Completion by Design Framing Model
CONNECTION
Enrollment to
ENTRY
Gateway Courses
Entry into Course of
PROGRESS
Completed
Complete course
COMPLETION
Credential
• Never apply to
College
• Delayed entry to
College
• Poor counseling in high school leading to:
• Poor matching
• Unaware of financial aid options
• Under enrollment
• Poor academic preparation
• Remediation needs not met prior to enrolling college level course
• Fail to enroll/pass
Gatekeeper courses
(i.e., entry level math
& English)
• Poor work-school balance (75% of low income students work 20+ hrs per week)
• Scheduling changes
• Part-time enrollment forcing long completion times
• Life events that cause disruptions
• Stop out or drop out
• Transfer without credential
• Leave with enough credits needed for degree but not college level math,
English

Completion by Design Framing Model
CONNECTION ENTRY PROGRESS COMPLETION
• Consistent college & career ready standards
• Increase understanding of college requirements
• Take college placement exams in high school
• Enrollment directly from high school
• Mandatory intrusive advising
• Declared courses of study linked explicitly to pathways
• Aggressive financial aid support
• Course redesigns to accommodate student needs to complete college work more rapidly
• Incentive mechanisms to support optimal attendance
• Real time feedback to students
• Intentional, accelerated competency-based programs of study
• Provide emergency aid to respond to unexpected life events
• Mandatory intrusive advising
• Transfer with credential incentives
• Remove barriers to graduation
• Learn & earn programs that combine credential & work experience toward a career pathway

Potential
First Time
Student
Successful
Completion

Books in stock at
Bookstore
Attends Lecture
Series
Leverages Learning
Center resources
Placement
Test Prep
Orientation
Financial Aid
Support
Completes
SEP
Library
Orientation participate in student
Govt
Effective degree
Clean audit
petition process
Potential
First Time
Student
Successful
Completion
User-friendly application process
Good impression from campus visit
Get accurate perception from
HS counselor
Effective
Early Alert program
Talk to
Univ. Rep /
Employer
Meet with college outreach professional
Powerful learning experience in classroom Connecting with faculty outside classroom
Intrusive Counseling
Faculty Letter of
Recommendation / intro to network

Completion by Design Framing Model
CONNECTION ENTRY PROGRESS COMPLETION
• Working with area
High Schools to prepare students for
College placement test.
• Revising orientation program to better inform/equip students to pursue their specific college goals.
• Provide students with information regarding the pathways to successful completion.
• Design support systems and interventions like intrusive counseling to helps students stay on track with their goals
• Identify key gatekeeper courses for students in various pathways and develop interventions to help students maintain momentum toward their goals.
• Improve the college’s
Early Alert Program
• Simplify the petition process.
• Develop/expand learn and earn models .
• Expand internship opportunities for students.

(2006/07 – 2010/11)
80%
75%
Current Level: 55.4%
High – Low Range: 3.6%
70%
45%
40%
35%
30%
65%
60%
55%
50%
52,5%
53,5%
55,5%
56,1%
55,4%
2006/07 2007/08 2008/09 2009/10 2010/11
Retention Rate is an aggregation of student course taking performance. The retention rate is calculated by dividing the number of Final Grades awarded showing course completion (A, B, C, D, F, CR, NC,) divided by the number of all final grades awarded (A, B, C, D, F, CR, NC, W).

( First-Time Students; Fall 2010 to Spring 2011)
Units Attempted in First Term
30%
35%
Part-time (< 6 units)
40%
45%
50%
Part-time (6 -11.5 units)
55%
60%
65%
Full-time (12+ Units)
70%
75%
80%
34.6
Student Age
30%
18 & 19 Yrs. Old
35%
40%
20-24 Yrs. Old
45%
50%
40.7
45.7
49.3
50.2
25-29 Yrs. Old
55%
60%
64.9
30 – 39 Yrs Old
65%
70%
80.3
40+ Yrs Old
75%
80%
75.7
Student Ethnicity
30%
Asian
35%
40%
Black
45%
Filipino
50%
55%
Hispanic
60%
46.6
51.5
52.6
54.4
57.6
59.6
Note: Area of each circles corresponds to the relative number of First-Time Students in the cohort used for this analysis.
65%
White
70%
Multi-Race
75%
80%

( First-Time Students; Fall 2010 to Spring 2011)
Gender
30%
35%
40%
45%
Female
50%
55%
60%
Male
65%
70%
75%
80%
54.4
55.9
Day / Evening
Status
30%
35%
Day Only Student
40%
45%
50%
Evening Only Student
55%
60%
65%
Day & Evening Student
70%
75%
80%
74.6
36.6
62.1
Primary College
Goal
30%
Career
Development
35%
Educational
Development
40%
45%
50%
Obtain
Certificate
55%
Obtain
AA/AS Degree
60%
65%
51.8
51.9
54.2
57.2
58.1
59.5
Note: Area of each circles corresponds to the relative number of First-Time Students in the cohort used for this analysis.
Transfer
70%
75%
Undecided
80%

• GE/Degree/Transfer – 27 Degrees offered
• CTE/Degree/Transfer – 28 Degrees offered
• Certificate (30 or More Units) – 13 offered
• Certificate (19 – 29 Units) – 10 offered
• Certificate (18 or Fewer Units) – 9 offered
• Career Training Certification (1 or 2 Courses)
• ESL
• 4Yr Student
• Lifelong Learner / Educational Development
• Formulate Career Plans
50%
50%
20%
45%
35%
The Pathways our students seem to be choosing
40%
25%
8%
5%
10%
10%
2%