Vice President of Strategy Dr. Julie Johnson Vice President of Strategy jjohnson@completecollege.org

@CompleteCollege @JulieJJohnson1 #15ToFinish

Overview of Complete College America Game Changer Strategies for Completion 15 to Finish

42 The Alliance COMPLETE COLLEGE AMERICA CUNY System DC Central Valley Higher Education Consortium Houston Commonwealth of Northern Mariana Islands Puerto Rico Thurgood Marshall College Fund Consortium

Our Approach Work with states, systems and consortia to implement evidence-based strategies at scale to see double-digit gains in outcomes. We are the megaphone. We don’t come up with the strategies, we highlight what others are doing. There are a million things you can do on college completion. Do these. They work. Is there an opportunity to pull these into what you’re doing or help some of these become an organizing force for your various intiiatives.

Four-Year Recent report - All starts with the data MYTH

On-Time Graduation Rates (Full-Time Students) 2-Year Associate 4-Year Bachelor’s 4-Year Bachelor’s (non-flagship) (flagship/ very high research) 5% 19% 36% ON TIME ON TIME ON TIME Four-Year Myth

13% 43% 68% 150% Graduation Rates 2-Year Associate 4-Year Bachelor’s (Full-Time Students) 2-Year Associate 4-Year Bachelor’s 4-Year Bachelor’s (non-flagship) (flagship/ very high research) 13% 43% 68% IN 3 YEARS IN 6 YEARS IN 6 YEARS Four-Year Myth

80.9 134.6 133.5 Excess Credits 2-Year Associate 4-Year Bachelor’s (Full-Time Students) 2-Year Associate 4-Year Bachelor’s 4-Year Bachelor’s (non-flagship) (flagship/ very high research) 80.9 134.6 133.5 60 Credits Standard 120 Credits Standard 120 Credits Standard Four-Year Myth

Total Cost of Each Extra Year (Full-Time Students) 2-Year Student 4-Year Student $22,826 $15,933 in cost of attendance in cost of attendance $45,327 $35,000 in lost wages in lost wages Why I love some of the work coming out of the CSU system with Grad initative and on-time completion. On-time is an affordability issue! $50,933 $68,153 Source: fly.temple.edu and utexas.edu/enrollment-management/messages/ut-strives-improve-four-year-graduation-rates Four-Year Myth

TIME CHOICE STRUCTURE

1. Corequisite Remediation 2. Math Pathways 3. Structured Schedules 4. Guided Pathways - Purpose First 5. 15 to Finish

Corequisite Remediation

Too many students start college in remediation. 61% in 2-year institution 28% in 4-year, non- flagship institution

Few Graduate or Transfer Of 2-year students enrolled in remediation: 11% graduate in 3 years 18% transfer to 4-year institution (w/ or w/out a degree) in 4 years

Corequisite Remediation Place students straight into college English and math. Provide just-in-time remedial support. - $90m for the Basic Skills Transformation to more than 60 colleges includes this as one of the options, which is great.

Corequisite Models Paired Remedial Course Accelerated Learning Program Gateway Course Required 0 Credit Lab Structured Assistance Gateway Course One Additional Credit 101+ Model Gateway Course

One Semester Scaled Results Traditional Remediation National Avg for Gateway Course Success 22% English Math

Completion of Gateway English by ACT Sub-score Community College Pre-requisite Model vs. Co-requisite Model

Corequisite at Scale 5 states have scaled corequisite support: Colorado Georgia Indiana Tennessee West Virginia 13 states have committed to implement at scale: Central Valley of CA Hawaii’ Illinois Idaho Massachusetts Missouri Montana New Hampshire - CCSNH New Mexico Ohio Oklahoma Rhode Island

Implementing Corequisite Remediation with CVHEC National academy – 2015 In-state institute – 2016 California Acceleration Project training – 2017 Quarterly calls and ongoing assistance

Central Valley Higher Education Consortium Initial participating colleges: Clovis Community College - English and Math Modesto Junior College – English Porterville College – English Reedley College - English and Math San Joaquin Delta College – English West Hills Community College -  English and math Merced College - English and math College of the Sequoias - English Fresno City College - English, ESL, and math

Math Pathways

College Algebra’s Only Purpose: Preparation for Calculus STEM

What is the “right” math course? Dunbar, S. 2005. Enrollment flow to and from courses below calculus . In A Fresh State for Collegiate mathematics: Rethinking the Courses below calculus, N.B. Hastings et al. (Eds.). Washington DC: MAA Notes, Mathematical Association of America. College algebra and traditional developmental math sequences were designed in the 1950’s to prepare students for calculus. However, with the exception of a few institutions such as the School of Mines, the majority of our students are in majors that do not require calculus. Is college algebra the right math course for students in the social sciences or the humanities or various other majors? Dunbar [4] has tracked all students at the University of Nebraska-Lincoln for more than 16 years and has examined enrollment patterns among about 150,000 students. He found that only about 10% of the students who pass college algebra ever go on to start Calculus I and virtually none ever go on to start Calculus III. He has also found that about 30% of the students from College algebra eventually start business calculus. Our state data appears to be similar. The CDHE pulled data from the academic year 2013 and found that of the roughly 13,000 students who completed college algebra with a C- or better, about 12% have gone on to pass a Calculus I course at any other state institution.

Math Is Aligned to Majors Meta-Major Gateway Math Program Classics Performing Arts Cultural Studies Humanities Arts Quantitative Reasoning Social Sciences Health Sciences Business Psychology Political Science Communications Statistics/Modeling Welding Carpentry Technical Certificate Programs Technical Math Civil Engineering Chemical Engineering Chemistry Engineering Hard Sciences College Algebra/Pre-Calc/ Calculus

Math Pathways at Scale 6 states implementing at scale beginning Fall 2016: Montana Colorado Missouri Nevada Indiana Ohio All 13 corequisite scale states building plans for math pathways. Central Valley of CA Hawaii’ Illinois Idaho Massachusetts Missouri Montana New Hampshire - CCSNH New Mexico Ohio Oklahoma Rhode Island West Virginia

Structured Schedules: Scheduling for Completion

Structured Schedules Predictable, consistent schedule Block schedules and sequenced courses Students go full-time (15 credits) or year-round for 30 credits.

Structured Schedules Options Morning, afternoon, evening or weekend blocks Specific days Shorter term Organized by program

Scheduling is a Completion Strategy! Drives by increasing: % of full-time students Credit accumulation Retention and completion

Guided Pathways - GPS

NO CLEAR PATH

Too Many Choices and Too Little Guidance Why GPS? Most colleges have more than 100 majors and hundreds of courses. Most students are unaware of their career options. 45% of students haven’t seen a counselor by the third week of class.

1 counselor to 400 students

Behavioral Economics: Default Organ Donation Rates Austria (OPT-OUT) 99% Germany (OPT-IN) 12%

GPS: Essential Components DO THIS Informed Choice - Purpose First Default Pathways Meta-Majors Academic Maps Intrusive advising

Informed Choice – Purpose First Connect students career interests to their majors Integrate career assessments, labor market data, ROI calculators into the new student onboarding to help students select the major (meta major) that fits their plans.

Default Pathways (opt-out) Examples of defaults: 90% organ donation

Meta Majors STEM HEALTH BUSINESS SCIENCES HUMANITIES SOCIAL SCIENCES ARTS EDUCATION

Academic Maps

Intrusive Advising Students must see their advisors if: they fall off the pathway are at risk of not succeeding need special assistance or their own pathway

GPS: Closing Achievement Gaps GEORGIA STATE Graduation rates increased to: Pell students 52.5% African American students 57.4% Hispanic students students 66.4% FLORIDA STATE African Americans 77% First-generation Pell students 72% Hispanic students more than 70%

Guided Pathways at Scale 3 states have implemented it at scale: Tennesse Georgia Indiana 5 sites are working to implement it at scale. Massachusetts New Hampshire - CCSNH Houston region Washington DC Missouri

15 to Finish

15 to Finish - $90m for the Basic Skills Transformation to more than 60 colleges includes this as one of the options, which is great.

Start with the data

Full-time enrollment is not on-time enrollment.

Minority students are less likely to be on track for on-time graduation.

Low-income students are less likely to be on track for on-time graduation.

on-time graduation really Is being on track for on-time graduation really that important?

Students who complete 30+ credits in their first year are more likely to graduate.

Students who complete 30+ credits in their first year are more likely to graduate.

Momentum Benefits: CC Students In first semester, 28% of CC students were momentum students In first year, 1/5 of CC students maintained momentum Source: Belfield, Jenkins & Lahr, 2016.

Okay, but do we really want to encourage our students to take more credits?

“The best strategy for reducing the cost of college is to ensure more students take the credits needed to graduate on time.” (Complete College America, 2016)

Affordability is good, but taking too many credits in a term can hurt students academically.

Retention is higher for those coomunity college students taking >=15 hours

At every level of academic preparation students taking >=15 hours had higher GPAs

Hmm. But not all students can take 15 credits a term or 30 credits in a year.

City Colleges of Chicago Outcome: 30% increase in full-time enrollment of 15 credits. Retention, GPA and credit accumulation were higher for students taking 15 credits

Make the case

Supporting our students All students deserve a pathway and expectation for on-time or timely completion.

Relevant to other CA initiatives Graduation Initiative Guided Pathways Promise programs Innovation grants Equity efforts Corequisite remediation and math pathways

Fifteen to Finish DC Statewide Initiatives States with Campus-Based Initiatives

SHARED PRINCIPLES Far too few full-time students graduate on time. Graduating late or “taking an extra year” comes at great cost for students and their families. Advisors play a critical role in boosting student success. Many more students can take 15 credits per semester or term, greatly increasing their likelihood of on-time completion. #15toFinish informs students of their choices and ensures they know what it takes to graduate on time.

CCA Calls for “On-Time” Status in Pell

% First-Time, Full-Time Students Enrolled in 15+ Credit Hours (1st semester)

Projected Enrollment Revenue Opportunity Estimated Impact for Purdue University - Calumet Revenue Gains vs. Baseline Model Inputs: Total Enrollment: 8,639 Net Revenue Per Student: $10,565 (net tuition and fees plus state appropriations) Retention Improvement 0-29 credits 4.7% total over 1 year 30-59 credits 0% total over 1 year 60-89 credits 90-119 credits 120+ credits Investments in advising can yield dividends that should be reinvested back into further efficiencies and support

Nuts and bolts

15-Credit Strategies & Policies Type of Strategy Communications campaigns Degree maps structured schedules Financial incentives Type of Policy Banded tuition or aid to support 30-credit enrollment Degree credit cap (60 or 120 credits) Default scheduling

Academic Maps

Think 30 Linked to affordability and debt Public awareness campaign NSO, parents, faculty, advisors Modified scheduling Added winter and summer sessions Institutional aid Merit aid tied to 15 credits Initial outcomes: 5% increase in first year students who completed 30 credits.

Indiana Legislation: HEA 1348 Financial Incentive: Requires students to complete 30 credits per year to remain eligible for full state aid. Students w/ a 3.0 gpa or higher are eligible for more aid. Structural Reforms: Required institutions to: provide degree maps and guarantee course availability Allow full use of state aid during summer terms Encouraged institutions to use banded tuition Supports: Public awareness campaign Additional academic advising

Reforming Student Financial Aid to Increase College Completion: Early Progress from Indiana HEA 1348

University of Akron New Student Orientation presentations Poster (right) E-mail timed to registration TV information screens on campus/residence halls Campus and student e-mail announcements Infomercial

Complete College America Resources www.completecollege.org/15toFinishMaterials

Thank You Julie Johnson jjohnson@completecollege.org www.completecollege.org