1. Fully Online for Equity
California’s
115th Community College
Fully Online for Equity
and Economic Growth

2. 65% of jobs will require college credential by 20201
80% of middle-skill jobs require digital skills, 4% increase since 20142
Other potential data points to mention:
-Between 2010 and 2020, labor markets will have a total of 6.3 million job openings due to new jobs and retirements (from white paper, Stephanie Hoops, huffingtonpost)

3. Given the increasing role of technology in work processes, we expect to see a growing number of adult workers who feel ill-equipped in their current skillsets and “stranded” in today’s economy.
47% of U.S. jobs could be replaced by robots and automated technology within 20 years1
45% of activities individuals are paid to perform can be automated by adapting currently demonstrated technologies2, representing about $2 trillion in annual wages in the U.S.3
60% of all occupations could see 30% or more of activities automated with technologies available today2

4. California’s “Stranded” Working Adults
Paul Feist video on stranded worker can be shown. See Appendix A on stranded workers key talking points/framework.

5. 48% from Spanish-speaking households (US Census)
“Stranded” working adults defines individuals who, because of an inability to access job skills, feel displaced in today’s workforce, and they have difficulty envisioning personal prosperity in the technology-driven workforce to come. We’re talking, specifically, about working adults who may have attended college but don’t hold an industry-valued certificate, as well as those adults who need short bursts of additional training to move ahead in today’s economy.
2.5 million CA adults ages of 25 to 34 years old who have only a HS diploma or some college but no degree (US Census)
Another 6.2 million CA adults ages of 35 to 65 years old have a high school diploma but no college degree (US Census)
48% from Spanish-speaking households (US Census)
Cannot access traditional higher education

6. We need to meet adults where they are at
We need to meet adults where they are at. Research tells us that many community college students face enrollment barriers that are situational, institutional and/or dispositional. Situational barriers relate to life circumstances, such as being a single parent or a full-time worker and main breadwinner for the family. Institutional barriers are related to the policies and practices of a college that hinder an individual’s ability to access education or job training, such as a lack of courses offered in the evening or a difficult-to-navigate enrollment process. Dispositional barriers relate to an individual’s self-perception or attitude about his or her ability to succeed.

7. Stranded worker demographic and distribution graphic forthcoming.

8. While there are no data specific to stranded workers yet, we know that not having enough skilled workers to meet employer demand has significant economic impacts. The Centre for Economics and Business Research reports an annual cost of $160 billion resulting from unfilled jobs. Challenges in recruiting the right people can have a detrimental effect on the productivity of businesses because incumbent workers may not be adequately qualified, and existing workers have to cover for skills shortages by working longer hours or may not have the capacity to take on new work. Furthermore, a lack of a trained skilled workforce makes it difficult to attract and retain businesses.

9. Overcoming Key Worker Barriers to Grow California’s Competitiveness
Governor Brown and the California Community Colleges are proposing to legislators the 115th community college as a fully online campus for “stranded” working adults that will provide short bursts of training and industry-valued credentials for those who can’t attend a brick-and-mortar college. It’s a flexible and affordable learning option for helping working learners advance in today’s economy.
California’s 115th Community College:
Fully Online for Equity and Economic Growth

10. Fully online community college
Governor’s proposal:
Fully online community college
A more accessible, affordable alternative for adult working learners
Self paced – competency based education
Flexible start times – uncoupled from academic calendar
Industry valued credentials
Affordable alternative to expensive for-profit options
Targets the 2.5 million adult who otherwise could be stranded
R&D Unit – data science and learning science
This proposed 115th community college is unlike anything currently offered in California and will complement, not compete with, traditional campuses, because it targets a population not currently being served. The fully online community college is a distinct offering from community colleges' existing Online Education Initiative (OEI), which focuses on traditional courses for degree attainment and transfer to a four-year university. While private institutions currently offer fully online programs, they often are unaffordable for working adults, with tuitions seven to nine times higher than community college.

11. Appetite for online education is growing:
1/3 of students in the California Community Colleges system now take at least one class online
Other states already have one: AZ, CO, KY
Arizona State University Online offers six different start dates per year and ample student support programs; enrolled nearly 75,000 students in just seven years since launching
Rio Salado College (AZ) has 40 Monday starts per year
This will be the first fully online public college in California, a model that is gaining traction across the country due to an increased market demand and improved educational delivery and student support approaches.
By creating our own fully online college, California will meet the public’s demand for a flexible and accessible online learning option that workers need to succeed in today’s economy.
ASU Online (includes 21,000 California students (11,000 on-campus and 10,000 ASU Online)), comprising over 168,000 total student-course observations)comparing in-course student success in 252 online courses to matched face-to-face courses in ASU’s on-campus program, comprising over 280,000 unique students and 1.3M student-course observations

12. Quality of a fully supported online education is improving:
No gap when comparing campus and online for ‘completion’ and ‘mastery’; small for ‘passing’ (less than 2 ppts)
At-risk students fare no worse – and in some cases substantially better – in online than in on-campus environments
Source: ASU Online Performance Gap Analysis, 2018
1.3M student course observations; 280,000 unique students; includes 21,000 California students

13. Quality of a fully supported online education is improving:
Students in the RioAchieve cohort (5k first time, Pell-eligible students) have 7% higher term-to-term retention, 4% higher year-to-year retention, and slightly higher course-level success and GPA over comparative cohort
Source: Measuring What Matters: Quantifying Returns on Digital Learning, CHEA 2018 Annual Conference, Rio Salado College

14. Feedback so far: High-touch student experience
* Culturally appropriate
* Faculty interaction
* Onboarding for non-digital natives
Enrollment pie is too small

15. Feedback so far: Access to technology and equipment Rollout
* Three pathways
* Dual accreditation

16. Feedback so far:
Benefitting the rest of the California Community College system
* Faculty professional development
* R&D sharing
* Student referral

17. Learn more at ccconlinecollege.org
Next steps:
Listening and Learning Forums for stakeholder feedback
Future of Work MeetUps
Futures Design-Thinking Lab
Working Learner Listening Sessions
Faculty Expert Engagement Session
Learn more at ccconlinecollege.org