Bridging the Great Divide: How Students Can Find their Way from Remediation to a Career Pathway

Luis Chavez, Career Ladders Project Jill Gurvey, OMG Center for Collaborative Learning Naomi Tokuda, El Camino College/Compton Center CAA Randy Tillery, East Bay Career Advancement Academy Debra Jones, California Community College Chancellor Office

Creating Clear and Consistent Pathways

California Career Advancement Academy

The Career Ladders Project

CAREER LADDERS PROJECT Fosters educational and career advancement through research, policy initiatives and direct assistance to community colleges and their partners.

CCC:    Career  Advancement  Academies  •   Establish  pipelines  to  college  and  high  wage  careers  for  underemployed,  underprepared  young  adults  (18  –30  years  old)    •   Bridge  programs  connected  to  career  pathways  in  key  sectors  (career  pathways)    

•   UBlize  range  of  approaches,  but  have  common  key  elements:  ―  Contextualized  Teaching  and  Learning  as  core  strategy  ―  Cohort  based  learning  communiBes  combine  basic  skills  and  CTE  ―  Integrated  student  services  ―  External  partnerships  (business,  labor,  WIBS,  CBOs,  adult  ed/ROCPs)  ―  ASenBon  to  transiBon  strategies  and  ongoing  pathways    

•     DemonstraBon  projects:      ―  Phase  1:    29  colleges  in  3  regions  (East  Bay,  Central  Valley,  LA)  ―  $20  million  investment  over  4  years;    >  8,000  students    ―  Phase  2:  expanding  to  4  regions  (added  SMCCD,  ECC/Compton)  ―  Public/Private  Partnership  between  CCC  system  and  philanthropy  ―  CLP:  TA/support;  OMG:  evaluaBon/data    

 

What  ma2ers  most  for  student  success?  •  Clear,  Bghtly  structured  paths  through  basic  skills,  noncredit  and  

credit  postsecondary  coursework.    •  Shulock  report:  few  well-­‐defined  programs  of  study  in  CCC  CTE  offerings  and  too  

many  choices.  Offer  fewer  programs,  choose  according  to  local  labor  mkt.  

•  The  sooner  students  enter  a  program  of  study,  the  more  likely  they  are  to  complete  a  credenBal.    –  Shulock  study;  only  ½  of  all  CCC  students  enter  prgm  study  in  first  year.  

•  New  approaches  to  basic  skills  can  speed  entry  into  programs  of  study  and  support  student  success  in  CTE  coursework.    •  Shulock  report:  Few  CTE  students  enroll  in  basic  skills;  CTE  faculty  don’t  see  

benefit.  CCC  Basic  Skills  IniBaBve  had  liSle  focus  on  CTE.    

•  Financial  aid  criBcal  for  access  and  success;  other  benefits  for  low  income  students  can  supplement  it.    

•  Student  services  also  criBcal  and  can  be  embedded  into  transiBons  efforts.  New,  low  cost  ways  of  delivering  these.      

Core  components  of  Career  Pathways  •  Strategic  partnerships  of  employers,  educaBon  and  training  

providers,  community-­‐based  organizaBons,  etc.  in  key  industries  and  occupaBonal  groups.  

•  Mul?ple  ways  to  enter  and  exit  postsecondary  pathways,  with  marketable  credenBals  at  each  step.  (e.g.  high  school,  one-­‐stops,  basic  skills,  colleges).  Especially  important  for  students  in  Bme-­‐limited  workforce  pgrms,  such  as  Veterans,  TANF,  WIA,  EDD,  etc.  

•  Ac?ve  par?cipa?on  by  employers  —  might  be  in  pathway  development,  worksite  training,  internships,  and/or  financial  support  for  worker  learning  —  to  address  regional  workforce  needs  

•  Innova?ons  in  program  content  and  delivery  (e.g  new  technical  cerBficates  and  diplomas,  contextualized  basic  skills,  flexible  class  schedules,  combinaBons  of  online  and  face-­‐to-­‐face  instrucBon).    

•  Support  services,  such  as  career  and  academic  coaching,  financial  aid,  access  to  public  benefits,  etc.  Can  partner  with  CBOs  on  this.  

Community  College  Research  Center    research  on  comple?on  of  Dev.  Ed.  sequences  

Community  College  Research  Center    research  on  comple?on  of  Dev.  Ed.  sequences  

The CAA Evaluation

Jill Gurvey, Director of Research

The CAA Program and Findings from the 2011-12 Academic Year

Who are CAA students?

Students §  8000 students to-date §  1888 students in 2011-12 §  Diverse: 52% Latino and

12% AA students (36% and 7% for CA college system)

§  High financial need: 49% known to qualify for BOG waivers

Progress in one year §  76% completed all

attempted courses §  69% term to term

persistence §  34% certificate §  5% transfer or AA

CAA Program Goals

§  98% prep for new career §  87% earn a certificate §  85% improve basic skills §  85% gain confidence succeed in college §  79% acquire work readiness skills §  70% find a job placement §  58% obtain associate’s degree §  26% transfer to a 4 year institution

What makes a CAA?

◦  Flexible framework ◦  Institutional change ◦  Employer and community

partnerships ◦  Learning Community

◦  Industry responsive technical training/relevant certificates ◦  Contextualized basic skills ◦  Student cohorts ◦  Transitions support ◦  Intensive student support

services

Systemic

Program

Contextualized Basic Skills

Faculty collaboration

Breaking divide b/t CTE/Academics

Alignment with dev-ed

The Numbers §  220 courses §  65%

contextualized for CAA

§  98% of programs trained staff on contextualized teaching and learning

Cohorting and Student Supports

The numbers: § 77% of programs

cohorting – students take at least half of classes together

§ 87% offer counseling or advising

§ 55% offer incentives such as meals, books, fee waivers

§ 23% organize peer meetings

Cohorting is essential

Student Support requires innovative thinking

Employer and Community Partnerships

The numbers: §  90% WIB §  69% HS §  64% ABE

Direct input from industry is critical

§  64% CBOs §  43% Public social svc agencies §  40% faith based

Relevant certificates

Certificates: Stackability and curriculum “chunking” of relevant certificates

Degree and Certificate Matrix

Table 16: Degree and Certificate Type

Type Definition/ Program of Study

Approved by: Awarded by: Recognized by:

CCCCO Local

College or Program

Local College or Program Third Party Accreditors Employers

Associates Degree

Min. 60 degree applicable units, incl. at least 18 units in the major or area of emphasis Y Y Y Y Y

Certificate of Achievement (CA)

Successful completion of course of study, typically 18 or more units (12-18 for a ‘Low-Unit’ CA)

Y

Y

Y

Y Y

Certificate of Completion (CC)

Successful completion of all requirements for defined program of study. May include noncredit coursework. Y

Y

Y

Certificate of Competency (Ccomp)

Noncredit certificate in specific technical or trade field

Y Y

Y

Certificate of Proficiency (CP)

Short-term certificate to introduce students to one aspect of a trade or occupation. Typically <18 units, which may be applied toward a Certificate of Achievement

Y

Other Locally Approved Certificate (LAC)

Occupational certificate

Y

Y

Industry Recognized Certificate (IRC)

Awarded in specific trade or technical field, not necessarily related to licensing

Y N Varies

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NOTE ON APPENDICES: Full report is available at Career Ladders website. Data in this appendix are preliminary and hence should be interpreted with caution and in the context of the full report. § CAAs at a Glance § Who are the CAA students? § Do the CAA students differ by pathway? §  Enrollment in developmental courses §  Proportion of CAA courses that were contextualized for basic skills §  Proportion of 2011-12 students reaching milestones § Milestones by demographics § Milestones by pathway

Appendices

Our

CAAs at a Glance

Table 8: California Advancement Academies at a Glance (2011-2012)

Region

Central Valley East Bay El Camino San Mateo TOTAL

CAA Total Number of Students Served 1116 486 155 131 1888

Total Number of Colleges 6 7 2 2 17

Total Number of Programs 24 15 5 5 49

Number of Programs by Pathway

Arts, Media, Entertainment - - - - - Agric., Natural Resources 2 - - - 2 Bldg. Trades, Construction - 2 - - 2 Energy, Utilities - 2 1 - 3 Ed, Child Devpt, Family Srvcs 2 3 - - 5 Engineering 1 - - - 1 Fashion, Interior Design - - - - - Finance, Business 3 - - - 3 Health Sciences, Medical Tech 3 3 - 3 9 Hospitality, Tourism, Rec. 1 - - - 1 Information Technology 2 - - - 2 Manufacturing, Product Devpt 6 1 4 - 11 Marketing, Sales, Service - - - - - Public Services - 1 - - 1 Transportation 4 3 - 2 9

Our

Who are the CAA students?

Table 9: Characteristics of California Advancement Academies Students (2011-2012) California Community College

System Region Central

Valley East Bay El Camino San Mateo

TOTAL CAA

TOTAL NUMBER OF STUDENTS IN COHORT 1116 486 155 131 1888 1,635,448

Gender Male 645 (58%) 301 (65%) 134 (86%) 67 (51%) 1147 (62%) 746,452 (46%) Female 468 (42%) 160 (35%) 21 (14%) 64 (49%) 713 (38%) 870,415 (53%) Age Under 20 years of age 284 (25%) 56 (12%) 49 (32%) 36 (27%) 425 (23%) 355,778 (22%) Pell Grant Recipient Yes 506 (45%) 101 (21%) 28 (23%) 39 (30%) 674 (36%) N/A BOG Recipient Yes 632 (57%) 173 (36%) 44 (37%) 54 (41%) 903 (49%) N/A Race/Ethnicity Hispanic (any race) 587 (59%) 97 (32%) 86 (56%) 41 (34%) 811 (52%) 600,395 (36%) African-American 34 (3%) 107 (36%) 35 (23%) 10 (8%) 186 (12%) 115,415 (7%) White 231 (23%) 26 (9%) 19 (12%) 23 (19%) 299 (19%) 515,048 (31%) Asian 73 (7%) 29 (10%) 6 (4%) 35 (29%) 143 (9%) 184,201 (11%) Other/unknown 74 (7%) 41 (14%) 7 (5%) 13 (10%) 128 (8%) 220,389 (13%)

Our

Do the CAA students differ by pathway?

Table 10: California Advancement Academies Student Characteristics by Pathway (2011-2012)

Gender Age Financial Aid Race/Ethnicity

Pathway TOTAL CAA Male Female Under 20 Pell Grant

Recipient Hispanic

(any race) African

American White Asian Other/ unknown

Arts, Media, Entertainment 52 35 (67%) 17 (33%) 18 (35%) 38 (73%) 29 (60%) 1 (2%) 13 (27%) 1 (2%) 4 (8%) Agric., Natural Resources 71 70 (99%) 1 (1%) 32 (45%) 16 (23%) 32 (52%) 1 (2%) 22 (36%) 3 (5%) 3 (5%) Bldg. Trades, Construction 28 26 (93%) 2 (7%) 3 (11%) 3 (11%) 12 (43%) 4 (14%) 8 (29%) - 4 (14%) Energy, Utilities 99 74 (83%) 15 (17%) 11 (11%) 28 (30%) 27 (31%) 33 (38%) 11 (13%) 6 (7%) 9 (10%) Ed, Child Devpt, Family Srvcs

291 20 (7%) 266 (93%) 55 (19%) 109 (37%) 172 (67%) 19 (7%) 33 (13%) 17 (7%) 14 (5%)

Engineering 121 99 (82%) 22 (18%) 48 (40%) 59 (49%) 63 (57%) 2 (2%) 30 (27%) 6 (5%) 10 (9%) Fashion, Interior Design - - - - - - - - - - Finance, Business 131 41 (31%) 90 (69%) 18 (14%) 50 (58%) 66 (57%) 7 (6%) 27 (23%) 4 (3%) 13 (10%) Health Sciences, Medical Tech

262 68 (26%) 190 (74%) 52 (20%) 102 (39%) 83 (34%) 32 (13%) 37 (15%) 69 (29%) 21 (9%) Hospitality, Tourism, Rec. 46 16 (35%) 30 (65%) 13 (29%) 22 (48%) 17 (40%) 3 (7%) 11 (26%) 1 (2%) 10 (24%) Information Technology 30 26 (87%) 4 (13%) 8 (27%) 10 (33%) 11 (41%) 1 (4%) 12 (44%) 3 (11%) - Manufacturing, Product Devpt 315 295 (95%) 17 (5%) 71 (23%) 69 (24%) 161 (59%) 43 (16%) 38 (14%) 16 (6%) 14 (5%) Marketing, Sales, Service 1 1 (100%) - 1 (100%) 1 (100%) - - 1 (100%) - -

Public Services 76 42 (57%) 32 (43%) 24 (32%) 40 (53%) 47 (64%) 8 (11%) 9 (12%) - 9 (12%) Transportation 365 334 (93%) 27 (7%) 72 (20%) 127 (35%) 91 (41%) 32 (16%) 47 (23%) 17 (8%) 18 (9%)

Our

Enrollment in developmental courses

Table 11:

Proportion of Students Enrolled in CB21 Series Math and English

Math # (%)

English # (%)

Both # (%)

TOTAL CAA 783 (50%) 690 (44%) 528 (34%)

Pathway

Arts, Media, Entertainment 25 (50%) 23 (46%) 15 (30%)

Agric., Natural Resources 24 (35%) 18 (26%) 12 (17%)

Bldg. Trades, Construction 17 (60%) 18 (64%) 17 (61%)

Energy, Utilities 44 (52%) 30 (36%) 23 (27%)

Ed, Child Devpt, Family Srvcs 126 (49%) 115 (45%) 81 (32%)

Engineering 41 (37%) 36 (32%) 24 (22%)

Fashion, Interior Design - - - Finance, Business 59 (51%) 58 (50%) 43

(37%) Health Sciences, Medical Tech 146 (62%) 141 (60%) 118

(50%) Hospitality, Tourism, Rec. 23 (55%) 14 (33%) 11

(26%) Information Technology 14 (52%) 10 (37%) 6

(22%) Manufacturing, Product Devpt 115 (43%) 91 (34%) 75

(28%) Marketing, Sales, Service 1 (100%) - - Public Services 52 (70%) 57 (77%) 42

(57%) Transportation 96 (47%) 79 (39%) 61

(30%)

Our

Proportion courses contextualized for basic skills

Table 12: Proportion of Courses Contextualized for

Basic Skills Development

# (%)

TOTAL CAA 142 (65%) Pathway

Arts, Media, Entertainment 5 (63%) Agric., Natural Resources - Bldg. Trades, Construction 8 (80%) Energy, Utilities 9 (60%) Ed, Child Devpt, Family Srvcs 12 (46%) Engineering 1 (50%) Fashion, Interior Design - Finance, Business 12 (92%) Health Sciences, Medical Tech 20 (67%) Hospitality, Tourism, Rec. 2 (100%) Information Technology 9 (100%) Manufacturing, Product Devpt 38 (58%) Marketing, Sales, Service - Public Services - Transportation 18 (60%) Other 8 (88%)

Our

Proportion of 2011-12 CAA Students Reaching Milestones

100% 76%

63% 69%

1%

34%

4%

Total CAA students

Student course

retention rate

Student course

success rate

Persistence in college

Transfer Certificate AA and/or AS

Figure 1: Proportion of 2011-2012 CAA Students Reaching Academic Milestones

Our

Milestones by Demographics

Table 13:

Proportion of CAA Students Reaching Academic Milestones, by Demographics

TOTAL STUDENTS

Student Retention

Rate

Student Success

Rate Persisted Transferred

Received certificat

e Received AA

and/or AS

TOTAL CAA 1567 76% 63% 1087 (69%) 19 (1%) 535 (34%) 59 (4%)

Gender Male 911 (59%) 79% 62% 610 (67%) 8 (1%) 316 (35%) 23 (3%) Female 632 (41%) 72% 64% 462 (73%) 11 (2%) 205 (32%) 35 (6%) Age Under 20 years of age 381 (24%) 81% 58% 277 (73%) 2 (1%) 93 (24%) 3 (<1%) Financial Aid Pell Grant Recipient 622 (41%) 76% 64% 481 (77%) 9 (2%) 190 (30%) 43 (7%) BOG Grant Recipient 811 (53%) 76% 65% 615 (76%) 11 (1%) 258 (32%) 50 (6%) Race/Ethnicity Hispanic (any race) 802 (52%) 76% 60% 544 (68%) 8 (1%) 236 (29%) 22 (3%) African American 176 (11%) 76% 60% 105 (60%) 2 (1%) 73 (41%) 3 (2%) White 296 (19%) 80% 69% 221 (75%) 1 (<1%) 105 (35%) 15 (5%) Asian 142 (9%) 76% 73% 108 (76%) 7 (5%) 70 (49%) 11 (8%) Other/ unknown 125 (8%) 74% 61% 83 (66%) 1 (1%) 40 (32%) 7 (6%)

Our

Milestones by Pathway

Table 14: Proportion of CAA Students Reaching Academic Milestones, by Pathway

TOTAL STUDENTS

Student Retention

Rate

Student Success

Rate Persisted Transferred Received

certificate Received AA

and/or AS

TOTAL CAA 1567 76% 63% 1087 (69%) 19 (1%) 535 (34%) 59 (4%) Pathways

Arts, Media, Entertainment 50 79% 67% 47 (94%) - 4 (8%) 3 (6%) Agric., Natural Resources 69 82% 58% 51 (74%) - 12 (17%) 1 (1%) Bldg. Trades, Construction 28 91% 84% 16 (57%) - 23 (82%) - Energy, Utilities 84 86% 66% 39 (46%) 3 (4%) 41 (49%) 1(1%) Ed, Child Devpt, Family Srvcs 257 83% 74% 186 (72%) 6 (2%) 89 (35%) 15 (6%) Engineering 111 79% 64% 89 (80%) 2 (2%) 29 (26%) 5 (5%) Fashion, Interior Design - - - - - - - Finance, Business 117 55% 45% 77 (66%) - 14 (12%) 6 (5%) Health Sciences, Medical Tech 235 65% 60% 190 (81%) 5 (2%) 92 (39%) 11 (5%) Hospitality, Tourism, Rec. 42 86% 67% 32 (76%) - 2 (5%) 2 (5%) Information Technology 27 98% 89% 21 (78%) - 14 (52%) 2 (7%) Manufacturing, Product Devpt 269 77% 54% 134 (50%) 2 (1%) 130 (48%) 7 (3%) Marketing, Sales, Service 1 75% 75% 1 (100%) - 1 (100%) - Public Services 74 77% 59% 55 (74%) - 17 (23%) 3 (4%) Transportation 203 78% 67% 149 (73%) 1 (<1%) 67 (33%) 3 (1%)

•  “Improving  retenBon,  transiBon,  and  compleBon  of  credenBals  requires  broader  insBtuBonal  commitment  and  rethinking  of  campus  processes.”    Community  College  Research  Center  

Ins?tu?onaliza?on  is  essen?al  for  scaling  up    student  success  pathway  framework  

EL CAMINO/COMPTON CENTER COLLEGE CAA

Basic Skills - Reading - Writing - Math

Workshops - Workplace skills - Six Sigma/TQM - Sustainable Mfg

CTE - Machine Tool - Aerospace Fasteners - Welding - Electrical Utilities

CAA Model ECC

CAA

Employable Skills

Training

Long-term Employment

Contextualized

Workshops

Heart

Future?

• partnership with South Bay WIB • institutionalization

- courses - student support

• challenges - Student Success Initiative

East Bay CAA

Alameda  ⊙  Berkeley  ⊙  Contra Costa  ⊙  Diablo Valley   Laney  ⊙  Los Medanos  ⊙  Merritt

} Virtual Academy: 7 Colleges in 2 Districts } Framework of Effective Practices

v  Coherent CTE Sequence/POS (sector based) v  Contextualized Teaching and Learning v  Embedded Counseling/Student Support v  Strong emphasis on Professional

Development v  Layered or Staggered Curricula v  Learning Communities (Students & Faculty) v  External Partnerships (WIA, CBO, AE)

} 2 Goals: Employment & Cont. Education } Foundation for TAA Consortium Grant

(DBS)

East Bay Career Advancement Academies Alameda    ⊙    Berkeley    ⊙    Contra Costa    ⊙    Diablo Valley    ⊙    Laney    ⊙    Los Medanos    ⊙    Merritt

} Virtual Academy: 7 Colleges in 2 Districts } Framework of Effective Practices

v  Coherent CTE Sequence/POS (sector based) v  Contextualized Teaching and Learning v  Embedded Counseling/Student Support v  Strong emphasis on Professional

Development v  Layered or Staggered Curricula v  Learning Communities (Students & Faculty) v  External Partnerships (WIA, CBO, AE)

} 2 Goals: Employment & Cont. Education } Foundation for TAA Consortium Grant

(DBS)

East Bay Career Advancement Academies Alameda    ⊙    Berkeley    ⊙    Contra Costa    ⊙    Diablo Valley    ⊙    Laney    ⊙    Los Medanos    ⊙    Merritt

East Bay Career Advancement Academies Alameda    ⊙    Berkeley    ⊙    Contra Costa    ⊙    Diablo Valley    ⊙    Laney    ⊙    Los Medanos    ⊙    Merritt

College and Program Units Schedule Length

College of AlamedaWarehouse Operations 12 Dynamic 12 wksLogistics Clerical Admin 9/13 Semester 1 sem

BerkeleyCityCollegeSocial Svs Paraprofessional 28 Semester 2 semCommunity Health Worker 28 Semester 2 semCommunity/Public Svs Worker 28 Semester 2 sem

ContraCostaCollegeAutomotive Technician 12 Semester 1 semHealthcare Gateway 12 Semester 1 sem

mes1retsemeS21yraniluCSecurity Specialist 30 Semester 2 semWarehouse Logistics X Dynamic 9 wksOffice Admin for Logistics 16 Semester 1 semBiotechnology 15 Semester 1 sem

College andProgram Units Schedule Length

DiabloValleyCollegePre-Apprenticeship 18 Semester 1 semEarly Childhood Education 12 Semester 2 sem

LaneyCollegeCarpenteria Fina 12 Semester 1 semIndustrial Maintenance 28.5 Semester 2 semEnergy Efficiency 13.5 Semester 1 semSolar Sales/Installation 16 Semester 1 semPlumber Training 12 Semester 1 semMedical Device Manufacturing Semester 2 semBio-Manufacturing Semester 1 or 2

LosMedanosCollegeEarly Childhood Education 12 Semester 1 semIndustrial Trades Gateway 12 Semester 1 semBusiness/Office Admin 12 Semester 1 sem

EBCAA Pathways and Programs of Study

East Bay Career Advancement Academies Alameda    ⊙    Berkeley    ⊙    Contra Costa    ⊙    Diablo Valley    ⊙    Laney    ⊙    Los Medanos    ⊙    Merritt

Warehouse Operations and Logistics

} Higher percentage of males (56%) and Students of Color (76%) , all low income.

} EB retention 80%; success 71%; completion variable (low of 32% and high of 97%)

} Still building new pathways – Logistics, business, pre-apprenticeship, biotechnology, medical devices

East Bay Career Advancement Academies Alameda    ⊙    Berkeley    ⊙    Contra Costa    ⊙    Diablo Valley    ⊙    Laney    ⊙    Los Medanos    ⊙    Merritt

Where we are now

•  Higher leveraging of internal resources (apportionment, counseling, partnerships) to maximize sustainability

•  Have a single college adopt EBCAA as a foundational structure for engaging students who typically do not succeed (Scale)

•  Want to do a comprehensive ROI analysis of cost of CAA verses cost of churn and burn dynamic for CAA profile students

Where we want to be

}  “Improving  retenBon,  transiBon,  and  compleBon  of  credenBals  requires  broader  insBtuBonal  commitment  and  rethinking  of  campus  processes.”  

 Community  College  Research  Center  

Ins?tu?onaliza?on  is  essen?al  for  scaling  up    student  success  pathway  framework  

LINKING POLICY AND PRACTICE

}  Promote systemic & policy changes to support effective practice.

}  Work with partners; pursue collective impact strategies: ◦  LearningWorks ◦  California EDGE Coalition

�  CA Interagency Leadership Council �  CA Legislative Workforce Policy Group

◦  California Career Pathways and Education Committee (CWIB) ◦  National Alliance for Quality Career Pathways

News from the Chancellor’s Office

}  “The CCCCO believes in and continues to support the [CAA] work with 4 million dollars of SB 1070 funds!” 

Debra Jones, Ed.D. Dean, Career Education Practices Workforce and Economic Development Division California Community College Chancellor's Office

Luis Chavez LChavez@CareerLaddersProject.org Jill Guvey Jill@OMGCenter.org Naomi Takuda NTokuda@ElCamino.edu Randy Tillary RTillery@4CD.edu

FOR MORE INFORMATION:

www.The Career Ladders Project.org