1. I MPROVING S TUDENT S UCCESS

2. Transitions – Why Critical Today “For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”

3. “While there has been much written about dropout from high school and student retention in college as separate phenomena, little conceptual or empirical work examines how the two fit together.” “While there has been much written about dropout from high school and student retention in college as separate phenomena, little conceptual or empirical work examines how the two fit together.” Source: “Conceptualizing and Researching the Educational Pipeline Peter T. Ewell, Dennis P. Jones, and Patrick J. Kelly

4. Ewell, Jones, and Kelly suggest that this is timely for two major reasons: 1.Reforms are calling for improved transitions between high school and college in many states. (P-16) 2.Renewed interest in enhancing educational attainment as a key social asset.

5. “The whole future of our communities and our country, not to mention countless individuals, depends significantly on our [schools, colleges, and employers] ability to do a far better job of moving students to and through our institutions, toward better jobs and toward continuing education over a lifetime.” Source:Dr. Kay McClenney, Director Community College Survey of Student Engagement, University of Texas

6. Transition Barriers Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college. Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college. (Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.) The Bridge Project Stanford University

7. Transition Barriers Coursework between high school and college is not connected. Coursework between high school and college is not connected. Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college. Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college. The Bridge Project Stanford University

8. Transition Barriers Current data systems are not equipped to address students’ needs across systems. Current data systems are not equipped to address students’ needs across systems. No one is held accountable for issues related to student transitions from high school to college. No one is held accountable for issues related to student transitions from high school to college. The Bridge Project Stanford University

9. Bridge Study Summary While educators and policymakers share the common goal of improving student performance, they often act in isolation; thus, efforts are sometimes conflicting or duplicated, and often certain needs are never addressed. The Bridge Project Stanford University

10. Cooperative Agreement between U.S. Department of Education Office of Vocational and Adult Education and The League for Innovation in the Community College Consortium College and Career Transitions Initiative (CCTI)

11. Purpose of CCTI CCTI will contribute to strengthening the role of community and technical colleges in - Easing student transitions between secondary and postsecondary education as well as transitions to employment, and Easing student transitions between secondary and postsecondary education as well as transitions to employment, and Improving academic performance at both the secondary and postsecondary levels. Improving academic performance at both the secondary and postsecondary levels.

14. CCTI Timeline November 2002 League awarded Cooperative Agreement with OVAE January 2003 RFP issued to all U.S. Community Colleges May 2003 Colleges selected

15. 2005-06 CCTI Site Partnerships 1-Miami Dade College6-Corning Com. College11-St. Louis Com. College 2-Northern Virginia Com. College7-Maricopa Com. Colleges12-Lehigh Carbon Com. College 3-Ivy Tech Community College8-Anne Arundel Com. College13-San Diego Com. College Dist. 4-Central Piedmont Com. College9-Lorain County Com. College14-Prince George’s Com. College 5-SW Oregon Com. College 10-Sinclair Com. College15-Fox Valley Technical College 1 2 8 14 6 713 5 15 11 3 9 10 12 4

16. CCTI Site Partnerships Education & Training Education & Training  Anne Arundel Community College (MD)  Lorain County Community College (OH)  Maricopa Community Colleges (AZ) Health Science Health Science  Ivy Tech Community College (IN)  Miami Dade College (FL)  Northern Virginia Community College (VA) Information Technology Information Technology  Central Piedmont Community College (NC)  Corning Community College (NY)  Southwestern Oregon Community College (OR)

17. CCTI Site Partnerships Law, Public Safety and Security Law, Public Safety and Security  Fox Valley Technical College (WI)  Prince George’s Community College (MD)  San Diego Community College District (CA) Science, Technology, Engineering and Mathematics Science, Technology, Engineering and Mathematics  Lehigh Carbon Community College (PA)  Sinclair Community College (OH)  St. Louis Community College (MO)

18. OUTCOME #1 Decrease remediation at the postsecondary level

19. Percent of students who take remedial courses 63% at two-year institutions 63% at two-year institutions 40% at four-year institutions 40% at four-year institutions The Bridge Project Stanford University

20. OUTCOME #2 Increase enrollment and persistence in postsecondary education

21. National Statistics on High School Students For every 100 ninth graders: For every 100 ninth graders: AZ 59 30 18 14 U.S. 67 38 Graduate from high school on time Directly enter college 26Still enrolled sophomore year 18Graduate in 150% of time (2- and 4-year college)

22. OUTCOME #3 Increase academic and skill achievement at both the secondary and postsecondary levels

23. Rigor in High School “Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.” Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

24. OUTCOME #4 Increase attainment of postsecondary degrees, certificates, or other recognized credentials

25. Why Focus on Student Retention? High School 2 Year College 4 Year College High School Graduation Rate 67% Go to College Directly From High School 56%30%70% Return for Second Year of College 54%74% Graduate With 2 Year Degree in 3 Years 30% Graduate With 4 Year Degree in 6 Years 53% Student Pipeline Sources, 2000 Data Sources:NCES Common Core Data (2000); IPEDS Residency and Migration File (2000); ACT Institutional Survey (2001); NCES, IPEDS Graduation Rate Survey (2000).

26. OUTCOME #5 Increase successful entry into employment or further education

27. Are Students Prepared? College instructors estimate that 42% of their students are not adequately prepared. College instructors estimate that 42% of their students are not adequately prepared. Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement. Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement. Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

29. Sixteen Career Clusters Agriculture, Food & Natural Resources Finance Architecture & Construction Education & Training Arts, AV Tech & Communications Government & Public Administration Business, Mgt & Admin. Health Science Hospitality & Tourism Manufacturing Human Services Marketing Sales & Services Information Technology Science, Tech, Engineering & Mathematics Law, Public Safety, Corrections & Security Transportation, Distribution & Logistics

30. Career Clusters Model careerclusters.org

31. CCTI Products  Virtual Reader  Career Pathway Templates  Toolkit  Case Studies Book  National Policy Study  State Policy Forums  CCTI Website: www.league.org/ccti www.league.org/ccti

32. Virtual Reader

33. CCTI Career Pathways Template Funded by the U. S. Department of Education (V051B020001) Rigorous Academics CTE for all Dual Enrollment Early Assessment in H.S.

34. Maricopa Career Pathway

35. Toolkit Cover Page

36. Case Studies Book

37. National Policy Study Book

38. HSTW State Policy Report

39. What We Are Learning From CCTI Community colleges can lead this work. Community colleges can lead this work. Partners are anxious to work together. Partners are anxious to work together. Communication is key: Communication is key:   generally among education sectors and business   between faculty of high school and college Postsecondary remediation can be reduced. Postsecondary remediation can be reduced. Transformation needs to take place in the context of a P-20 or a lifetime framework. Transformation needs to take place in the context of a P-20 or a lifetime framework.

40. www.league.org/ccti/networkapplication CCTI Network 150 community colleges and their partners 150 community colleges and their partners 40 states and 2 Canadian provinces 40 states and 2 Canadian provinces The Network Today:

41. The Beginning of a New Community College Movement Laurance J. Warford CCTI Project Director warford@league.org

42. “As one smart person has observed, our educational systems are perfectly designed to produce the results we are typically getting. “The kind of change that is required to accomplish more successful outcomes for many more students is not marginal change. It is transformational. It is change in the fundamental ways we do the business of education. It is change that requires strong leadership, relentless focus, and sustained effort over time.” - Kay McClenney

43. L aurance J. W arford League for Innovation in the Community College warford@league.org