Commission on the Future Community College League of California 2013-14.
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Transcript of Commission on the Future Community College League of California 2013-14.
Commission on the FutureCommunity CollegeLeague of California
2013-14
Process
• Commission discussions– Student Success Update– K-12 Pipeline, Dual and Concurrent
Enrollment– Demographic and Completion Update
• League staff will work with subject area teams following meeting to draft paper for League policy boards.
• Second meeting in the spring?
Ground Rules and Workflow
Ground Rules•You are a professional without a title.•This is a safe room.
Workflow•Today: Introduction, Student Success Update•Tomorrow: K-12 and demographic issues•Wednesday: Recommendations and Conclusion
Materials•www.ccleague.net/cotf/
The CaliforniaGraduation Initiative:
A 2020 Vision for Student Success for California’s
Community Colleges
A report of the Commission on the Futureof the Community College League of California
The recent focus on student successis not
• an indictment of the work of community college faculty, staff and leaders.
• a political fad.• a rationale for cutting budgets.• pie in the sky.
The recent focus on student success is
• economically necessary• morally incumbent• achievable
America is losing ground internationally
Economically necessary
California is losing groundto other states
(Rank Among States in % with College Degrees)
Age Group Assoc. or Higher Bach. or Higher
>64 3rd 4th
45-64 14th 13th
35-44 26th 17th
25-34 31st 26th
Economically necessary
By Race/ethnicity 66.7% for Asian students 53.5% for white students 39.5% for Latino students 39.0% for African-American
students
Morally incumbent
By Age 52.0% - age under 20 38.5% - age 20-24 34.5% - age 25-49 30.3% for students over 50
Associate Degree/Transfer/Certificate Completion Rates*
California Community College Participation Rates(age 20-24: average 116 per 1,000)
American Indian: 70 per 1,000 adultsAsian: 215 per 1,000 adultsBlack: 147 per 1,000 adultsHispanic: 143 per 1,000 adultsWhite/Other: 112 per 1,000 adults
* Student Success Scorecard definition: attempted at least 1 college level English or math class
According to NCHEMS, California needs 23,006 additional degrees and certificates annually to
reach its share of the national goal, a 5.2% annual increase.
5.2% annual increase
Achievable
In California’s community colleges:• From 92-93 to 08-09, headcount
went up 28%.– AA/AS production went up 64%.– Certificate production went up 125%.
• Total degree production went up 82%.
Achievable
2008-09 2011-12Headcount enrollment
1,823,741 1,655,095
Transfers
UC:CSU:ISP:OOS:
14,05649,77019,82715,927
15,97656,95920,42818,964(2010-11)
AA/AS Degrees 84,948 90,098Certificates 49,428 52,424
Completion Update
Achievable
National average: 19.9/100 FTE
California 2008-2009: 11.0/100 FTE
California 2011-12: 12.8/100 FTE
The Vision:In California, all residents have the opportunity
to complete a quality postsecondary education in a timely manner.
• Access - California should continue to lead the nation in participation.
• Success - Programs and support services should be designed to maximize the ability of students to complete a postsecondary education.
• Equity - Access and success should regularly be monitored in a disaggregated manner and interventions to close achievement gaps should be a campus priority.
The Goals
• Success: California’s community colleges will increase completions by 1 million by 2020.
• Access: California’s community colleges will close participation rate gaps.
• Equity: California’s community colleges will eliminate the achievement gap among enrolled students.
The Completion Goals in Numbers
Status Quo: Annual
(2008-09)
Current(2011-12)
Goal: 2020
Annual
Status Quo:
Cumulative
2010-11 to
2019-20
Goal: Cumulati
ve2010-11
to2019-20
Improvement
AA/AS 84,948 90,098 178,700 849,4801,459,30
0609,820
Certificate 41,166 52,525 145,800 411,660 991,200 579,540
TOTAL 1,189,360
Basic Skills
Transfer andDegree
Completion
Assessment,Placement &Prerequisites
Finance, Fees &
Affordability
Research, Accountability &
Leadership
Visible, high level Visible, high level leadership.leadership.
Leadership andAccountability
Longitudinal Longitudinal data System, K data System, K thru workforce.thru workforce.
Disaggregate all Disaggregate all data.data.
Remove specificRemove specificbarriers to barriers to
scaling.scaling.
Renewed Renewed professional professional
development.development.
Visible, high level Visible, high level leadership.leadership.
Leadership andAccountability
Longitudinal Longitudinal data System, K data System, K thru workforce.thru workforce.
Disaggregate all Disaggregate all data.data.
Remove specificRemove specificbarriers to barriers to
scaling.scaling.
Renewed Renewed professional professional
development.development.
Teaching andLearning
Enhanced basic Enhanced basic skills funding skills funding
model.model.
Contextualize & Contextualize & accelerate accelerate
curriculum. curriculum.
Transfer-oriented Transfer-oriented associate degrees.associate degrees.
Course scheduling Course scheduling for student for student
success.success.
Expand credit for Expand credit for demonstrated demonstrated
knowledge.knowledge.
Examine academic Examine academic hiring practices.hiring practices.
Teaching andLearning
Enhanced basic Enhanced basic skills funding skills funding
model.model.
Contextualize & Contextualize & accelerate accelerate
curriculum. curriculum.
Transfer-oriented Transfer-oriented associate degrees.associate degrees.
Course scheduling Course scheduling for student for student
success.success.
Expand credit for Expand credit for demonstrated demonstrated
knowledge.knowledge.
Examine academic Examine academic hiring practices.hiring practices.
IntensiveStudentSupport
Mandatory Mandatory assessment and assessment and
counseling.counseling.Mandatory Mandatory orientation.orientation.
Enforce Enforce registration registration deadlines.deadlines.
““Students donStudents don’’t t do optional.do optional.””
IntensiveStudentSupport
Mandatory Mandatory assessment and assessment and
counseling.counseling.Mandatory Mandatory orientation.orientation.
Enforce Enforce registration registration deadlines.deadlines.
““Students donStudents don’’t t do optional.do optional.””
Finance &Affordability
Moderate, Moderate, predictable predictable
enrollment fees.enrollment fees.
Align BOG Waiver Align BOG Waiver requirements w/ requirements w/
federal aid.federal aid.
Additive, categorical Additive, categorical incentive funding incentive funding
program.program.
Funding is Funding is insufficient.insufficient.
Finance &Affordability
Moderate, Moderate, predictable predictable
enrollment fees.enrollment fees.
Align BOG Waiver Align BOG Waiver requirements w/ requirements w/
federal aid.federal aid.
Additive, categorical Additive, categorical incentive funding incentive funding
program.program.
Funding is Funding is insufficient.insufficient.
Small Group Discussions
State Performance Goals
Stated goals:•Improve system quality, relevance and performance•Reinvent higher education for 21st century within today’s fiscal realities•Control costs; stop using tuition increases to prop up unsustainable business model
Plan Elements
For CSU and UC:•Up to a 20% increase in General Fund appropriations over four years (a 10% increase in total operating funds)•Freeze on tuition for four years•Augmentations contingent on progress made towards four goals
UC/CSU Goals
• Ten percent improvement of on-time graduation rates (for both freshmen and transfers) (in 4 years)
• Ten percent increase in the annual volume of CCC transfer students (in 4 years)
UC/CSU Goals
• Ten percent increase in annual volume of degrees completed (first-time, transfers, and Pell recipients) (in 4 years)
• Ten percent improvement in undergraduate degree completions per 100 full-time equivalent enrolled students (in 4 years)
Other Plan Aspects
• If a segment partially meets its targets, it receives a proportional share of the augmentation
• Segments can recoup lost funding by making subsequent cumulative targets
• Targets are backloaded to later years (1%, 3%,6%, 10%)
• Annual progress reported
CCC Goal Setting
“A note on community colleges: CCCs will also receive commensurate funding increases over the four year term of the funding plan. Corresponding performance measures for CCCs will be developed later this year and introduced in the Governor’s 2014-15 Budget proposal.”
CCC Goal Setting
• Negotiations likely to commence soon for inclusion in December budget (for 14-15)
• Goals commensurate with funding augmentations (10% = 10% expectation)
• Prop. 98 guarantee adds complexity• CCC and BOG need to begin process of
developing similar framework for negotiations
Why not use Scorecard?
• Scorecard metrics are all rates and cohort studies;
• they take years to track and develop• CSU/UC metrics have volumes, which
show more current outputs• A mix of both types of metrics is
desirable to show both increased volume of output and efficiencies
Chancellor’s Position
• We propose a parallel, but slightly more appropriate set of CCC goals, given our multiple missions, open access, and funding
• We propose goals be advanced equal to general FTES growth in access and also backloaded
Metric 1: Annual Volume of Awards
•Defined: Total annual volume of CO approved awards•Gov’s Plan: UC/CSU have the same metric•Goal: increase at a rate => FTES growth
Metric 2: Median Units above Award Requirement
• Defined: Median difference between units required for award and actual units earned (less remedial).
• Gov’s Plan: UC/CSU required to reduce “time to degree”
• Goal: Any reduction over time represents progress (not a growth-based target)
Metric 3: Annual Volume of Degree Applicable/Transferrable Math/English
Completions
• Defined: Annual volume of successfully completed (A,B,C,CR) math and English enrollments at degree-applicable (math only) or transferrable level.
• Gov’s Plan: No CSU/UC parallel• Goal: increase at a rate => FTES
growth
Metric 4: Ratio of “High Order
Outcomes” per 100 FTE• Defined: [annual volume of (degrees +
certificates + 4-yr transfers + transfer prepared, unduplicated)] / [6-yr running average of total system credit FTES]
• Gov’s Plan: UC/CSU req’d to improve degrees per 100 FTE
• Goal: any increase over time represents progress, or rate => FTES growth
Moving Forward
• Item is informational• CO will begin internal vetting and
Governor’s Office negotiatons• Final proposal back to BOG in Fall,
2013
Commission on the Future2013
Summary and Recommendations
Timeline and Process on Writing
• September: Student Success Update
• November:K-12 Pipeline Issues
• January:Demographic and Participation
• Workgroups, along with voting of all members.
The Vision:In California, all residents have the opportunity
to complete a quality postsecondary education in a timely manner.
• Access - California should continue to lead the nation in participation.
• Success - Programs and support services should be designed to maximize the ability of students to complete a postsecondary education.
• Equity - Access and success should regularly be monitored in a disaggregated manner and interventions to close achievement gaps should be a campus priority.
The Goals
• Success: California’s community colleges will increase completions by 1 million by 2020.
• Access: California’s community colleges will close participation rate gaps.
• Equity: California’s community colleges will eliminate the achievement gap among enrolled students.
Student Success
Leadership and Accountability•Visible, high-level leadership across districts and colleges is essential for student success, with a focus on student equity.•K-12 data must be integrated into the longitudinal student record system.•Best practice tools should be provided for local governing boards and leaders to use to examine data relating to student success.
Student Success
Leadership and Accountability•Professional development on student success needs to be prioritized across all categories.•Pipeline of staff development toward leadership roles needs to be focused on equity and student success.
Student Success
Intensive Student Support•Additional pathways to assessment and placement should be actively pursued.•Messaging efforts should be engaged in to inform students “community college is college,” and encouraging full-time enrollment.•Student support should be interdisciplinary and integrated into curricular areas.
Student Success
Intensive Student Support•Summer bridge programs should be expanded, along with first-year experiences.•Expand connection of advising services to learning resources.
Student Success
Teaching and Learning•Structured instructional pathways should be encouraged by finance and to build cohorts.•Develop alternatives to traditional curriculum sequences using linked or contextualized curriculum.•Encourage inter-departmental scheduling using technology to determine student needs.
Student Success
Teaching and Learning•Encourage equity and teaching understanding in faculty hiring, and focus professional development on it.•Expand and inform students of the ability to receive awards for demonstrated competency.•Incentivize experimentation.
Student Success
Finance and Affordability•Create an additive, categorical incentive funding model that distributes money based upon improvements . . . •A “weighted student formula” addressing equity issues should be considered, with focus should be basic skills innovation.•The apportionment system should be revised to allow flexible models leading to student success.
Think beyond your mandate.
Act beyond your tenure.
K-12/CCC Linkage
• The key to economic equity in California is the connection from high school to higher education, and community colleges play the most critical role.
• Data must be analyzed to understand who is being served and how.
• The state must require K-12 and community college collaboration on Common Core implementation.
K-12-CCC Linkage
• The state must require K-12 and community college collaboration on Common Core implementation.
• Effective high school-to-community college linkages must be focused on at-risk students and barriers must be removed:– Dual enrollment (high school campus)– Concurrent enrollment (community college
campus)– Articulation and credit-by-exam
Demographics and Participation
• The loss of 600,000 community college students since 2008 is a threat to equity and California’s economic future.– Who was lost?– How do we get them back?– How do we focus resources accordingly?