Completion by Design Pathways

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Completion by Design Framing Model

CONNECTION

Student Progression

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

Some Known Loss Points

• 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

Student Progression

CONNECTION ENTRY PROGRESS COMPLETION

Possible Momentum Strategies

• 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

ENTRY

Completes

SEP

Library

Orientation participate in student

Govt

Effective degree

Clean audit

COMPLETION

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

Student Progression

CONNECTION ENTRY PROGRESS COMPLETION

Activities emerging from Cañada’s Educational Master Plan process

• 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.

Cañada College Balanced

Dashboard

Academic Year 2010/11

Five Year Trend in College Fall-to-Spring Persistence Rate

(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).

College Fall-to-Spring Persistence Rate by category

( 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%

College Fall-to-Spring Persistence Rate by category

( 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%

What are the pathways?

• 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%

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