1. CPE Statewide Initiatives

2. 2014 – 15 Statewide Initiatives Transfer Madness 15 to Finish Project Graduation

4. Transfer Madness Overview March 2013/14, the Kentucky Community and Technical College System (KCTCS) and the Kentucky Council on Postsecondary Education (CPE) partnered to sponsor the nation’s first statewide online transfer fair. Targeted to current KCTCS students preparing to transfer to a 4-year college, high school students planning to attend a KCTCS college en route to a 4- year degree and non-KCTCS students looking to transfer to another college.

5. Transfer Madness Goals Provide potential transfer students with a more convenient accessible way to connect with four-year institutions. Raise awareness of Kentucky college’s commitment to promote transfer. Raise KCTCS students’ awareness of transfer opportunities to 4-year campuses. Increase awareness, usage of KnowHow2Transfer.org website. Double participation in transfer fairs Increase transfers!

6. Transfer Madness Venue Partnered with CollegeWeekLive to provide a more convenient delivery platform for our busy students by allowing them to access a transfer fair at a time that suits their family and work schedules.

7. 2014 Participants Governor’s Office. All higher-ed sectors (public, private and for- profit). 23 four-year campuses – 8 publics, 13 independents, 2 for-profits. 16 KCTCS colleges, system office. Key state educational partners including the K-12 system, CPE, College Fish etc. 75 campus staff involved in event.

8. Transfer Madness Logistics In 2014 the event took place on March 5 from 10 a.m. – 10 p.m. (EST). Potential transfer students were encouraged to register early at a unique website - Transfermadness.org.

9. Transfer Fair Logistics On the event day participants in Transfer Madness were able to download informational materials from the colleges, watch videos, chat with live agents and register for prizes.

10. Transfer Fair Components Each participating college booth offered the following components: – FAQs – Viewbooks and other recruitment materials – College links with contacts – College recruitment video – Live chat with college admissions staff – Live video presentations

11. Sample Booth

12. Sample Booths

13. Transfer Madness Promotional Support

14. Graphic Look/Logo

15. Transfer Madness Website www.Transfermadness.org

16. Promotional Items Customized materials for each participating college included: – Banners – Yard signs – Fliers/Posters – E-vites – Social media graphics – Table tents – Web graphics – Templates

18. Kick-Off Event with Governor Press Conference at capitol building. Speakers included the Governor, KCTCS President and CPE President. 4 students – 3 KCTCS students planning to transfer and 1 student who had transferred to a four-year.

19. Kick-Off Press Conference Press Conference Video http://www.youtube.com/watch?v=isQf6xjnd Wo#t=11

20. Kick-Off Press Conference

22. Event Promotion Marketing plans at KCTCS: – Developed branding and materials – Promoted on Facebook/Twitter/YouTube – Sent out E-nouncements/E-vites – Promoted on all college communication platforms/vehicles – Promoted on all college websites – Promoted during statewide media buy (utilized existing media buys to promote event) – Purchased Audio News Releases

23. Event Promotion Twitter Contest

24. Event Promotion Marketing plans at each 4-year college: – Basketball game PA announcements – Promoted to potential transfer students in database – Promoted on all of their existing communication platforms – social media, websites, internal communications vehicles – Sponsored joint public relations activities with KCTCS colleges – Utilized common branding Marketing plans at partners: – Promoted via e-mail, newsletters, etc.

25. A Slam Dunk! 1,5337 students attended fair (compared to 600 for on-site transfer fairs in previous years).

26. Transfer Madness Success Video http://platformq.wistia.com/medias/w6z2dja qhb

27. More than 400 Media Hits

29. Statewide campaign encouraging first-time, full-time college students to graduate on time by completing at least 15 credits a semester. Collaborative project of Kentucky’s colleges and universities, CPE, KDE and other partners. Modeled after a Hawaii campaign that experienced a significant increase in the number of students who graduated on time – 14.7% in one year. WHAT IS 15 TO FINISH?

30. HAWAII EXPERIENCE Step 1: Analyze the Data Step 2: Establish Campaign Goals and Objectives Step 3: Analyze Results

31. ANALYZE THE DATA Finding Out What Matters Create campus scorecards identifying measures that improve graduation rates based on academic literature.

32. ANALYZE DATA Finding out what matters First time, full time freshman with 6 or more credits at entry Freshman completing at least 30 credits hours within 1st academic year Students completing college level English and math within 1st academic year Freshmen with a declared major by start of second year

33. ANALYZE THE DATA Assessing the Current Situation Our initial analysis of the data showed: At all campuses (even at our 2-years) more than 50% of first time freshmen took 12 to 14 credits Percentage of freshmen completing 30 credits or more in their freshman: 4 year campuses 14.5% to 37% 2-year campuses averaged 7%

34. ANALYZE THE DATA Using Data Analysis to Make the Case for Change Subdivided the data for first-time freshmen between those taking <15 credits and those taking ≥15 credits in the first semester of study. Examined: Academic Preparation Demographics Academic Success

35. ANALYZE THE DATA Initial Findings – Academic Preparation Students who took 15 more credits in their first semester had higher levels of academic preparation, as measured by: SAT / ACT test scores High School GPA / Rank Ratio Early Admit / Prior Summer Credits Compass Scores (2-year campuses only) Results were statistically significant

36. ANALYZE DATA Initial Findings – Demographics For students who took 15 more credits in their first semester: Mean age was slightly lower Lower share for URM and Pell recipients Higher share with financial need met Other results mixed Results were statistically significant for some measures at some campuses

37. ANALYZE THE DATA Initial Findings – Academic Success Students who took 15 more credits in their first semester: Had higher end-of-semester GPA Had higher credit completion rates Persisted to following Spring and Fall semesters at higher rates Results were statistically significant

38. ANALYZE DATA Digging Deeper Question: is superior academic performance due to better academic preparation? To test this assumption, an Academic Preparation Score (APS) was created, using available data. The APS measure collapses several preparation variables to a single measure that can be used to array success outcomes by preparation level.

39. ANALYZE DATA Created the Academic Preparation Score (1 to 4, with 4 being the highest) for: 4-Year Campuses: SAT Composite Score ACT Composite Score (if SAT unavailable) High School GPA High School Rank Ratio 2-Year Campuses: Compass Test Scores (4 Math and 2 English)

40. ANALYZE DATA Students with higher levels of academic preparation (as measured by the APS) performed better than students with lower levels of academic preparation. More importantly, at all but the lowest levels of academic preparation, students who took 15 or more credits generally had greater academic success, regardless of the APS!

41. CREATE CAMPAIGN Objectives: Change the norm to full-time=15 credits, not 12 Promote on-time graduation (2 and 4 years)

42. CREATE CAMPAIGN Key message: Enroll in 15 credits per semester to graduate on-time Secondary message: Complete 30 credits in an academic year

43. CREATE CAMPAIGN Key audiences: External Students, parents, and the general public Internal Advisors, campus administrators, faculty

44. CREATE CAMPAIGN Rationale: Increase the likelihood of graduation Less opportunity cost (get a job/earn income sooner) Lower cost for students (pay less tuition) Lower cost for UH in support services Lower cost to state and taxpayers

45. CREATE CAMPAIGN Communications Strategy Develop a branding theme for consistency in communications Create key messages by audience group Develop a media strategy—paid and earned Enlist partners to help spread the word

46. CREATE CAMPAIGN Implementation Discussion sessions with UH communicators to secure campus commitments Discussion with K-12 partners Development of video, website, brochure, television, radio and print advertising

47. CREATE CAMPAIGN Media Strategy Received proposals from TV networks and radio groups Oceanic Time Warner Cable and KHON2 (NBC) COX Radio Group Various neighbor island radio stations Television 648 spots (paid and PSA) in two flights TV reach (ages18–24) 80%, avg. frequency 10.4x Radio 3,081 (paid and PSA) spots statewide

48. CREATE CAMPAIGN Campus Strategies Reduced credit requirements to 120 Developed academic maps/ working on milestones Block scheduling for freshmen English and Math in first year Freeze summer tuition

49. CREATE CAMPAIGN Campus Strategies Financial incentives for freshmen Student orientation video Cohort scheduling Improve course scheduling and availability Do-It-In-Two / Do-It-In-Four

50. ANALYZE RESULTS Classified undergraduates taking 15 or more credits increased by 14.7% UH System, Fall 2011 to Fall 2012

51. ANALYZE RESULTS Student Survey Top 4 Reasons for not taking 15 or more credits Not their intention to take 15 or more credits (27%) Personal schedule doesn’t allow (25%) Desired courses not available (not offered, time conflict, closed, etc.) (15%) Cost/financial resources (13%)

52. ANALYZE RESULTS Lessons Learned Things we did well: Leveraged data to build campaign, enhance key messages Utilized public relations professionals to create, roll out media plan Targeted parents and students using public announcements and media partnerships Included video/brochures at new student orientations

53. ANALYZE RESULTS Lessons Learned Things we need to address: Coordinating with campus initiatives (Do-It-In-Four / Do-It-In-Two) Convincing advisors and other internal audiences Raising awareness of faculty Creating a sense of urgency

54. KENTUCKY 15 TO FINISH

55. Saves money. Adding an extra year to college is expensive. For KCTCS students, it costs an estimated $4,320 in tuition. The longer a student stays in school, the more likely that life circumstances will get in the way of completing their degree. One additional year of college means more student loan debt and the loss of potential income. RATIONALE

56. 75% of first-time, full-time freshmen at Kentucky’s public institutions earn less than 30 credit hours a year. First-time, full-time students are less likely to take 15 hours per semester as they remain in college. RATIONALE

57. Average college students only spend 16% of their week either attending class or studying. Three out of four first-time, full-time freshmen at Kentucky’s public institutions earn less than 30 hours their first year of college, making them already off track to graduate on time by their sophomore year. RATIONALE

58. When public college students complete 30 credits by the end of their freshman year, they are four times more likely to graduate on time than those who complete less than 30. RATIONALE

59. KCTCS students who complete at least 15 credit hours (fall 2009) had a 78.6% chance of transferring, earning a credential, or remaining enrolled at KCTCS through Fall 2012. 38.4% of KCTCS students who completed 12-14.9 credit hours in their first semester completed a credential on time, which is 20.4 percentage points lower than the completion rate of their peers who completed 15 or more credit hours. RATIONALE

61. Increase the number of first-time, full-time KCTCS students who take 15 credit hours per semester. Create awareness among KCTCS faculty and staff about the need for first-time, full-time students to complete 15 credit hours per semester to earn a 60-credit hour/two-year associate degree in two years. Create a culture among KCTCS advisors that supports the 15 to Finish philosophy. GOALS/OUTCOMES

62. Students: Prospective students and their parents. Target those taking 12 credit hours or more. Current first-time, full-time students and their parents. Faculty/Staff. KCTCS Advisors. TARGET AUDIENCES

63. Create a statewide 15 to Finish team that includes representatives from Advising, Student Services, Financial Aid, Transfer, Academics, Diversity, Institutional Research and Marketing. Identify and compile KCTCS specific data to target audience and design/reinforce/communicate campaign. STRATEGIES

64. Develop a unique brand and marketing elements. Identify and engage key constituencies such as Phi Theta Kappa and student government presidents. Engage advisors in the development and execution of the campaign. STRATEGIES

65. Incorporate message in all recruitment vehicles. Develop communication campaigns for all targeted audiences. Utilize existing platforms/marketing vehicles to communicate message. Work with Blackboard to incorporate message into knowledge-base and outbound call campaigns. STRATEGIES

66. Partnership between all of the state’s education institutions: Public universities/KCTCS Kentucky independent colleges/universities KDE KHEAA Statewide media campaign (TV/radio/print) Website www.15tofinishky.org Communication materials/messaging 15 to Finish Pledge CPE/STATEWIDE STRATEGIES

67. CPE/Governor Announcement – January 8 Media campaign begins – mid-June (statewide TV/radio) University launch – 2014 Spring /Fall Semesters KCTCS launch - 2014 Spring (soft launch)/Fall (hard launch) STATEWIDE LAUNCH

68. Project Graduation Campaign

69. Campaign Overview Target – Former KCTCS students who have taken a (?) credits but have not received a degree. Marketing Vehicles – Direct Mail – One-Day Online Adult College Fair Date – October