Far North Data Disaggregation Workshop September 2017

1. Far North Data Disaggregation Workshop September 2017

2. Disaggregating Students by Program of Study: The Guided Pathways Connection Far North Data Disaggregation Workshop September 2017

3. Navigating the Array ofProgram Options • Students often have limited information concerning programs and course sequences (Jenkins, 2014) • They rely on less than ideal solutions (Scott-Clayton, 2011) • Students believe that a well-defined pathway would help them achieve their goal (Booth et al., 2013)

4. When do we ask students to pick a major or program of study? • When students enter CCCApply, the second thing they are asked to do is to indicate their "Intended major or program of study” • How many programs do you think are in a typical drop-down list that students must choose from? • Let’s take a look…

5. First Screen of Majors

6. Second Screen of Majors

7. Third Screen of Majors

8. Fourth Screen of Majors

9. Fifth Screen of Majors

10. Sixth Screen of Majors

11. Seventh Screen of Majors

12. Eighth Screen of Majors

13. Ninth Screen of Majors

14. How many choices? Answer: Lots and LOTS! • In this example there were 9 screens of majors and 251 major choices • Are students able to successfully navigate this interface? • What does that say regarding the quality our program of study or major data?

15. The Struggle Is Real

16. Pathways to the rescue! • Agriculture, Nutrition and Culinary Arts • Business • Arts & Humanities • Education • Health Sciences • Industrial and Transportation Tech • Public Safety • Behavioral and Social Sciences • Science, Technology, Engineering, and Math • Personal and Career Exploration

17. Discussion questions • What is a program? • How does a program differ from a major? • Are students asked to select a program of study (i.e., a specific degree or certificate) on CCCApply? How many degrees or programs are listed on CCCApply? • How do you ensure that students enter a program of study as quickly as possible?

18. Future Directions • Challenge 1: Implementing Meta-Majors • Students should encounter meta-majors early in their interaction with the college (i.e., application) • Solution: Modify the statewide CCCApply application • CCCApply project to include option for meta-majors in the program interface in March 2018 update

19. Disaggregating the Student Body by Program of Study Case StuDy #1: Bakersfield College

20. Bakersfield College • Served 22,426 students in Fall 2016 • Offers 10 pathways (aka, meta-majors) • Pathways were developed and agreed upon in an iterative way through a series of meetings/retreats • The magic of the Program Control Number (PCN)

21. Bakersfield College: Using Program of Study to Guide Students • Completion Coaching Communities • Data Coach • Program Faculty • Counselor • Financial Aid Specialist • Administrative Lead (dean) • Focused on a related cluster of programs which have shared fundamental coursework

22. Completion Coaching Community • Focused on leading indicator momentum points: • Attempting program-appropriate math in their first term • Attempting English in their first term • Attempting 15 units in their first term • Contact students to ensure they are aware of program requirement and on the correct path • Just getting started in Fall 2017

23. Bakersfield College: Evidence of Effectiveness Percentage of Incoming Students Attempting 15 or More Units in the First Term

24. Future Directions • Challenge 2: Codifying Program of Study • Solution: Use CCCCO-assigned Program Control Number • Identifies program of study in student education plans • Same code that we currently use to report program awards • Connects student’s path to their degree or certificate • Connects program to statewide labor market data • Systematizes program choices in CCC Apply and relates program pathways to a meta-major

25. Disaggregating the Student Body by Program of Study Case Study #2: Georgia State University

26. Georgia State University • Served approx. 25,000 in 2015-2016 year • 33% are first-generation college students and 53% of students receive a Pell Grant • Meta-majors provide maximum interchangeability among the programs that comprise the meta-major • Students can change their program of study within a meta-major in second term without unit loss

27. Georgia State University • Offered new student support services at scale • Instrumental in helping students enter and remain on a pathway • Significant investment in advising to help students remain on track for success • Reduced the student to advisor ratio from 1500:1 to 300:1 • Graduation and Progression System (GPS)

28. The GPS at GSU • Major Matcher probabilities of success in every undergraduate major • GPS displays a student’s progression in meeting the requirements of all programs of study, and indicates the likelihood of success in all the courses that a student has not yet enrolled in.

29. Georgia State University: Evidence of Effectiveness Graduation Rates at Georgia State University by Ethnic Group and Race (2004-2005 vs. 2014-2015 )

30. Discussion questions • Are you able to identify which program a student is pursuing? • How do you monitor students’ progress toward completing their program? • Do students know how far along they are in their programs and what they have left to do to complete them?

31. Future Directions • Challenge 3: Keeping students on the path • Opportunity: Analytics tool similar to GSU’s GPS system (Starfish, anyone?) • Such tools can monitor students’ progress on a pathway and allow colleges to intervene when necessary • Colleges have to dedicate the resources necessary to mapping/coding the various permutations of courses that can satisfy the requirements for an award

32. Disaggregating the Student Body by Program of Study Case StuDy #3:Guttman Community College

33. Guttman College • Serves approximately 1,000 students per semester • In Fall 2016, 60% of students were Hispanic and 27% were African American • Was specifically designed as pathways institution • Five programs of study -- all developed after an examination of local labor market information • Guttman helps new students select and enter a program of study via its required Summer Bridge

34. Five programs Human Services Urban Studies Business Admin. Liberal Arts & Sciences I.T.

35. Guttman College • Students are required to enroll full-time & remedial instruction is embedded into college level courses • Each first-year student is assigned a Student Success Advocate that meets with them on a weekly basis in a dedicated advising seminar • In their second year, students work with a Career Strategist • Integrated Planning and Advising for Student Support (iPASS) • Allows Success Advocates to refer students to on-campus resources and functions as “early alert” system.

36. Guttman College: Evidence of Effectiveness • 80 of the 289 students in Guttman’s first cohort graduated with an associates degree within two years • Students were more than two times more likely to graduate in two years than students at similar institutions were able to graduate in three years • 31% two-year graduation rate among African American students • 50% two-year graduation rate among Hispanic students

37. Cross-Site Discussion of Pre-Work • Disaggregate​ ​graduates​ ​by​ ​award​ • ​count​ ​of​ ​graduates​ ​in​ ​each​ ​program​ ​in​ latest year​ • What​ ​were​ ​the​ ​median​ ​and​ ​mean​ ​units​ ​accumulated ​at​ ​time​ ​of​ ​graduation?​ • Which program had the highest units accumulated? The lowest? • Why is there such wide variation? • Decrease the average number of units accumulated by CCC students earning associate’s degrees, from approximately 87 total units to 79 total units

38. Conclusions • You cannot monitor a students progress along a program pathway unless you know that student’s program of study • Being able to disaggregate our student bodies is critical to becoming a guided pathways college • Students struggle to navigate the complexities of college and prefer receiving direction about how to attain their goals • Offering highly structured road maps tied to additional educational and/or employment opportunities increases the likelihood of program completion

39. There’s More on the Professional Learning Network A dynamic repository of effective practices, trainings and other resources (https://prolearningnetwork.cccco.edu/)

40. Thank you

41. The DD ASK Team Jared Lessard gilgamesh80@gmail.com Gio Sosa giovanni.sosa@gmail.com Craig Hayward (team lead) chayward@rpgroup.org Carolyn Holcroft holcroftcarolyn@fhda.edu Andrew Kretz akretz@rpgroup.org

42. References Bailey, T., Jaggars, S. S., & Jenkins, D. (2015). What we know about guided pathways. New York, NY: Columbia University, Teachers College, Community College Research Center. Booth, K., Cooper, D., Karandjeff, K., Purnell, R., Schiorring, E., & Willett, T. (2013). What students say they need to succeed: Key themes from a study of student support. Sacramento, CA: Research and Planning Group for California Community Colleges. Retrieved from http://archive.rpgroup.org/sites/default/files/StudentPerspectivesResearchBriefJan2013.pdf Jenkins, D. (2014). Redesigning community colleges for student success: Overview of the guided pathways approach. New York, NY: Columbia University, Teachers College, Community College Research Center. Scott-Clayton, J. (2011). The structure of student decision-making at community colleges. New York, NY: Columbia University, Teachers College, Community College Research Center.

43. References (Cont’d) Strobel, N., & Christian, S. (2016). What is the “guided pathways model?”. Bakersfield, CA: Bakersfield College. Retrieved from http://extranet.cccco.edu/Portals/1/ExecutiveOffice/Board/2017_agendas/January/Item-3.3-Attachment-1-Pathways.pdf