reimagining our model to focus on student completion

www.inquiry2improvement.com

Reimagining our Model to Focus on Student Completion

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Dr. Rob JohnstoneNew Jersey Council of County Colleges

West Windsor, NJApril 16, 2014

www.inquiry2improvement.comNational Center for Inquiry & Improvement

Acknowledgements• The content in this presentation was primarily developed by Dr.

Davis Jenkins of the Community College Research Center & Dr. Rob Johnstone of the National Center for Inquiry & Improvement (formerly at The RP Group)

• This work is also associated with Completion by Design, a five-year initiative funded by the Bill & Melinda Gates Foundation. Other partners whose thought capital contributed to the development include:

Completion by Design Assistance Team (CDAT) Jobs for the Future (JFF) JBL Associates Public Agenda WestEd

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http://www.inquiry2improvement.com/


Agenda• Discuss the context of completion• Visualize the Student Experience• Explore a Loss-Momentum Framework• Introduce an Applied Inquiry Framework &

use two real-world examples of looking at progression / completion data a new way

• Engage with a set of principles for redesign



The Completion Agenda and the Challenge of

Student Success


A Brief Discussion on the Completion Agenda

• National movement – White House, Aspen Prize, AACC’s Voluntary Framework for Accountability, Complete College America, Department of Education, IPEDS Access to Success, Foundations (Gates, Lumina, Kresge)

• AACC’s “Empowering Community Colleges to Build the Nation’s Future” Implementation Guide

• Often takes a less “complete” view of completion - need for nuanced view



The Challenge of Completion

For Colleges:

• FinancialUnder-resourcedIncentives aligned with

access, not completion

• Innovations tend to be isolated

• Change is hard, even when the will is there

For Students:

• Easy to enroll, easy to drop out

• Many enter without a clear plan, and are placed into developmental education

• Lack of confidence, financial resources and social capital



Redesign Systems & Practices for Student Success

• Analyze and understand the common barriers and momentum points that students experience

• Implement and integrate proven and promising practices to provide students with the quickest, straightest path to completion

• Create the conditions for change by empowering interdisciplinary, cross-campus delegations of faculty, staff and administrators

• Build infrastructure for continuous improvement



The Student Experience


Exploring the Preventing Loss, Creating Momentum Framework


Loss & Momentum Framework

CONNECTION

Interest to Application

ENTRYEnrollment to Completion of

Gatekeeper Courses

PROGRESSEntry into Course of Study to 75% Requirements

Completed

COMPLETIONComplete Course

of Study to Credential with Labor Market

Value

POLICIES

PRACTICES

PROGRAMS

PROCESSES



Discussion

What are some key loss points you have observed for your students at each stage?

What are some key momentum points that you have identified that accelerate progress and lead to higher outcomes?



PROGRESSENTRY COMPLETIONCONNECTION

Students never apply to college

Students delay entry into college

College counseling patterns that lead to:- under enrollment- little program-specific guidance- missed financial aid opportunities

Unstructured programs / too many choices

Extended onramps delay entry to programs of study

Students fail to enroll/pass Gatekeeper courses

Poor work-school balance

Part-time enrollment forcing long completion times

Progress not monitored / feedback givenLife events / “Stop out or drop out”

Transfer without credentialStudents accumulate credits (& debt) not aligned with completion

Never complete college level math

Credential doesn’t support needed wage & aren’t stackable

Completion by Design Framing ModelSome Known Loss Points

Poor academic preparation


COMMUNITY COLLEGE RESEARCH CENTER

Connection/Entry: Findings• Many students undecided• Defaulted into “gen ed” (and thus “dev ed”)• Dev ed students diverted, not building skills• Many students drop out after 1-2 terms• CTE program students older, clearer goals• “Concentrators” more likely to complete• Math & English 101 not only “gatekeepers”


Progress: Findings• Students very confused by transfer process• Many don’t follow “catalogue” curriculum• Low rate of gen ed core completion• Enrollment continuity may be as important

as intensity


Completion: Findings• Most transfer without associate degree• Many graduates earn “excess” credits• Many students “linger”• Relatively few “stacking” credentials


Supporting Evidence• Chaotic student enrollment patterns• Pathways misaligned, lots of roadblocks• Students say they are confused

Pathway analysis

• Maps• Defaults, “Active choice”• Feedback, Reminders

Behavioral psychology/ economics

• Instructional program coherence• Contextualization

Research on learning and

teaching


PROGRESSENTRY COMPLETIONCONNECTION

foster college-going norms in High School

expand awareness of college programs and requirements

dual enrollment & AP credit

Completion by Design Framing ModelMomentum Strategies

take placement test in high school

educational planning in high school

aggressive financial aid support

accelerate entry to POS

shorter, faster, cheaper course design

effective academic catch-up programs

mandatory intrusive advising focused on programs of study

programs to incentivize optimal attendance

student progress to completion monitored & feedback provided

accelerated competency-based programs

emergency aid for students

remove barriers to graduation

Learn & Earn and Career Pathway programs

incentives to transfer with credentials

mandatory intrusive advising toward certificates degrees & transfer

First Time Student

Successful Completion



More Supporting Evidence• CUNY ASAP (MDRC)• Acceleration (CCBC ALP)• Alternative math pathways (Statway,

etc.)• Contextualization (I-BEST)

Targeted research

• Big improvements require systemic change

• Align organizational practices to end goals

• Broad engagement critical to success

Organizational effectiveness


CbD Design PrinciplesAdapted from presentations by

Johnstone and Davis Jenkins (CCRC) and WestEd’s Changing Course

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Student Pathway

Enter Program of Study

CompleteProgram, Advance

to Further Education

and in Career

ConsiderCollege

Education

CONNECTIONFrom interest to application

ENTRYFrom entry to passing program gatekeeper

courses

PROGRESSFrom program entry to completion of program

requirements

COMPLETIONCompletion of credential of value for further education

and labor market advancement


Pathway Models ComparedSelf-Service (Status

Quo)Guided Pathways

Clear roadmaps to student end goals

Too many choices

Program paths unclear

Default, whole-program schedules

“Opt-in” career and college planning Required academic plans

Dev ed narrowly focused on Math &English 101, no “soft skills” prep

Intake system redesigned as“on-ramp” to program of study

Students’ progress not monitored Progress tracking, regular feedback& support

High school, ABE/ESL, non-creditpoorly aligned with college

Bridges to college programs from High school, ABE/ESL, non-credit


Placement Testing

Voluntary Orientation

Meet with Advisor (1st Term Schedule)

Dev Reading

DevENGL

Dev Math

Transfer as Junior in Major

Career-Path EmploymentCareer-Path Employment

General Education Core

Math 101

ENGL 101

Health Prereqs

A.A.

El

ectiv

es

Busi

ness

Elec

tives

A.S.

Pre-

maj

or

Nurs

ing

Allie

d He

alth

Certificates

A.A.S.

ABE, ESL, GED

Strong connection -

Weak connection -

Intake

STATUS QUO CONNECTION of PATHWAYS

www.inquiry2improvement.comNational Center for Inquiry & Improvement 24

#1 – Accelerate entry into coherent programs of study

#2 – Minimize time to get college-ready

#3 – Ensure students know requirements to succeed

#4 – Customize & contextualize instruction

#5 – Integrate student support with instruction

#6 – Monitor student progress & provide feedback

#7 – Reward completion behaviors

#8 – Leverage technology to improve learning

CBD Design Principles



Pathway Principle #1 – Accelerate Entry into Coherent Programs of Study

1. Features Provide a structured, efficient, and prescriptive student

progression experience Clear sequence of courses that lead to completion

2. Discussion Questions When does a student at your college learn about the

various programs of study? What guidance is provided that can help a student select

a program of study based on their interests, skill levels, and long term goals?

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Pathway Principle #2 – Minimize Time to Get College Ready

1. Features Ensure students understand assessment & placement

process and importance of preparation Clearly communicate requirements for degrees &

certificates and the path to achieving them

2. Discussion Questions How does your institution work with your feeder high

schools to help potential students understand the impact of and prepare for the placement test?

How long do dev ed students spend in remedial courses?

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Pathway Principle #3 – Ensure Students Know Requirements to Succeed

1. Features Clearly map out program requirements and sequence Prescribe course of study for students based on goals and level

of readiness

2. Discussion Questions Currently, how do students obtain necessary info about

requirements for achieving their educational goals? What existing systems (e.g. technology) could you and your

colleagues leverage to help students better understand the requirements for success?

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Pathway Principle #4 – Customize and Contextualize Instruction

1. Features Use program-specific content to make developmental education

relevant and engaging Use of experiential learning

2. Discussion Questions Do your current dev ed courses offer students opportunities to

explore their fields of interest and provide a context for the math, reading & writing that they are learning? Why or why not?

How might you go about contextualizing some of your dev ed courses? Who would nee to be involved?

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Pathway Principle #5 – Integrate Student Support With Instruction

1. Features Embed student support within instruction where

appropriate Ensure student support serves students who most need it

2. Discussion Questions When your students need support, how do they find it? How might your institution make it easier for students

who are reluctant to ask for help, or unaware where to find it, to get the assistance they need?

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Pathway Principle #6 – Continually Monitor Student Progress & Provide Feedback

1. Features Monitor and celebrate student progress toward goals and provide

prompt and tailored feedback Use data on student progress to inform planning and creation of

safety nets

2. Discussion Questions How do students currently find out about their progress toward

their educational goals? What customization rules might you consider implementing for

students who have a certain experience?

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Pathway Principle #7 – Reward Behaviors that Contribute to Completion

1. Features Potential for monetary incentives to encourage progress /

completion Also consider non-monetary incentives such as recognition of

progress

2. Discussion Questions What are possible monetary and non-monetary incentives that

could support progress and achievement of key milestones at your college?

When students reach important milestones, does anybody know it?

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Pathway Principle #8 – Leverage Technology to Improve Learning / Service Delivery

1. Features Use technology to monitor and celebrate progress Use of technology within curriculum

2. Discussion Questions How are student at your institution currently using

technology in their educational experience? What is the impact of that technology use? Can you identify an area where technology could be

implemented in your work?

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Required Initial Orientation

Transfer as Junior in Major

Career-Path EmploymentCareer-Path Employment

Engl

ish,

Arts

, Hu

man

ities

Certificates

A.A.S.

Contextualized Basic Skills (e.g. I-BEST)

Strong connection -

Weak connection -Required Career Interest and Academic Readiness Testing

Meet with Advisor (Choose initial program stream; plan full program schedule)

Soci

al/B

ehav

iora

l Sc

ienc

e

ST

EM

Bu

sine

ss

He

alth

Sci

ence

s ProgramOn-Ramp

Educ

atio

n, C

hild

Car

eSo

cial

Ser

vice

s

Firs

t-Yea

r Exp

erie

nce

ProgramOn-Ramp

ProgramOn-Ramp

ProgramOn-Ramp

ProgramOn-Ramp

ProgramOn-Ramp

DESIRED STATE for CONNECTION of PATHWAYS


Discussion

What are some of the key features of an coherent pathway for your students?

As you think about the design principles, where might you start with action steps that lead you to a more coherent pathway for your students?

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Model Implementation at Scale• Exploratory MajorsFlorida State U

• Structured InterventionsGeorgia State U

• Transfer Admissions GuaranteesArizona State U

• Lifemap + Pre-majorsValencia CC

• Freshmen AcademiesQueensborough CC

• College 2 CareersCity Colleges of Chicago


The CBD Inquiry Guide Series

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Find Out More

• NCII & CCRC websites:www.inquiry2improvement.com

ccrc.tc.columbia.edu

• Dr. Rob Johnstone, Founder & [email protected]

• CBD Inquiry Guides http://www.inquiry2improvement.com/publications-resources



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