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Funded by the College Futures FoundationHosted by Bakersfield College

October 24, 2017 | LAX Marriott

California Guided Pathways

Demonstration Project Update & Launchboard GP Tab Demo

Kathy Booth

Associate Director,CA Guided Pathways

West Ed

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CSU Transfer Connection

James Minor

Senior Strategist for Academic Success at California State University, Chancellor’s Office

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Welcome

Sonya Christian

Chair,California Guided Pathways Advisory CommitteePresident,Bakersfield College

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Do You Remember?February 18, 2016June 29, 2016August 26, 2016October 7, 2016October 11, 2016November 3, 2016December 6, 2016December 7& 8, 2016

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March 10, 2017May 11, 2017May 24, 2017

Policy

CSU Exec OrdersAB 705SB 1440

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Pillar I: Clarify the PathPillars II: Entering the Path- CCC Apply (Light? Adaptive?)- Multiple Measures- Starfish, EdunavPillar III: Staying on the Path- Starfish, EdunavPillar IV:- Canvass- ELumen

Systems Practice

How are the analytics being used

What is the role of an administrators in a guided pathway college?

What is the role of a faculty in a guided pathways college?

Other?

What should we do next?

CA Guided Pathways Advisory Committee

Demonstration Project

114 community colleges + CCCCO how do we use our existing funding

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The Future of Guided Pathways

Laura Hope

Executive Vice Chancellor of Educational Services

California Community Colleges Chancellor’s Office

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Technology Integration Discussion

Van Ton-QuinlivanVice Chancellor for

Workforce and Economic Development

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Craig Hayward

RP Group, Bakersfield College

Omid Pourzanjani

Visiting Vice Chancellor, Chancellor’s Office

CCCCO Systems Support:Integrated Technology to support colleges Guided Pathways

Presentation to the CA Guided Pathways Advisory Committee. October 24, 2017

Kathy Booth

Senior Researcher, West Ed

Craig Hayward

RP Group, Bakersfield College

Omid Pourzanjani

Visiting Vice Chancellor, Chancellor’s Office

Administrative Tools

LaunchBoard

• CTE• AEBG• GP• IEPI• Perkins• SSSP/SE/BSI

Professional Learning Network

• Institutes• Coaches• ASK Toolkits

Workforce• SWP• AEBG• PerkinsEd Services• SSSP• SE• BSI• GP

Editors/ Customizers

• Program Mapper Editor

• MMAP Editor• Admin Role

Editor

Common data storage and securityCommon GUI Strategies

Demo

Pathways Mapper Demo

https://projects.invisionapp.com/share/ZFCQ7S8A6#/screens/252998707_Academics

Dashboard

Four Pillars of Guided Pathways

Tools for Student Journey – Pillar I and II (Clarify and Enter the Path)

Here to Career

Exploration for Interest

Clusters/ Career Selection

Program Mapper

(Visualize course map with data from COCI and OEI’s

Course Exchange)

Orientation information shared before each stepcccApply information collected throughout the process

Common data storage and securityBranded for each college

Spanish, Universal Access, text notifications, and Mobile support; Common GUI, Common Authentication

cccAccess(cccID)

Unifying access for

all services

Finalize application

MMAP Placement

(use SSID to pull high school courses and grades or Self-

reported data)

Student Support

Financial Aid EOPS CalWORKS Veteran Clubs Other

Tools for Student Journey – Pillar 1 (Clarify the Path)Prior to Onboarding

Here to Career

Exploration for Interest

Clusters/ Career Selection

Program Mapper

(Visualize course map with data from COCI and OEI’s

Course Exchange)

Orientation information shared before each stepcccApply information collected throughout the process

Common data storage and securityBranded for each college

Spanish, Universal Access, text notifications, and Mobile support; Common GUI, Common Authentication

Tools for Student Journey – Pillar 2 (Entering the Path)Student Onboarding

cccAccess(cccID)

Unifying access for

all services

Finalize application

MMAP Placement

(use SSID to pull high school courses and grades or Self-

reported data)

Student Support

Financial Aid EOPS CalWORKS Veteran Clubs Other

Orientation information shared before each stepcccApply information collected throughout the process

Common data storage and securityBranded for each college

Spanish, Universal Access, text notifications, and Mobile support; Common GUI, Common Authentication

Program Mapper

DegreeWorksEduNavStarFishEAB NavigateJenzabar

COCI C-ID New

Feedback/Guidance

Policy and Resource Needs for Guided Pathways

Bill ScrogginsOctober 2017

Statutory & Regulatory Policy Needs1. To Increase Completion Rate: Priority registration for

students within one or two courses needed to complete an associate degree or certificate of achievement.

2. To Allow Early Entry into Major: Program prerequisites and priority registration for students taking courses in a program sequence.

3. To Allow Accelerated Basic Skills: Permissible student enrollment in two courses in a basic

skills prerequisite sequence taken concurrently within the same term (corequisite model).

Priority registration to take a prerequisite series of basic skills courses in sequential semesters in a linear learning community.

Statutory & Regulatory Policy Needs4. To Require Early Enrollment in College Readiness

Courses in Math and English: Loss of registration priority for not successfully completing courses in math and English leading to the associate degree course within two semesters or twenty four units.

5. To Assist in Multiple Measure Placement Establish an effective exchange of high school transcript

data from California Longitudinal Pupil Achievement Data System (CALPADS) to community colleges.

Establish system standards for assessment, placement, and intersegmental articulation for SAT, ACT, IB, STAR and SBAS.

Statutory & Regulatory Policy Needs6. To Assist Students in Meeting Transfer Major Math:

Statistics prerequisite to be Integrated Algebra rather than Intermediate Algebra.

7. To Promote Academic Success Support: Allow districts to claim apportionment for tutoring

when paid from categorical funds. Allow approved noncredit tutoring courses which meet

Title 5 §58170 to be eligible for apportionment without immediate supervision and control of a faculty member.

8. To Promote Associate Degree Completion: Establish an Associate in Applied Science Degree

Resource Needs Research and Technology Support Software and Data Analytics Support Faculty Professional Development Faculty Load Capacity to Reform Basic Skills and Major

Program Pedagogy and Curriculum Design Increased Faculty and Staff Capacity in Counseling,

Learning Assistance, and Student Support to Meet Demand at Scale

Funding to Increase Basic Skills Offerings to Meet Demand at Scale

Coordinating and Management Capacity to Meet Intake, Onboarding, and Scheduling at Scale

The RP Group’s “Through the Gate” Transfer Study

Kristen Fong, PhD

California Guided Pathways Advisory CommitteeOctober 24, 2017

Presentation Outline

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• Through the Gate Transfer Study– A Fresh Take on the Transfer Challenge

• Mapping the Transfer Landscape – Phase I Findings

• Getting Better Directions – Phase II Research

Through the Gate Transfer StudyA Fresh Take on the Transfer Challenge

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Through the Gate Aims to…Identify strategies for increasing transfer, boosting baccalaureate production, and enhancing students’ social and economic mobility--especially for underrepresented populations

Identify individuals who have completed all or most of their transfer requirements, but who do not make it “through the gate” to university

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Research Approach Phase I: Mapping the Transfer Landscape Quantitative research to better understand the transfer landscape focusing on students who met all or most of their requirements but have not transferred

Phase II: Getting Better Directions Qualitative research to understand what factors impact these students’ journeys and how policy and practice might change to propel them through the gate

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Mapping the Transfer LandscapePhase I Findings

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Phase I Research Questions1. How many CCC students have met all or most of

their transfer requirements, but have not yet transferred?

2. Who are these students and where do they reside?

3. What can we glean about possible opportunities to increase these students’ transfer success?

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A Fresh Take on the Transfer Continuum

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Study Sample

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Transfer Achievers(66.6%)

At the Gate(15.5%)

Near the Gate(17.9%)

• 875,630 CCC students • Enrolled between 2010-2011 and

2014-2015− At least six years in system

• Outcomes through spring 2016

Three subgroups:1. Transfer Achievers (583,074) 2. Students At the Gate (135,557)3. Students Near the Gate (156,999)

Transfer Achievers

• Two-thirds of sample achieved transfer

• Majority transferred without a degree or certificate (68.5%, n=399,635)

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Students At the Gate

• Nearly 136,000 stopped at the gate • Over half of transfer-ready students left without a

college credential• More likely to be Latino—regardless of gender

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Students Near the Gate • Nearly 157,000 got near the gate

• 92% needed to complete math requirements in order to transfer

• Nearly half exited the system without a college credential

• Time is the enemy; students who did not transfer within a year of becoming transfer-ready were less likely to transition to university

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Role of Gender, Race/Ethnicity, and Region

• 75% of African-American students who make it near or at the gate, made it through the gate (yet most do not make it near, at, or through the gate)

• Latino male students and Native-American female students were less likely to transfer

• Latino students were also more likely to earn an AD-T, but halt their transfer journey

• Inland Empire students were least likely to make it through the transfer gate

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Getting Better DirectionsPhase II Research

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Phase II Research Questions• Why do so many students who are close to achieving their

transfer goal stop short of making this transition?

• What can we do to help students who are at or near the gate transfer?

• What is holding back different student groups, and how can we help them continue their journey?

• What is impacting IE and CV students’ transfer progress, and what strategies can be pursued to increase their success?

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Phase II Approach • Gather information from students themselves• Secure insights to help refine existing strategies and inform

new efforts to to increase transfer for students who are at or near the gate

• Further explore the interplay between race, gender, and region in students’ transfer experience

• Analyze the role of other factors such as GPA, financial aid, and full-time enrollment in students’ pursuit of transfer

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For more information on the Through the Gate Study

Dr. Kristen FongProject Directorkfong@rpgroup.org

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www.rpgroup.org/through-the-gate#StudentsThroughtheGate

Lunch!

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