EEASINGASING THETHE TTRANSITIONRANSITION

FROMFROM HHIGH IGH SSCHOOL TO CHOOL TO

CCOMMUNITY OMMUNITY CCOLLEGEOLLEGE

2006 National Forum on Education PolicyEducation Commission of the States

July 2006

Key Question:Key Question:

How can high schools and How can high schools and community colleges community colleges

effectively work together to effectively work together to increase college success?increase college success?

Transitions – Transitions – Why Critical TodayWhy 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.”

“ “While there has been much written While there has been much written about dropout from high school about dropout from high school and student retention in college as and student retention in college as separate phenomena, little separate phenomena, little conceptual or empirical work conceptual or empirical work examines how the two fit together.”examines how the two fit together.”

Source: “Conceptualizing and Researching the Educational Pipeline Peter T. Ewell, Dennis P. Jones, and Patrick J. Kelly

Ewell, Jones, and Patrick suggest that Ewell, Jones, and Patrick suggest that this is timely for two major reasons:this is timely for two major reasons:

1.1. Reforms are calling for improved Reforms are calling for improved transitions between high school and transitions between high school and college in many states. (P-16)college in many states. (P-16)

2.2. Renewed interest in enhancing educational Renewed interest in enhancing educational attainment as a key social asset.attainment as a key social asset.

Cooperative AgreementCooperative Agreementbetweenbetween

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

andand

The League for InnovationThe League for Innovationin the Community College Consortiumin the Community College Consortium

College and Career Transitions College and Career Transitions Initiative (CCTI)Initiative (CCTI)

Purpose of CCTIPurpose of CCTI

CCTI will contribute to strengthening CCTI will contribute to strengthening the role of community and technical the role of community and technical

colleges in -colleges in -

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

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

CCTI TimelineCCTI Timeline

November 2002November 2002 League awarded Cooperative League awarded Cooperative Agreement with OVAEAgreement with OVAE

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

May 2003May 2003 Colleges selectedColleges selected

2005-06 CCTI Site Partnerships2005-06 CCTI Site Partnerships

1-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

1

2814

6

713

515

113

910

12

4

CCTI Site PartnershipsCCTI Site Partnerships

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

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

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

CCTI Site PartnershipsCCTI Site Partnerships

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

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

CCTI ProductsCCTI Products

Virtual ReaderVirtual Reader Career Pathway TemplatesCareer Pathway Templates ToolkitToolkit Case Studies BookCase Studies Book National Policy StudyNational Policy Study State Policy ForumsState Policy Forums

www.league.org/ccti

Perhaps most importantly …Perhaps most importantly …

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

employment

OUTCOME #1OUTCOME #1Decrease remediation at the Decrease remediation at the

postsecondary levelpostsecondary level

Percent of students who Percent of students who take remedial coursestake remedial courses

63% at two-year institutions63% at two-year institutions

40% at four-year institutions40% at four-year institutions

The Bridge ProjectStanford University

OUTCOME #2OUTCOME #2Increase enrollment and Increase enrollment and

persistence in postsecondary persistence in postsecondary educationeducation

National Statistics on High National Statistics on High School StudentsSchool Students

For every 100 ninth graders:For every 100 ninth graders:

U. S.

6767 Graduate from H.S. on timeGraduate from H.S. on time

3838 Directly enter collegeDirectly enter college

2626 Still enrolled sophomore yearStill enrolled sophomore year

1818 Graduate in 150% of time (2 and Graduate in 150% of time (2 and 4 year college)4 year college)

OUTCOME #3OUTCOME #3Increase academic and skill Increase academic and skill

achievement at both the achievement at both the secondary and postsecondary secondary and postsecondary

levelslevels

Rigor in High SchoolRigor 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 #4OUTCOME #4Increase attainment of Increase attainment of

postsecondary degrees, postsecondary degrees, certificates, or other certificates, or other

recognized credentialsrecognized credentials

Why Focus on Student Why Focus on Student Retention?Retention?

High School

2 Year College

4 Year College

High School Graduation RateHigh School Graduation Rate 67%67%

Go to College Directly From High Go to College Directly From High SchoolSchool

56%56% 30%30% 70%70%

Return for Second Year of Return for Second Year of CollegeCollege

54%54% 74%74%

Graduate With 2 Year Degree in 3 Graduate With 2 Year Degree in 3 YearsYears

30%30%

Graduate With 4 Year Degree in 6 Graduate With 4 Year Degree in 6 YearsYears

53%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 #5OUTCOME #5Increase successful entry into Increase successful entry into

employment or further employment or further educationeducation

Are Students Prepared?Are Students Prepared?

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

Employers estimate that Employers estimate that 39%39% of high school of high school graduates who have no further education graduates who have no further education are not prepared for their current job and are not prepared for their current job and that that 45%45% are under prepared for are under prepared for advancement.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 ClustersAgriculture, Food & Natural Resources

Finance

Architecture & Construction

Education & Training

Arts, AV Tech & Communications

Government & Public Administration

Business, Mgt & Admin.

Health Science

Hospitality & Tourism

Manufacturing

Human Services

Marketing Sales & Services

Information Technology

Science, Tech, Engineering & Mathematics

Law, Public Safety, Corrections & Security

Transportation, Distribution & Logistics

Then and NowThen and Now

Vocational EducationCareer 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 Template

COLLEGE: 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.

What We Are Learning What We Are Learning From CCTIFrom CCTI

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

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

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

context of a P-20 or a lifetime framework.context of a P-20 or a lifetime framework.

www.league.org/ccti/networkapplication

CCTI NetworkCCTI Network

150 community colleges and their partners150 community colleges and their partners 40 states and 2 Canadian provinces40 states and 2 Canadian provinces

The Network Today:

The Beginning of a New Community

College Movement

Laurance J. WarfordCCTI Project Director

warford@league.org