CA Career Pathways Trust:
East Bay Career Pathways
Consortium
December 4, 2014
Chabot College
Secondary & Postsecondary Partners
K-12 Districts
•
Alameda Unified School District
•
Albany Unified School District
•
Berkeley Unified School District
•
Castro Valley Unified School District
•
Emery Unified School District
•
Hayward Unified School District
•
Oakland Unified School District
•
Piedmont Unified School District
•
San Leandro Unified School District
•
San Lorenzo Unified School District
•
West Contra Costa Unified School District
•
Alameda County Office of Education
Community Colleges
•
Berkeley City College
•
Chabot College
•
College of Alameda
•
Contra Costa College
•
Laney College
•
Merritt College
•
Cal State East Bay and UC Berkeley are included
as unfunded post-secondary partners
Alameda
County
Office of
Education
Collective Impact
• “the commitment of a group of
important actors from different
sectors to a common agenda for
solving a specific social problem.”
(Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)
Collective Impact
• “initiatives involve a centralized
infrastructure, a dedicated staff, and a
structured process that leads to a
common agenda, shared measurement,
continuous communication, and
mutually reinforcing activities among all
participants.”
(Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)
Collective Impact
• “Although rare […] successful examples
of collective impact are addressing social
issues that, like education, require many
different players to change their behavior
in order to solve a complex problem.”
(Source: Collective Impact, Stanford Social Innovation Review, Winter 2011)
The Complex Problem
• The Complex Problem:
A skills gap, unemployment + unfilled jobs
Remediation crisis, high non-completion
rates
Project goal and strategy
GOAL: develop pathways that prepare students
for further education and rewarding
employment
STRATEGY: regional and local teams, with
crosscutting support
Percentage of persons 25 through 29, by highest level of educational
attainment:
Selected years, 1940 through 2010
Percent
High school completion or
higher
Less than high school completion
Bachelor’s or higher
degree
Year
•
•
•
•
•
•
Built when a HS diploma could get you a good job
Not aligned to real labor market demand
Lacks adequate support for transition to college
Students arrive and end up in remediation
It doesn’t do enough to help students set goals
Does not reflect the new priorities of K12 education
•
•
•
•
•
•
Integrates academic and career themed curriculum
Strengthens opportunities for college credit in HS
That incorporates work and project based learning
Provides early matriculation and advising
Defines students as shared customers
Allows students to ID many options for work or
continuing education
K12 / Community College / K14
Pathways
High School pathways -- defined
Community College pathways – defined
K-14 pathways – the innovation
Student Transitions
K-12
CCSS & CTE Integration,
Early College Credit
Post
Secondary
Improved Academic
Placement
High Quality
Career Pathways
Integrated
Counseling
Services
Better
Jobs &
Lives
Student Transitions
Pathways Imperative
Remediation Crisis – Improved Placement (Y1)
CCSS, NGSS -Matriculation and Persistence
Completion
Early College Credit and Early Experiences
Curriculum
Early College Credit
• Early opportunities for high school students to explore college and
career options and enroll in college courses while still in high school
• Includes dual enrollment/credit, concurrent enrollment and
summer bridge
• Provides a supportive and aligned bridge into college and career
pathways for students
• Creating dual enrollment courses is an excellent way for community
college faculty and high school instructors to engage ongoing
conversations around aligning curricula and pathways
Early College Credit:
An Opportunity to Improve Student Outcomes
Dr. Diane Hollems
Dean of Education Programs
Reduce Remediation
by Improving College
Academic Placement
John J. Hetts
Former Director of Institutional
Research
Long Beach City College
Santa Barbara City College
Dual Enrollment Program
(The Overview)
CCPT Meeting Chabot College
December 4, 2014
Diane Hollems, Ph.D.
Introduction
Dr. Diane Hollems
Dean of Education Programs
Overview of this Presentation
•Why Dual Enrollment (vs. Articulation)?
•Benefits to stakeholders
•SBCC Dual Enrollment Program core values
•Outcome data
•Relationships with Secondary Schools
Why Dual Enrollment?
We found that everything covered in the traditional
“CTE articulation meeting” could be mirrored in
doing a “SBCC/high school articulation meeting.”
This covers both general education courses and CTE.
Program History &
3 Core Values
California Dual
Enrollment Legislation
• Senate Bill 292
• Ed. Code, section 76300
• Senate Bill 338
Senate Bill 292 (1996):
HS ADA & College FTE:
• School districts can
claim full ADA for
dually enrolled students
as long as they are
enrolled in and attend
high school for 240
minutes a day.
• SBCC requires that each
student be enrolled in
HS only classes for 240
minutes per day (~ 4 or
5 periods per day),
anything above that can
be Dual Enrollment and
claimed by SBCC.
Senate Bill 338 (2003)/Ed Code 76001:
SBCC Guidelines
1. A CC may admit special part-time (fees
may be waived, up to 11 units) and fulltime students (fees can not be waived).
2. Class open to the general public, if on the
high school campus it must be during a
time that the campus is open to the public.
3. Class is advertised, if only on web then
advertised 30 days prior to the start of
class.
4. A CC may restrict admissions/enrollment
by: age, grade level and demonstrated
eligibility such as assessment.
5. Principal approval and parent approval is
required.
•
•
•
•
•
SBCC waives all fees for part-time
students taking the class on the high
school campus, but not for 12 or more
units.
We have an MOU with our local high
school districts and have a process by
which we contact the regular SBCC
students that have enrolled. Are classes
are coded off-campus with the high school
location (e.g., DPHS, SBHS, etc.).
We advertise our classes 30 days prior to
the time they start.
Some of our classes are restricted such as
math or English that require placement
into the correct level in order to be
enrolled in the class. We also adhere to
pre-requisites for foreign language classes.
We secure principal/counselor, parent and
student signatures to enroll.
Program Core #1:
Planning:
Prior to the start of our program, SBCC
administration met extensively with high
school administrators and faculty to build
relationships and create a plan that would be
a “WIN” for everyone, especially students
and their parents.
Program Core #2:
Service:
The Dual Enrollment Program has been
built with the philosophy that SBCC will
bring college classes to each high school to
provide access.
Program Core #3:
Collaboration:
Building and sustaining relationships is our
#1 priority in program management.
Benefits to all Stakeholders:
Post-Secondary Institution:
– Students generate a transcript
– Students stay on pathway
– FTEs are collected on students enrolled in the DE section
Secondary school:
–
–
–
–
Change in school climate/culture
Students head start on career pathway
Students motivated to take more Dual Enrollment and/or AP classes
Students generate a college transcript
Parents:
– Substantial savings on the student’s college education
– Demystifying the college process
SBCC Dual Enrollment Program Details:
1.
We offer college classes on-site at our local high school campuses,
before school, during the day and after school. This is in addition to K12
students taking classes on the main SBCC campus. For the purposes of
this presentation, we will just be discussing Dual Enrollment classes
taught at the high school campuses.
2.
Classes at high school sites are offered in 15 academic and 16 career
technical disciplines, with more than 100 classes each semester (credit is
awarded on an SBCC transcript that semester).
3.
Our enrollment is between 2,500 and 3,000 (non-duplicative headcount)
per year (fall and spring only).
Outcome Data
Former dual enrollment students* who matriculate to SBCC:
•
Are more likely to enroll full-time in college (67% compared to
54%)
•
Require less remediation and placed at the college transfer
level course at a higher rate than their direct entry peers
(Math: 26.4% compared to 18%; Reading: 25.9% compared to
9.9%; Writing: 34.8% compared to 14.6%)
•
Earn a higher average cumulative GPA (after three academic
years , 2.47 vs. 2.02)
•
Earn more transferable college units (after three years, 43 vs.
29)
*Note: Sample was comprised of 764 first-time college students who graduated from a local service-area high
school in spring 2008 and matriculated to SBCC in fall 2008
Relationships with Secondary
Schools & Districts
Contact Information:
Dr. Diane Hollems
Santa Barbara City College
721 Cliff Drive
Santa Barbara, CA 93109
(805) 693-8281
hollems@sbcc.edu
Thank You!
Career Pathways and the Common Core:
Innovative Solutions for Brighter Futures
L. Karen Monroe
Superintendent-Elect, Alameda County Schools
Building Regional Infrastructure
Regional Data Sharing Infrastructure
Regional Industry Engagement Infrastructure
Regional Strategies for Addressing Barriers to Inter-segmental Transitions
Health &
Biosciences
Engineering &
Advanced
Manufacturing
ICT &
Digital Media
Public Service
& Law
East Bay Career Pathways Priorities
Pathway
Development
Successful
Transitions
Career
Connections
Challenge for K12: Prepare for college
AND career
20th century: college or career
21st century: college and career
Pathways can deliver on this promise
3 strongest predictors of lifetime
earnings
• Years of schooling completed
• Cognitive achievement measured by test
scores
• Various non-cognitive skills
College & career pathways can improve all of
these.
Source: Making it Real: How High Schools Can Be Held Accountable for
Improving Students’ Career Readiness. PACE Policy Brief 13-2
Shift from voc ed to CTE
• 1917 federal law defined voc ed as prep for
occupations not requiring a bachelor’s or
advanced degree
• By the 1980s tracking students into programs that
did not give them the option of going to college
was increasingly seen as unfair and inefficient
• Federal law started to require integration of
vocational and academic education, renamed voc
ed as CTE in 2006
Dilemma for high schools:
Most students in first year of high
school expect to complete a college
degree or more (72% of those who gave an
answer; 56% of whole sample)
but only about 1/3 of 25-29 year olds
have bachelor’s degrees, and that
number is growing very slowly.
Sources: US Dept of Education, National Center for Education Statistics:
The High School Longitudinal Study of 2009, NCES 2011-327, 2011.
Digest of Education Statistics 2010.
College & career pathways
• Postsecondary education
should be an option for all who
want it
• More focused and engaging
curriculum, with work-based
learning, motivates students to
learn and graduate
• Students gain work-related
skills to help support them
through college, or to enter
labor market without degree
Research has found benefits during high
school…
Compared with similar
students at the same high
schools, career academy
students show more
improvement in
attendance, grades, credits
earned, and are more likely
to stay in high school
…and after high school
• Maxwell study found academy students more
likely to finish bachelor’s degree
• MDRC random-assignment study found
positive effects on earnings 8 years after high
school, with no reduction in postsecondary
educational attainment
Source: Career Academies, a Proven Strategy to Prepare High School Students
for College and Careers http://casn.berkeley.edu/resources.php?r=158&c=1
CPA and California
12th-grade graduation rates,
2004-05 and 2009-10
Source: Profile of California Partnership Academies 2009-10,
http://casn.berkeley.edu/resources.php?r=293&c=1
CPA and California
graduates completing a-g course requirements
for CSU and UC,
2004-05 and 2009-10
Strategy for change
• Regional teams for Pathways and Transitions




Communicate best practices
Identify gaps and priorities
Commission local action teams
May continue to operate after CCPT funding ends
• Local teams
 Develop solutions to challenges identified by regional teams
 Report back to regional teams
 Brokering of Work Based Learning and Career Placement
• Cross-cutting infrastructure
 Industry engagement intermediary
 Data sharing platform: CalPass PLUS
Regional Teams Meet
Smaller “design
teams” work on
issue-areas and
bring them back
to the regional
teams
October
2
Design teams
innovate and
propose solutions
Design teams
refine their
proposed models
and move to
implementation
December
4
February
5
Larger region
implements
design team
innovations
May
7
Strong Pathways:
College & Career Success
Health &
Biosciences
Assessment,
Placement &
Remediation
Engineering
& Advanced
Man.
ICT &
Digital
Media
Inter-segmental
Student Supports
Public
Service &
Law
Dual & Concurrent
Enrollment practices
Industry Engagement Intermediary Platform
Data sharing platform: CalPass PLUS
East Bay Career Pathways Project Timeline – Year One
Sept
Oct
October 2
AM: Launch
PM: Regional
Pathway
Teams:
Overview
Pathway
Dev’t Teams
Transition
Teams
Nov
Dec
Jan
2015
Mar
April
May
Dec. 4
Regional
Pathway Teams:
Dual
Enrollment
Dec. 4
Regional
Pathway Teams:
WBL
May 7
Regional
Pathway
Teams:
Pathway
Quality
Transition:
-Placement
-Student
Supports
Transition:
-Student
Supports
-Placement
Transition:
--Student
Supports
-Placement
Administrators:
Early College
Credit
Administrators:
Work Based
Learning &
Career
Placement
Agreements
Administrators:
Pathway
Systems
Development
(internal)
Leadership
Teams
Data Sharing
Team
Feb
On-gong Data Sharing and Definitions Meetings
Bi-weekly Business Meetings: Monthly Business; Monthly Pathway Development Support
Working
Group PD
Transition Teams:
Student
Supports
Placement/
Remediation
Local Pathway Work:
Leadership
Teams:
Administrators
Eng/Manuf
ICT/DM
Health
Science
Public
Service
June
2015
YEAR ONE
Colleges and high schools locally:
• Deepen K12-college connections
• Get more students enrolled by starting/expanding college and
career pathways
• Improve pathway quality by:
• Aligning K-12/college curricula
• Increasing and integrating work-based learning and creditbased internships
• Transitioning more students to college
• Enroll students early (dually/concurrently)
• Better remediation, improved academic placement
• Improve matriculation, outreach, exposure
YEAR ONE
Colleges and high schools regionally:
– Learn practices from peers, experts and local teams to begin, improve,
expand pathways
– Hear and respond to industry needs
– Inventory and action planning
– Move progressively towards taking action on issues to be addressed
regionally (and/or sub-regionally/locally)
– Learning Communities
Distributive Leadership
R-PAT
Working Group
You
Student Support
Services
Key Action
* Develop early college experiences for
students
* Navigate application process
CTE Teachers
* Develop early credit opportunities for
students
English & Math
Academic Core
Teachers, Faculty &
Leadership
Site Administration
Project Goal
100% of HS students complete community
college application
Students develop Education Plans in high
school for Post-Secondary success
Increase Work-Based Learning experiences
for students
Reduction in remediation
* Develop Programs of Study
* Work collaboratively to develop
systems and structures
Student Transitions
Post
Secondary
K-12
High Quality
Career Pathways
CCSS & CTE
Integration,
Early College
Credit
Integrated
Counseling
Improved
Academic
Placement
Better
Jobs