bridges to nowhere - how institutions assume responsibility for their graduates

Bridges to Nowhere? How Institutions Assume Responsibility for Their Graduates

Todd Bloom, Ph.D.Chief Academic Officer, Hobsons

May 31, 2013

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Education pipeline overview

K-12 to postsecondary transition

Postsecondary completion

Promising practices for bridge programs

Agenda

Education Pipeline

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Key Transitions:

High school graduation

College enrollment

College persistence

College completion

Workforce entry

U.S. Education Pipeline

http://www.higheredinfo.org/analyses/Pipeline%20Article.pdf

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U.S. Education Pipeline

http://www.changemag.org/Archives/ BackIssues/2011/May-June 2011/first-in-the-world-full.html

High School to Postsecondary Transition

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“Summer melt” – new HS graduates who intend to enroll in college the following fall have their plans change.

Current research shows that the number of students affected is 8 – 40%, with low-income students especially vulnerable.

K-12 to HE Bridge

http://scholar.harvard.edu/files/bencastleman/files/castleman_and_page_-_trickle_or_torrent_ssq_final_manuscript_-_02-06-13.pdf

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K-12 to HE Bridge

http://nces.ed.gov/programs/coe/indicator_cpa.asp

Percentage of high school completers who were enrolled in 2- or 4-year colleges by the October immediately following high school completion, by family income: 1975-2011

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K-12 to HE Bridge

http://nces.ed.gov/programs/coe/figures/figure-trc-2.asp

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K-12 to HE Bridge

http://www.nacacnet.org/research/research-data/nacac-research/Documents/PreparingStudents.pdf

National Association for College Admission Counseling report:

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Bridge Program Examples:

Postsecondary options in high school- Dual Enrollment

- Early College

TRIO Programs- Talent Search

- Upward Bound

- GEAR UP

Bridge programs at individual postsecondary institutions

K-12 to HE Bridge

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National Center for Postsecondary Research evaluation of 8 Texas bridge programs

No effect on number of college credits earned

Increase in completion of first college-level math and writing courses

Impact not significant in second year

No significant impact on persistence

K-12 to HE Bridge

http://www.postsecondaryresearch.org/i/a/document/NCPR-BridgingtheGapBrief.pdf

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New America Foundation recommends longer term, structural changes

Develop clear standards for students to progress to next level

Require individual learning plans

Create strong P-20 partnerships

Refocus college readiness to early intervention

Replicate successful intervention that is built into curriculum and is part of school year

K-12 to HE Bridge

http://www.onlinethinktank.com/documents/BridgingGap.pdf

Postsecondary Completion

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All Institutions Public Private Nonprofit Private For-Profit0%

10%

20%

30%

40%

50%

60%

70%

80%

Total

Males

Females

Percentage of students seeking a bachelor's degree at 4-year degree-granting institutions who completed a bachelor's degree within 6 years: Starting cohort year 2005

http://nces.ed.gov/programs/coe/indicator_cva.asp

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Postsecondary CompletionPercentage of students seeking a certificate or degree at 2-year degree-granting institutions who completed a credential within 150 percent of the normal time required to do so: Starting cohort year 2008

http://nces.ed.gov/programs/coe/indicator_cva.asp

All Ins

titutio

ns

Public

Privat

e Non

prof

it

Privat

e For

-Pro

fit0%

10%

20%

30%

40%

50%

60%

70%

TotalMalesFemales

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of all students change institutions at least once before earning a degree


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National Student Clearinghouse Research Center. (2012). Transfer & Mobility: A National View of Pre-Degree Student Movement in Postsecondary Institutions. Herndon, VA: National Student Clearinghouse Research Center.

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37% transfer in second year (most common year)

22% transfer as late as fourth or fifth years

27% transfer to different state

43% transfer into a public two-year college (most popular destination)



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“The growing emphasis on holding institutions accountable for student success has, to some extent, reinforced the traditional reporting paradigm in which the institution is the unit of analysis and students are viewed as simply entering, progressing linearly, and completing a degree — or not. . . The analyses in this report suggest that a new view may prove useful, in which students are the unit of analysis and institutions are viewed as stepping stones along a diverse set of educational paths.”



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National Student Clearinghouse Research Center (2012). Completing College: A National View of Student Attainment Rates

The following slides look at six-year outcomes of degree-seeking students who entered postsecondary education for the first time in fall 2006.


http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf

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Six-Year Outcomes (All Institutions) by Enrollment Intensity

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Six-Year Outcomes (All Institutions) by Age at First Entry and Enrollment Intensity

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Six-Year Outcomes by Starting Institution Type

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National Student Clearinghouse report:

Documents large population of students who drop-out or stop-out

Shows that significant number of nontraditional, mobile students not completing degrees



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National Student Clearinghouse report:

Looking beyond starting institution raises overall 6 yr. completion rate from 42% to 54%

- Every student subgroup and type of institution sees completion increase

Mobile students are using multiple institutions to reach educational goals



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Intervention and retention strategies:

Stop out recovery programs

- Target students who stopped out with a majority of credits complete

Weekend or Evening College

- Flexible schedules

Blended learning

- Combine strengths of online and face-to-face instruction


Best Practices for Education Transitions

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Focus on student success

Start early

Connect college to student’s interests and motivation

Prepare students for academic and social transitions

Inform students about college costs and ways to pay

Partner with higher ed to provide continuous support

K-12 Best Practices

http://www.tgslc.org/pdf/files-sfts_what_works.pdf

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Serves low-income, underrepresented college-bound students from Los Angeles Unified high schools

Focuses on writing, grammar, and language skills

Develops tools for successful transition to college

http://www.uscrossier.org/pullias/research/projects/summertime/

University of Southern California’s SummerTIME Program

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Students write college-level argumentative paper

Writer’s workshop format teaches how to give and receive criticism

Students present paper to instructors and peers

Program includes sessions to develop strategies and skills for college success


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Uses 8 parameters of successful intervention programs:

Motivation

Substance

Independence

Multiple approaches


Center for Higher Education Policy Analysis. SummerTIME 2007 Evaluation.

High standards

Inquiry

Problem solving

Supportive context

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86% of students improve their Test of Written Language, Third Edition scores

Average score increase is 1.6 grade level

84% of students received a B or higher for the course (rubric aligned with first year college level)

90% of students said class was “meaningful”


Center for Higher Education Policy Analysis. SummerTIME 2007 Evaluation.

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Focus on student success

Returning nontraditional students:- Have longer hours for administrative services

- Set aside space for meetings and socializing

- Integrate nontraditional students into campus community

- Provide services that support balancing different demands (e.g. work and family)

Higher Ed Promising Practices

http://www4.aacrao.org/semsource/sem/index0790.html?fa=view&id=5292

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Focus on students who have stopped out

Support services:- Financial aid

- Re-registration

- Review of academic standing

Free tutoring

Career coaching

Personalized career plan

Online liberal studies degree program

http://www.montana.edu/success/returntolearn/

Montana State University “Return to Learn”

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Information for adults going to college for first time or who have stopped out

Project Graduate targets returning students who have 80+ credit hours, including incentives:- Free application

- Tuition assistance

- Priority enrollment

- Individual advising

http://www.knowhow2goky.org/

“Knowhow2goKY”

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In small groups, create a “best in class” bridge program for K-12 or higher ed- Target Market: Which students are served?

- What program characteristics are most important?

- How should the program be evaluated?

- What are measures of success?

Report back to larger group

Activity

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Todd Bloom

Chief Academic Officer

Hobsons

[email protected]

(952) 807-5345

@Todd_Bloom

Thank you!

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Six-Year Outcomes for Students Who Started at Four-Year Public Institutions by Age at First Entry and Enrollment Intensity

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Six-Year Outcomes and First Completion for Students Who Started at Two-Year Public Institutions by Age at First Entry and Enrollment Intensity

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Six-Year Outcomes for Students Who Started atFour-Year Private Nonprofit Institutions by Age at First Entry and Enrollment Intensity

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Six-Year Outcomes for Students Who Started atFour-Year Private For-Profit Institutions by Age at First Entry and Enrollment Intensity

bridges to nowhere - how institutions assume responsibility for their graduates

Education

postsecondary institutions

year degree

national center

postsecondary completionhttp

postsecondary options

postsecondary completion0

bachelors degree

completinga degree