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                   Arkansas Colorado Connecticut District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Kentucky Louisiana Maine Maryland Massachusetts Montana Minnesota Mississippi Missouri

35 Members

Alliance Member

DC                 Commonwealth of the Northern Mariana Islands Nevada New Mexico Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee Texas Utah Vermont West Virginia Wisconsin Wyoming

Enrollment at Peak of Recession

 Record enrollment  More minority students  More low-income students  More first generation students 3

Too Few Graduate At All

Full Time Students 2-year Associate (150% of time ) 4-year Bachelor’s (Non-Flagship) 4

12.9% 43.2%

Part-Time Students Rarely Graduate Part Time Graduation Rates 2-year Associate 4-year Bachelor’s (Non-Flagship) 5

6.9% 15.9%

200% time = 4 years for associate, 8 years for bachelor’s

Estimated Bachelor's Degree Attainment by Income Quartile by Age 24 Bottom Second Third Top 79,1 33,9 10,7 Bottom 15 Second Third Top

1. Performance Funding & Metrics 2. Corequisite Remediation 3. Time and Intensity 4. Guided Pathways - GPS 5. Structured Schedules

Metrics

Data drives change!

Remediation- Gateway courses Credit hours earned Time to degree Certificates and Degrees

Data drives change!

GAME CHANGER

Performance Funding provides incentives

GAME CHANGER

Corequisite Remediation

Corequisite Remediation

Provide academic support as a Corequisite not as a prerequisite

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The Corequisite Strategy

More time on task and help for students when they need it (just in time).

Corequisite Options

 45 minutes after class  An additional class period or two  Required lab with mentors  5 weeks dev ed, 10 weeks regular course (5 days/wk) 14

One Semester Corequisite Results

Institution

CC of Baltimore County

Subject

English

Traditional Model Corequisite Model

33% 74% 49% 70% Austin Peay State University English Quantitative Reasoning Statistics 11% 8% 78% 65% 15

Ivy Tech Community College   Before: 25% of remedial English students completed the college level English course in three semesters. Now: over 50% complete in one semester.

  Before: 9% of math remedial students completed the college level math course in three semesters. Now: over 50% complete in one semester.

Math Pathways

College Algebra’s Only Purpose: Preparation for Calculus College Algebra Calculus

S T E M

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Math Is Aligned with Meta-Majors Quantitative Reasoning/ Statistics

Placement

Current Model Enrolls Most Students into Remediation

Remediation Gateway

70% 30%

Student Placement Data

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New Model Enrolls Most in College

Test Prep or Technical Certificate Gateway Course with Corequisite Support Gateway

10% 60% 30%

Student Placement Data

22

GAME CHANGER

Time & Intensity

A NATIONAL PROBLEM Very Few Graduate on Time … On-Time Graduation Rates (Full-time students) 2-year Associate 4-year Bachelor’s (Non-Flagship)

5.0% 18.1%

Time and Intensity

The longer it takes…the more life gets in the way.

The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year.

Bachelor’s degree 79% 69%

30+ credits

37% 21%

24–29.9 credits 12–23.9 credits 0–11.9 credits

The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year.

Associate Degrees 62% 43% 27%

30+ credits 24–29.9 credits 12–23.9 credits

10%

0–11.9 credits

Most students DON’T take the credit hours necessary to graduate on time.

Full-time Students Taking 15+ Credits Per Semester

IUPUI 15 to Finish 2009 2010 2011 2012 2013 2014 0 20 40 60 80 15 or > credit hours attempted- First time Full time

GAME CHANGER

Guided Pathways to Success

Graduating on time is a myth in American higher education.

2-Year Institutions 3.6 years 4-Year Institutions (Non-Flagship) 4-Year Institutions (Flagship) 4.9 years 4.4 years

Too Many Credits 2-year Associate

78.8

credits accumulated

4-year Bachelor’s (Non-Flagship)

136.2

credits accumulated 60 credits standard 120 credits standard

Does NOT count remediation

NO CLEAR PATH

Why GPS?

Too Many Choices and Too Little Guidance  Most colleges have more than 100 majors and hundreds of courses.

 Most students are unaware of their career options.



45%

of students haven’t seen a counselor by the third week of class.

Why GPS?

1 counselor : 400 students

Why GPS?

Behavioral Economics: Choice

Too much choice

— especially uninformed choice — leads to poor decisions.

Why GPS?

Behavioral Economics: Default

People accept — even welcome — a default choice designed by informed professionals.

New Model – Structured Programs An academic semester-by semester plan: a clear path to graduation.

Nursing Engineering Honors

Choice Architecture

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DO THIS

GPS: Essential Components 1.

Default Pathways 2.

Choosing Majors 3.

Meta-Majors 4.

Academic Maps 5.

Critical Path Courses 6.

Intrusive Advising

The Default Path Students don’t “discover” the right path; after choosing a major,

the academic map is the default schedule.

Behavioral Economics

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BUSINESS Meta Majors STEM HEALTH SCIENCES HUMANITIES SOCIAL SCIENCES EDUCATION ARTS

Meta-Major to Majors  Help students make the big choices (a meta major/major).

 Once in a meta-major, help students narrow their study to a major.

 A semester-by-semester academic map is the sequential, prescriptive schedule of classes for the meta-major and the major.

ACADEMIC MAPS: 4 essential components – the narrative, sample schedule, milestones and employment opportunities The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements The sample schedule outlines which courses should be taken in which specific term in order to satisfy all

requirements

The milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation.

Critical grades for Milestone courses may be included.

List of Representative Job Titles and Potential Employers

©2013 U.S. Education Delivery Institute 43

Critical Path Courses  Prerequisite courses are designated for each semester.  Taken in the recommended sequence.

 The college guarantees the critical path courses are available.

Intrusive Advising  Students must see their advisors before registering for classes if: – they do not complete the critical path course on schedule – they fall 2 or more courses behind on their academic map – they have a 2.0 GPA or less for the semester

GPS SUCCESS

Georgia State University  

Degree maps

and

intrusive advising

Graduation rates

up 20 percentage points

in past 10 years  Graduation rates higher for: – Pell students, at

52.5%

– – African American students, at

57.4%

Hispanic students students, at

66.4%

 More bachelor’s degrees to African Americans than any other U.S. university

GPS SUCCESS

Florida State University  Since starting

degree maps

excess credits in half , FSU has cut the number of students graduating with  Graduation rate

increased to 74%

– African Americans to

77%

– First-generation Pell students to

72%

– Hispanic students to more than

70%

GAME CHANGER

Structured Schedules

 GAME CHANGER Structured Schedules Block schedules of classes Cohorts of students Students choose programs or majors, not courses Attendance required

Baltimore City Community College

City University of New York

CUNY ASAP Program  Students grouped into

cohorts block schedules

with 

Doubled

degrees graduation rates for associate 

55%

of fall 2007 cohort earned associate degrees in 3 years

TN Colleges of Applied Technology 

Highly structured, block schedule

program  More than

75%

of students slightly poorer and older

graduate,

at rate 3x higher than peers, even though  Center has certificate programs have

job placement

rates of

80% or higher

Where there is structure, there are significant results.

• IVY INSTITUTE OF TECHNOLOGY PROGRAM IVY TECH COMMUNITY COLLEGE SYSTEM

Structured

career certificate programs in welding, machine tool, automotive, HVAC, mechatronics, and office technology.

First Cohort:

85% completion

New Cohorts:

90% retention

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Additional Considerations  Remediation is embedded or corequisite  15 credit hours is the default  Degree requirements should not exceed 120 credits for a 4-year degree and 60 credits for 2-year degree  Supported by technology

Working with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations.

www.completecollege.org

/ CompleteCollege / CompleteCollege