Commission on the Future Community College League of California

Process Commission discussions –Student Success Update –K-12 Pipeline, Dual and Concurrent Enrollment –Demographic and Completion Update League staff will work with subject area teams following meeting to draft paper for League policy boards. Second meeting in the spring?

Ground Rules and Workflow Ground Rules You are a professional without a title. This is a safe room. Workflow Today: Introduction, Student Success Update Tomorrow: K-12 and demographic issues Wednesday: Recommendations and Conclusion Materials

The California Graduation Initiative: A 2020 Vision for Student Success for Californias Community Colleges A report of the Commission on the Future of the Community College League of California

The recent focus on student success is not an indictment of the work of community college faculty, staff and leaders. a political fad. a rationale for cutting budgets. pie in the sky.

The recent focus on student success is economically necessary morally incumbent achievable

Once first in the world, America now ranks 10th 13 th in the percentage of young adults with a college degree. For the first time in our history, the current generation of college-age Americans will be less educated than their parentsgeneration – unless things change quickly. America is losing ground internationally Economically necessary

California is losing ground to other states (Rank Among States in % with College Degrees) Age GroupAssoc. or HigherBach. or Higher >643rd4th th13th th17th st26th Economically necessary

By Race/ethnicity 66.7% for Asian students 53.5% for white students 39.5% for Latino students 39.0% for African-American students Morally incumbent By Age 52.0% - age under % - age % - age % for students over 50 Associate Degree/Transfer/Certificate Completion Rates* California Community College Participation Rates (age 20-24: average 116 per 1,000) American Indian: 70 per 1,000 adults Asian: 215 per 1,000 adults Black: 147 per 1,000 adults Hispanic: 143 per 1,000 adults White/Other: 112 per 1,000 adults * Student Success Scorecard definition: attempted at least 1 college level English or math class

According to NCHEMS, California needs 23,006 additional degrees and certificates annually to reach its share of the national goal, a 5.2% annual increase. 5.2% annual increase Achievable

In Californias community colleges: From to 08-09, headcount went up 28%. –AA/AS production went up 64%. –Certificate production went up 125%. Total degree production went up 82%. Achievable

Headcount enrollment1,823,7411,655,095 Transfers UC: CSU: ISP: OOS: 14,056 49,770 19,827 15,927 15,976 56,959 20,428 18,964 ( ) AA/AS Degrees84,94890,098 Certificates49,42852,424 Completion Update

Achievable National average: 19.9/100 FTE California : 11.0/100 FTE California : 12.8/100 FTE

The Vision: In California, all residents have the opportunity to complete a quality postsecondary education in a timely manner. Access - California should continue to lead the nation in participation. Success - Programs and support services should be designed to maximize the ability of students to complete a postsecondary education. Equity - Access and success should regularly be monitored in a disaggregated manner and interventions to close achievement gaps should be a campus priority.

The Goals Success: Californias community colleges will increase completions by 1 million by Access: Californias community colleges will close participation rate gaps. Equity: Californias community colleges will eliminate the achievement gap among enrolled students.

The Completion Goals in Numbers Status Quo: Annual ( ) Current ( ) Goal: 2020 Annual Status Quo: Cumulative to Goal: Cumulativ e to Improvemen t AA/AS84,94890,098178,700849,4801,459,300609,820 Certificate41,16652,525145,800411,660991,200579,540 TOTAL1,189,360

Basic Skills Transfer and Degree Completion Assessment, Placement & Prerequisites Finance, Fees & Affordability Research, Accountability & Leadership

Visible, high level leadership. Leadership and Accountability Longitudinal data System, K thru workforce. Disaggregate all data. Remove specific barriers to scaling. Renewed professional development.

Visible, high level leadership. Leadership and Accountability Longitudinal data System, K thru workforce. Disaggregate all data. Remove specific barriers to scaling. Renewed professional development.

Teaching and Learning Enhanced basic skills funding model. Contextualize & accelerate curriculum. Transfer-oriented associate degrees. Course scheduling for student success. Expand credit for demonstrated knowledge. Examine academic hiring practices.

Teaching and Learning Enhanced basic skills funding model. Contextualize & accelerate curriculum. Transfer-oriented associate degrees. Course scheduling for student success. Expand credit for demonstrated knowledge. Examine academic hiring practices.

Intensive Student Support Mandatory assessment and counseling. Mandatory orientation. Enforce registration deadlines. Students dont do optional.Students dont do optional.

Intensive Student Support Mandatory assessment and counseling. Mandatory orientation. Enforce registration deadlines. Students dont do optional.Students dont do optional.

Finance & Affordability Moderate, predictable enrollment fees. Align BOG Waiver requirements w/ federal aid. Additive, categorical incentive funding program. Funding is insufficient.

Finance & Affordability Moderate, predictable enrollment fees. Align BOG Waiver requirements w/ federal aid. Additive, categorical incentive funding program. Funding is insufficient.

Small Group Discussions

State Performance Goals Stated goals: Improve system quality, relevance and performance Reinvent higher education for 21st century within todays fiscal realities Control costs; stop using tuition increases to prop up unsustainable business model

Plan Elements For CSU and UC: Up to a 20% increase in General Fund appropriations over four years (a 10% increase in total operating funds) Freeze on tuition for four years Augmentations contingent on progress made towards four goals

UC/CSU Goals Ten percent improvement of on-time graduation rates (for both freshmen and transfers) (in 4 years) Ten percent increase in the annual volume of CCC transfer students (in 4 years)

UC/CSU Goals Ten percent increase in annual volume of degrees completed (first-time, transfers, and Pell recipients) (in 4 years) Ten percent improvement in undergraduate degree completions per 100 full-time equivalent enrolled students (in 4 years)

Other Plan Aspects If a segment partially meets its targets, it receives a proportional share of the augmentation Segments can recoup lost funding by making subsequent cumulative targets Targets are backloaded to later years (1%, 3%,6%, 10%) Annual progress reported

CCC Goal Setting A note on community colleges: CCCs will also receive commensurate funding increases over the four year term of the funding plan. Corresponding performance measures for CCCs will be developed later this year and introduced in the Governors Budget proposal.

CCC Goal Setting Negotiations likely to commence soon for inclusion in December budget (for 14-15) Goals commensurate with funding augmentations (10% = 10% expectation) Prop. 98 guarantee adds complexity CCC and BOG need to begin process of developing similar framework for negotiations

Why not use Scorecard? Scorecard metrics are all rates and cohort studies; they take years to track and develop CSU/UC metrics have volumes, which show more current outputs A mix of both types of metrics is desirable to show both increased volume of output and efficiencies

Chancellors Position We propose a parallel, but slightly more appropriate set of CCC goals, given our multiple missions, open access, and funding We propose goals be advanced equal to general FTES growth in access and also backloaded

Metric 1: Annual Volume of Awards Defined: Total annual volume of CO approved awards Govs Plan: UC/CSU have the same metric Goal: increase at a rate => FTES growth

Metric 2: Median Units above Award Requirement Defined: Median difference between units required for award and actual units earned (less remedial). Govs Plan: UC/CSU required to reducetime to degree Goal: Any reduction over time represents progress (not a growth-based target)

Metric 3: Annual Volume of Degree Applicable/Transferrable Math/English Completions Defined: Annual volume of successfully completed (A,B,C,CR) math and English enrollments at degree-applicable (math only) or transferrable level. Govs Plan: No CSU/UC parallel Goal: increase at a rate => FTES growth

Metric 4: Ratio of High Order Outcomes per 100 FTE Defined: [annual volume of (degrees + certificates + 4-yr transfers + transfer prepared, unduplicated)] / [6-yr running average of total system credit FTES] Govs Plan: UC/CSU reqd to improve degrees per 100 FTE Goal: any increase over time represents progress, or rate => FTES growth

Moving Forward Item is informational CO will begin internal vetting and Governors Office negotiatons Final proposal back to BOG in Fall, 2013

Commission on the Future 2013 Summary and Recommendations

Timeline and Process on Writing September: Student Success Update November: K-12 Pipeline Issues January: Demographic and Participation Workgroups, along with voting of all members.

The Vision: In California, all residents have the opportunity to complete a quality postsecondary education in a timely manner. Access - California should continue to lead the nation in participation. Success - Programs and support services should be designed to maximize the ability of students to complete a postsecondary education. Equity - Access and success should regularly be monitored in a disaggregated manner and interventions to close achievement gaps should be a campus priority.

The Goals Success: Californias community colleges will increase completions by 1 million by Access: Californias community colleges will close participation rate gaps. Equity: Californias community colleges will eliminate the achievement gap among enrolled students.

Student Success Leadership and Accountability Visible, high-level leadership across districts and colleges is essential for student success, with a focus on student equity. K-12 data must be integrated into the longitudinal student record system. Best practice tools should be provided for local governing boards and leaders to use to examine data relating to student success.

Student Success Leadership and Accountability Professional development on student success needs to be prioritized across all categories. Pipeline of staff development toward leadership roles needs to be focused on equity and student success.

Student Success Intensive Student Support Additional pathways to assessment and placement should be actively pursued. Messaging efforts should be engaged in to inform students community college is college, and encouraging full-time enrollment. Student support should be interdisciplinary and integrated into curricular areas.

Student Success Intensive Student Support Summer bridge programs should be expanded, along with first-year experiences. Expand connection of advising services to learning resources.

Student Success Teaching and Learning Structured instructional pathways should be encouraged by finance and to build cohorts. Develop alternatives to traditional curriculum sequences using linked or contextualized curriculum. Encourage inter-departmental scheduling using technology to determine student needs.

Student Success Teaching and Learning Encourage equity and teaching understanding in faculty hiring, and focus professional development on it. Expand and inform students of the ability to receive awards for demonstrated competency. Incentivize experimentation.

Student Success Finance and Affordability Create an additive, categorical incentive funding model that distributes money based upon improvements... A weighted student formula addressing equity issues should be considered, with focus should be basic skills innovation. The apportionment system should be revised to allow flexible models leading to student success.

Think beyond your mandate. Act beyond your tenure.

K-12/CCC Linkage The key to economic equity in California is the connection from high school to higher education, and community colleges play the most critical role. Data must be analyzed to understand who is being served and how. The state must require K-12 and community college collaboration on Common Core implementation.

K-12-CCC Linkage The state must require K-12 and community college collaboration on Common Core implementation. Effective high school-to-community college linkages must be focused on at-risk students and barriers must be removed: –Dual enrollment (high school campus) –Concurrent enrollment (community college campus) –Articulation and credit-by-exam

Demographics and Participation The loss of 600,000 community college students since 2008 is a threat to equity and Californias economic future. –Who was lost? –How do we get them back? –How do we focus resources accordingly?