What Matte rs Mo st Pre se nta tion to the L ora in County - - PowerPoint PPT Presentation
Visio n 2020 Re fo c use d What Matte rs Mo st Pre se nta tion to the L ora in County Community Colle g e Distric t Boa rd of T ruste e s Students Faculty/Staff Employers Faith Based Students Organizations Superintendents Pe rso na l
Pre se nta tion to the L
ruste e s
Community Groups: El Centro Township Trustees Students Superintendents
We are the community’s college. We are trusted by the community to educate, lead and inspire. We create a better, more sustainable future for our community.
Our Visio n
To empower a thriving community… Where all students achieve academic and career success; Where industry talent needs are met and businesses start, locate and grow; and Where people connect and prosper.
Our Missio n
To empower… Individuals to succeed through quality education. Economies to grow through innovation. Communities to thrive through partnerships and rich cultural experiences.
Example: Priority 1: Drive Student Completion for Academic and Career Success
* Josh Wyner Vice President/Founder and Executive Director of the College of Excellence Program The Aspen Institute
* Josh Wyner Vice President/Founder and Executive Director of the College of Excellence Program The Aspen Institute
Ensure Equity for All Students Support Needs of Transfer Students New Refocus Enhance Student Learning Refocus
Ensure Students are Connected to Careers and Employers before Completion New
Increase Community Capacity Building Forge Connections by Capitalizing on Innovative Digital Technologies and Infrastructure Stop Refocus Today’s Focus
AACC's commitment to diversity is articulated in AACC's mission statement as a core value: "AACC affirms that diversity is crucial to a democratic society, that diversity enriches the educational experience, and that diversity respects and celebrates differences among institutions and individuals alike."
AACC leads collaborative efforts with the Association of Community College Trustees, The Center for Community College Student Engagement, League for Innovation in the Community College, National Institute for Staff and Organizational Development, and Phi Theta Kappa to advance the completion agenda nationally.
Democracy's Colleges: Call to Action reaffirms the value of diversity, inclusion, and equity, in these key points:
student counts.
regarding diversity, equity, and evidence reflecting student success and institutional performance.
to eliminating the attainment gaps that separate student groups on the basis of race, ethnicity and family income.
Continued on Next Slide
ACHIEVING THE DREAM EQUITY STATEMENT
Achieving the Dream believes that access to a high-quality education in an inclusive environment is the right of all individuals and imperative for the continued advancement of a strong democracy and workforce. Achieving the Dream also believes higher education institutions have an obligation to work toward equity for their students. Equity is grounded in the principle of fairness. In higher education, equity refers to ensuring that each student receives what they need to be successful through the intentional design of the college experience. Achieving the Dream expects colleges to dismantle the barriers facing underserved students. Colleges must routinely scrutinize structural barriers to equity and invest in equity-minded policies, practices, and behaviors that lead to success for all students.
Examples of historically underrepresented students include but are not limited to: first- generation, low-income, students of color; adult students; marginalized
identities, and intersex students; students with second-language backgrounds; undocumented students; veterans; students with disabilities; students with dependents; foster care youth; and formerly and currently incarcerated students.
LORAIN – Poverty is down in Lorain County, according to figures released this week by the U.S. Census Bureau. Jackie Boehnlein, executive director of the Lorain County Community Action Agency, said any dip in poverty is a good thing, but there’s still a long way to go to deal with the persistent problem. Both Lorain County and the city of Lorain, the only community in the county for which numbers were released, saw a drop in the poverty level between 2014 and 2015. The county’s poverty rate dropped from 14.8 percent in 2014 to 13.5 percent last year, a decrease of 1.3 percent. That’s the lowest the rate has been in nearly a decade. The last time the poverty rate in the county was under 14 percent was in 2008, at the start of the Great Recession, when it was 12.5 percent. Lorain’s poverty rate went down 1.2 percent, dropping from 25.6 percent in 2014 to 24.4 percent in 2015.
Persons in Poverty % Median Household Income Bachelor's Degree or Higher Avon Lake 4.6 $ 81,840 51% Avon 5.1 $ 78,839 49% Lorain 28.2 $ 35,330 12% Elyria 20.3 $ 42,272 15%
Ohio Poverty Rate: 15.8% National Poverty Rate: 15.5% “Seven out of ten jobs today require some kind of training beyond high school – a certificate, occupational credential, or degree.”
(Philanthropy Roundtable)
“Short-term credentials, such as two-year degrees and technical certificates, can be worth more than bachelor’s degrees in early years.”
(The PEW Charitable Trusts)
Source: Stanford Study on Poverty and Inequality 2015
T he re is o nly a 6.3% c ha nc e fo r L
b o tto m fifth o f inc o me le ve ls to rise to the to p fifth
10% 8% 10% 10% 73% 79% LCCC Lorain County Black Hispanic White
86% 77% 51% Black Hispanic White Black Hispanic White
70% 36% 72% 28% 53% 12% 90% 33% 70% 18% Math English
5 year Developmental Education Referral Rates
Black Hispanic White Pell Eligible Ever Non-Pell Eligible Ever
Proportionately More Minority and Pell Eligible Students are Referred to Developmental Education Which Prolongs Time to Completion
2% 3% 5% 5% 9% 5% 9% 8% 9% 15% 13% 13% 13% 15% 18% y = 0.015x + 0.15% y = 0.019x + 3.42% y = 0.012x + 10.93% 0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20% 2010/11 2011/12 2012/13 2013/14 2014/15 Black Hispanic White
Developmental MATH Education Completion within 2 years of entrance
Progress is Being Made to Get Minority Students Through Developmental Education Within the First 2 Years, But Numbers are Small & More Progress is Needed
10% 13% 11% 17% 20% 24% 21% 29% 22% 32% 27% 27% 26% 35% 32% y = 0.024x + 6.86% y = 0.017x + 20.28% y = 0.018x + 23.94% 0% 5% 10% 15% 20% 25% 30% 35% 40% 2010/11 2011/12 2012/13 2013/14 2014/15 Black Hispanic White
41% 40% 50% 60% 52% 52% 2010 2014 Black Hispanic White
Black Hispanic White Pell Eligible Ever Non Pell Eligible
14% 27% 26% 21% 28%
Note: Grade of C or better
Status at the End of the Third Year Status at the End of the Fourth Year
Human Services +7.9% Medical Assisting +24.7% Police Science +7.7% Culinary +11.7% Corrections +20.9% Sports & Fitness +10.2% Practical Nursing +14.8%
African American Students Latino Students
Human Services +40.6% Corrections +36.6% Nursing +11.3% Medical Assisting +53.1%
Pell Students
Universal Science
Computer Info System: Software Design
Mechanical Design
Undecided
African American and Latino Students Pell Students
Status at the End of the Fourth Year
Partnership/New Model Strategies Strengths Challenges Grassroots Partnerships
Collaboration
Collective Impact
Grassroots Organizations
economic challenges (Opiate Epidemic) New Models
Partnerships to Other Organizations to Scale Model
Scalability challenging
created Braided Funding Model
Single female heads-of-household 200% below federal poverty level will increase earning capacity and will utilize tools to become and remain economically secure and self-sufficient.”
On target to exceed 50% three-year graduation rate Earning more credits than the control group and at a faster rate Cohort 1 earned 11.36 more credits since Spring 2015 SAIL students are earning similar or higher GPAs while accumulating more credit SAIL structure contributes to higher retention rates Cohort 1 – 26% greater retention rate than control group SAIL students report that the relationship with their advisor matters SAIL students that utilize tutoring find it effective and contribute to course completion success
Internal Change Strategies Strengths Challenges Ensure Great Operations to Support Great Strategy
Sigma, Project Planning
(ATD, Plante Moran)
Vision and Operations
Completion is no longer the
Continue to Cultivate Culture and Communication
embraced
Transparency; Abundance Model
Transitions due to Retirements
to change
Email: mballinger@lorainccc.edu
We are the Co mmunity’ s Co lle g e