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2. Alliance Member  Arkansas  Colorado  Connecticut  District of Columbia  Florida  Georgia  Hawaii  Idaho  Illinois  Indiana  Kentucky  Louisiana  Maine  Maryland  Massachusetts  Montana  Minnesota  Mississippi  Missouri  Commonwealth of the Northern Mariana Islands  Nevada  New Mexico  Ohio  Oklahoma  Oregon  Pennsylvania  Rhode Island  South Dakota  Tennessee  Texas  Utah  Vermont  West Virginia  Wisconsin  Wyoming 35 Members DC

3. Enrollment at Peak of Recession  Record enrollment  More minority students  More low-income students  More first generation students 3

4. Too Few Graduate At All 4 12.9%43.2% 4-year Bachelor’s (Non-Flagship) 2-year Associate Full Time Students (150% of time )

5. Part-Time Students Rarely Graduate Part Time Graduation Rates 6.9%15.9% 5 200% time = 4 years for associate, 8 years for bachelor’s 2-year Associate 4-year Bachelor’s (Non-Flagship)

8. 1. Performance Funding & Metrics 2. Corequisite Remediation 3. Time and Intensity 4. Guided Pathways - GPS 5. Structured Schedules

9. Metrics Data drives change! Remediation- Gateway courses Credit hours earned Time to degree Certificates and Degrees Data drives change!

10. GAME CHANGER Performance Funding- provides incentives

11. GAME CHANGER Corequisite Remediation

12. Provide academic support as a Corequisite not as a prerequisite 12 Corequisite Remediation

13. The Corequisite Strategy More time on task and help for students when they need it (just in time).

14. Corequisite Options  45 minutes after class  An additional class period or two  Required lab with mentors  5 weeks dev ed, 10 weeks regular course (5 days/wk) 14

15. One Semester Corequisite Results InstitutionSubject Traditional Model Corequisite Model CC of Baltimore County English 33%74% Austin Peay State University English 49%70% Quantitative Reasoning 11%78% Statistics 8%65% 15

16. Ivy Tech Community College  Before: 25% of remedial English students completed the college level English course in three semesters.  Now: over 50% complete in one semester.  Before: 9% of math remedial students completed the college level math course in three semesters.  Now: over 50% complete in one semester.

17. Math Pathways

18. College Algebra’s Only Purpose: Preparation for Calculus 18 College Algebra Calculus

19. Math Is Aligned with Meta-Majors Quantitative Reasoning/ Statistics

20. Placement

21. Current Model Enrolls Most Students into Remediation 21 Percent of Students Student Placement Data 30%70% Gateway Remediation

22. New Model Enrolls Most in College 22 Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

23. GAME CHANGER Time & Intensity

24. A NATIONAL PROBLEM Very Few Graduate on Time … On-Time Graduation Rates (Full-time students) 5.0%18.1% 2-year Associate 4-year Bachelor’s (Non-Flagship)

25. Time and Intensity The longer it takes…the more life gets in the way.

26. The Power of 15 Credits: More students graduate when they complete 30+ credits in their first year.

28. Most students DON’T take the credit hours necessary to graduate on time. Full-time Students Taking 15+ Credits Per Semester

29. IUPUI 15 to Finish 15 or > credit hours attempted- First time Full time

30. GAME CHANGER Guided Pathways to Success

31. Graduating on time is a myth in American higher education. 4.9 years 2-Year Institutions 3.6 years 4-Year Institutions (Flagship) 4-Year Institutions (Non-Flagship) 4.4 years

32. Too Many Credits 78.8 credits accumulated 136.2 credits accumulated Does NOT count remediation 60 credits standard 120 credits standard 2-year Associate 4-year Bachelor’s (Non-Flagship)

33. NO CLEAR PATH

34. Too Many Choices and Too Little Guidance  Most colleges have more than 100 majors and hundreds of courses.  Most students are unaware of their career options.  45% of students haven’t seen a counselor by the third week of class. Why GPS?

35. 1 counselor : 400 students Why GPS?

36. Behavioral Economics: Choice Too much choice — especially uninformed choice — leads to poor decisions. Why GPS?

37. Behavioral Economics: Default People accept — even welcome — a default choice designed by informed professionals. Why GPS?

38. New Model – Structured Programs 38 An academic semester-by- semester plan: a clear path to graduation. Choice Architecture NursingEngineering Honors

39. GPS: Essential Components 1. Default Pathways 2. Choosing Majors 3. Meta-Majors 4. Academic Maps 5. Critical Path Courses 6. Intrusive Advising DO THIS

40. The Default Path 40 Students don’t “discover” the right path; after choosing a major, the academic map is the default schedule. Behavioral Economics

41. Meta Majors BUSINESS STEM SOCIAL SCIENCES HEALTH SCIENCES EDUCATION HUMANITIES ARTS

42. Meta-Major to Majors  Help students make the big choices (a meta major/major).  Once in a meta-major, help students narrow their study to a major.  A semester-by-semester academic map is the sequential, prescriptive schedule of classes for the meta-major and the major.

43. 43 ©2013 U.S. Education Delivery Institute ACADEMIC MAPS: 4 essential components – the narrative, sample schedule, milestones and employment opportunities The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements The sample schedule outlines which courses should be taken in which specific term in order to satisfy all requirements The milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation. Critical grades for Milestone courses may be included. List of Representative Job Titles and Potential Employers

44. Critical Path Courses  Prerequisite courses are designated for each semester.  Taken in the recommended sequence.  The college guarantees the critical path courses are available.

45. Intrusive Advising  Students must see their advisors before registering for classes if: – they do not complete the critical path course on schedule – they fall 2 or more courses behind on their academic map – they have a 2.0 GPA or less for the semester

46. Georgia State University  Degree maps and intrusive advising  Graduation rates up 20 percentage points in past 10 years  Graduation rates higher for: – Pell students, at 52.5% – African American students, at 57.4% – Hispanic students students, at 66.4%  More bachelor’s degrees to African- Americans than any other U.S. university GPS SUCCESS

47. Florida State University  Since starting degree maps, FSU has cut the number of students graduating with excess credits in half  Graduation rate increased to 74% – African Americans to 77% – First-generation Pell students to 72% – Hispanic students to more than 70% GPS SUCCESS

48. GAME CHANGER Structured Schedules

49.  GAME CHANGER Structured Schedules Block schedules of classes Cohorts of students Students choose programs or majors, not courses Attendance required

50. Baltimore City Community College

51. City University of New York

52. CUNY ASAP Program  Students grouped into cohorts with block schedules  Doubled graduation rates for associate degrees  55% of fall 2007 cohort earned associate degrees in 3 years

53. TN Colleges of Applied Technology  Highly structured, block schedule program  More than 75% of students graduate, at rate 3x higher than peers, even though slightly poorer and older  Center has certificate programs have job placement rates of 80% or higher

54. Where there is structure, there are significant results. 54 85% completion First Cohort: Structured career certificate programs in welding, machine tool, automotive, HVAC, mechatronics, and office technology. IVY INSTITUTE OF TECHNOLOGY PROGRAM IVY TECH COMMUNITY COLLEGE SYSTEM 90% retention New Cohorts:

55. Additional Considerations  Remediation is embedded or corequisite  15 credit hours is the default  Degree requirements should not exceed 120 credits for a 4-year degree and 60 credits for 2-year degree  Supported by technology

56. Working with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations. www.completecollege.org / CompleteCollege