Transcript MARKETPLACE MODEL

East Bay Career Pathways
Consortium
Student Transitions
December 4, 2014
Chabot College
Secondary & Postsecondary Partners
K-12 Districts
•
Alameda Unified School District
•
Albany Unified School District
•
Berkeley Unified School District
•
Castro Valley Unified School District
•
Emery Unified School District
•
Hayward Unified School District
•
Oakland Unified School District
•
Piedmont Unified School District
•
San Leandro Unified School District
•
San Lorenzo Unified School District
•
West Contra Costa Unified School District
•
Alameda County Office of Education
Community Colleges
•
Berkeley City College
•
Chabot College
•
College of Alameda
•
Contra Costa College
•
Laney College
•
Merritt College
•
Cal State East Bay and UC Berkeley are included
as unfunded post-secondary partners
Alameda
County
Office of
Education
Collective Impact
• “the commitment of a group of important
actors from different sectors to a common
agenda for solving a specific social
problem.”
YOU are the “important actors.”
(Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)
Collective Impact
“Although rare […] successful examples of
collective impact are addressing social
issues that, like education, require many
different players to change their behavior
in order to solve a complex problem.”
Today, we will make plans to collectively
solve a very complex problem.
(Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)
The Complex Problem
East Bay Career Pathways Priorities
Pathway
Development
Successful
Transitions
Career
Connections
Student Transitions
Post
Secondary
K-12
CCSS & CTE Integration,
Early College Credit
Improved Academic
Placement
High Quality
Career Pathways
Integrated
Counseling
Services
Better
Jobs &
Lives
Let Icarus Fly:
Unleashing student achievement
through multiple measures
assessment
East Bay Career Pathways Regional Convening #2
December 4, 2014
John J. Hetts, Ph.D.
Senior Director of Data Science
Educational Results Partnership
Overview
• Standardized tests systematically underestimate
student capacity
•
•
•
•
Students of color
First generation college students
Lower SES
Women
• Multiple measures (esp. GPA) fairer and far more
accurate predictor of college
performance/graduation
• Increase grad rates, decrease time to completion
• Very low cost, exceptionally high ROI
• To students
• To colleges
• To state
Daedalus and Icarus
• Daedalus crafted the
labyrinth of inescapable
complexity for King Minos
• To escape from Minos,
Daedalus built wings of
feather and wax for his son
Icarus and himself
• Don’t fly too high, lest sun
melt the wax and you
plummet to your doom
•
•
Dangers of
innovation/invention, hubris,
Importance of knowing your
limits, listening to your wiser
elders
• But most of us forget the rest
of that story…
Student transition to college
• Community colleges rely nearly entirely on
standardized assessment
• Most CC students placed below college-level
• Significant barrier (Bailey, Jeong, and Cho, 2010)
• First interaction is to tell students they don’t
belong
• Imply that most students are not ready for
college and are likely to fail
• Convinces many, including our students
Conventional Wisdom
Explaining Assessment Results
• It is a problem with today’s students
• Students are simply, vastly unprepared for
college
• Kids these days ….
• It is a problem with public education
• Public education is failing to prepare students
• Teachers these days…
What If the Conventional
Wisdom is Wrong?
• Substantial, long-term increase in IQ: bit.ly/FlynnEffectIQ
• 18-24 with HS degree: 90% - highest ever: bit.ly/HS18-24
• National Assessment of Educational Progress: at all-time
highs in virtually every demographic
category:bit.ly/NAEPInfo
• Research increasingly questions effectiveness of
standardized assessment for placement
•
Little relation to college course outcomes. (e.g., Belfield & Crosta,
•
NAGB, 2012: Incredible variability in cutscores; 2-year
colleges often use HIGHER cutscores than 4-year
2012; Edgescombe, 2011; Scott-Clayton, 2012; Scott-Clayton & Rodriguez,
2012): bit.ly/CCRCAssess
bit.ly/NAGB2012
•
Hiss & Franks, 2014: Underestimates capability of students of color,
women, first gen college students, low SES: bit.ly/DefiningPromise
Big questions
• What if the problem is not with our
students, but with how we have
assessed their capabilities?
• OR
• What if one of the barriers to our
students’ successful transition to
college is one that we fully control?
LBCC Research
• Five longitudinal cohorts tracking more than 7,000 HS
grads who attend LBCC directly after high school
•
built with help of Cal-PASS
• Examined predictive utility of wide range of high school
achievement data
•
most notably 11th grade California Standards Test (CST)
scores and high school grades
• For predicting:
•
•
•
How students are assessed and placed into developmental
skills sequences
How students perform in those classes
(and for understanding alignment between them)
Alignment in English
Predicting Placement
1.4
1.34x
Predicting Performance
1.0
1.2
.88x
0.8
1.0
0.8
0.6
0.6
0.4
0.4
.30**
0.2
0.0
.00
CST ELA (z) Eng Grade GPA (other)
(12)
0.2
0.0
.37***
.17*
CST ELA (z) Eng Grade GPA (other)
(12)
* p <.05 **, p <.01, *** p<.001, x = p< 1 x 10-10
Alignment in Math
Predicting Placement
1.0
0.8
Predicting Performance
1.0
.75x
0.8
0.6
0.6
0.4
0.4
0.2
0.0
.20
0.2
.00
CST Math (z) Last Math
Grade
HSGPA
0.0
.73x
.20*
.25**
CST Math (z) Last Math
Grade
* p <.05 **, p <.01, *** p<.001, x = p< 1 x 10-10
HSGPA
Key Takeaways
• Assessment should predict how students will perform
at our colleges
• Instead:
•
Standardized tests best predict standardized tests
•
Classroom performance best predicts classroom
performance
•
More information tells us more about students than less
information
• Replicated statewide by STEPS project, conceptually
replicated by CCRC work
• Significant opportunities exist to improve placement,
student achievement, and students’ college
experience.
Multiple Measures Placement:
Transfer-level Placement Rates F2012
70%
60%
60%
50%
F2011 First time students
40%
31%
F2011 LBUSD
30%
F2012 Promise Pathways Accuplacer Only
20%
F2012 Promise Pathways Multiple Measures
10%
14%
13%
11%
7% 9% 9%
0%
Transfer Level English
Transfer Level Math
F2012 Promise Pathways vs. Fall 2011 2-year rates of
achievement
60%
53.8%
52.0%
50%
40%
30%
20%
31.0%
22.9%
24.2%
19.5%
13.3%
10%
3.0%
0%
Successfully
Successfully
Successful
Completed
Completed Completion of
Transfer Math Transfer English
English 3
F2011 LBUSD (N=1654)
Behavioral
Intent to
Transfer
F2012 Promise Pathways (N=933)
Success rates in transfer-level courses
Fall 2012
70%
64%
62%
60%
55%
50%
51%
40%
30%
20%
10%
0%
Transfer Level English
Non-Pathways
Transfer Level Math
Promise Pathways
Neither of these differences approach significance, p >.30
Equity impact: F2011 Baseline Equity Gaps
for 2-year rates of achievement
70%
60%
50%
41%
40%
34%
30%
21%
18%
12%
20%
10%
24% 25%
2% 1% 3%
0%
F2011 Black
15%
13%
4%
Transfer Math
Successful
Completion
33%32%
Transfer English
Successful
Completion
F2011 Asian
6%
English 3 Success Behavioral Intent
to Transfer
F2011 Hispanic
F2011 White
Equity impact: F2012 Pathways 2-year
rates of achievement
70%
60%
40%
20%
59%
52%
51%
50%
30%
66%
64%
58%
36%
42%
39%
28%
23%
26%
21%
18%17%
12%
10%
0%
Transfer Math
Successful
Completion
F2012 Black
Transfer English
Successful
Completion
F2011 Asian
English 3 Success Behavioral Intent
to Transfer
F2012 Hispanic
F2012 White
How might this change how we
understand college readiness?
60%
College Readiness – Spring 2012 Graduates
50%
40%
Applying LBCC
Placement Model to
All LBUSD Graduates
38%
30%
33%
20%
10%
Standardized
assessment (EAP)
18%
6%
0%
English
Math
24
What was gained through evidence
based approach to transition to college
•
Dramatic increases in students attaining early educational
milestones, & shorter times to do so
•
New discussion of research and instructional pedagogy, kickstarting experimentation and innovation
•
Strong challenges to conventional wisdom and perceptions
of students by administration, staff, faculty, and students
themselves
•
•
Saved thousands of units of unnecessary remediation
Reminder of the forgotten second instruction of Daedalus
•
•
•
We keep on using these tests. I do not think they mean what we
think they mean…
Just as important not to fly too low.
Concrete achievable steps that any college can take to
dramatically improve all of our students’ futures. 25
Contact Information
• Research questions/data requests
• John Hetts, Educational Results Partnership
[email protected]
• 916-498-8980 ext. 208
• 714-380-2678 cell
• Twitter: @jjhetts
• General questions about Promise Pathways
or Long Beach College Promise
• Alicia Kruizenga, Director of School Relations and
International Education:
• [email protected]
• (562) 938-4083
• http://www.lbcc.edu/PromisePathways
Additional Resources
• Background research
• Achieving the Dream/Jobs for the Future summary of
alternative assessment
•
bit.ly/AlternativeAssessment
•
bit.ly/CCRCAssess and bit.ly/CCRCDevEd
• CCRC research on Assessment, Placement, and
Progression in Developmental Education
• RP Group’s Student Transcript-Enhanced
Placement (STEPS) Project
• bit.ly/RPSTEPS
• Step by Step process for replication: bit.ly/RPSTEPS2
• More information about our research
• bit.ly/PathwaysResearch
• Similar CCC research and implementation:
• Peralta CCD: bit.ly/LaneySTEPS2, bit.ly/PeraltaSTEPS
• Grossmont-Cuyamaca: bit.ly/Grossmont
27
Career Pathways and the Common Core:
Innovative Solutions for Brighter Futures
L. Karen Monroe
Superintendent-Elect, Alameda County Schools
Career Pathways and the
Common Core: Innovative
Solutions for Brighter Futures
Santa Barbara City College
Dual Enrollment Program
(The Overview)
CCPT Meeting Chabot College
December 4, 2014
Diane Hollems, Ph.D.
Introduction
Dr. Diane Hollems
Dean of Education Programs
Overview of this Presentation
•Why Dual Enrollment (vs. Articulation)?
•Benefits to stakeholders
•SBCC Dual Enrollment Program core values
•Outcome data
•Relationships with Secondary Schools
Why Dual Enrollment?
We found that everything covered in the traditional
“CTE articulation meeting” could be mirrored in
doing a “SBCC/high school articulation meeting.”
This covers both general education courses and CTE.
Program History &
3 Core Values
California Dual
Enrollment Legislation
• Senate Bill 292
• Ed. Code, section 76300
• Senate Bill 338
Senate Bill 292 (1996):
HS ADA & College FTE:
• School districts can
claim full ADA for
dually enrolled students
as long as they are
enrolled in and attend
high school for 240
minutes a day.
• SBCC requires that each
student be enrolled in
HS only classes for 240
minutes per day (~ 4 or
5 periods per day),
anything above that can
be Dual Enrollment and
claimed by SBCC.
Senate Bill 338 (2003)/Ed Code 76001:
SBCC Guidelines
1. A CC may admit special part-time (fees
may be waived, up to 11 units) and fulltime students (fees can not be waived).
2. Class open to the general public, if on the
high school campus it must be during a
time that the campus is open to the public.
3. Class is advertised, if only on web then
advertised 30 days prior to the start of
class.
4. A CC may restrict admissions/enrollment
by: age, grade level and demonstrated
eligibility such as assessment.
5. Principal approval and parent approval is
required.
•
•
•
•
•
SBCC waives all fees for part-time
students taking the class on the high
school campus, but not for 12 or more
units.
We have an MOU with our local high
school districts and have a process by
which we contact the regular SBCC
students that have enrolled. Are classes
are coded off-campus with the high school
location (e.g., DPHS, SBHS, etc.).
We advertise our classes 30 days prior to
the time they start.
Some of our classes are restricted such as
math or English that require placement
into the correct level in order to be
enrolled in the class. We also adhere to
pre-requisites for foreign language classes.
We secure principal/counselor, parent and
student signatures to enroll.
Program Core #1:
Planning:
Prior to the start of our program, SBCC
administration met extensively with high
school administrators and faculty to build
relationships and create a plan that would be
a “WIN” for everyone, especially students
and their parents.
Program Core #2:
Service:
The Dual Enrollment Program has been
built with the philosophy that SBCC will
bring college classes to each high school to
provide access.
Program Core #3:
Collaboration:
Building and sustaining relationships is our
#1 priority in program management.
Benefits to all Stakeholders:
Post-Secondary Institution:
– Students generate a transcript
– Students stay on pathway
– FTEs are collected on students enrolled in the DE section
Secondary school:
–
–
–
–
Change in school climate/culture
Students head start on career pathway
Students motivated to take more Dual Enrollment and/or AP classes
Students generate a college transcript
Parents:
– Substantial savings on the student’s college education
– Demystifying the college process
SBCC Dual Enrollment Program Details:
1.
We offer college classes on-site at our local high school campuses,
before school, during the day and after school. This is in addition to
K12 students taking classes on the main SBCC campus. For the
purposes of this presentation, we will just be discussing Dual
Enrollment classes taught at the high school campuses.
2.
Classes at high school sites are offered in 15 academic and 16 career
technical disciplines, with more than 100 classes each semester (credit is
awarded on an SBCC transcript that semester).
3.
Our enrollment is between 2,500 and 3,000 (non-duplicative headcount)
per year (fall and spring only).
Outcome Data
Former dual enrollment students* who matriculate to SBCC:
•
Are more likely to enroll full-time in college (67% compared to
54%)
•
Require less remediation and placed at the college transfer level
course at a higher rate than their direct entry peers (Math:
26.4% compared to 18%; Reading: 25.9% compared to 9.9%;
Writing: 34.8% compared to 14.6%)
•
Earn a higher average cumulative GPA (after three academic
years , 2.47 vs. 2.02)
•
Earn more transferable college units (after three years, 43 vs.
29)
*Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high
school in spring 2008 and matriculated to SBCC in fall 2008
Relationships with Secondary
Schools & Districts
Contact Information:
Dr. Diane Hollems
Santa Barbara City College
721 Cliff Drive
Santa Barbara, CA 93109
(805) 693-8281
[email protected]
Thank You!
Improving Student Outcomes:
System-wide Progress for ALL
“The heroic efforts of countless teachers,
administrators, and nonprofits, together with
billions of dollars in charitable contributions,
may have led to important improvements in
individual schools and classrooms, yet systemwide progress has seemed virtually
unobtainable.”
(Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)
Strategy for change
• Regional teams for Pathways and Transitions
 Communicate best practices
 Identify gaps and priorities
 Commission local action teams
 May continue to operate after CCPT funding ends
• Local teams
 Develop solutions to challenges identified by regional teams
 Report back to regional teams
 Brokering of Work Based Learning and Career Placement
• Cross-cutting infrastructure
 Industry engagement intermediary
 Data sharing platform: CalPass PLUS
Regional Teams Take Action
Teams form;
promise
identified
October
2
Teams develop
early credit and
bridging
opportunities
Teams
strategize to
increase workbased learning
December
4
February
5
Pathway
Systems &
Quality
May
7
You
Student Support
Services
Project Goal
 Students graduate and enter post-secondary
 Students develop Education Plans in high school for Post-Secondary
success
 All HS students complete community college application
CTE / Academic
CoreTeachers &
Faculty
 Develop early college credit opportunities
 Increase Work-Based Learning experiences for students
 Reduction in remediation
 Develop integrated courses of study with CTE and Academic Core
Site Administration &
Leadership
 Develop systems and policies that support new approach to teaching
and learning
ALL
 Collaborate for sustainability
Breakout Sessions
Regional Pathway Action
Teams
Transitions Teams
– Engineering & Advanced
Manufacturing, room 405
– Counseling & Support
Services, room 1804
– Health & Bioscience, room
1904
– English & Math
Improved College
Placement, room
1752
– ICT & Digital Media, room 455
– Law & Public Service, room
557
Site Leadership Systems Development,