ccc study abroad: summer 2019 - city colleges of chicago › departments › documents › board...

Andrew Aquino‐Cutcher

French Coordinator Harold Washington College

Jacqueline Cunningham

Department Chairperson ELL and World Languages

CCC Study Abroad: Summer 2019

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Lillian Martinez HWC

Ariana Bautista HWC

Jasmine RuedaHWC

Toi Pearson KKC/HWC

Marlene MironHWC

Bryan DicterHWC

Mia Nouguier HWC

Lileana Calvillo HWC

Vanessa Sandoval HWC

David DeGooyerHWC

CCC Delegation: Paris, France ‐ La Sorbonne, Summer University

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CCC Paris Study Abroad Model French LanguageFrench CultureFrench Civilization• #CCCParis 2019• 6 weeks intensive prep at HW• Sorbonne in a 2‐week 20‐hr. a week French immersion course at

their level per Sorbonne placement exam.• Assignments, daily lessons and cultural outings delivered to their

phones.• Metronome Projects based on the 20 centuries of history of the

Paris metro and streets.DRAFT

Housing: Cité Universitaire – American Foundation

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CCC Partners: Cultural OutingsVFW: 14 July Parade Sister Cities International : Paris City Hall & Eiffel Tower Faculty Alumni: Le Procope

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Student Projects: Language, Culture, Civilization

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The Delegation Thanks You—the many supporters of CCC 2019 Study Abroad.Walter E. MasseyChairCity Colleges of ChicagoBoard of Trustees

Elizabeth Swanson Vice ChairCity Colleges of Chicago Board of Trustees

ClarisolDuqueSecretaryCity Colleges of Chicago Board of Trustees

Karen KentCity Colleges of ChicagoBoard of Trustees

Peggy A. Davis City Colleges of Chicago Board of Trustees

Darrell A. WilliamsCity Colleges of Chicago Board of Trustees

Deborah H. Telman City Colleges of ChicagoBoard of Trustees

Lisa Kohnke Director of Strategic Partnerships and Global Affairs: Office of the MayorDavid LangloisRelations Amériques et Océanie Délégation Générale aux Relations Internationales

Adrienne TongateInterim Executive Director Chicago Sister Cities International

Me. Renee JohnsonSister CitiesChicago/Paris

Andre RakotoDirector, Paris Veterans and War Victims Office

Guillaume LaCroixConsul General of France to the Midwest

Sophie VassetDirectriceFondation des Etats Unis

Noëmi Haire-SieversRelations internationalesFondation des Etats-Unis

Juan SalgadoChancellorCity Colleges of ChicagoDr. Mark PotterProvostCity Colleges of ChicagoRalph PassarelliDirector of Risk Management City Colleges of ChicagoKent LuskVice President-Finance & Operations Harold Washington College

Angela Guernica2019 Director of Student ActivitiesHarold Washington College

Milton OwensDirector of Safety & SecurityHarold Washington CollegeBernessa TateAssistant Director -SecuritySecurity Services

Bernadette LimosDirector - Strategic Initiatives Harold Washington College

Marnee OstoaPresidentStudent Government AssociationHarold Washington College

Caroline SchoenbergerProfessorHarold Washington College

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Developmental Education UpdateFebruary 13, 2020

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CCC has assembled a Developmental Education Planning Committee. This committee is creating a plan to significantly improve developmental education outcomes.

• Performance measures: For the first time, City Colleges of Chicago is implementing key performance indicators (KPIs) that address the goal of creating momentum up to and through the successful completion of college‐level English and math in the first year.

• Examining broad range of solutions: The Developmental Education Planning Committee is taking a hypothesis‐driven approach to prioritizing solutions that address placement, design, delivery, and holistic student supports.

• Building off practices already underway at City Colleges: • City Colleges has already made strides to implement innovative practices in developmental

education. For example:o City Colleges offers co‐requisite support courses in math and English at each college. o Each college offers a non‐STEM math pathway. o Math faculty members have brought our math 090 course to Chicago Public School students,

allowing students to progress directly into college‐level math at CCC. o English faculty have streamlined the developmental sequence of courses by creating a 6

credit‐hour integrated reading and writing course (ENG 096, Aligned Reading and Composition)

2/11/2020DRAFT ‐ For discussion purposes only 2

Background

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The percentage of students taking and passing college level English and math in the first year has remained stable

Methodology: Taking & Passing College Level KPI methodology as of 1/7/2020. See Appendix. Source: OpenBook, Student Classes & Student Terms / Data as of 10/22/2019/ Analysis as of 10/24/2019 / Further Questions, Contact: Nadia Richardson

Taking & Passing College‐Level English/Math in 1st Year


29%27%

43% 42%42%

English Math

25%

42%

28%

Fall 2015 (n ~ 6500)Fall 2016 (n ~ 6100) Fall 2018 (n ~ 6000)

Fall 2017 (n ~ 6500)

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Taking and Passing College‐level English by Race/ Ethnicity


48%

1341615135150

318

591

Asian Black

508557

47%

1567 1583

Hispanic

72

49%

74 72

Multi‐racial

29%

39%

296 260

46%

White

29%

44%

30%

48%43%

46%

54% 56%52%

Fall 2016 Fall 2017 Fall 2018

English Taking and Passing Rates by Ethnicity at CCC

Analysis Notes: Students are considered passing with a grade of A, B, or C. Source: CCC OpenBook, Student Terms and Student Classes/ Data as of 07/12/19/ Analysis as of 07/12/19/ Further Questions, Contact: Nadia Richardson

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Taking and Passing College‐level Math by Race/ Ethnicity


31%

1084

317

15226%

134144

BlackAsian

17%

289 359953

White

1047

Hispanic

48

28%34%

40

41%

15%

Multi‐racial

201234

29%

209

39%45% 47%

18%

31%

41%36%

50

Fall 16 Fall 17 Fall 18

Math Taking and Passing Rates by Ethnicity at CCC

Analysis Notes: Students are considered passing with a grade of A, B, or C. Source: CCC OpenBook, Student Terms and Student Classes/ Data as of 07/12/19/ Analysis as of 07/12/19/ Further Questions, Contact: Nadia Richardson

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Students Who Take and Pass College Level English in the First Year Have Significantly Improved Outcomes

OM+ 4‐yrs post‐entry by first English course taken, FA15 cohort

Notes: +CCC Outcome Measures methodology used to calculate outcomes. FS Read not used to establish FS placement in methodology. Source: OpenBook, OM Data Sheet and Student Tests/Accessed June 2019 for OM, 8/2/2019 for Students Tests/Further Questions: Whitney M. Marks

OM+ 4‐yrs post‐entry by first English course taken, FA15 cohort passed in 1‐yr


21% 14% 24% 27%4% 2% 5% 4% 4%1%3% 4% 3% 8% 6%3%4% 5%

15%16%

72% 72%52% 65% 49% 48%

6%English 98 English 99FS Writ

5%

2,268

9%9%

English 101 w coreq

6%

10%11%

4%

English 100 English 101

179 702 457 1,014 375

5% 6%Transfer to 2 yr

Not EnrolledEnrolled

Transfer to 4 yrCertificate CompleterDegree Completer

Small N

36% 19%38% 31% 31% 37%

2%5%

55%

4% 9% 7%3%4% 6% 4%

25%19%

41% 30% 42% 39% 37%

5%

English 98FS Writ English 101

9% 5%

English 99 English 101 w coreq

22675

English 100

10%8%

10%

11 363 287 1,655

7%5% 5% 11%

Not Enrolled

Certificate CompleterTransfer to 4 yrTransfer to 2 yrEnrolled

Degree CompleterDRAFT

Students Who Take and Pass College Level Math in the First Year Have Significantly Improved Outcomes

OM+ 4‐yrs post‐entry by first math course taken, FA15 cohort

Notes: +CCC Outcome Measures methodology used to calculate outcomes. SAT, ACT, Compass, and Aleks were used for placement. Source: OpenBook, OM Data Sheet and Student Tests/Accessed June 2019 for OM, 8/2/2019 for Students Tests/Further Questions: Whitney M. Marks

OM+ 4‐yrs post‐entry by first math course taken, FA15 cohort passed in 1‐yr


20% 27% 37%3% 1% 4% 4% 2% 5%5%3% 1% 5% 4% 4% 5%7%2% 6% 5% 5% 1% 6%4%

13% 23%

9%72% 59% 66% 56% 73%47% 37%

10%FS Math

3001/3002

11%

405

Math 99

945

FS Math 3003/3004

Math 118 with coreq

82

10%10%

Math 98

9%

Math 90

10%7%

11%

College Math

337 125 1,329 1,308 Not Enrolled

Degree Completer

Enrolled

Transfer to 4 yrCertificate Completer

Transfer to 2 yr

Small NSmall N

45% 45% 31% 44% 27% 34% 48%

9%4% 6%

5%4%

27% 18%6%

5% 6%8%

18% 27%

6%3%

14%5%

4%9%

50%39% 29% 39% 26%12%

935356

FS Math 3003/3004

Math 99

9%

11

Math 90

295

10%11%

FS Math 3001/3002

6%

9%

11

Math 118 with coreq

Math 98 College Math

70 22 Not Enrolled

Certificate Completer

Enrolled

Degree Completer

Transfer to 2 yrTransfer to 4 yr

Small N

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• In Fall 2018 and 2019, 1 level below college is the co‐req. In 2017, this also included accelerated courses (like Arc).

• Because of changes in the English course sequence, YOY comparisons of placement are not “apples‐to‐apples.”

In Fall 2019, 65% of new, credential‐seeking students had remedial needs in English; 62% in Math

Remedial need in English for new, credential‐seeking students

Methodology: See AppendixSource: OpenBook, Student Tests / Data as of 10/22/2019/ Analysis as of 10/24/2019/ Further Questions, Contact: Nadia Richardson

Remedial need in Math for new, credential‐seeking students


Notes

5%14%

32% 32%24% 43%27%

57% 41% 41% 35%

9%

2017FA

College‐level 6,864

6%6%

2 levels below college

2016FA 2018FA 2019FA

6,197

1 level below college

Foundational Studies

6,274 4,848

9%

18%

Test change Course change

14% 17% 27% 24%26% 21% 15% 15%33% 25% 22% 23%

28% 37% 36% 38%

2018FA2016FA 2017FA 2019FA

College‐level1 level below college2 levels below collegeFoundational Studies

6,369 6,852 6,607 5,485Test change

Policy change

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English course success rates improved in Fall 2019 at all levels

FA18 English course success for all students

Course enrollment not based on placement. Success defined as final grade of A, B, C, or S. Early College students have been excluded from college‐level success rates for Fall 2019 because, at the point of analysis, grades had not yet been submitted for these students.Source: OpenBook, Student Classes & Student Terms / Data as of 1/15/2020 / Further Questions, Contact: Delilah Perez, Whitney Marks, Nadia Richardson


41%(913)

44%(260)56%(325)


59%(1,294)

ARC English‐101only

English‐101+ co‐req

585 3,8612,207

62%(2,379)

38%(1,482)

1,631

65%(1,061)

35%(570)

Successful Not successful

61%(218)


39%(140)

61%(1,103)

ARC

39%(711)

English‐101+ co‐req

English‐101only

358 1,814 3,412

65%(2,207)

35%(1,205)

1,991

68%(1,346)

32%(645)


FA19 English course success for all students

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Math course success rates improved in Fall 2019 at all levels

FA18 Math course success for all students

Course enrollment not based on placement. Success defined as final grade of A, B, C, or S. Early College students have been excluded from college‐level success rates for Fall 2019 because, at the point of analysis, grades had not yet been submitted for these students.Source: OpenBook, Student Classes & Student Terms / Data as of 1/15/2020 / Further Questions, Contact: Delilah Perez, Whitney Marks, Nadia Richardson


45%(522)

60%(573)

58%(840)

40%(380)


42%(609)

55%(642)

Math 90, 98 or 100

Math 99 College‐level Math

Math co‐req

953

60%(4,372)

1,164 1,449 409

64%(262)

36%(147)

7,25540%

(2,883)


45%(483)

812

Math co‐req

74%(600)

26%(212)


39%(2,485)

60%(643)

55%(594)

Math 90, 98 or 100

40%(424)

Math 99 College‐level Math

4811,077 1,067

70%(335)

30%(146)

6,353

61%(3,868)

Not successfulSuccessful

FA19 Math course success for all students

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A sequential approach to preparing students for college‐level English contains multiple attrition points.

Notes: Waterfall course enrollment is within any term in student’s first yearSource: OpenBook, Student Tests & Student Classes/accessed 8/6/2019/Further Questions: Nadia Richardson


Waterfall from FS Placement to English 101, FA18 Cohort

53% 45% 44% 85% 76% 100% 100% 100% N/A 100%

FA18 to SP19 Retention

497

96

316

85

59

Did Not Enroll

English 96

Passed FS Writ

Did Not Enroll FS

17

Placed into FS

0

Enrolled in FS, Did Not Pass

Enrolled in English 96, Did Not pass

20

Passed English 96

17

Did Not Enroll

English 101

Passed English 101

0

Enrolled in English 101, Did Not Pass

12

Enrolled StandaloneEnrolled with Co‐req

• 64% of students who placed into Foundational Studies did not enroll in a FS English in the first year • Students who passed Foundational Studies had a noticeably higher retention rate than those who

did not enroll or pass the course

19%4% 0%

DRAFT

A sequential approach to preparing students for college‐level Math contains multiple attrition points.

Notes: Waterfall course enrollment is within any term in student’s first yearSource: OpenBook, Student Tests & Student Classes/accessed8/6/2019/Further Questions: Nadia Richardson


Waterfall from FS Math Placement to College Math, FA18 Cohort

54% 50% 51% 82% 75% 100% 100% 100% N/A 100%

FA18 to SP19 Retention

1,565

208

1,257

15341

100

Passed FS Math

Enrolled in FS

Math, Did Not Pass

Placed into FS Math

Did Not Enroll

FS Math

14

Did Not Enroll Dev Ed Math

Passed College Math

Enrolled in Dev Ed Math, Did Not pass

Passed Dev Ed Math

38

Did Not Enroll College Math

0 10Enrolled in College Math, Did Not Pass

2

Enrolled StandaloneEnrolled with Co‐req

• 80% of students who placed into Foundational Studies Math did not enroll in the course within the first year

13%3% 0%

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Solutions


CCC is working with CPS to scale transitional math and pilot transitional English. Successful performance in transitional coursework allows students to enter CCC college‐ready.• Approximately 2000 students this year are enrolled in one of two transitional math

classes at CPS high schools (Quantitative Literacy or Pre‐Algebra).• Transitional math course success rate is approximately 60%.

Developmental Education Planning Committee is developing proposals based on the committee’s hypothesis‐making. The committee will report out to the Chancellor in April 2020.

Sample of hypotheses:• If students are advised to begin their math and English sequences in their first semester,

at whatever level they are placed, they will have a greater likelihood of persisting to the next semester.

• Our messaging to students and how we talk to them about their placement and their “college readiness” can have a significant impact, positively or negatively, on their sense of belonging and their persistence.

• Using high school GPA will more accurately place students at the highest level at which they have a reasonable chance to succeed.

• Student progression can be accelerated if students are allowed to demonstrate their competency and transition into college‐level coursework at any one of multiple frequent points.

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Appendix

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Math SequenceMath Placement Level 1

Math Placement Level 3




Math Placement Level 6 Math Level 7 Placement test alone cannot gain access to this level

Alek

s 19

or

below

Aleks 3

0‐45

Aleks 20‐

29Alek

s 46

‐60, ACT

21‐

23, SAT

530

‐570

Alek

s 61

‐10

0, ACT

24

+, SAT

58

0+

Alek

s 76

‐10

0, ACT

24

+, SAT

58

0+

Placement test score on the left places into respective level or satisfactory completion of connected course.

FS MATH 3001/3002Mathematics Refresher 1 & 2

Math 140 + Math 040College Algebra and CoRequisite Math 040

MATH 90 Mathematical Literacy

Math 100Intro to College Mathematics

Math 143 Pre CalculusMath 140

College Algebra

Math 125 Introductory Statistics

Math 121Elem. Ed. Math 1

Math 118 General Education

Mathematics

Math 204 Calculus for Business/Social Sciences

Math 146 Discrete Mathematics

Math 144 Finite Mathematics

Math 141 Plane Trigonometry

Math 207 Calculus and Analytic Geometry I

MATH 98 Beginning Algebra with

Geometry

FS MATH 3003/3004Mathematics Refresher 3 & Elem.

Algebra

MATH 99 Intermediate Algebra with Geometry

***Completion also allows progression into Math 118 and Math 125 (not displayed with arrows)

Math 122 Elem. Ed. Math 2

Math 208 Calculus and Analytic Geometry II

Math 209 Cal culus and Analyti c Geometry III

Math 210 Di fferentia l Equati ons

Math 212 Li near Algebra

City Colleges of Chicago Math Sequence

Please refer to the Academic and Student Policy Manual and the Academic Catalog for most up to date information. Created 9/12/18

Math 118 + Math 018General Education Math and CoRequisi te Math 018

Math 125 + Math 025Introductory S tatisti cs and CoRequisi te Math 025

Placement Test LegendAleks – CCC utilizes this placement test in the Student Portal as well as all college’s testing centers.

SAT – Test Administered through College Board, presently used in CPS high Schools for college placement.ACT – Common U.S. college admission test frequently taken while in high school.

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Decision Support, Office of Strategy & Academic Governance

2/11/2020 – DRAFT ‐ FOR DISCUSSION ONLY ‐ 16

CCC RTW score of 1

CCC RTW score of 2 or 3

CCC RTW score of 4 or 5

CCC RTW score of 6 or SAT Evidence Based

Reading and Writing 480+**

Foundational Studies Literacy

ARC English 096

English 101

English 101 and English 097**

English 102

Passes 096 & portfolio indicates no further support

needed

Passes 096 & portfolio indicates further support

needed

CCC RTW ESL 11

ESL Integrated 98

CCC RTW ESL 22

ESL Integrated 99

CCC RTW ESL 33

ESL Integrated 100

CCC English Sequence

**Students with SAT scores between 480 and 540 will be required to take the RTW test to determine placement in 101 or 101/097 or receive advisement to take an earlier course in the sequence. Informed student choice prevails

*Students taking 101/097 are only considered “English 101 eligible” for the purposes of meeting course prerequisites in 352 other courses if concurrently enrolled in 101/097

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Taking & Passing• COHORT: all degree‐seeking students new to college in a given fall,

• including prior Early College students who have matriculated to credential‐seeking but not yet completed college‐level Math and/or English,

• including summer starters that also enroll in fall.• Reported by Home College in student’s 1st Fall.

• MEASURE OF SUCCESS: Earning a C or better in a Math/English course with PCS code of Baccalaureate/Transfer

• EXCLUDES BY SUBJECT: students who previously completed gatekeeper through Dual Credit, Dual Enrollment, AP exam or IB exam.

Remedial Needs: • Students with first credit term in a given fall, declared in a credential‐seeking program.• 2016FA – 2019FA: Placement Grid as of 05/09

(https://cccedu.sharepoint.com/:p:/g/DO/ds/teamsite/EeYn2AE_hHtCm2jSJhrYVwMBRF‐qgUM5DCcSwaH‐_l6h1g?e=tVtJNR)

• This excludes students who have prior credit enrollment at CCC and students who did not test in the subject.


Methodology notes:

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Centers of ExcellenceFebruary 13, 2019

Regular Board Meeting

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CCC Centers of Excellence

Organizational structure for CCC signature career programs – those aligned with the growing sectors in Chicago

Both focal points and launch pads for the critical sector‐based work that is necessary for creating quality pathways into jobs and careers.

Serve as the primary convener for industry expertise, providing a single point of contact for sector stakeholders

City Colleges of Chicago is committed to providing Chicagoans pathways to economic mobility through industry‐aligned career education programs.

7 ComprehensiveCommunity Colleges

DRAFT


Quality Innovation

AccessPartnerships

City Colleges of Chicago

Centers of Excellence

As focal points, Centers of Excellence are responsible for organizing resources and expertise for the purposes of Quality, Innovation, Access and Partnership.

DRAFT


•Pathways•Flexible scheduling•Program reach

• Labor Market Data• Advisory Council• Work based learning

•New programming•Capital improvement•Grants and funding•Continuing education

• Professional Development• Subject Matter expertise• Relevance• Assessment

Quality Innovation

AccessPartnerships


Centers of Excellence

Equity

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Quality Innovation

AccessPartnerships

Centers of Excellence – Harold Washington College Business and Professional Services

Equity

• 12 hours‐ Workforce Learning Interdisciplinary faculty training

• Official Department of Labor Registered Sponsor Site• American Bar Association Accreditation in progress

(Paralegal)• COE Program Advisory Councils

• Embedded Work based Learning (Accounting, Banking, Paralegal)

• Year Up, Aon, McDonalds, Walgreens, HAVAS Media, Facebook (On‐the‐Job Training Partners)

New programming in Cybersecurity, Web Development and Hospitality

Continuing Education Short‐Term Professional Certificates


• Development of Prior Learning Assessment (PLA)• Customized Employment Training• Expansion of online Continuing Education

Solomon Cordwell Buenz (SCB) Internship

FB Digital Marketing Certificate Program

Continuing Education Courses

Partnership is Key to Quality

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Centers of Excellence – Truman CollegeEducation

Chicago Public Schools Stem Camp and Googlepalooza

Truman's Early Childhood Laboratory School

Quality Innovation

AccessPartnerships

Computer Science Affinity Group Meet Up

Campus and Beyond‐ Parent‐Community Cafe

• Men of Color in Education• Campus and Beyond• Chicago Early Learning Scholarship• The Truman Experience

• Chicago Public Schools• Department of Family and Support Services• Northwestern University and U of Chicago• Apple

• Teacher Professional Development• Leader in credentialing of the Early Childhood

Development Program for CCC

• ISBE Educator Endorsements• Pritzker Molecular Engineering (U of C)• Steambassadors• Community Learning Cafes

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Centers of Excellence – Wilbur Wright CollegeEngineering and Computer Science

IIT Signing Ceremony

Engineering Ideas Night

• Guaranteed Pathway to Engineering Bachelor’s Programs • Transfer rate 74% after 2 years• Engineering Pathways guarantee transfer to UIUC & IIT.

• 32 students at UIUC• 62 students at IIT (dual enrolled at no cost)

• Accenture currently employs 30 Wright College Alumni

Engineering Bridge Students

• $1M ICCB Workforce Equity Grant‐tuition‐free education for Austin residents (IT)

• Early College programs in CIS with CPS• 74% of AES students are of color• Summer research/internship opportunities: Chevron, Argon,

Princeton, NU, Onshore Security

• Transfer partnerships: UIUC, IIT, UIC and more• Engineering/tech organizations: DPI, ACS, SWE, SHPE, SASE• Business partnerships (and apprenticeships): Accenture,

Amazon AWS Educate, JP Morgan, UI, Chevron, SDI Presence, ITA, ISTC

Student apprentices @ SDI Presence LLC

• Engineering pathways & partners: AES, AGS, AS• $1.43M NSF Engineering Bridge grant• New curricula: Thermal Physics, Quantum Mechanics, Circuit

Analysis• Current IT: AS (CS Transfer), AAS (web & networking), BC (AC

/AAS coming soon) in cybersecurity

DRAFT

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