Guided Pathways: An Overview Lisa Garcia-Hanson SBCTC Student - PowerPoint PPT Presentation

Guided Pathways: An Overview Lisa Garcia-Hanson SBCTC Student Success Center Director Washington State Board for Community and Technical Colleges 360.704.1022

Beginning with the end in mind WHY GUIDED PATHWAYS? Improving completion by itself is not enough to close equity gaps and improve post-college outcomes for sustainable jobs and further education.

In Washington, we have three goals for this work: 1. Increasing completion rates of our students 2. Closing the equity gap for underserved students 3. Build greater capacity for systemic change leadership

• Earning a transfer degree creates the most momentum for transfer. All groups rise. SOME DATA WE ARE • Even with a degree, many students OBSERVING don't transfer. Some race/ethnic groups transfer less than others; women have lower transfer rates than men. • The transfer degree students who do not transfer, but go to work earn much less than students with workforce awards. Source: David Prince, Policy Research Associate, SBCTC.

Students are far more likely to successfully transfer if they finish their Associate degree Underrepresented transfer students are less likely to complete degrees 70% 69% 67% 64% 62% 52% Black/African American Asian Hawaiian/Pacific Islander Hispanic Alaska/Native American 14% White 12% 11% 10% 9% 8% Transfer Rate-Degree Completers Transfer Rate- non-Degree Completers Source: David Prince, Policy Research Associate, SBCTC. 5

Underrepresented transfer students are less likely to earn degrees Completion of Transfer Degree within 4 Years After Starting 26% 20% 18% 12% 11% 10% Black/African Alaskan/Native Asian Hispanic Native White American American Hawaiian/Pacific Islander Source: David Prince, Policy Research Associate, SBCTC. 6

Under-represented workforce students are much less likely to complete and more likely to be non-completers Workforce Students' Program Status - 4 Years After Starting 6% 9% 10% 11% 12% 15% 14% 8% 18% 17% 10% 17% 12% 14% 13% 16% 18% 72% 70% 66% 62% 57% 53% Black/African Alaskan/Native Asian Hispanic Native White American American Hawaiian/Pacific Islander Exited, No Award Still Enrolled, completed Other College Workforce Certificate Workforce Degree Source: David Prince, Policy Research Associate, SBCTC. 7

• What you earn depends on what you study. MORE DATA • Under-represented students are OBSERVATIONS more likely to enroll in lower wage training areas. They are also more likely to leave with short certificates. • Students going to work in low wage areas need strong plans for further education- even to a BA degree. This also applies to many female- dominant fields. Source: David Prince, Policy Research Associate, SBCTC.

This chart describes first-time-ever college students and shows the differences in quarterly earnings right after training and 5 years after between different awards and students with no award. The difference is greatest and grows the most for degrees. Differences in Quarterly Earnings Over time Between Completers and Non- Completers for Students Seeking their First-Ever Post-Secondary Award $4,500 $2,800 $2,200 $1,900 $800 $400 3rd 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st Before After Awarded Degree Awarded Long Certificate Awarded Short Certificate Source: David Prince, IR Policy Associate, SBCTC . 9

Whites and Asians quarterly earnings increase 73%; Afr. Am. 40%, Nat. Am 50% and Hispanics 60% from pre-training to 5 years after graduating. Degrees generated the bulk of this wage growth; certificates from working more hours. Earnings Trajectory Students by Race and Ethnicity $12,000 $10,000 $9,700 $9,200 $8,000 $7,700 $7,400 $7,200 $5,600 $6,000 $5,300 $5,100 $4,000 $4,800 $2,000 $0 3rd 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st Before After African American/Black Asian/Pacific Islander Hispanic Native American White Source: David Prince, IR Policy Associate, SBCTC. 10

Successful transfer completers earn more after college ($K ) Underrepresented students are less likely to earn degrees $32.9 $30.6 $29.9 $29.3 $29.1 $22.3 Black/African American $21.8 $21.6 $20.8 $20.7 $19.8 Asian $18.8 Hawaiian/Pacific Islander Hispanic Alaska/Native American White Completer non-Completer Source: David Prince, Policy Research Associate, SBCTC. 11

Underrepresented students are more likely to find themselves in lower wage tier programs than are Asians and whites Program Wage Tiers in Which Students Prepared for Work 16% 16% 16% 23% 24% 25% 41% 44% 47% 46% 47% 47% 43% 39% 37% 31% 29% 27% Black/African Asian/Pacific Alaskan/Native Hispanic (any White All Students American Islander American race) Bottom Middle Top Source: David Prince, Policy Research Associate, SBCTC. 12

All of this suggests that early in the student’s program and career decision-making, we need BOTTOM LINE to help all our students make more than one plan to transfer, offer more exposure to BAS degrees, and present other options for laddering a two-year workforce degree. Source: David Prince, Policy Research Associate, SBCTC.

We are asking our colleges to think differently. BOTTOM What will students do after they LINE leave us? Then work backwards to build Guided Pathways.

1. Clarify the paths Curricular Alignment THE FOUR 2. Help students get on a path GUIDED Student Support - On-Boarding PATHWAYS 3. Help students stay on the PRINCIPLES path Student Support - Monitoring 4. Ensure students are learning Institutional Pedagogy

These principles are presented IMPORTANT TO KNOW WHEN in a linear, step-wise fashion. UNDERTAKING THIS SYSTEMIC CHANGE WORK In reality, guided pathways is hard, systemic change work and cannot be accomplished in a lock-step process.

• It will take collaborative work IMPORTANT TO across all campus sectors to KNOW WHEN UNDERTAKING develop and implement guided THIS SYSTEMIC pathways. CHANGE WORK • No group can be left out of this process. Staying in silos will not help our students be successful. • There is no cookie-cutter template to follow.

Clarify the paths Curricular Alignment GUIDED • Develop full program plans that will PATHWAYS lead to meaningful jobs and family- PRINCIPLE 1 wage income after graduation • Map course sequences, critical courses, embedded credentials and progress milestones • Identify contextualized math and English on-ramps that align with each pathway and program

Help Students get on a path Student Support - On-Boarding GUIDED • Help students understand their career PATHWAYS options and explore their field and PRINCIPLE 2 choose the pathway and major that will get them there • Support students to develop full program plans based on workforce/transfer majors • Ensure students have contextualized, integrated academic support to help students pass program gateway courses

College personnel often CAFETERIA perceive a student’s path into STYLE “OLD” college to be a smooth, linear progression from application to MODEL enrollment

Get admitted Attend orientation Fill out FAFSA and Receive advising receive funding Get placed in Register for classes math and/or English Attend first day of classes

In reality, the student experience STUDENT’S of getting enrolled in many of ACTUAL our colleges looks more EXPERIENCE like this . . .

How many hurdles do our HOW MANY students have to jump over BARRIERS? to become enrolled for their first term?

Some Potential Barriers: • Multiple visits, phone calls and appointments to complete HOW MANY enrollment process BARRIERS? • Student services and advising offices located in different buildings • Fees – exampels: placement testing, application fees, etc. • Offices only open 8 am-5 pm • Parking/transportation difficulties

Help Students stay on the path Navigation GUIDED • Ensure on-going, intensive advising PATHWAYS • Develop systems for students and PRINCIPLE 3 advisor to easily track student progress • Develop structure/process to re- direct students who want to change paths or are not progressing and need to identify a more viable path

Unfortunately, many of our students succeed despite us, not because of us.

Ensure Students are learning (Institutional Pedagogy) GUIDED • Develop specific learning outcomes, rather than focusing on discrete, PATHWAYS course-by course outcomes PRINCIPLE 4 • Provide in-depth career exploration: Project-based, collaborative and applied learning experiences • Faculty-led improvement of teaching practices, including culturally- responsive pedagogy • Develop procedures to track mastery of learning outcomes all the way through program

Visit the Student Success Center website: FOR MORE INFORMATION http://www.sbctc.edu/colleges- staff/programs-services/student- success-center/