Complete College Georgia Choice and the Power of First-Year Momentum CCA Annual Convening December 30, 2017

University System of Georgia 28 Institutions* Fall 2017 Enrollment: 325,203 (271,184 undergraduates-83%) Range in size from 1,746 (Bainbridge State College) to 51,562 (Georgia State University) Constitutionally established Board of Regents with oversight authority. *In Spring 2016, Georgia State University and Georgia Perimeter College consolidated; the combined Fall 2015 enrollment of these institutions is 51,146, making it not only the largest school in the state, but one of the largest institutions in the country.

What can a System do? Focus Maintain a focus on data-driven decision making Highlight and share campus-based success and challenges Promote a focus on student outcomes Through the connective work that we do, the system role tends to focus on encouraging campuses to use the data that they already collect to help shape decisions on campus. The University System has, over the past several years, reinvigorated a conversation about student outcomes as the most significant area on which we want to focus, which helps to drive some of this activity forward. Additionally, predictive analytics is viewed at the System level as one of a suite of tools and strategies that campuses are encouraged to adopt as part of a mutually reinforcing, integrated system to support student success.

What can a System do? Connect Convene statewide events focused on predictive analytics and pathways Engage with national solution providers on potential solutions and offerings Support communities of interest around predictive analytics Identify peer partners and resources In Georgia, the University System Office’s primary role is to connect interested institutions to their peers and outside resources, and to support the development of communities of interest around this approach. The USG has also supported strong data governance with our institutions

What can a System do? Mandate Board of Regents retains the authority to mandate policy at institutions. Sparingly applied by design Prefer to arrive at collaborative solutions through cooperative means. In Georgia, the University System Office’s primary role is to connect interested institutions to their peers and outside resources, and to support the development of communities of interest around this approach. The USG has also supported strong data governance with our institutions

What can a System do? Foster innovation Capacity and Innovation grants to encourage small-scale experimentation Provide institutional flexibility to encourage organic implementation Encourage cooperation and collaboration across institutions In Georgia, the University System Office’s primary role is to connect interested institutions to their peers and outside resources, and to support the development of communities of interest around this approach. The USG has also supported strong data governance with our institutions

Complete College Georgia In August 2011, Governor Nathan Deal announced the launch of Complete College Georgia, a statewide effort to increase attainment of a high quality certificate or degree. University System of Georgia/Technical College System of Georgia By 2025, it is projected that over 60 percent of jobs in Georgia will require a certificate, associate’s degree, or bachelor’s degree.

Complete College Georgia Presently, less than 50 percent of the state’s young adults -- its burgeoning workforce -- are prepared on that level. To remain competitive, Georgia must maintain current graduation levels, and also produce an additional, estimated 3%+ growth annually in graduates in the coming years.

Percentage of Georgia Young Adults with Credentials

CCG Degree Goals for USG

CCG 1.0: 2012-2016 College Readiness: Mending the P-12 pipeline to increase the number of high school students graduating and ready to begin higher education work. Structured Pathways for Students: Providing paths to efficient completion of degrees and certificates; preventing wasted credits, time and financial expenditures. Improving Access & Completion for Underserved Students: Identifying and removing commons barriers for minority, part-time, adult, military, disabled, low-income, and first generation students. Shortening the Time to Degree: Improving current and developing new paths for students to earn a high quality degree in a timely manner. Restructuring Instructional Delivery: Improving the quality of student learning through effective teaching, facilitation and innovative modes of learning. Transforming Remediation: Improving remedial education practices to remove barriers and increase success. Policy Changes: Adaptable and efficient; system-wide

What is a Momentum Year? Evidence-based research confirms that college students are most successful when they: START ENTER FOLLOW out their college careers by making a purposeful choice in a focus area or program, with a productive academic mindset, a clearly sequenced program maps that include: core English and math 9 credits in the student’s academic focus area 30 credits in their first year completega.org

Momentum Year Timeline Fall 2017 Announcement of Momentum Year (really summer) Initial Mindset Survey (August) Learning Support and Advising Academies (October-November) Winter 2018 Momentum Summit (plans completed by institutions) (February) Fall 2018 Phase out of Foundations, all LS students enrolled in corequisite Institutions identify their focus areas Math pathways aligned to focus areas All incoming students enrolled in English and math Fall 2019 All incoming students enrolled in focus areas All incoming students enrolled in 9 credit hours in focus areas completega.org completega.org

Productive Academic Mindset Three “Easy” Pieces Purposeful Choice Academic Focus Areas Productive Academic Mindset completega.org

Purposeful Choice completega.org

Purposeful Choice Student program selection should be intentional, informed and related to their interests and skills. A student’s choice helps them find their place in the institution and on their academic map. By Fall 2019, the goal is that no student will enter a USG institution as ”undecided.” Many students arrive with a purpose; for those who don’t institutions are preparing to offer guidance. completega.org

Academic Focus Areas Broad areas of study sharing common academic interests, otherwise known as “meta majors” Programs of study “roll up” into academic focus areas (e.g., accounting majors are in the Business focus area; physics majors are in the STEM focus area) Focus areas help students orient to their field, provide structured choices to students at the outset of their academic career, and provide opportunities to targeted support and programming to students completega.org

English and Math

Mindset Survey 2017 Administered to all first time freshmen enrolling at a USG institution. Online survey link emailed to freshmen within the first 2-3 weeks of school; second administration of the survey will take place November 27-December 15 Survey responses linked to student outcomes will offer an unparalleled look at how purpose, connection, engagement, efficacy and scarcity affect student outcomes completega.org

Productive Academic Mindset +12pp Minority Retention +19pp Earned SCHr % Productive Academic Mindset Perceived purpose of coursework +15% GPA Feel connected to their institution and that they belong… +12pp Minority Retention Believe they are capable of learning the material… +19pp Earned SCHr % Confidence interacting with Faculty and Staff +6pp Earned SCHr % GRIT and Perseverance +9pp Math CoReq Success +6pp Earned SCHr % +9pp Math CoReq Success completega.org

Contact Angela Bell (angela.bell@usg.edu) Robert Todd (robert.todd@usg.edu ) Jonathan Hull (jonathan.hull@usg.edu )