The Impact of Pathways

From Secondary to Postsecondary and

Beyond

ACOVA Leadership SessionTucson, July 2015

Maria Harper-Marinick, Ph.D.

Executive Vice Chancellor and Provost

Maricopa County Community College District

2411 West 14th Street, Tempe AZ 85281

email | maria.harper@domail.maricopa.edu

website | www.maricopa.edu

Educating our Community. Ensuring our Future.

ONE Maricopa-10 Colleges + Mcor: One World-Class System

MISSIONOpen access,

meeting the lifelong learning needs of

our diverse students and communities

In FY 2013–14, we served

213,000credit students

27,000non-credit / special interest students

through our

994 degree and certificate programs

resulting in

29,332 degrees and certificates awarded

=

MCCCD Student Age Distribution Fall 2014 • 45th Day

MCCCD Student Age Ethnicity Fall 2014 • 45th Day

MCCCD First Generation College StudentsFall 2014 • 45th Day

Total Enrollment = 128,212

Our Student Body is Rich with Diversity and Reflects our Mission to Educate Life-Long Learners

Emergency medical technicians

#1in Arizona workforce training for

Fire science

Computer systems networking

RN nurses and nurse assistants

Nuclear medical technologists

Criminal justice / police

Source: Integrated Postsecondary Education Data System, 2013

Building Arizona’s Workforce

In 2014, MCCCD conferred these occupational awards (AAS and CCL):

Source: MCCCD Institutional Research Database

3,444Health professions

2,115Security and protective services

1,985Business, management and marketing

1,410Computer and information sciences

553Aircraft and automotive maintenance

393Construction

We are a primary pipeline partnering with local state universities and 30+ other transfer partners

23,129Students

5,332Students

2,851Students

2013–14, undergraduates enrolled at Arizona’s three public universities with 12 or more credits from MCCD were as follows:

Helping Students Advance Toward Educational Goals…whatever they may be

Source: https://asa.maricopa.edu/sites/default/files/32467/Undergraduate%20Majors.htm

The Reverse Transfer Project will help Maricopa Community Colleges respond to the national call to action to increase the number of community college students completing a degree or other credential

by 50% — to 5 million students — by the year 2020.

Through Dual Enrollment, students earn college credit while in high school.

Dual Enrollment

16,837 students took at least one MCCCD dual enrollment course at their high school in Fall 2014

Honors

1,304

136 high school partners 1 in 5

Honors Scholarship Students in 2013–14

new Barrett students in the Fall 2014 have 12 or more credits from MCCD

72%of new Barrett transfer students come from MCCCD

Why Pathways?

U.S. Bureau of Labor Statistics December 2009

By the end of the decade,

8 out of 10 new jobs will

require post-secondary

education

By 2018, the American economy will create 46.8 million openings--13.8 million brand-new jobs and 33 million “replacement jobs.”

Nearly two-thirds of these 46.8 million jobs…will require workers with at least some college education…

Carnevale et al.

EmploymentFour out of five jobs lost during the

recession were those requiring high school education or less. Those low-skill jobs are gone for good, replaced by jobs that require specialized training and skills.

Despite a lingering high unemployment rate, employers say that they lack qualified job applicants. By 2020, two thirds of all jobs will require postsecondary education.

http://strongernation.luminafoundation.org/report/

The societal impact of higher attainment rates

… overall better social, economic and personal outcomes for citizens. Societies with higher educational attainment can expect: greater civic and social engagement, higher rates of voter participation and volunteerism, healthier lifestyles, and less dependence on public assistance.

http://strongernation.luminafoundation.org/report/

Degree AttainmentAccording to the most recent

available data (2013), 40% of working-age Americans (25-64) in the U.S. have at least a two-year degree.

It was 36.9% in Arizona in 2013; it was 34.4% in 2008

http://strongernation.luminafoundation.org/report/

AZ-2013, 25-64 YR (3.3mil)

Level of Education

< 9th

9-12 ND

HS Graduate

Some college

AA/AS

BA/BS

0 200,000 400,000 600,000 800,000 1,000,000

http://strongernation.luminafoundation.org/report/

AZ Degree Attainment, 2013

White Black Hispanic Asian Native American

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

http://strongernation.luminafoundation.org/report/

17 ©2014 U.S. Education Delivery Institute

“Necessary but not sufficient”

1. High School is not enough for the jobs, careers and the economy we want for Arizona• “By 2018, it is estimated 2/3 of all available jobs will require

postsecondary education or training. Increasingly, high school graduation is necessary but not sufficient to becoming a productive and engaged citizen.”

2. Redefining High Schools: Focusing only on traditional strategies and interventions is not enough, and some need to reassessed • Repeating a full class if a student fails a course vs targeting; • Seat time vs competency for remediation; • Relevance and interest—CTE, Dual/concurrent enrollment, Early

College and Career high Schools

3. Multi-pronged focus and Goals: Singular focus on AZ Ready Grad Rate goal leaves opportunities on the table to impact other AZ Ready goals and economic viability for AZ• Connection to higher ed goals enhances efficacy and efficiency

Career?

Not Tracking

Gabrielle

John

Every Child Has Potential

Not Same For All

Equality Equity

Pathway Models Compared

Cafeteria College (status quo)

Guided Pathways

Integrated, contextualized academicsupport for critical program courses

Students’ progress not monitored,limited feedback

Proactive progress tracking, feedback, support

Pre-requisite remediation focused on Algebra & English composition

Assessment used to sort studentsAssessment used to diagnose areaswhere support needed

Optional career / college planning

Default full-program mapsPaths unclear, too many choices

Poor alignment with high schools,non-credit, other feeders

Bridges from hs, non-credit and otherfeeders to college programs of study

Integrated career/college exploration;Required plans

The Pathways to Prosperity Network develops career pathways that span grades 9-14, enabling students to transition smoothly through high school, into higher education, and onto family-supporting careers—particularly in high-demand sectors like information technology, health care, and advanced manufacturing.

Postsecondary Pathways

System Outcomes:

Financially sustainable,

permeable, aligned and integrated 9-

14(+) career pathway systems

Increased number of skilled young

professionals with credentials of value to the labor market

State and regional economies develop talent pipelines in

key industry sectors

Career and Technical Ed.

Advanced

Skilled Jobs

Intern-ships, WBL

Low

Skilled Jobs

Semi-Skilled

Jobs

Middle Skilled

Jobs

Rigorous Academics

Acceleration & College/Career Readiness through

Dual Enrollment, Integrated Instruction, and WBL

Stackable Credentials AA/AAS

BA/BS

Secondary Pathways

GRADES 9-14(+) INTEGRATED PATHWAYS

All programs employ four key implementation strategies:

Schools create early and sustained career information and advising systems.

Employers provide a continuum of workplace learning opportunities.

Intermediaries recruit business, nonprofit, and public employers as partners.

Proponents advocate for supportive state policies.

Appropriate Exams and Credentials

The Arizona Move On When Ready Model in Practice: Competency-Based Pathways Leading to College and Career Readiness

Public Open Admission Colleges

(Community Colleges)

(Accredited Post-Secondary Career and Technical Programs or

college transfer program)

Foundational College Readiness Program of Study

Students demonstrate mastery through end-of-course

internationally benchmarked examinations.

Math, English, Science, History and the Arts

Students who pass exams at minimum college readiness

level qualify for a performance-based diploma.

No time period tied to qualification of diploma – can occur at any point within the

high school experience.

Students receive targeted, personalized learning supports

to assist them in demonstrating foundational

college readiness.

AdvancedDiploma Programs

(College Prep)

Current Certified Providers:

Cambridge ,Advanced Placement,

andInternational

Baccalaureate

Public Open Admission

Colleges (Community

Colleges)

Selective 4-year Colleges

Workplace

Local, Regional High School Career and

Technical Education Programs

Foundational College Readiness Performance Standard

(Qualify for G

rand Canyon HS D

iploma)

New Specialized Education Options

(Example: Specialized STEM Diploma Program)

Early Graduation OptionLower Division Program of Study(Demonstrating Foundational College Readiness)

Enhanced High School Option(Upper Division Programs of Study)

AZ CTE Programs of StudyPrograms of Study is a comprehensive approach to fully aligning all course instruction, academic and CTE, secondary and postsecondary, to ensure student success as they progress through the program without duplication of instruction or need for remediation.

http://www.azed.gov/career-technical-education/files/2014/05/program-of-study-development-and-implementation-guide-revised-april-2014.pdf

In ConclusionEducational and Career Counseling

Career LiteracyPrograms related to InterestsExploration and development of

goals

Balancing Flexibility and Prescription

Defining Clear Instructional Programs

Intentionality

No one can whistle a symphony. 

It takes a whole orchestra to play it.

H.E. Luccock

Thank You