PATHWAYS TO ECONOMIC OPPORTUNITY Michael Collins Jobs for the Future | April 20-21, 2016 BRIDGES TO SUCCESS Ohio Department Of Higher Education

PHOTOGRAPH © 2008 Jerry Davis OUR MISSION JFF works to ensure that all young people and workers have the skills and credentials needed to succeed in our economy. OUR VISION The promise of education and economic mobility in America is achieved for everyone. ABOUT JOBS FOR THE FUTURE

OUR GOALS 1.PREPARING FOR COLLEGE AND CAREER: All young people graduate high school on a clear path to college completion and career success. 2.EARNING POSTSECONDARY CREDENTIALS: All students gain the skills they need to earn postsecondary credentials with high labor market value. 3.ADVANCING CAREERS AND ECONOMIC GROWTH: All workers obtain the education and training required to move into family-supporting careers with clear paths for advancement. 3 ABOUT JOBS FOR THE FUTURE

2020 JOBS: POSTSECONDARY REQUIREMENTS 65%, or 106.6M, will require some form of postsecondary education Source: Georgetown University Center on Education and the Workforce, RECOVERY (2013)

STUCK AT THE BOTTOM OR “STUCK” AT THE TOP Source: Equal Opportunity Project

AFFLUENCE AND COMPLETION Family Economic Status Influences Educational Attainment Source: New York Times graphic using Department of Education data

At the root of the uncertainty lies a pervasive doubt: whether the nation can sustain the American Dream of each generation moving up and doing better than previous generations.

10 [2004] [2009] [2011] —15 States— POSTSECONDARY STATE POLICY NETWORK [2012]

A GROWING GUIDED PATHWAYS MOVEMENT

FROM CAFETERIA COLLEGE Paths to student goals unclear Intake sorts, diverts students Students’ progress not monitored Learning outcomes not defined and assessed across programs ChurningEarly transfer Completion Time to degreeExcess credits Skill building

TO GUIDED PATHWAYS Clear roadmaps to student goals Intake redesigned as an on-ramp Students’ progress closely tracked Learning outcomes/assessments aligned across programs Churning Completion Early transfer Excess credits Time to degree Skill building

ASSESSMENT >Determine students’ academic direction as a first step, then use assessment as a way to identify where the students may need additional support to reach their goals >Introduce holistic, multiple-measures assessment (i.e., no more cut scores)

ASSESSMENT Over 30% of the “developmental” students would have earned a B or better had they been allowed to enroll directly in college-level math. Source: Redesigning America’s Community Colleges, Harvard University Press

ADVISING The Shapeless River: Does Lack of Structure Inhibit Student Success? By Judith Scott-Clayton The observational evidence is very strong that community college students are often overwhelmed by the complexity of navigating their community college experience. Get with the Program By Davis Jenkins (CCRC) Over 50% of students who entered a program of study in first or second term earned a certificate, degree, or transferred to a 4-year institution without a credential. Source: CCRC Working Paper No. 32 April 2011

ADVISING IN A COMPLEX AND DYNAMIC LABOR MARKET In some cases less education is worth more: –28% of AAs earn more than the median BA –44% of people with BA’s earn more than a person with a graduate degree

ADVISING AND EQUITY Occupations with the highest median income for African Americans, by major >Architecture and Engineering $66,206 >Computers, Statistics, and Mathematics $61,998 >Health $61,868 Occupations with the lowest median income for African Americans, by major > Industrial Arts, Consumer Services, Recreation $42,107 > Psychology and Social Work $42,107 > Arts $43,034 Source: Georgetown University Center on Education and Workforce analysis of U.S. Census Bureau, American Community Survey microdata,

ADVISING, EQUITY, AND STEM OPPORTUNITIES Source: The Hidden STEM Economy, Brookings, 2013.

Source: CCRC PLACEMENT

STUDENT SUPPORT Students have skills, habits, and know-how to succeed in college setting. Students believe they are capable of learning math. Students believe the course has value. Students feel socially tied to peers, faculty, and the course. Faculty and college support students’ skills and mind-sets. Aim: Students continue to put forth effort during challenges and when they do so they use effective strategies. Source: Carnegie Foundation for the Advancement of Teaching Productive Persistence

STUDENT SUPPORT Moving Student Supports “Beyond Financial Aid” >Expanding the definition of “financial supports” beyond grants, scholarships, and loans >Includes access to reliable and adequate nutrition, transportation, housing, and child care, as well as financial, tax, and legal services >Additionally, institutions can and should review and revise their own pricing structures, financial aid strategies, and scholarship policies

POLICY CONTEXT 1)Streamline program requirements and create highly structured programs of study. 2)Encourage colleges to redesign developmental education into accelerated on-ramps to programs of study. 3)Support colleges in implementing wraparound student supports. 4)Ensure that structured pathways lead to valuable credentials and durable competencies. 5)Support colleges’ strategic use of data. 6)Create financial incentives to encourage success-oriented institutional and student behaviors. 7)Invest in professional development to create intensive, authentic faculty engagement and create a deeper focus on teaching and learning.

GUIDED PATHWAYS SCALE ADOPTION INITIATIVES

RESOURCES The Equality of Opportunity Project: Harvard Economic Mobility Project: Pew Trustshttp:// projects/economic-mobility-projecthttp:// projects/economic-mobility-project Economic Mobility: Brookings mobility mobility

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