Bridges to Nowhere - How Institutions Assume Responsibility for their Graduates
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Transcript of 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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Postsecondary Completion
All Institutions Public Private Nonprofit Private For-Profit0%
10%
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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
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Privat
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70%
TotalMalesFemales
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of all students change institutions at least once before earning a degree
Postsecondary Completion
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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)
Postsecondary Completion
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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“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.”
Postsecondary Completion
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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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.
Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
Six-Year Outcomes (All Institutions) by Enrollment Intensity
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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
Six-Year Outcomes (All Institutions) by Age at First Entry and Enrollment Intensity
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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
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
Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
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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
Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
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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
Postsecondary Completion
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
University of Southern California’s SummerTIME Program
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Uses 8 parameters of successful intervention programs:
Motivation
Substance
Independence
Multiple approaches
University of Southern California’s SummerTIME Program
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”
University of Southern California’s SummerTIME Program
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
(952) 807-5345
@Todd_Bloom
Thank you!
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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
Six-Year Outcomes for Students Who Started at Four-Year Public Institutions by Age at First Entry and Enrollment Intensity
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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
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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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
Six-Year Outcomes for Students Who Started atFour-Year Private Nonprofit Institutions by Age at First Entry and Enrollment Intensity
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Postsecondary Completion
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
Six-Year Outcomes for Students Who Started atFour-Year Private For-Profit Institutions by Age at First Entry and Enrollment Intensity