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

2. 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.

3. 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.

4. 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

5. 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

6. 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

7. 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.

8. 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.

9. Percentage of Georgia Young Adults with Credentials

10. CCG Degree Goals for USG

11. CCG 1.0:
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

12. 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

13. 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

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

15. Purposeful Choice
completega.org

16. 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

17. 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

18. English and Math

19. Mindset Survey 2017
Administered to all first time freshmen enrolling at a USG institution.
Online survey link ed 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

20. 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

21. Contact Angela Bell (angela.bell@usg.edu)
Robert Todd )
Jonathan Hull )