Transcript routes2success The goal of this interim transfer project is to identify recommendations to upgrade current 2+2 routes to degrees.

routes2success
The goal of this interim transfer project is to identify recommendations to upgrade current 2+2 routes to degrees
Upgrading
Created over 50 years ago, the 2+2 System fueled
the successful growth of Florida colleges and universities.
It was a simple design that connected students at community colleges
to bachelor’s degree completion at colleges and universities:
- Attend two years of general studies; and then – Attend two years of major studies.
It was the ideal design for a state with rapidly growing numbers of traditional students ages 17 to 24.
It provided college routes for those students.
Times have changed, students have changed, technology has changed.
High school students are earning college credits in high schools, on campuses and on-line.
Non-traditional students are returning to finish their degree studies, started long ago.
More students are earning more college credits, more ways than ever before;
but navigating all these routes to a bachelor’s degree without wasting time or money is a challenge.
Today, that “2 years + 2 years” design (which is among the best in the country)
is challenged and requires upgrading in an increasingly mobile and technology-driven world.
High school, traditional and non-traditional students each present new and unique challenges.
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(Direction & Velocity)Fuel = Completion
This equation should guide the upgrading of Florida’s transfer system.
As President William D. Law, Jr.
of St. Petersburg College testified to the
Senate, a college’s performance challenges
are direction & velocity.
What is a student’s destination?
How fast are they going to get there?
His is a simple equation and he’s right.
We suggest there is a 3rd factor - Fuel .
Both an individual’s fuel
(the funding that an individual brings
to pay educational and living expenses)
and donors’ fuel
(the funding that federal, foundation, state,
institutional and local donors add).
Direction - Students who know their degree direction
will reach their destination more quickly.
Whether they are:
in high school or long ago got their diploma;
full-time or part-time;
traditional student or a non-traditional student;
Bright Futures students or not;
from an “A” school or a school with a poorer grade;
whatever individual challenge they may have.
Direction-deciding early for transferring students will boost performance.
Velocity – Today the 2+2 system is performing at a 3+3 velocity.
Simple, sure and swift transfer routes to degrees will boost performance.
Fuel – There are hidden costs if students lack direction or velocity.
Each additional semester or term costs students and donors.
Post-completion employment income is lost.
Less space is available for new students.
Donor costs-per-degree rise.
Fueling transfer direction and velocity upgrades will boost performance.
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Upgrading Details:
1) Does Dual Enrollment Speed AA Completion?
2) Clarify AA Routes To Degrees, Jobs & Careers.
3) Determine Sufficient Degree Completion Capacity.
Outcomes
Outputs
Inputs
Advanced Degrees
SUS
ICUF
Proprietary
Global Talent
SUS
ICUF
State Colleges
Proprietary
Bachelor’s Degrees
FETPIP
Growth Talent
A
A
Certificates, AS & AA Degrees
Diplomas
H. S. Diploma
T
R
A
N
S
F
E
R
S
State Colleges
ICUF
Technical Center
Proprietary
Workforce Talent
Public & Private K-12 Schools
Home Schools
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Interim Project Focus 1, 2, 3
Some Traditional
Students Begin Earning
AA College Credits
1) Dual
Enrollment
Impact
Some Traditional
Students Begin Earning
College Credits &
Some Non-Traditional
Students Begin
Completing their
Bachelor’s Degree
2) AA
Degree
Production
Some Non-Traditional
Begin Completing their
Bachelor’s Degree
3) Bachelor’s
Degree
Capacity
During July & August a team of staff members
from the 4 higher education systems and others will focus on answering
key questions on the current 2+2 routes to bachelor’s degrees and report
their recommendations to HECC in September.
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1) Does Dual Enrollment Speed AA Completion?
Background
Dual Enrollment Profile
Florida College System has 50,000+ dual
enrollment students taking AA or AS courses.
State universities have 5,000+
dual enrollment students.
School districts negotiate a payment to colleges
and universities that deliver courses.
ICUF institutions may have dual agreement
programs and have 6,000+ high school students
in various early enrollment, summer camp, online and other college credit-earning programs
as targeted recruitment strategies.
Many offer students discounted or zero cost
tuitions.
Proprietary institutions are not allowed to have
dual enrollment agreements with school districts
but do offer high school students college credit
course opportunities as recruitment and earlyadmission strategies.
Statewide, high school students in Florida have a variety of
options to earn college credits. These opportunities, known as
articulated acceleration mechanisms, include Dual Enrollment,
Advanced Placement (AP), the International Baccalaureate (IB), and
Advanced International Certificate of Education (AICE). These are
among the lowest-cost/college-credit options for an associate of arts
or baccalaureate degree seeking student.
The Dual Enrollment program allows an eligible secondary or
home education student (a 3.0 un-weighted grade point average
[GPA] for enrollment in college-level courses) to enroll in a
postsecondary course creditable toward high school completion and
an associate of arts or baccalaureate degree. Upon successful
completion of a dual enrollment course, that student simultaneously
receives high school and college/university credit.
College credit earned prior to high school graduation could
reduce the average time-to-degree and increase the likelihood of
completion of a postsecondary degree. Eligible students are
permitted to enroll in dual enrollment courses conducted during and
after school hours and during the summer term.
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1) Does Dual Enrollment Speed AA Completion?
Interim Questions to Explore
A) Should tracking of dual enrollment students and other college credit
courses for high school students as they proceed to their AA or Bachelor’s
Degree be expanded? If so, what data elements?
B) Should the scope of dual enrollment agreements be adjusted or
narrowed to be more effective? If so, how?
C) Should on-line and summer dual enrollment opportunities be
expanded?
D)
Are there other direction, velocity and fuel boosts to consider?
E)
What barriers are there to increased institutional participation?
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2) Clarify AA Routes To Degrees, Jobs & Careers.
Background
AA Degree Profile
The Florida College System had 348,089 AA
students in 2012-2013 and awarded
57,690 AA degrees. AA degree output has
increased in the past four years by 42%.
The percentage completers to total
enrollment increased from 14% to 17%.
2013-2014 AA enrollments include: 1st
time in college 49,499 full-time/32,196
part-time and 10,448 full-time transfers
and 13,538 part-time transfers.
ICUF Institutions have a smaller mix of AA
and AS degrees, totaling 5,004
in 2013-2014 awarded by 13 institutions.
Most of these degrees were, however AS
degrees.
Sixty-five percent of Florida’s high school graduates enroll in a
state college. And nearly 2/3rd of upper division students on state
university campuses have been state college students. Nationally,
over 80% of community college students intend to earn at least a
bachelor’s degree but only about 25% end up pursuing a bachelor’s
degree and 20% of these students earn an associate degree first.
Only 17% complete a bachelor’s degree. Most transfer to public
institutions (72%), with smaller shares transferring to private nonprofits (20%) and for-profits (8%). Those who transfer to public 4year institutions complete at a rate of 65%. Those transferring to
private non-profits complete at a rate of 60% and those transferring to
a private for-profit complete at a rate of 35%.
Additionally, because bachelor’s degree programs vary by
major, many transferred credits do not apply toward a specific major
in all sectors. Addressing inefficiencies and barriers in the transfer
process requires considerable institutional commitment to change
institutional practices related to curriculum alignment, support
services, information management and collaboration across two and
four year institutions. These efforts, though significant, are worth the
cost (Source - Community College Research Center – 2015).
Fortunately, Florida is ahead of most of the country but could
have even clearer routes to degrees, jobs and careers.
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2) Clarify AA Routes To Degrees, Jobs & Careers.
Interim Questions to Explore
A) Since continuation to bachelor’s degree studies is the purpose of AA degree
programs (not immediate employment or earnings gains); the key performance
challenges of these degree AA programs are:
1. Swift AA Completion;
2. AA Degree Production Growth; and
3. AA Degree Production Growth of Targeted Categories
Part & Fulltime,
Traditional & Non-Traditional Students,
Bright Futures & Non-Bright Futures,
Lower Income - First Generation,
Unique Abilities & Disabled, and
Targeted Degree Preparation?
B) Are there other direction, velocity and fuel boosts to consider?
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Possible Improvements
Route 1 & 2 Clarification: Some bachelor’s degree, upper division programs require
a customized AA degree with specific prerequisites
(if they are even accepting additional upper-division students).
Others do not require such customization for some or all of their degrees.
Clarifying these two routes early would help high school, traditional and non-traditional students chart and reach
their destination degree and institution more swiftly.
GPS@Florida Virtual Campus: Blending 1) SOC to CIP research data from FDEO with 2) the Complete Florida Plus
- Florida Virtual Campus Website of the University of West Florida
(which includes KUDER , Career & Education Planning Systems)
and 3) Route 1 & 2 Clarification Data
would provide any student a single online route planner:
to pick a targeted profession from FDEO’s 125 possibilities (SOC Code);
learn the bachelor’s degrees (FLDOE CIP Code) that qualify a graduate for that profession;
and know the colleges and universities that offer those degrees on-campus or on-line.
TRANSFER SUCCESS = ACCEPTANCE OF ALL CREDITS IN A CHOSEN BACHELOR’S DEGREE MAJOR AT A DESIRED INSTITUTION
Limited Enrollment or Required
Prerequisite Bachelor’s Programs
Open Bachelor‘s Programs
Route 1 AA Degree
Route 1 Dual Enrollment
GPS
@
FVC
Route 2 AA Degree
Route 2 Dual Enrollment
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2) Clarify AA Routes To Degrees, Jobs & Careers
Interim Questions to Explore
C) Through Amendments to Articulation Agreements or other means,
should colleges and universities be asked to clarify the Route 1 and
Route 2 upper division, bachelor’s degree majors they offer to transfer
students? We know we have statewide articulation agreements and
scores of institution to institution agreements, but do students know
about these? How best to inform them early?
D) Should discussion with the Florida Virtual Campus and Complete
Florida Plus at UWF be launched to explore A GPS-like service for
bachelor’s degree-seeking students that charts a route from a chosen
profession (SOC codes) to bachelor’s degrees that qualify graduates
for those jobs (CIP codes) and then to Florida colleges and universities
that award those degrees on-campus or on-line?
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3) Determine Sufficient Degree Completion Capacity
Background
Post-Secondary Profile
Main, Branch & Satellite Sites - 366
SUS - 43
ICUF – 145
FCS - 178
FAPSC Bachelor’s Degree Program - 3,500+
On-Line Bachelor’s Degrees - 238
SUS – 75
ICUF – 135
FCS – 28
FAPSC -
Upgrading college credit programs for high school students is a
manageable challenge, so is upgrading AA degrees production. If
more high school students and more traditional and non-traditional
students focus on their direction and their swiftest velocity; the more
vexing challenge is to project upper division demand statewide and
produce sufficient bachelor’s degree completion capacity for the
increasing number of high school and AA students who will more
rapidly complete their courses and degrees during the next 2 to 5
years.
Florida’s past targeted bachelor’s degree strategies have not
been stellar. After two decades, there are still too few BSN nurses, the
state’s single clearest bachelor’s degree shortage. After 15 years of
costly hard work, Florida has less teacher preparation capacity and
less demand, which is a looming problem. After a decade of STEM
emphasis, Florida’s STEM degreed population remains the same as in
the past and remains the same as other comparable states and the
nation. If Florida did nothing, the demand for bachelor’s degrees
would still increase as the population grows. What will be the effect of
performance measurement initiatives? Can state universities both
focus on high-achieving, four-year, first-time-in-college, Bright Futures
undergrads and welcome state college 2+2 transfers? If state
universities focus on completions instead of bachelor’s degree
production and mirroring pre-eminent model institutions, transfers to
state universities may wane. Nonetheless, Florida has existing oncampus and on-line capacity that could be enlisted and serve the
growing demand of an updated 2+2 model.
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State University Instructional Sites
Florida A&M University
Florida Atlantic University
Florida Gulf Coast University
Florida International University
Main Campus
Florida State University
Branch Campus
New College of Florida
Instructional Site
University of Central Florida
University of Florida
University of North Florida
University of West Florida
University of South Florida
Florida Polytechnic University
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ICUF has 30 main campuses
and a total of 145 educational sites
in 31 of Florida’s 67 counties.
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Five state
colleges have a
single site.
Fourteen have
5 or more sites
and statewide
the system has
178 sites.
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3) Determine Sufficient Degree Completion Capacity
Interim Questions to Explore
A) Should a four-system partnership collaborate to project statewide, regional and local demand for
targeted AA bachelor’s degree completion capacity over the next 5 years? This study has by assignment
focused on AA degrees in the established 2+2 system. AS to BS should also be reviewed in a subsequent
analysis.
B) UWF’s Complete Florida Plus is a unique collaboration of state and independent institutions that
delivers fully on-line bachelor’s degrees completion curriculums to non-traditional students. Should Florida
create a similar collaboration to deliver fully on-line, targeted degrees to traditional AA bachelor’s degree
completers that includes local academic/administrative facilitators at local schools, colleges or universities?
How then to address AS pursuit and transfers?
C) On-line programs will not be sufficient for every AA degree completer in under-served communities.
Should colleges or universities that propose to serve a county or counties, that lack sufficient on-campus
targeted AA bachelor’s degree completion capacity, be allowed to provide those targeted degrees if no
other institution is prepared to provide or partner to provide that set of programs?
D) HECC should seek to undertake a review of common definitions and identifiers, such as FTIC,
graduation rates, etc., and offer alternatives that more closely resemble actual usage and behavior in higher
education?
D) Are there other direction, velocity and fuel boosts to consider?
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Summer Interim Project Work Plan – Next Steps
Staff members from the 4 higher education systems and others are
identified or assigned to the interim work team
.
Open meeting in Tallahassee to explore interim questions and develop
consensus recommendations to report to HECC in September.
August team work to finalize
Interim PowerPoint report, any models and appendix
by September 1st.
Interim Report submitted to HECC for November review
and their determinations.
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Appendix
House Education Fast Sheet – 2014
ECS Education Policy Analysis – State Approached to Funding Dual Enrollment
ECS Educational Policy Analysis – Dual Enrollment Course Content & Instructor Quality
Community College Research Center – What We Know About Transfers
Education Commission of the States – Blueprint for College Readiness
Education Commission of the States – Transfer The Path Less Traveled
National Center for Analysis – Who Transfers & Where Do They Go? Community College Students In Florida
Education Commission of the States – CTE Dual Enrollment Strategy for College Completion & Workforce Investment
Snapshot Report Degree Pathways
Implementation Update Reforming Transfer from CCC to CSU
The Council of Independent College – Community College Transfer Planning Meeting – Kellogg Foundation
2 + 2 Shouldn’t = 5
Florida House of Representatives Dual Enrollment 2010-2011
FLDOE Website Dual Enrollment FAQ – 2014
Florida College System 2014 What Course Do Dual Enrollment Students Take
2014-2015 Dual Enrollment Course – High School Subject Area Equivalency List
Politico Magazine – UCF Direct What Works
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