An Orientation

Presenters: Laurance J. WarfordCCTI Project Director

Jean PettyCCTI Assistant Project Director

March 3, 2007 – New Orleans, Louisiana

Purpose:

To provide information and ways in which you can get assistance in developing career pathways to ease student transitions.

Transitions – Why Critical Today

“For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”

Cooperative Agreementbetween

U.S. Department of EducationOffice of Vocational and Adult Education

and

The League for Innovation in the Community College Consortium

College and CareerTransitions Initiative (CCTI)

Purpose of CCTI

CCTI will contribute to strengthening the role of community and technical

colleges in -

• Easing student transitions between secondary and postsecondary education as well as transitions to employment, and

• Improving academic performance at both the secondary and postsecondary levels.

CCTI Timeline

November 2002League awarded Cooperative Agreement with OVAE

January 2003RFP issued to all U.S. Community Colleges

May 2003 Colleges selected

1

2814

6

713

515

113

910

12

4

2005-06 CCTI Site Partnerships1-Miami Dade College 6-Corning Com. College 11-St. Louis Com. College2-Northern Virginia Com. College 7-Maricopa Com. Colleges 12-Lehigh Carbon Com. College3-Ivy Tech Community College 8-Anne Arundel Com. College 13-San Diego Com. College Dist.4-Central Piedmont Com. College 9-Lorain County Com. College 14-Prince George’s Com. College5-SW Oregon Com. College 10-Sinclair Com. College 15-Fox Valley Technical College

CCTI Site Partnerships

• Education & Training– Anne Arundel Community College (MD)– Lorain County Community College (OH)– Maricopa Community Colleges (AZ)

• Health Science– Ivy Tech Community College (IN)– Miami Dade College (FL)– Northern Virginia Community College (VA)

• Information Technology– Central Piedmont Community College (NC)– Corning Community College (NY)– Southwestern Oregon Community College (OR)

CCTI Site Partnerships

• Law, Public Safety and Security– Fox Valley Technical College (WI)– Prince George’s Community College (MD)– San Diego Community College District (CA)

• Science, Technology, Engineering and Mathematics– Lehigh Carbon Community College (PA)– Sinclair Community College (OH)– St. Louis Community College (MO)

CCTI Products

• Virtual Reader

• Career Pathway Templates

• Toolkit

• Case Studies Book

• National Policy Study

• State Policy Forums

Perhaps most importantly …

Building relationships with Secondary and Business Partners to help students navigate through our systems of education and

employment

OUTCOME #1Decrease remediation at the

postsecondary level

Percent of students who take remedial courses

• 63% at two-year institutions

• 40% at four-year institutions

The Bridge ProjectStanford University

OUTCOME #2Increase enrollment and

persistence in postsecondary education

National Statistics on High School Students

• For every 100 ninth graders:

U. S.

67 Graduate from H.S. on time

38 Directly enter college

26 Still enrolled sophomore year

18 Graduate in 150% of time (2 and 4 year college)

OUTCOME #3Increase academic and skill

achievement at both the secondary and postsecondary

levels

Rigor in High School

“Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.”

Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

OUTCOME #4Increase attainment of

postsecondary degrees, certificates, or other

recognized credentials

Why Focus on Student Retention?

High School

2 Year College

4 Year College

High School Graduation Rate 67%

Go to College Directly From High School

56% 30% 70%

Return for Second Year of College

54% 74%

Graduate With 2 Year Degree in 3 Years

30%

Graduate With 4 Year Degree in 6 Years

53%

Student Pipeline Sources, 2000

Data Sources: NCES Common Core Data (2000); IPEDS Residency andMigration File (2000); ACT Institutional Survey (2001);NCES, IPEDS Graduation Rate Survey (2000).

OUTCOME #5Increase successful entry into

employment or further education

Are Students Prepared?

• College instructors estimate that 42% of their students are not adequately prepared.

• Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement.

Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

A Career P athw ay is a coherent, articulated sequence of rigorous academic and career courses, commencing in the ninth grade and leading to an associate degree, and/ or an industry-recognized certificate or licensure, and/ or a baccalaureate degree and beyond.

A Career Pathway is developed, implemented, and maintained in partnership among secondary and postsecondary education, business, and employers. Career Pathways are available to all students, including adult learners, and are designed to lead to rewarding careers.

Sixteen Career Clusters

Agriculture, Food & Natural Resources

Finance

Architecture & Construction

Education & Training

Arts, AV Tech & Communications

Government & Public Administration

Business, Mgt & Admin.

Health Science

Hospitality & Tourism

ManufacturingHuman Services

Marketing Sales & Services

Information Technology

Science, Tech, Engineering & Mathematics

Law, Public Safety, Corrections & Security

Transportation, Distribution & Logistics

Then and Now

Vocational Education Career and Technical Education

For a Few Students For All Students

For a Few “Jobs” For All “Careers”

6 to 7 “Program Areas”

16 Clusters – 79 Pathways

In-lieu of Academics Aligns/Supports Academics

High School Focused High School and College Partnerships

CCTI Career Pathways TemplateCOLLEGE: CLUSTER:

HIGH SCHOOL(S): PATHWAY : PROGRAM:

GRADE ENGLISH MATH SCIENCE SOCIAL

STUDIES

REQUIRED COURSES RECOMMENDED ELECTIVE COURSES

OTHER ELECTIVE COURSES CAREER AND TECHNICAL EDUCATION COURSES

9

10

11

SE

CO

ND

AR

Y

12

Y ear 1 1st Quarter

Y ear 1 2nd Quarter

Y ear 1 3rd Quarter

Y ear 2 1st Quarter

Y ear 2 2nd Quarter

AD

UL

T

LE

AR

NE

R

EN

TR

Y

PO

INT

S

PO

ST

SE

CO

ND

AR

Y

Y ear 2 3rd Quarter

Required Courses

Recommended Elective Courses

Other Elective Courses

Career and Technical Education Courses

Credit-Based Transition Programs (e.g., Dual/Concurrent Enrollment, Articulated Courses, 2+2+2

Mandatory Assessments, Advising, and Additional Preparation

Funded by the U. S. Department of Education (V051B020001)

Rigorous Academics

CTE for all

Dual Enrollment

Early Assessment in H.S.

CCTI Participation

2003 2006

Students 0 18,152

CCTI Exemplar Colleges 15 15

High Schools 0 65

Corporate Partners 0 47

CCTI Network Colleges 0 170

Decrease Remediation Rates

CCTI National Average

Math 27% 68%

Reading & English 24% 64.5%

Increase Enrollment Persistence

CCTI National Average

Entrance to postsecondary education rate

29% 14%

Persistence 71% 54%

What We Are Learning From CCTI

• Community colleges can lead this work.• Partners are anxious to work together.• Communication is key:

– generally among education sectors and business– between faculty of high school and college

• Postsecondary remediation can be reduced.• Transformation needs to take place in the

context of a P-20 or a lifetime framework.

CCTI Network

www.league.org/ccti/networkapplication

A network designed to assist you!