Not a “Magic Bean” - An Enrollment Management Approach to P-16 Pathway

Development

“For every complex problem there is a simple solution, and it’s wrong.”

-H.L. Mencken

Career Pathway Development - It’s about building systems

• Simply recruiting & retaining more students should not be the goal

• Learning and helping students reach their highest educational aspirations is the goal– Focus needs to be placed on those resources

which promote learning & success – Retention is the by-product

6 Leading Reasons for Student Attrition (Tinto)

• Academic Difficulty

• Insufficient skills/poor study habits

• Uncertain/weak/narrow goals

• Feelings of isolation

• Adjustment difficulties

• Financial inadequacies

Retention extends beyond the institution

• Awareness of the economic needs of the region/state/nation– Engagement business partners – Determine what are their strategic needs

• Pathways need to be addressed with a P-16 mindset

What Retention isn’t!• Lowering Standards• Vaccination approach – “We’ll add a course or

change a policy to fix it”• Solely the responsibility of a single entity

What Retention is!• Helping students in reaching their educational

goals• Engages faculty/staff across institutions and

instructional levels• Integrated into the missions of all partners

Using the League for Innovation College & Career Transition Initiative (CCTI) as a

Program Model

CCTI - One of two major USDE-OVAE funded initiatives, the other being the Career Clusters project. These two initiatives represent the “What” and “How” 2006 Perkins IV legislation.

Five CCTI Outcomes

• Decrease the need for remediation at the postsecondary level

• Increased enrollment and persistence in postsecondary education

• Increase academic and skill achievement at secondary and postsecondary level.

• Increased attainment of postsecondary degrees, certificates, or other recognized credentials

• Increased entry into employment or further education

CCTI Outcomes 2006 Perkins Tech Prep Performance Indicators

• Decrease the need for remediation at the postsecondary level

• Increased enrollment and persistence in postsecondary education

• Increase academic and skill achievement at secondary and postsecondary level.

• Increased attainment of postsecondary degrees, certificates, or other recognized credentials

• Increased entry into employment or further education

• (S203-B.v)Enrolled in remedial mathematics, writing, or reading courses upon entering postsecondary education

• (S203-B.i) Enroll in postsecondary education(S203-B.ii) Enroll in postsecondary education in the same field or major as the secondary tech prep students were enrolled at the secondary level

• (S203-B.ii) Enroll in postsecondary education in the same field or major as the secondary tech prep students were enrolled at the secondary level(S203-B.iv) Successfully complete as a secondary school student, courses that award postsecondary credit at the secondary level

• (S203B.iii/C.ii) Complete a State or industry-recognized certification or licensure(S203-C.iii) Complete a 2-year degree or certificate program w/in the normal time for completion of such a program

• (S203-C.i) Are placed in a related field of employment not later than 12 months after graduation from the tech prep program(S203-C.iv) Complete a baccalaureate degree program w/in the normal time for completion of such a program

Career Pathways

• 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.

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

A Career Pathway…

Pathway Development • P-16 pathways require an alignment of

workplace and college expectations and readiness – Academic (Math, ELA, Science)– Career Technical skills addressed via

secondary/college summits. College syllabi and evaluation instruments made available to secondary instructors

Pathway Planning

• Career Fields standards Document

• Consortium refinement

– Local industry review

– Secondary-postsecondary leveling

• Building-level refinement

– Curriculum mapping

– Facilities and Resources

– Teacher licensure

• On-going monitoring and refinement

http://www.mvtechprep.org/pdfs/pathway_charts/06_07/transition_standards/english_CRE_March_06.pdf

Better Accountability and Assessment

Phasing out of Articulated Credit over the next 3 to 4 Years: “Articulated credit” is defined by completion of high school courses with a C or better with approval of secondary Tech Prep site

Earning College Credit• End of Course Exams:

– These courses can be taken during the junior or senior year of the Tech Prep program at SCC or a proficiency examination can be administered by SCC faculty during the junior and senior years of the Tech Prep program. Course credit and grade will be posted to a SCC transcript if student scores “C” or higher

• Portfolio Assessment of Credit:

Starting 2007-2008 for Graphic Arts

Articulation and Dual/Concurrent Credit

• Articulation agreements define:– Entrance criteria

– Dual/concurrent credit

– Assessment procedures and standards

• Delivery– Faculty orientation

– Proficiency exam

• Annual reviews and updates

Awarding Dual Enrollment Credit• Courses which are articulated are posted to the students

transcript and noted as a “Y”.– Moving away from this notion. Industry-based certificates will be

recognized as part of CT2

• Proficiency and portfolio credit are posted with a letter grade of “C” or better.– MVTPC consortium reimburses SCC faculty

• This process is undergoing a streamlining at the college for 2008-09– Sheer size of Tech Prep is causing change at the college– Eliminate unnecessary steps for students and college faculty

What was the impact of the CCTI pilots?

• Data collected– Program retention @ secondary level– College transitions– Need for remediation– Retention to the second year at Sinclair

Professional Development• TIES - Teachers in Industry for Educational Support (TIES)

– Network w/ educators & business professionals, and engages in educational presentations, workforce representative panel discussions, local worksite tours, and curriculum development.

– Topics: Tech Prep, career pathways, Ohio career fields, local workforce employment and development, team-building, and problem-based learning. MVTPC provides - $300 stipend.

– Optional graduate credit will be available - 2 graduate semester credits from UD at the cost of $205 per credit. Max 35 participants

• BIS 160 Proficiency Workshop – – Curriculum alignment between 35 secondary & 4 college faculty and

staff. – 4 days covering 3 content section and SAM (Simulation Assessment

Modules) testing– High demand course across multiple programs of study– $20,000+ investment by MVTPC

Professional Development (cont.)• Tech Prep staff meets with Sinclair academic

advising staff to review consortium mission, operations, articulation agreements, and scholarship information

• Starting fall 2007, MVTPC will host a deans & chairs luncheon

• MVTPC reports directly to college provost and is on the college’s provost & instruction councils

Continued enhancementsElectronic registration for proficiency courses

- Better communication between secondary and college faculty

• Develop on-line proficiency testing via Angel software for critical gateway courses– BIO 107 Human Biology– MAT 101 Elementary Algebra– Make on-line practice tests available 24/7

Online Proficiency Registration

• Proficiency Course Delivery Form

Continued enhancements• 10th Grade “Early College Connection” programs

– Value added for career-tech recruitment– Consists of on-campus parent/student contact– Follow up letters to parents explaining Tech Prep

• 11th Grade Tech Prep Orientations– Held at College– Involves chairs and f/t college faculty– Half day event

• 11th & 12th Grade College events– Showcase– Early Placement Testing & EMPT– Special Pathway related events

• 12th Grade College Transitions Nights– Reinforces parent/student connections w/ college faculty, advisors, and

enrollment personnel

2006-07 Research Project• Repeat design elements from 2002 study.• Additional elements for 2007 comparing the Tech Prep cohort to non-

Tech Prep traditional age cohort:– Direct placement into ENG 111 & MAT 101– Success in ENG 111 & MAT 101 as defined as a “C” or better– Success in MAT 108 or higher math classes (OTM) with a “C” or better– Fall to Fall retention rates whether at Sinclair or enrolled at any other state

supported college or university. – If a DEV placement is required:

• Amount and success rates in DEV classes – If Tech Prep students require DEV coursework, do they need as much as they’re non-Tech

Prep counterparts and are they more successful?• After completion of DEV and successfully enroll and complete ENG 111 & MAT

101 when compared to a non-Tech Prep population.– Expect that there will be no significant difference with these two populations since they

would receive the same treatment.

CCTI Data

CCTI High School Students

Reported: Fall 2005 Fall 2006

N = 144 N = 160

Number Percent Number Percent

Site

Site 1 36 25.0% 40 25.0%

Site 2 27 18.8% 23 14.4%

Site 3 31 21.5% 40 25.0%

Site 4 16 11.1% 18 11.3%

Site 5 34 23.6% 39 24.4%

Class      

11th Grade 94 65.3% 67 41.9%

12th Grade 50 34.7% 93 58.1%

Gender      

Female 9 6.3% 15 9.4%

Male 135 93.8% 145 90.6%

Race/Ethnicity      

African American, Black 19 13.2% 20 12.5%

Asian, Pacific Island 5 3.5% 5 3.1%

Caucasian 116 80.6% 130 81.3%

Hispanic 0 0.0% 0 0.0%

Not Available 4 2.8% 5 3.1%

CCTI 2006 HS Grads: Fall 2006 Enrollments

 Site

HS Grads Enrolled at SCC

% at SCC Enrolled at 4-Year

% at 4-year

% at SCC or 4-year

Site 1 16 3 18.8% 10 62.5% 81.3%

Site 2 11 6 54.5% 3 27.3% 81.8%

Site 3 9 8 88.9% 0 0.0% 88.9%

Site 4 4 4 100% 0 0.0% 100.0%

Site 5 10 6 60% 2 20.0% 80.0%

Totals/Avg. 50 27 54% 15 30.0% 84.0%

Characteristics of first term CCTI students at Sinclair Community College

Fall 2005 Fall 2006

N = 44 N = 27

Number Percent Number Percent

Developmental Need    

Math 3 6.8% 3 11.11%

English 9 20.5% 6 22.22%

Reading 12 27.3% 7 25.93%

     

Mean Range Mean Range

HS GPA  3.06 1.1 – 4.0 3.14 2.3 - 4.0

SCC Experience of 2005 cohort  compared to all new students fall 2005

2005 CCTI 2005 All New SCC

Sinclair Cumulative GPA Mean Range Mean Range

2.73 1.34 - 3.96 2.12 0.00-4.00

Retention to Fall 2006 Number Percent Number Percent

29 65..9% 1421 46.7%

Contact Us

Visit the Miami Valley Tech Prep for copies of this presentation & CCTI information at:

www.mvtechprep.org