Student Success in Community Colleges: Observations after 15 Years of Reform Oregon Community College Association 2018 Annual Conference November 9, 2018
Keynote Overview § My vantage points to observe the reform movement § Defining and measuring student success § Trajectory of institutional reform efforts § Lessons learned and what lies ahead
Vantage points to observe reforms § Institutional – Owens Community College (Ohio) (2003-2008) § Vice President over state & community relationships § Title III leadership committee to launched early reforms § State – Michigan Center for Student Success (2011-2015) § Executive Director of one of the first of these entities nationally § Developed one of the earliest statewide guided pathways efforts § National – Jobs for the Future (2008-2015) § Co-lead of the Achieving the Dream State Policy Network § Led the expansion of the Student Success Center Network § Academia – University of Michigan (2005-present) § Doctorate in Higher Education Administration § Lecturer in the Center for the Study of Higher & Postsecondary Education § Author - The Completion Agenda in Community Colleges
Defining Student Success § Consider college mission, who is served, and why § How should we think about “skill-builders” who take a couple courses? § What about non-credit students and corporate training that is developed in the context of partnerships with businesses? § How should we think about students who plan to transfer? § What do we know about student intent?
Context for the completion agenda • Community colleges have historically been access-oriented institutions with open admissions, lower-cost, and diverse programming to meet local needs. (Cohen & Brawer, 2008) • The ground has shifted…projections in 2010 indicated that nationally 60% of all jobs by 2018 will require some postsecondary education. (Carnevale, Smith, & Stohl, 2010) • Nationally 46.9% of the population (25-64 years old) has a postsecondary certificate or higher (through 2015). This is up from 37.9% in 2008 (Lumina, 2018)
Defining Student Success
Defining Student Success Georgetown Center on Education and the Workforce, 2018
State-by-state educational attainment AK attainment rate > 30% > 40% > 50% ME VT NH WA ID MT ND MN IL WI MI NY RI MA State-by-state educational attainment OR NV WY SD IA IN OH PA NJ CT CA UT CO NE MO KY WV VA MD DE AZ NM KS AR TN NC SC OK LA MS AL GA HI TX FL Lumina Foundation, 2018
Oregon educational attainment Lumina Foundation, 2018
Oregon educational attainment Lumina Foundation, 2018
Oregon educational attainment Lumina Foundation, 2018
Implications for Equity Racial/Ethnic Composition: Oregon, 1980-2050 Data from National Equity Atlas (nationalequityatlas.org)
Implications for Equity Poverty: Oregon Data from National Equity Atlas (nationalequityatlas.org)
Measuring Student Success § How is the cohort defined? § Who is included? § First-time students § Full-time and/or part-time students? § Transfer students? § How long do you measure the cohort? § 2 Years (100% time) § 3 Years (150% time) § Longer § Should remedial students or skill-builders be included?
Measuring Student Success Third Way, 2018
Obstacles to Student Success § Academically unpreparedness § Lack of college-going knowledge § Financial barriers § Confusing college processes § Inadequate student supports § Lack of engagement with other students § Antiquated curricular delivery models § “Life gets in the way” § Time becomes the enemy
Key initiatives in CC reform movement 2004 Using data to drive decisions and change 2009 Elimination of long course sequences 2011 Transforming the entire institution 2015 Streamline student pathways to careers
Rethinking Mapping Programs From: To: Academic / career communities Career programs vs. academic transfer programs (“meta-majors”) Program maps with course A lá carte courses (distribution sequences, critical courses, co- requirements and electives) curricular requirements Algebra as default math path Program/field-specific math paths Degree pathways with embedded Certificates vs. degrees certificates/certifications
Rethinking Student On-boarding From: To: Job/transfer support for Career/college exploration and near completers planning for all from the start Current semester schedule Full-program plan Holistic assessment Academic assessment Pre-requisite remediation Co-requisite academic support Algebra and English comp Critical program courses Exploration of program pathways A lá carte dual HS credit beginning in HS
Rethinking Student Advising From: To: Just–in-time support for major Info “dump” at orientation decisions along the path Advising vs. teaching Advisors teach and faculty advise On-plan vs. off-plan Full-time vs. part-time Scheduling courses on the student’s Scheduling available courses plan to suit their schedule to suit college schedule
Rethinking Teaching and Learning From: To: Gen ed learning outcomes Meta-major learning outcomes Contextualized gen education Generic gen education Curricular + co-curricular learning In-class learning Student transcripts Portfolios
Are Guided Pathways reforms working? • CCRC developed a set of early momentum metrics, which are predictive of ultimate success and give institutions a indication of whether or not reforms are working: § Credit momentum —defined as attempting at least 15 semester credits in the first term or at least 30 semester credits in the first academic year. § Gateway momentum —defined as taking and passing pathway- appropriate college-level math and college-level English in the first academic year. § Program momentum —defined as taking and passing at least nine semester credits (three courses) in the student’s field of study in the first academic year.
Alamo Colleges 3-year Completion Alamo Colleges Credit Rates by KPI Status Momentum KPIs 100% Met KPI Did not meet KPI Earned 6+ college 23% credits in 1st term 3% 75% 64% Earned 15+ college 30% Earned 6+ credits in year 1 2% 49% 50% college credits … Earned 15+ college Earned 24+ college 44% 33% credits in year 1 credits in year 1 6% 25% 27% 23% Earned 24+ college credits … Earned 30+ college 55% 11% 10% Earned 30+ credits in year 1 11% 5% college … 0% 2010 2011 2012 2013 2014 2015 2016 0% 50% 100% Fall FTEIC Cohort 3-year Completion Rate, Any Credential Note. Trends in Alamo Colleges Credit Momentum KPIs are shown in the left panel. The right panel shows completion rates for fall 2014 FTEIC entrants at Alamo Colleges who completed any college credential (from any institution) within three years, disaggregated by whether or not students met the particular KPI definition in their first year.
Jackson College Credit Momentum KPIs 100% 75% 58% 50% 39% Earned 6+ college credits in 1st … 30% 25% 25% Earned 24+ college credits in … 15% Earned 15+ college credits in … 10% 6% Earned 30+ college credits in … 2% 0% 2010 2011 2012 2013 2014 2015 2016 Fall FTEIC Cohort
Jackson College Gateway Math & English KPIs 100% 75% 64% Completed college english in … 50% 45% 43% 36% Completed college math in … 30% 25% 25% Completed both college math and English … 0% 2010 2011 2012 2013 2014 2015 2016 Fall FTEIC Cohort
Guided Pathways…A National Movement Community College Research Center – Updated July 2017
Role of Student Success Centers
Role of Student Success Centers
Role of Policy Change in Reforms § Settings statewide attainment goals § Establishing performance measurement system § Adopting outcomes-based funding models § Focusing on areas of poor alignment (i.e. dual enrollment and transfer) § College readiness (or the lack thereof) § Financial aid (i.e. free college and student financial stability)
Concluding thoughts about scaling reforms Drawing on my recently published book – The Completion Agenda in § Community Colleges ü Identify the major barriers students encounter on their path to a credential ü Define evidenced-based reforms that lead to better student outcomes ü Provide proof of institutions that are achieving success implementing these evidence-based reforms. ü Establish/sustain infrastructure (at state, community, and institutional- levels) and resources to support implementation of reforms. ü Create a policy environment where the right conditions and incentives are in place for institutions to change the way they operate
Christopher Baldwin, Ph.D. cbaldwin@baldwin-consulting.com 517.256.6700
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