Transcript Slide 1

Completion by Design Framing Model
Student Progression
Entry into Course of
Study to 75% of
PROGRESS
Requirements
Completed
Enrollment to
completion
ENTRY of
Gateway Courses
Interest in College
CONNECTION
to Application
Complete course
of study to
COMPLETION
Credential
Some Known Loss Points
•
•
•
Never apply to
College
Delayed entry to
College
Poor counseling in
high school leading
to:
• Poor matching
• Unaware of
financial aid
options
• Under
enrollment
•
•
•
Poor academic
preparation
Remediation needs
not met prior to
enrolling college
level course
Fail to enroll/pass
Gatekeeper courses
(i.e., entry level math
& English)
•
•
•
•
•
Poor work-school
balance (75% of low
income students
work 20+ hrs per
week)
Scheduling changes
Part-time enrollment
forcing long
completion times
Life events that
cause disruptions
Stop out or drop out
•
•
Transfer without
credential
Leave with enough
credits needed for
degree but not
college level math,
English
Completion by Design Framing Model
Student Progression
CONNECTION
ENTRY
PROGRESS
COMPLETION
Possible Momentum Strategies
•
•
•
•
Consistent college &
career ready
standards
Increase
understanding of
college requirements
Take college
placement exams in
high school
Enrollment directly
from high school
•
•
•
•
Mandatory intrusive
advising
Declared courses of
study linked explicitly
to pathways
Aggressive financial
aid support
Course redesigns to
accommodate
student needs to
complete college
work more rapidly
•
•
•
•
Incentive mechanisms
to support optimal
attendance
Real time feedback to
students
Intentional,
accelerated
competency-based
programs of study
Provide emergency
aid to respond to
unexpected life
events
•
•
•
•
Mandatory intrusive
advising
Transfer with
credential incentives
Remove barriers to
graduation
Learn & earn
programs that
combine credential &
work experience
toward a career
pathway
Potential
First Time
Student
Successful
Completion
Books in stock at
Bookstore
Placement
Test Prep
Attends Lecture
Series
Leverages Learning
Center resources
Effective
degree
audit
Financial Aid
Support
Effective
CONNECTION
Orientation
Potential
First Time
Student
Join club /
PROGRESS
participate
in student
Govt
ENTRY
Completes
SEP
Effective
Early Alert
program
Powerful learning
experience in
classroom
Get accurate
perception from
HS counselor
Meet with
college outreach
professional
Successful
Completion
Library
Orientation
Good impression
from campus
visit
User-friendly
application process
CleanCOMPLETION
petition
process
Talk to
Univ. Rep /
Employer
Connecting with
faculty outside
classroom
Intrusive Counseling
Faculty Letter of
Recommendation /
intro to network
Completion by Design Framing Model
Student Progression
CONNECTION
ENTRY
PROGRESS
COMPLETION
Activities emerging from Cañada’s Educational Master Plan process
•
•
Working with area
High Schools to
prepare students for
College placement
test.
Revising orientation
program to better
inform/equip
students to pursue
their specific college
goals.
•
•
Provide students
with information
regarding the
pathways to
successful
completion.
Design support
systems and
interventions like
intrusive counseling
to helps students
stay on track with
their goals
•
•
Identify key
gatekeeper courses
for students in various
pathways and develop
interventions to help
students maintain
momentum toward
their goals.
Improve the college’s
Early Alert Program
•
•
•
Simplify the petition
process.
Develop/expand
learn and earn
models .
Expand internship
opportunities for
students.
Cañada College Balanced
Dashboard
Academic Year 2010/11
Five Year Trend in College Fall-to-Spring Persistence Rate
(2006/07 – 2010/11)
80%
Current Level: 55.4%
High – Low Range: 3.6%
75%
70%
65%
60%
55%
52.5%
53.5%
2006/07
2007/08
55.5%
56.1%
55.4%
2008/09
2009/10
2010/11
50%
45%
40%
35%
30%
Retention Rate is an aggregation of student course taking performance. The retention rate is calculated by dividing the number of Final Grades awarded showing course
completion (A, B, C, D, F, CR, NC,) divided by the number of all final grades awarded (A, B, C, D, F, CR, NC, W).
College Fall-to-Spring Persistence Rate by category
( First-Time Students; Fall 2010 to Spring 2011)
Units Attempted
in First Term
30%
Part-time (< 6 units)
35%
40%
Full-time (12+ Units)
Part-time (6 -11.5 units)
50%
45%
60%
55%
65%
70%
75%
64.9
34.6
80%
80.3
Student Age
18 & 19 Yrs. Old
30%
35%
20-24 Yrs. Old
40%
45%
40.7
45.7
25-29 Yrs. Old
50%
60%
55%
30 – 39 Yrs Old
65%
70%
49.3 50.2
40+ Yrs Old
75%
80%
75.7
Student Ethnicity
Asian
30%
35%
Black
40%
Filipino
45%
46.6
50%
Hispanic
60%
55%
51.5 52.6
54.4
57.6
59.6
Note: Area of each circles corresponds to the relative number of First-Time Students in the cohort used for this analysis.
White
65%
Multi-Race
70%
75%
80%
College Fall-to-Spring Persistence Rate by category
( First-Time Students; Fall 2010 to Spring 2011)
Gender
Male
Female
30%
35%
40%
45%
50%
60%
55%
65%
70%
80%
75%
55.9
54.4
Day / Evening
Status
30%
Evening Only Student
Day Only Student
35%
40%
45%
50%
55%
60%
36.6
Primary College
Goal
Career
Development
30%
35%
Day & Evening Student
65%
70%
40%
45%
Obtain
Certificate
50%
55%
51.8 51.9 54.2 57.2
58.1
Obtain
AA/AS Degree
60%
59.5
Note: Area of each circles corresponds to the relative number of First-Time Students in the cohort used for this analysis.
80%
74.6
62.1
Educational
Development
75%
65%
Transfer
70%
Undecided
75%
80%
What are the pathways?
• GE/Degree/Transfer – 27 Degrees offered
The Pathways our students
seem to be choosing
50%
40%
• CTE/Degree/Transfer – 28 Degrees offered
50%
• Certificate (30 or More Units) – 13 offered
20%
• Certificate (19 – 29 Units) – 10 offered
45%
• Certificate (18 or Fewer Units) – 9 offered
35%
25%
• Career Training Certification (1 or 2 Courses)
8%
• ESL
5%
• 4Yr Student
10%
• Lifelong Learner / Educational Development
10%
• Formulate Career Plans
2%