Complete College Georgia

Overview Why completion matters The current state of completion The context for completion What is a completion agenda? Pieces of the completion puzzle.

Why Completion Matters “Nineteen of the 30 occupations projected to grow fastest from 2012 to 2022 typically require some form of postsecondary education for entry.” … Occupations typically requiring postsecondary education for entry generally had higher median wages ($57,770) in 2012 and are projected to grow faster (14.0 percent) between 2012 and 2022 than occupations that typically require a high school diploma or less ($27,670 and 9.1 percent). Bureau of Labor Statistics, Employment Projections: For Georgia’s future, the economy we hope to have tomorrow depends on the educational advancement of citizens today. "To fully leverage Georgia's newly restructured private-sector economy we need to adjust our priorities to put much greater emphasis on educational achievement. That will be critical in terms of improving Georgia's competitiveness, which ultimately determines our standard of living.” Charles Knapp, interim dean of the University of Georgia's Terry College of Business

It isn’t just that the job market is demanding more skilled, credentialed workers. It is becoming a more difficult place for those without skills and credentials. Earnings and Unemployment Rates by Educational Attainment U.S. Department of Labor, Bureau of Labor Statistics Why Completion Matters

Lower skilled adults are dropping out of the labor force in greater numbers. Labor Force Participation Rates by Educational Attainment U.S. Department of Labor, Bureau of Labor Statistics High School Diploma Associate’s Degree Bachelor’s Degree 59%67%75% Why Completion Matters For those that remain, their income potential is greatly constrained.

Why Completion Matters Median Income and Educational Attainment, by State 2012 U.S. Census Bureau, Current Population Survey, American Community Survey U.S. Median Income: $52, 512 U.S. Average Associates+42% Georgia: Median Income: 46,244 % Associates+: 39.7

The Current State of Completion Global Measure: Percentage of the Population with an Associates Degree or Higher Ages ( ) and ( ) (2011) Source: OECD In terms of growth in degree conferrals, the United States ranks last among the OECD. National Average: 40.1% Georgia: 36.2%

The Completion Pipeline The Current State of Completion

By 2020, it is anticipated that 60% of all jobs will require some form of higher education. Reaching 60 percent will require closing a nearly 250,000 degree gap! Currently, 42% of Georgia’s young adults have a certificate, associate’s or bachelor’s degree. 60% Complete College Georgia 43% Current Path ,000 additional graduates 42%

The Context for Completion While we are falling behind in postsecondary attainment, higher education is facing: Unprecedented competitive pressures Shrinking budgets Increased scrutiny Faltering faith from public, students, & faculty Widening gaps in equity & questions about costs

The Context for Completion Institutions of Higher Education are facing similar financial, political and community pressures that K-12 districts and schools have faced for years. In response to these pressures, K-12 districts and schools adapted and changed to increase high school graduation rates, and USG institutions are changing and evolving to increase the percentage of students completing college.

Moving forward… The Completion Agenda in Georgia

College completion is an imperative for a prosperous economic, civic, and cultural future in this state. The Completion Partnership Announced in 2011, Complete College Georgia is a statewide effort to increase attainment of a high quality certificate or degree.

The Completion Agenda “Improving college completion will depend on partnerships, given statewide and cross-agency issues. Partnerships can not only result in coordinated resources, but also new forms of collaboration, improved communication, and a strong focus on accountability.” Georgia’s Higher Education Completion Plan, 2012

Pulling together P-12, Technical Colleges, and State Colleges and Universities New thinking Focus and momentum Culture of experimentation Build beyond usual relationships The Completion Agenda 25 TCSG Technical Colleges 31 USG Colleges & Universities 2,273 Public K-12 Schools 2,037,973 current students College and career readiness in P-12 Transforming of remediation Shortening the time to degree Restructuring delivery Effective use of analytics, metrics, and data Five main areas of CCG:

Progress toward Completion Milestones Statewide and Campus Completion Plans Articulation Agreement between TCSG and USG Policy Review and Updates Innovation and Incubator Grants Conference on CCGPS and content alignment gaps New Models of Learning Summit Predictive Analytics Workshop Competency-based Learning model pilot at Columbus State New Performance-based Funding Model approved

Students Take a rigorous curriculum Pursue dual credit course when possible and appropriate Explore career-technical opportunities Schools and Universities Communicate expectations Align P-12 Standards with expectations in Higher Education Improving readiness and access Prepare for and monitor transitions Reinforce/reform practice with data It all starts with P-12…

Lower costs for students Focus on reducing time to degree for all students Transforming remediation Encouraging dual credit Support for transfer and articulation Developing protocols for prior learning assessments and competency-based learning Create opportunities for new models of instruction …and continues through reducing barriers to completion.

Completion Strategies 15-to-Finish New learning models Guided Pathways to Success Competency-based learning Dual credit coursework Intrusive advising Co-requisite and just-in-time remediation

Completion Strategies 15-to-Finish New learning models Guided Pathways to Success Competency-based learning Dual credit coursework Intrusive advising Co-requisite and just-in-time remediation 15 credit hours a semester is full time! To be on track to graduate, students need to take 15 credits each semester. Taking less than 15 credits delays graduation, lengthening time to degree, and increases the chances that a student won’t graduate.

Completion Strategies Guided Pathways to Success Students pursue a coherent courses of study, earning credits that count toward a degree. Students enroll in degree pathways and receive on-time, intrusive advisement to insure that they meet their goals.

Completion Strategies Dual credit coursework Students pursue rigorous college content while in high school, earning college credits and reducing time to degree. Early exposure to college-level courses encourages college participation and completion.

Completion Strategies Co-requisite and just-in-time remediation For students not quite prepared for college-level work, USG institutions are shifting to offering learning support alongside credit-bearing courses. This model gets students immediately on track for a degree and improves their chances of success in gateway courses.

Completion Strategies 15-to-Finish New learning models Guided Pathways to Success Competency-based learning Dual credit coursework Intrusive advising Co-requisite and just-in-time remediation

Jonathan Watts Hull Assistant Director Policy and Partnership Development Board of Regents of the University System of Georgia (404) Thank you.