1. East Bay Career Pathways Consortium Student Transitions December 4, 2014 Chabot College

2. Secondary & Postsecondary Partners K-12 Districts Alameda Unified School District Albany Unified School District Berkeley Unified School District Castro Valley Unified School District Emery Unified School District Hayward Unified School District Oakland Unified School District Piedmont Unified School District San Leandro Unified School District San Lorenzo Unified School District West Contra Costa Unified School District Alameda County Office of Education Community Colleges Berkeley City College Chabot College College of Alameda Contra Costa College Laney College Merritt College Cal State East Bay and UC Berkeley are included as unfunded post-secondary partners Alameda County Office of Education

3. Collective Impact “the commitment of a group of important actors from different sectors to a common agenda for solving a specific social problem.” YOU are the “important actors.” (Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)

4. Collective Impact “Although rare […] successful examples of collective impact are addressing social issues that, like education, require many different players to change their behavior in order to solve a complex problem.” Today, we will make plans to collectively solve a very complex problem. (Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)

5. The Complex Problem

6. Pathway Development Career Connections Successful Transitions East Bay Career Pathways Priorities

7. Student Transitions K-12 Post Secondary High Quality Career Pathways Better Jobs & Lives CCSS & CTE Integration, Early College Credit Integrated Counseling Services Improved Academic Placement

8. Let Icarus Fly: Unleashing student achievement through multiple measures assessment John J. Hetts, Ph.D. Senior Director of Data Science Educational Results Partnership East Bay Career Pathways Regional Convening #2 December 4, 2014

9. Overview Standardized tests systematically underestimate student capacity Students of color First generation college students Lower SES Women Multiple measures (esp. GPA) fairer and far more accurate predictor of college performance/graduation Increase grad rates, decrease time to completion Very low cost, exceptionally high ROI To students To colleges To state

10. Daedalus and Icarus Daedalus crafted the labyrinth of inescapable complexity for King Minos To escape from Minos, Daedalus built wings of feather and wax for his son Icarus and himself Don’t fly too high, lest sun melt the wax and you plummet to your doom Dangers of innovation/invention, hubris, Importance of knowing your limits, listening to your wiser elders But most of us forget the rest of that story…

11. Student transition to college Community colleges rely nearly entirely on standardized assessment Most CC students placed below college-level Significant barrier (Bailey, Jeong, and Cho, 2010) First interaction is to tell students they don’t belong Imply that most students are not ready for college and are likely to fail Convinces many, including our students

12. Conventional Wisdom Explaining Assessment Results It is a problem with today’s students Students are simply, vastly unprepared for college Kids these days …. It is a problem with public education Public education is failing to prepare students Teachers these days…

13. What If the Conventional Wisdom is Wrong? Substantial, long-term increase in IQ: bit.ly/FlynnEffectIQ bit.ly/FlynnEffectIQ 18-24 with HS degree: 90% - highest ever: bit.ly/HS18-24bit.ly/HS18-24 National Assessment of Educational Progress: at all-time highs in virtually every demographic category: bit.ly/NAEPInfo bit.ly/NAEPInfo Research increasingly questions effectiveness of standardized assessment for placement Little relation to college course outcomes. (e.g., Belfield & Crosta, 2012; Edgescombe, 2011; Scott-Clayton, 2012; Scott-Clayton & Rodriguez, 2012): bit.ly/CCRCAssess bit.ly/CCRCAssess NAGB, 2012: Incredible variability in cutscores; 2-year colleges often use HIGHER cutscores than 4-year bit.ly/NAGB2012 bit.ly/NAGB2012 Hiss & Franks, 2014: Underestimates capability of students of color, women, first gen college students, low SES: bit.ly/DefiningPromisebit.ly/DefiningPromise

14. Big questions What if the problem is not with our students, but with how we have assessed their capabilities? OR What if one of the barriers to our students’ successful transition to college is one that we fully control?

15. LBCC Research Five longitudinal cohorts tracking more than 7,000 HS grads who attend LBCC directly after high school built with help of Cal-PASS Examined predictive utility of wide range of high school achievement data most notably 11th grade California Standards Test ( CST ) scores and high school grades For predicting: How students are assessed and placed into developmental skills sequences How students perform in those classes (and for understanding alignment between them)

16. Alignment in English * p <.05 **, p <.01, *** p<.001, x = p< 1 x 10 -10

17. Alignment in Math * p <.05 **, p <.01, *** p<.001, x = p< 1 x 10 -10

18. Key Takeaways Assessment should predict how students will perform at our colleges Instead: Standardized tests best predict standardized tests Classroom performance best predicts classroom performance More information tells us more about students than less information Replicated statewide by STEPS project, conceptually replicated by CCRC work Significant opportunities exist to improve placement, student achievement, and students’ college experience.

19. Multiple Measures Placement: Transfer-level Placement Rates F2012

20. F2012 Promise Pathways vs. Fall 2011 2-year rates of achievement

21. Success rates in transfer-level courses Fall 2012 Neither of these differences approach significance, p >.30

22. Equity impact: F2011 Baseline Equity Gaps for 2-year rates of achievement

23. Equity impact: F2012 Pathways 2-year rates of achievement

24. How might this change how we understand college readiness? 24

25. What was gained through evidence based approach to transition to college Dramatic increases in students attaining early educational milestones, & shorter times to do so New discussion of research and instructional pedagogy, kick- starting experimentation and innovation Strong challenges to conventional wisdom and perceptions of students by administration, staff, faculty, and students themselves Saved thousands of units of unnecessary remediation Reminder of the forgotten second instruction of Daedalus We keep on using these tests. I do not think they mean what we think they mean… Just as important not to fly too low. Concrete achievable steps that any college can take to dramatically improve all of our students’ futures. 25

26. Contact Information Research questions/data requests John Hetts, Educational Results Partnership jhetts@edresults.org jhetts@edresults.org 916-498-8980 ext. 208 714-380-2678 cell Twitter: @jjhetts General questions about Promise Pathways or Long Beach College Promise Alicia Kruizenga, Director of School Relations and International Education: akruizenga@lbcc.edu (562) 938-4083 http://www.lbcc.edu/PromisePathways

27. Additional Resources Background research Achieving the Dream/Jobs for the Future summary of alternative assessment bit.ly/AlternativeAssessment CCRC research on Assessment, Placement, and Progression in Developmental Education bit.ly/CCRCAssess and bit.ly/CCRCDevEd bit.ly/CCRCAssessbit.ly/CCRCDevEd RP Group’s Student Transcript-Enhanced Placement (STEPS) Project bit.ly/RPSTEPS Step by Step process for replication: bit.ly/RPSTEPS2bit.ly/RPSTEPS2 More information about our research bit.ly/PathwaysResearch Similar CCC research and implementation: Peralta CCD: bit.ly/LaneySTEPS2, bit.ly/PeraltaSTEPSbit.ly/LaneySTEPS2bit.ly/PeraltaSTEPS Grossmont-Cuyamaca: bit.ly/Grossmontbit.ly/Grossmont 27

28. L. Karen Monroe Superintendent-Elect, Alameda County Schools Career Pathways and the Common Core: Innovative Solutions for Brighter Futures

29. Career Pathways and the Common Core: Innovative Solutions for Brighter Futures

30. Santa Barbara City College Dual Enrollment Program (The Overview) CCPT Meeting Chabot College December 4, 2014 Diane Hollems, Ph.D.

31. Introduction Dr. Diane Hollems Dean of Education Programs

32. Overview of this Presentation Why Dual Enrollment (vs. Articulation)? Benefits to stakeholders SBCC Dual Enrollment Program core values Outcome data Relationships with Secondary Schools

33. Why Dual Enrollment? We found that everything covered in the traditional “CTE articulation meeting” could be mirrored in doing a “SBCC/high school articulation meeting.” This covers both general education courses and CTE.

35. Program History & 3 Core Values

36. California Dual Enrollment Legislation Senate Bill 292 Ed. Code, section 76300 Senate Bill 338

37. Senate Bill 292 (1996): School districts can claim full ADA for dually enrolled students as long as they are enrolled in and attend high school for 240 minutes a day. HS ADA & College FTE: SBCC requires that each student be enrolled in HS only classes for 240 minutes per day (~ 4 or 5 periods per day), anything above that can be Dual Enrollment and claimed by SBCC.

38. Senate Bill 338 (2003)/Ed Code 76001: 1.A CC may admit special part-time (fees may be waived, up to 11 units) and full- time students (fees can not be waived). 2.Class open to the general public, if on the high school campus it must be during a time that the campus is open to the public. 3.Class is advertised, if only on web then advertised 30 days prior to the start of class. 4.A CC may restrict admissions/enrollment by: age, grade level and demonstrated eligibility such as assessment. 5.Principal approval and parent approval is required. SBCC Guidelines SBCC waives all fees for part-time students taking the class on the high school campus, but not for 12 or more units. We have an MOU with our local high school districts and have a process by which we contact the regular SBCC students that have enrolled. Are classes are coded off-campus with the high school location (e.g., DPHS, SBHS, etc.). We advertise our classes 30 days prior to the time they start. Some of our classes are restricted such as math or English that require placement into the correct level in order to be enrolled in the class. We also adhere to pre-requisites for foreign language classes. We secure principal/counselor, parent and student signatures to enroll.

39. Program Core #1: Planning: Prior to the start of our program, SBCC administration met extensively with high school administrators and faculty to build relationships and create a plan that would be a “WIN” for everyone, especially students and their parents.

40. Program Core #2: Service: The Dual Enrollment Program has been built with the philosophy that SBCC will bring college classes to each high school to provide access.

41. Program Core #3: Collaboration: Building and sustaining relationships is our #1 priority in program management.

42. Benefits to all Stakeholders: Post-Secondary Institution: –Students generate a transcript –Students stay on pathway –FTEs are collected on students enrolled in the DE section Secondary school: –Change in school climate/culture –Students head start on career pathway –Students motivated to take more Dual Enrollment and/or AP classes –Students generate a college transcript Parents: –Substantial savings on the student’s college education –Demystifying the college process

43. SBCC Dual Enrollment Program Details: 1.We offer college classes on-site at our local high school campuses, before school, during the day and after school. This is in addition to K12 students taking classes on the main SBCC campus. For the purposes of this presentation, we will just be discussing Dual Enrollment classes taught at the high school campuses. 2.Classes at high school sites are offered in 15 academic and 16 career technical disciplines, with more than 100 classes each semester (credit is awarded on an SBCC transcript that semester). 3.Our enrollment is between 2,500 and 3,000 (non-duplicative headcount) per year (fall and spring only).

44. Outcome Data Former dual enrollment students* who matriculate to SBCC: Are more likely to enroll full-time in college (67% compared to 54%) Require less remediation and placed at the college transfer level course at a higher rate than their direct entry peers (Math: 26.4% compared to 18%; Reading: 25.9% compared to 9.9%; Writing: 34.8% compared to 14.6%) Earn a higher average cumulative GPA (after three academic years, 2.47 vs. 2.02) Earn more transferable college units (after three years, 43 vs. 29) *Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high school in spring 2008 and matriculated to SBCC in fall 2008

45. Relationships with Secondary Schools & Districts

46. Contact Information: Dr. Diane Hollems Santa Barbara City College 721 Cliff Drive Santa Barbara, CA 93109 (805) 693-8281 hollems@sbcc.edu

47. Thank You!

48. Improving Student Outcomes: System-wide Progress for ALL “The heroic efforts of countless teachers, administrators, and nonprofits, together with billions of dollars in charitable contributions, may have led to important improvements in individual schools and classrooms, yet system- wide progress has seemed virtually unobtainable.” (Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)

49. Strategy for change Regional teams for Pathways and Transitions  Communicate best practices  Identify gaps and priorities  Commission local action teams  May continue to operate after CCPT funding ends Local teams  Develop solutions to challenges identified by regional teams  Report back to regional teams  Brokering of Work Based Learning and Career Placement Cross-cutting infrastructure  Industry engagement intermediary  Data sharing platform: CalPass PLUS

50. Regional Teams Take Action October 2 December 4 February 5 May 7 Teams form; promise identified Teams develop early credit and bridging opportunities Teams strategize to increase work- based learning Pathway Systems & Quality

52. Breakout Sessions Regional Pathway Action Teams – Engineering & Advanced Manufacturing, room 405 – Health & Bioscience, room 1904 – ICT & Digital Media, room 455 – Law & Public Service, room 557 Transitions Teams – Counseling & Support Services, room 1804 – English & Math Improved College Placement, room 1752 Site Leadership Systems Development,