Guided Pathways: The Case For Urgency And Exploring .

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Guided Pathways:The Case for Urgency andExploring ImplementationDr. Rob JohnstonePortland Community CollegeApril 2019www.ncii-improve.com1

Overview Taking the pulse / poll questions Urgency and the case for change: Socialjustice / economic mobility Momentum metrics & Portland data Overview of key GP transformations Early Evidence from GP Colleges (separateppt) Guided Pathways Demystified I & II Leave-behind slides we won’t get to NCII’s A2I2 Cohort ModelNational Center for Inquiry &

Attribution and thanks Much of the content in this presentationwas put together by the Community CollegeResearch Center at Columbia University(CCRC) - and we again thank them for ourcontinued partnership and their effortshelping the field with this importantthought capital and research Other NCII partners who have contributedincluded AACC, Aspen, CCSSE, JFF and SovaNational Center for Inquiry &

Taking the Pulse:Poll

Building Urgency andthe Case for

Economic Mobility & HigherEducation:The Equality of

Economic Mobility & Equity It’s true that higher education may be aboutmore than just economic mobility. But: What % of your students attend your collegesolely because of the love of learning? I would argue 98% of your students are “career focused”Doesn’t mean liberal arts ed. isn’t impt. - might be more so Economic mobility is particularly important tothe lower half of the income spectrum – whichdescribes a majority of our CC students Unfortunate correlation in U.S. between race andincome level – this is 100% an exploration of equityNational Center for Inquiry &

Incredible work Check out the resources at Collaboration between Stanford, Brownand Harvard Other contributors – UC Berkeley, MIT,Cambridge Papers, slides, executive summaries, datasetsNational Center for Inquiry &

80Parent Income Distribution at Harvard1980-82 Child Birth CohortsPercent of Parent Income Quintile45

Percent of Students51015Parent Income Distribution by PercentileIvy Plus Colleges0Note: “Ivy Plus” Ivy League, Chicago, Stanford, MIT, Duke0204060Parent Rank80100

15Parent Income Distribution by PercentileIvy Plus CollegesPercent of Students51014.5% of students from top 1%03.8% of students from bottom 20%0204060Parent Rank80100

80Parent Income Distributions by Quintile for 1980-82 Birth CohortsAt Selected Colleges0Percent of Students204060Harvard University123Parent Income Quintile45

80Parent Income Distributions by Quintile for 1980-82 Birth CohortsAt Selected Colleges0Percent of Students204060Harvard UniversityUC Berkeley123Parent Income Quintile45

80Parent Income Distributions by Quintile for 1980-82 Birth CohortsAt Selected Colleges0Percent of Students204060Harvard UniversityUC BerkeleySUNY-Stony Brook123Parent Income Quintile45

80Parent Income Distributions by Quintile for 1980-82 Birth CohortsAt Selected Colleges0Percent of Students204060Harvard UniversityUC BerkeleySUNY-Stony BrookGlendale Community College123Parent Income Quintile45

Further Evidence of the Challenge Make sure you’re sitting down for this one Good news: from 2013-2016, median net worthincreased 46% for Hispanic families, 29% forBlack families, and 17% for White families BUT .In 2016, the actual median net worth: White citizens was 171,000 Hispanic citizens was 20,700 African-American citizens was 17,600National Center for Inquiry & Improvement* Judith Scott-Clayton’s Brookings Report (Jan 2018)

Momentum Metrics &Portland Community

Completion & Momentum Metrics Guided pathways movement crystallizes intofirst national project with CBD in 2011 In the end, improving completion and postgraduation or post-transfer outcomes areour ultimate goal Too long a timeframe to use data forimprovement formatively Needed a shorter set of indicators that werepredictive of longer-term completionoutcomesNational Center for Inquiry &

AACC GP Early Momentum KPIs CCRC, NCII & others help identify shorter,more predictive set of “momentum” metrics (*) College-level credit thresholds (15 , 24 , 30 units in 1st year; 6 and 12 units in 1st term) Gateway Math & English Completion in 1st Year* Note: First-Year Fall-to-Spring Persistencemetrics are based onsemester units; will College level Course Pass Rateconvert to quarterst Units Attempted in 1 Term / Year system for PCCNational Center for Inquiry &


Comparison Groups for PCC Data The data slides will include PCC Data & data fromMaricopa (AZ), Connecticut, and California. Note that the data from Maricopa, CT and CA areaverages of all the colleges. It is important to note that the three comparisongroups differ widely from Portland on an importantvariable – the % of FTEICs who are full-time: Portland – 56%Maricopa – 60%Connecticut – 55%California – 35%National Center for Inquiry &

Portland CC Credit Threshold Attainmentin 1st Term with Comparison %23%17%13%10%0%6 CL UNITS IN 1ST TERMPCCMaricopaNational Center for Inquiry & Improvement12 CL UNITS IN 1ST TERMCT AvgCA Avgwww.ncii-improve.com22

Portland CC Credit Threshold Attainment in1st Year with Comparison Colleges100%90%**The non-PCC metrics are 15 / 24 / 30semester units (25% / 40% / 50% complete and thus 22.5 / 36 / 45 quarter units)80%70%**PCC metrics are based on qtr units:* 24 PCC units 35.0%* 30 PCC units 23,5%* 45 PCC units 1.4%60%50%40%30%44%35%35%** The “36 units” category for PCC is ablended estimate using the 30 and 45 30%20%15%20%13%13%10%0%1%22.5 CL UNITS IN 1ST YEAR**PCC36 CL UNITS IN 1ST YEAR**MaricopaNational Center for Inquiry & ImprovementCT Avg6%4%5%45 CL UNITS IN 1ST YEARCA Avgwww.ncii-improve.com23

Portland CC Passing CL Math & English inYear One with Comparison %27%20%10%10%0%PASS CL ENGLISH YEAR ONEPCCMaricopaNational Center for Inquiry & ImprovementPASS CL MATH YEAR ONECT AvgCA Avgwww.ncii-improve.com24

Portland CC Fall-to-Spring Persistence &Course Pass Rate* with Comparison %40%30%20%10%0%FALL-TO-SPRING PERSISTENCEPCCCT AvgNational Center for Inquiry & ImprovementTERM 1 COURSE COMPLETION RATEMaricopaCA Avgwww.ncii-improve.com25

And now It’s time to play


Round 1Career Options 31What Courses25Should I Take?How long will18it take?How much will14it cost?How much fin.Aid can I get?Will my creditsTransfer?WinLoseCheer93BooSilence

Why Losing Students to For-ProfitInstitutions is an Equity Issue Students at for profits default on their studentloans at 2x the rate of those taking loans at CCs- 52% vs. 26%* Worse, because students at for profits have totake loans more, the rate of default among allentrants at for-profits is 4x as high as entrants atCCs – 47% vs. 13%*National Center for Inquiry & Improvement* Judith Scott-Clayton’s Brookings Report (Jan 2018)

Why Losing Students to For-ProfitInstitutions is an Equity Issue (2) Even more disturbing when you dive in – Whitestudents not at for-profits have a 4% defaultrate vs. Black non-completers at for-profits witha 67% default rate* Bottom line? We in the CC system need to bebetter for all students but perhaps mostimportantly for low-income URM students –and we absolutely can do so National Center for Inquiry & Improvement* Judith Scott-Clayton’s Brookings Report (Jan 2018) 2:Why AreSo Successful?National Center for Inquiry &

Round 2Motivation24Clear coursePaths20Chair / Coach17MandatorySupport14Peer support11Tickingtime clockDiscipline /accountabilityUniformsWin752LoseCheerBooSilence

Guided Pathways:Quick Overview &

College Practices that Drive Students Away Intake process discourages many students from enrollingEducation paths to degrees, careers and transfer are unclearNew students not helped to explore options/interests, develop a planPre-requisite dev ed sorts out students; fails to prepare for success incollege-level coursesStudents’ progress not monitored; advising grossly inadequateColleges fail to schedule courses students need, when they need themToo many students experience abstract, rote instruction in subjects theysee as irrelevant; too few experience active learning on issues of interestToo many poorly prepared students allowed to take fully on-line coursesInstructors not systematically helped to adopt high-impact practicesStudents not helped to gain program-relevant experience

Guided Pathways Essential Practices1 3 Clarify paths tostudent end goalsMeta-majorsProgram mapsCareer transfer informationMath pathwaysKeep studentson pathMonitoring progress on planIntrusive supportFrequent feedbackPredictable scheduling2 4 Help students geton a pathEarly career/transfer explorationAcademic and financial planIntegrated & contextualizedacademic supportEnsure students arelearningField-specific learning outcomesActive learning throughoutField-relevant experientiallearning

Helping Students with Major Decisionson their Program PathsCONNECTIONENTRYFrom interest andapplication to firstenrollmentFrom entry to programchoice and entry What careers would be Who can I talk toa good fit for me?about my career andprogram options? What jobs can I get What program is awith a degree fromgood fit for me?your college? How much will it cost, What will I need totake?and how will I pay? Will my creditstransfer? How much will itcost, and how will Ipay?PROGRESS /COMPLETIONFrom program entry tocompletion of programrequirementsADVANCEMENTFrom completion ofcredential to careeradvancement and furthereducation How do I balance myother obligations? How do I transfersuccessfully? What if I’m strugglingacademically? What further educationand training will helpme advance in mycareer? What if I want tochange majors? How do I get relevantwork experience? How do I apply totransfer? How much time andmoney until I finish? How much will it costand how much will Ihave to pay?

Redesign the College with the End in MindSTEP 3STEP 2START HERECONNECTIONENTRYFrom entry to programchoice and entryPROGRESS /COMPLETIONADVANCEMENTFrom interest andapplication to firstenrollmentSTEP 4 Market programpathsBuild pathwaysinto high schoolsand adult edprograms Help studentsexplore options/make fullprogram planIntegrateacademicsupport intocritical programgateway coursesFrom program entry tocompletion of programrequirements Clearly map outprogram pathsRedesignadvising/schedulingaround maps/plansMonitor studentprogress, providefeedback andsupport as neededFrom completion ofcredential to careeradvancement and furthereducation Align programoutcomes withrequirements forsuccess incareer-pathemployment andfurther education

Early Evidence fromGuided Pathways Colleges(separate PPT)

Demystifying GuidedPathways One:Exploring Ten CommonlyAsked Questions aboutImplementing

Demystifying Guided Pathways Paper Released November 2015 by NCII Companion to excellent CCRC Book Available at Designed to address questions NCII, CCRC, JFF, andPublic Agenda have heard in hundreds of guidedpathways sessions with faculty, student servicesprofessionals and administrators Not the defining word – just food for thought!National Center for Inquiry &

Demystifying GuidedPathways Two:Exploring Ten MoreOperational Questions AboutImplementing

Mel Brooks’ History of the World Part 2:I give You These 10 No 20 Questions But wait, are there more? Collected questions for a sequel, given my profitmargin on the first paper Title - Guided Pathways Demystified II:Addressing New Questions as the MovementGains Momentum Explored starting in Aug 2016 in CBD Blog posts Paper Released October 2017National Center for Inquiry &

What are Practitioners TopQuestions about GuidedPathways?

First 10 FAQs - Redesigning for Completion Q1 - Isn’t college a meritocracy, where the strong / smartsucceed, and the weak / underprepared don’t succeed? Q2 - Isn’t “free choice” the cornerstone of American highereducation? Q3 – Won’t we sacrifice quality when we move to guidedpathways? Q4 – Won’t we lose the heart of a liberal arts educationwhen we make students’ journeys more structured? Q5 – Won’t faculty lose control over what is taught in theirdiscipline?National Center for Inquiry &

First 10 FAQs - Redesigning for Completion Q6 – Won’t we lose enrollment if we decrease swirl withincreased structure or by making things mandatory? Q7 – Isn’t all of this “hand-holding” going to creategraduates that can’t navigate the workplace / real world? Q8 – Don’t students benefit when they “find themselves”by what looks like wandering to an observer? Q9 – How can students be expected to make careerdecisions at age 18? Q10 – Don’t students change careers 4 to 7 times – whythen guided pathways?National Center for Inquiry &

The Next 10 Questions about Guided Pathways Q11 - Isn't guided pathways just the next educationalfad? Q12 -How do we further emphasize equity andinclusion in the pathways approach? Q13 - How do we build effective guided pathways forpart-time students? Q14 - What happens when students are belowtransferrable English and Math? Q15 - What happens if students change their minds?Do they have to start over?National Center for Inquiry &

The Next 10 Questions about Guided Pathways Q16 - What should the institution do when students fall offtheir guided pathway? Q17 - How does a focus on teaching & learning need toevolve / shift under a guided pathways approach? Q18 - Doesn't faculty workload go up under a guidedpathways model? Aren't we already overworked enough? Q19 - How do we best use technology to keep students onthe pathways? Q20 - How can we get all the work necessary to plan andexecute guided pathways done by (insert date here)?National Center for Inquiry &

Agency, Attitude & IntensiveImplementation:NCII’s A2I2 Cohort

Colleges Have Made Progress State-level and regional projects – if they are available– are useful to colleges: JFF’s Student Success Centers,other state-level GP efforts like CAGP Demonstration National projects like AACC Pathways also can provideprofessional development, thought capital andcatalytic support Colleges have a history of internal improvementefforts with varying degrees of success at scaleNational Center for Inquiry & Improvementwww.ncii-improve.com50

But increasingly colleges are asking for: Support customized to their unique college contextand improvement trajectory – not off-the-shelf Support provided on campus, in the collegeenvironment, with a broad range of potentialparticipants Support provided by national experts who’ve beenleading this hard, on-the-ground institutional changework for over a decade National Center for Inquiry & Improvementwww.ncii-improve.com51

Why NCII? NCII has worked with over 350 colleges in the past 15years – both directly serving colleges and on state andnational projects such as: Completion by Design The Aspen Prize for Community College Excellence AACC Pathways Project 1.0 and 2.0 JFF’S Student Success Centers – with specific guidedpathways & student financial stability support in AR, CA, CT,MI, OH, NJ, NC, NY, OR, TX, VA, WA & WI California Guided Pathways Demonstration Project Beyond Financial AidNational Center for Inquiry & Improvementwww.ncii-improve.com52

Why NCII? A belief in customized support – there is nobinder, color-coded change model or Staples“easy button” for this design & implementationwork Ability to leverage a wide range of partners whoare recognized as national experts on guidedpathways and student financial stability Resonance with practitioners – faculty, studentservices, administrators Adaptive throughout the change processNational Center for Inquiry & Improvementwww.ncii-improve.com53

NCII’s A2I2 Model Features Six on-campus visits over two years 2-3 NCII consultants, led by Dr. Rob Johnstone Office hours between visits Document review Key Performance Indicator (KPI) support Return-on-Investment modeling A2I2 Cohort Webinars NCII materials designed to support change processNational Center for Inquiry & Improvementwww.ncii-improve.com54

NCII’s A2I2 Model – Key Steps Making the Case on Campus Starting the Next Phase of the College Journey Establishing the Foundation GP & SFS Self-assessments Visit 2 Interview Day Forming and Kicking Off Customized Workgroups Supporting Steering Committee & the Progress ofIndividual Workgroups Transitioning to Sustainability & the Path ForwardNational Center for Inquiry & Improvementwww.ncii-improve.com55

NCII’s Key Consultants In addition to NCII VP of Strategy Priya Chaplot, NCII’sA2I2 visit teams draw from a pool of the top nationalexperts with deep experience and expertise in guidedpathways and student financial stability, including: Chris Baldwin, Baldwin Consulting; Ed Bowling, GIRC;Davis Jenkins, CCRC; Alison Kadlec, Sova; Melinda Karp,Phase Two Advisory; Paul Markham, Sova; KayMcClenney, AACC; Gretchen Schmidt, AACC; SarahZauner, Ada Center NCII also utilizes a network of college practitionerexperts to provide on-the-ground experienceNational Center for Inquiry & Improvementwww.ncii-improve.com56

Find Out More NCII & NCII A2I2 & Dr. Rob Johnstone, Founder & President, NCIIrob@ncii-improve.comNational Center for Inquiry & Improvementwww.ncii-improve.com57

Gateway Math & English Completion in 1. st. . FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FEU FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FEUD FAMILY FE. National Center for Inquiry & Improvement www.ncii Round 1: What Do New Students Ask .

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