice

Policies forimproving thegraduation ratefor degree orcertificate

seeking studentsBest Practices forhelping studentscomplete a coursesequence within aprogram

Best Practices inpedagogy or

assessment toimprove studentsuccess


47/49


Discussion

How do you engage administrators,middle managers, and faculty withimprovement-focused data?

What can IR do to further support theseconversations and decisions?


NEXT STEPS


48/49

An Applied Inquiry Framework for Student Completion

NEXT STEPS

Collect CBD-type completion data

Explore data in college context withcollege practitioners

Describe current pathway for students

Identify loss and momentum points Describe ideal pathway for students

Perform gap analysis between current andideal pathways

Prioritize phased implementation ofcompletion strategies to address gaps

48Student Success: Exploring a Pathways Approach


49/49

Find Out More

The RP Group Websitewww.rpgroup.org

Completion by Design Website

www.completionbydesign.orgSee Knowledge Center for varied resources

Rob Johnstone, Senior Research Fellow

[email protected]

Priyadarshini Chaplot, Senior Researcher

[email protected]
http://www.rpgroup.org/http://www.completionbydesign.org/http://www.completionbydesign.org/http://www.rpgroup.org/

Documents

Student Success: Exploring a Pathways Approach