Transcript Figure 1. Total Number of CCTI Partner High Schools (2003

IMPROVING
STUDENT SUCCESS
Transitions –
Why Critical Today
“For most Americans, education and
training through and beyond high
school is now a necessary condition
(not just the most advantageous or
desirable route) for developing skills
required by most well-paying jobs.”
“While there has been much written
about dropout from high school
and student retention in college as
separate phenomena, little
conceptual or empirical work
examines how the two fit together.”
Source: “Conceptualizing and Researching the Educational Pipeline
Peter T. Ewell, Dennis P. Jones, and Patrick J. Kelly
Ewell, Jones, and Kelly suggest that
this is timely for two major reasons:
1. Reforms are calling for improved
transitions between high school and
college in many states. (P-16)
2. Renewed interest in enhancing educational
attainment as a key social asset.
“The whole future of our communities
and our country, not to mention
countless individuals, depends
significantly on our [schools,
colleges, and employers] ability to do
a far better job of moving students to
and through our institutions, toward
better jobs and toward continuing
education over a lifetime.”
Source:
Dr. Kay McClenney, Director
Community College Survey of Student
Engagement, University of Texas
Transition Barriers
 Students, parents, and K-12 educators
get conflicting and vague messages
about what students need to know to
enter and succeed in college.
(Bridge found that high school assessments often
stress different knowledge and skills than do college
entrance and placement requirements.)
The Bridge Project
Stanford University
Transition Barriers
 Coursework between high school and
college is not connected.
 Students graduate from high school
under one set of standards and three
months later are required to meet a
whole new set of standards in college.
The Bridge Project
Stanford University
Transition Barriers
 Current data systems are not equipped
to address students’ needs across
systems.
 No one is held accountable for issues
related to student transitions from high
school to college.
The Bridge Project
Stanford University
Bridge Study Summary
While educators and policymakers share
the common goal of improving student
performance, they often act in isolation;
thus, efforts are sometimes conflicting
or duplicated, and often certain needs
are never addressed.
The Bridge Project
Stanford University
College and Career Transitions
Initiative (CCTI)
Cooperative Agreement
between
U.S. Department of Education
Office of Vocational and Adult Education
and
The League for Innovation
in the Community College Consortium
Purpose of CCTI
CCTI will contribute to strengthening
the role of community and technical
colleges in  Easing student transitions between
secondary and postsecondary education
as well as transitions to employment, and
 Improving academic performance at both
the secondary and postsecondary levels.
CCTI Timeline
November 2002
League awarded Cooperative
Agreement with OVAE
January 2003
RFP issued to all U.S.
Community Colleges
May 2003
Colleges selected
2005-06 CCTI Site Partnerships
1-Miami Dade College
6-Corning Com. College
2-Northern Virginia Com. College 7-Maricopa Com. Colleges
3-Ivy Tech Community College
8-Anne Arundel Com. College
4-Central Piedmont Com. College 9-Lorain County Com. College
5-SW Oregon Com. College
10-Sinclair Com. College
5
11-St. Louis Com. College
12-Lehigh Carbon Com. College
13-San Diego Com. College Dist.
14-Prince George’s Com. College
15-Fox Valley Technical College
15
6
3
11
13
7
9
10
12
2
4
1
8
14
CCTI Site Partnerships
 Education & Training
 Anne Arundel Community College (MD)
 Lorain County Community College (OH)
 Maricopa Community Colleges (AZ)
 Health Science
 Ivy Tech Community College (IN)
 Miami Dade College (FL)
 Northern Virginia Community College (VA)
 Information Technology
 Central Piedmont Community College (NC)
 Corning Community College (NY)
 Southwestern Oregon Community College (OR)
CCTI Site Partnerships
 Law, Public Safety and Security
 Fox Valley Technical College (WI)
 Prince George’s Community College (MD)
 San Diego Community College District (CA)
 Science, Technology, Engineering and
Mathematics
 Lehigh Carbon Community College (PA)
 Sinclair Community College (OH)
 St. Louis Community College (MO)
OUTCOME #1
Decrease remediation at the
postsecondary level
Percent of students who
take remedial courses

63% at two-year institutions

40% at four-year institutions
The Bridge Project
Stanford University
OUTCOME #2
Increase enrollment and
persistence in postsecondary
education
National Statistics on High
School Students

For every 100 ninth graders:
AZ
U.S.
59
67
Graduate from high school on time
30
38
Directly enter college
18
26
Still enrolled sophomore year
14
18
Graduate in 150% of time (2- and 4-year college)
OUTCOME #3
Increase academic and skill
achievement at both the
secondary and postsecondary
levels
Rigor in High School
“Knowing what they know
today, a large majority of
students say they would have
worked harder and taken more
difficult courses in high
school.”
Source: “Rising to the Challenge: Are High School graduates
prepared for college and work?”; Achieve, Inc., 2005
OUTCOME #4
Increase attainment of
postsecondary degrees,
certificates, or other
recognized credentials
Why Focus on Student
Retention?
Student Pipeline
Sources, 2000
High
School
2 Year
College
4 Year
College
30%
70%
Return for Second Year of College
54%
74%
Graduate With 2 Year Degree in 3
Years
30%
High School Graduation Rate
67%
Go to College Directly From High
School
56%
Graduate With 4 Year Degree in 6
Years
Data Sources:
53%
NCES Common Core Data (2000); IPEDS Residency and
Migration File (2000); ACT Institutional Survey (2001);
NCES, IPEDS Graduation Rate Survey (2000).
OUTCOME #5
Increase successful entry into
employment or further
education
Are Students Prepared?

College instructors estimate that 42% of
their students are not adequately prepared.

Employers estimate that 39% of high school
graduates who have no further education
are not prepared for their current job and
that 45% are under prepared for
advancement.
Source: “Rising to the Challenge: Are High School graduates
prepared for college and work?”; Achieve, Inc., 2005
A Career Pathway is a coherent,
articulated sequence of rigorous academic and
career courses, commencing in the ninth grade
and leading to an associate degree, and/or an
industry-recognized certificate or licensure,
and/or a baccalaureate degree and beyond.
A Career Pathway is developed, implemented,
and maintained in partnership among
secondary and postsecondary education,
business, and employers. Career Pathways are
available to all students, including adult
learners, and are designed to lead to rewarding
careers.
Sixteen Career Clusters
Agriculture, Food &
Natural Resources
Finance
Architecture &
Construction
Education & Training
Arts, AV Tech &
Communications
Government & Public
Administration
Business, Mgt & Admin.
Health Science
Hospitality & Tourism
Manufacturing
Human Services
Marketing Sales & Services
Information Technology
Science, Tech, Engineering
& Mathematics
Law, Public Safety,
Corrections & Security
Transportation,
Distribution & Logistics
Career Clusters Model
careerclusters.org
CCTI Products
 Virtual Reader
 Career Pathway Templates
 Toolkit
 Case Studies Book
 National Policy Study
 State Policy Forums
 CCTI Website: www.league.org/ccti
Virtual Reader
HOME
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TRANSFORMATIONAL LEARNING CONNECTIONS (TLC)
LEAGUE STORE
VIRTUAL READER HOME
ABSTRACTS
VIRTUAL READER
Part II – Library
WEBSITES
Download the entire file (PDF, 123kb)
CCTI HOME
The documents in this library address the five intended outcomes of the
CCTI. We have used one-word categories to describe the following
outcomes:
The work reported herein was
supported under the College and
Career Transitions Initiative
(V051B0200001) as
administered by the Office of
Vocational and Adult Education,
U.S. Department of Education.
However, the contents do not
necessarily represent the
positions or policies of the Office
of Vocational and Adult
Education or the U.S.
Department of Education, and
you should not assume
endorsements by the Federal
Government
Achievement
includes academic and/or skill achievement at
secondary and postsecondary levels
Attainment
includes attainment of degrees, certificates, and
credentials
Employment
includes preparation for, transition to, and entry
into employment
Enrollment
includes postsecondary enrollment and persistence
Remediation
includes remediation and developmental education
ABCDEFGHIJKLMNOPQRSTUVWXYZ
(alphabetized by author)
Adelman, C. (1999). Answers in the Tool Box: Academic
Intensity, Attendance Patterns, and Bachelor’s Degree
Attainment. Washington, DC: US Department of Education.
Outcomes addressed: attainment.
Alssid, Julian L., David Gruber, Davis Jenkins, Christopher Mazzeo,
Brandon Roberts, and Regina Stanback-Stroud. (2002). Building a
Career Pathways System: Promising Practices in Community
College-Centered Workforce Development. New York: Workforce
Strategy Center. Outcomes addressed: attainment; employment.
CCTI Career Pathways Template
Rigorous Academics
CTE for all
Dual Enrollment
Early Assessment in H.S.
Maricopa Career Pathway
COLLEGE:
HIGH SCHOOL'S):
CLUSTER:
Maricopa Community Colleges
Peoria Unified School District #11
Teacher Prep Charter High School
ACE Program @ South Mt. Community College
Education & Training
Teaching/Training
Elementary Teachers, Aids
PATHWAY:
PROGRAM:
REQUIRED COURSES
GRADE
ENGLISH
MATH
SCIENCE
9
English I
(1)
Integrated Algebra
(1)
Physical Science
(1)
10
English II
(1)
Integrated
Geom etry
(1)
Biology
(1)
SOCIAL
RECOMMENDED ELECTIVE COURSES
STUDIES
OTHER ELECTIVE COURSES
CAREER AND TECHNICAL EDUCATION COURSES
Health/PE
(1)
Technology
Foundation/Career
Exploration
(1)
Foreign Language I
(1)
Life Connections
(1)
World
History/Geography
(1)
11
12
U.S. History
(1)
u Education
Professions
(Fundam entals)
(1)
Adm inister college course placem ent assessm ents adm inistered, academ ic/career advising, additional preparation strategies identified and im plem ented
English III
(1)
Topics of Algebra or
College Algebra
(1)
Advanced Biology
(1)
Econom ics
(1)
Foreign Language I
(1)
Am erican Literature
and Com position
(1)
College Algebra or
Calculus
(1)
Chem istry
(1)
U.S. Governm ent
(1)
Fine Art or
Psychology
(1)
u Education
Professions
(Applications)
(1)
Adm inister Arizona's Instrum ent for Measuring Standards (AIMS) - m andatory for high school graduation 2006. Adm inister Arizona's High School Education Professions End of Program
Assessm ent - m andatory after 2006. Adm inister college course placem ent assessm ents', academ ic/career advising, additional preparation strategies identified and im plem ented.
Students cm pleting Arizona's High School Education Professions program eligible to sit for Arizona's Teacher Aide assessm ent program .
l
CRE101
Year 1
Critical and Evaluative
1st Semester
Reading (3)
POSTSECONDARY
ADULT LEARNER ENTRY POINTS
SECONDARY
TERRANOVA Assessm ent
l MAT142
College Mathematics
Or higher (3)
Year 1
2nd
Semester
l ENG101
First Year
Composition I (3)
l MAT156
Mathematics for
Elementary Teachers I
(3)
Year 2
1st Semester
l ENG102
First Year
Composition (3)
l MAT157
Mathematics for
Elementary Teachers
II (3)
Year 2
2nd
Semester
l COM225 Oral
Communication or
COM230 Small Group
Communication (3)

CIS105
l EDU 230
Cultural Diversity in
Education (3)
Survey of Computer
Information Systems, Or
BPC110 Computer Usage &
Applications (3)
l HIS103
United States History
to 1870 or HIS104
United States History
to 1870 Present (3)
1 Natural
Science
(physical / earth /
space)
Lab Required (3)
1 Hum anities
EDU/ENH 291
Children’s Literature
Choice of 10 courses
(3)
l EDU222
Introduction to
Exceptional Learners
(3)
l 1 Social &
Behavioral Science
l 1 Natural
Science (life)
Science Quantitative –
Lab Required
(3)
l
l
Example:
u  EDU 231
Introduction to
Education ( 3 )
Example: ECH/CFS 176 Child
Development or ∞PSY101
Intro to Psychology Choice of
7 courses (3)
l
ARH100 Into to Art ,
ARH101 Prehistoric Gothic, or ARH102
l *10 EDU Credit
Hours of
recommended
electives in Teacher
Education
(10)
* Students must select courses from the
Elective Arizona Professional Teacher
Standards (APTS) that are acceptable as an
equivalent course at all Arizona public
universities according to the College
Equivalency Guide (CEG) in effect at the time
the course is taken.
Renaissance – Contemporary
(3)
Upon com pletion of the Associate of Arts in Elem entary Education program , students m eet Arizona requirem ents for Teacher Aide positions. The AAEE degree and all of its credits
transfer as a block to any of Arizona's public universities.
Required Courses
Recommended Elective Courses
Funded by the U. S. Department of Education
(V051B020001)
Career and Technical Education Courses
Credit-Based Transition Programs (e.g. Dual/Concurrent Enrollment, Articulated Courses, 2+2+2
( u = H igh S c ho o l t o C o m . C o lle ge )
Rev: Jan. 2005
( l = C o m .C o lle ge t o 4 - Y r. Ins t it ut io n)
Mandatory Assessments, Advising, and Additional Preparation
(  = O ppo rt unit y t o t e s t o ut )
Toolkit Cover Page
Case Studies Book
National Policy Study Book
HSTW State Policy Report
What We Are Learning
From CCTI



Community colleges can lead this work.
Partners are anxious to work together.
Communication is key:
 generally among education sectors and business
 between faculty of high school and college


Postsecondary remediation can be reduced.
Transformation needs to take place in the
context of a P-20 or a lifetime framework.
CCTI Network
www.league.org/ccti/networkapplication
The Network Today:


150 community colleges and their partners
40 states and 2 Canadian provinces
The Beginning of a
New Community College
Movement
Laurance J. Warford
CCTI Project Director
[email protected]
“As one smart person has observed, our
educational systems are perfectly designed to
produce the results we are typically getting.
“The kind of change that is required to
accomplish more successful outcomes for many
more students is not marginal change. It is
transformational. It is change in the fundamental
ways we do the business of education. It is change
that requires strong leadership, relentless focus, and
sustained effort over time.”
- Kay McClenney
Laurance J. Warford
League for Innovation in the
Community College
[email protected]