National LandscapeGrowing concern about persistence & success

–National figure: 45% retention rate, year-to-year

Recognition that K-12 & college need to articulate better

–49% of high school graduates need remediation in college

State of Oregon

CC students who return for second year: 44% (top states=62%)

% of Students who complete a BS/BA in 6 years: 55% (top states=64%)

4-year students who return for a 2nd year: 76% (top states=82%)

Chance of enrolling in college by 19: 33% (top states=53%)

Certificates, degrees, awarded per 100 undergraduates: 16% (top states=20%)

State Board of Ed Responses

“Fix” the AAOT Implement the OTM Expand early college programs (AP, IB & dual-

credit) Align PK-20: ensure seamless transferability Track student success & completion K-16

Growing Understanding of Best Practices to ensure persistence, derived

from:

CCSSE Noel-Levitz National Resource Center--FYE On Course Achieving the Dream

Freedom to Fail vs. the Right to Succeed

Taking Note of National Strategies for Retaining

Students and Helping them to Reach their Goals

(Achieving the Dream; Valencia CC and LACC)

Valencia Community College: Achieving the Dream Proposal

Goals are to:1) close the academic performance gaps among students from different ethnic and socio-economic backgrounds employing and bringing up to scale the use of learning communities and student success skill mastery strategies, implemented by teams of faculty and student affairs staff;

2) strengthen the College’s systems of gathering, analyzing, and utilizing qualitative and quantitative data to make decisions regarding the services provided and strategies employed in terms of their impact on the outcomes of students; and

3) strengthen communications with and involvement of stakeholders from minority and low income communities

"Achieving the Dream" Goals

• Provides planning and implementation grants to colleges and state policy efforts

• Helps colleges develop and implement strategies to improve student success and build a culture of evidence to support decision making

• Conducts research on effective practices for student achievement at CC's

• Works to influence public policy so it supports CCs' improvement efforts

Achieving the Dream Strategies• Developmental Education• Refining Course Placement• First Year Experiences• Instructional techniques such as collaborative

learning and learning communities• Advising Services• K-14 Strategies: working with local high-

schools to align curricula; offering College Success classes in high school; developing summer College Prep courses for high school students.

Guiding Students’ Choices

Freedom to Fail:

Students take whatever courses they want to--freedom to "explore"!  Lane is open admission so let students take as many courses as the law allows!

Right to Succeed

Students take courses appropriate for their preparation and those that help them reach their stated goals in a timely manner. 

Orienting Students for Success

Freedom to Fail

Some students go to an advisor or counselor for help with their educational and life goals.  But we don't want to force anyone--they  can just sign up for courses on the first day of class!

Right to Succeed

All students go through Orientation and Advising geared to their educational goals.  Up-front services prevent last-minute registration (and subsequent drop-out).

Learning in Community

Freedom to Fail

Learning communities are developed on a "boutique" model, with classes that some students hear about through word of mouth or a poster.  No one is required to take them.

Right to Succeed

First Year Learning Communities are offered college-wide for hundreds of new students each year, offering an integrated menu of academic and life-skills classes that gear students up for continued success.  Students are then encouraged to take other learning communities throughout their careers.

Supplemental Studies and TutoringFreedom to Fail 

Students stumble upon tutoring services.  Most think tutoring is for underachievers.   

Right to Succeed

All students are encouraged to access supplemental studies and tutoring services for all of their classes--especially "gatekeeper" ("graveyard") classes.  The message is out there that supplemental studies and tutoring are where the super-achievers hang out.

Provide a Seamless Experience

Freedom to Fail

Students are free to keep failing classes and paying for re-takes--at least until they are called out by Financial Aid.  Instructors are not aware of this; counselors and advisors hear about the failures only once students do badly enough to be placed on probation. 

Right to Succeed

Early Warning Systems, Mid-Term Grade reports, and Intrusive Advising provide students with consistent and timely feedback and motivation to do mid-course corrections rather than waiting to fail and go into debt. 

Require Appropriate Course Placement

Freedom to Fail

"I know the placement test placed me in Reading 80, but I saw this really cool 200-level class called "Literature of the Social Psychology of Ecobiological Mathematics" and there aren't any prerequisites. I can't wait to take that. I'll take Reading 80 later."

Right to Succeed

"I tested into Writing 95 and so right after my Advising Session I registered for that.  It's part of the Fast Lane to Success learning community.  When my reading and writing skills are college-ready, I'll tackle that interesting sophomore-level class."

Offer Multiple Learning OpportunitiesFreedom to Fail

Students learn about academic material in their academic courses.  Skill development for success in college is reserved for extra-curricular activities like teams and clubs that students choose to be in.

Right to Succeed

Skill development for college success is integrated into courses across campus.  Material students learn in advising and orientation is understood and reinforced by instructors and in tools such as a portal, an e-portfolio and a dynamic educational plan.

Technology: a Key for the 21st Century Freedom to Fail

Not everyone has access to technology.  Students who are interested in using computers can take those classes. 

Right to Succeed

Skill development in technological and information literacy is built into the First Year Experience.  E-Portfolios and use of a dynamic portal system allow constant interaction with computers and the internet.  Opportunities to improve skills are built into curricular and co-curricular activities.

Who's Responsible?

Freedom to FailNo one person or group is responsible. It's a consequence of a pervasive culture reluctant to "make" students do what they "don't want to do"; a "silo" culture where Instruction and Student Services staff don't collaborate and communicate often enough or effectively; academics and services that are not integrated at all levels of students' experience.

Right to Succeed

Everyone is responsible for ensuring that students' "right to succeed" is ensured and exercised:  Students take responsibility for their plans and goals; faculty and staff have high expectations of students but also provide the guidance and services that put students on the right pathway at the right time.

Six Best Practices Identified by SAGA

First-Year Experiences Academic Advising Learning Communities Supplemental Learning Early Warning & Intervention Systems Supportive Learning Environment

SAGA Projects Track retention & success rates (IRAP) Fall Kick Off SOAR Investigate placement mechanisms Investigate pre-requisites Enhance and streamline advising Learning Communities such as Fastlane to Success Identify students who need help: Back on Course &

Beyond the Field Promote College Success courses such as Everything You

Always Wanted to Know About College

Back on Course

Beyond the Field

Connect the nine dots using only four lines. The lines must be

connected end-to-end

Connect the dots and then color in the picture.

Everything you always wanted to know about college before you

start Aimed at easing the transitional shock between

credit and non-credit courses Goal is to develop an “integrated student” by the

time they start credit courses Create a system so students are familiar with

resources & assistance Help students feel entitled to be, and comfortable

on the college campus Help students navigate the college website

SAGA’s Future Goals:

Promote core abilities: writing, critical thinking, problem-solving across disciplines

Further evaluate placement & pre-requisite practices

Expand LCs & FYE Expand and streamline advising Create year-round orientation system Promote and expand college success courses &

supplemental learning