Goals for the day: Explore what we know about the leaky pipeline and how we might repair it in FL and at your institution. Learn, get inspired, make new professional contacts, a seed of an idea or a refinement of a current program.How our time will be spent together: Some research on the problem and a few solutions (under an hour – inspiration and grounding); Group problem-solving (connect and architect/design a potential solution); Lunch; Some work we’re doing at Hobsons that aligns with your needs.
Please take some notes: the problems and potential solutions – soon engage in addressing these problems
The 13th year!16% graduated with a FL postsecondary degreeBIG CAVEAT: Does not track students who leave FL
Improving slowly, but still a poverty driven HE engagement gap Low-income students haven’t recovered from recession
Poverty is a driver of educational disengagement after HSStudents lack adequate support during key point of transition
[This slide and next]New research shows relatively simple NUDGES can help recent high school grads keep on track with college enrollment --Frequent Personalized --Maintains support network
Millenial generation preferences – narcissistic, but crave bonds and adult praise
Focus on student outcomes --One education pipeline instead of loosely connected segments --Seamless support for students
Heavy focus on late intervention – senior year efforts rather than earlier intervention. Change behaviors. More info earlier impacts confidence and choice.
For-Profits perform considerably lower – attract disproportionate % of low income studentsGender differences – why?
Completion rate cut more than half at publics – is degree completion always the student’s goal?
Transfer becoming more common and occurs for a variety of reasonsHow do institutions support student mobility?
Reverse transfer common occurrence
Time is the enemy:Full-time commitment makes a significant difference and mixed enrollment is better than exclusive part-time
Outcomes for traditional and nontraditional students different --Full-time later in life = lesser success. --Exclusive part-time as a younger student has significantly lower success rates than older exclusive part-time (half) Students’ schedule and support needs change over time
2-yr public has high “still enrolled”Look at 2-yr private completion – as high as 4 yr private non-profit. High touch???
Significant improvement in graduation rates over past decade
Great progress in FL
Florida has leadership role in common core assessment implementationPolicy focus on workforce preparation and degree completion
Like many states, Florida has a significant portion of population with “some college, no degree” --opportunity to increase degree completionHow do we help these students see return on investment of returning to college and completing?
Nearly completed – get credential
[Administration is in early stages of reorganization efforts]
Law passed this legislative sessionSome educators concerned that it will have negative impact on student success
“Meta-major”: a collection of programs of study or academic discipline groupings that share common foundational skills.” – like career clusters
Without placement test requirement, how do we help students self-identify as perhaps needing extra help to be successful? What alternatives to developmental courses would work best for these students?
Achievement gap is the attention grabbing symptom of the problem of….Expectations gap perpetuates inequities
Need to focus on raising achievement for all students
Good News= %underperforming is decreasingBad news = gaps persist
Little progress for low-income studentsHigh-income white students at the higher income level making the most progress
While we’ve made progress towards developing P-20 data systems, we need to work on: --create linkages so they’re seamless P-20 systems --ensure all stakeholders have access so data can inform policies and other decision-making --build educators’ capacity to use data to improve work with students
Qualities that make data usable for stakeholders
According to Achieve, Florida report the first three indicators but not the # of high school graduates need remediation in college
IntroductionsEducation pipeline overview- High school to postsecondary transition- Postsecondary pipeline- Florida initiativesNew Law for Developmental EducationExpectations gapRole of Data in Closing Achievement andExpectations Gaps2Agenda
Team up with one other personInterview each other about your perspectives ontoday’s topic, for example (5 min)- What do you think are the key issues for Florida’seducation pipeline?- How can data help improve student outcomes?- What do you want to discuss during today’smeeting?Introduce your partner to the large group (60 sec)3Introductions
Key Transitions:Beginning schoolElementary to middle schoolMiddle school to high schoolHigh school graduationCollege enrollmentCollege persistenceCollege completionWorkforce entry5U.S. Education Pipeline
9Pipeline from K-12 to HEhttp://nces.ed.gov/programs/coe/indicator_cpa.aspPercentage of high school completers who were enrolled in 2- or 4-year colleges by theOctober immediately following high school completion, by family income: 1975-2011
“Summer melt” – new HSgraduates who intend to enroll incollege the following fall have theirplans change.Current research shows that thenumber of students affected is 8 –40%, with low-income studentsespecially vulnerable.10Pipeline from K-12 to HEhttp://scholar.harvard.edu/files/bencastleman/files/castleman_and_page_-_trickle_or_torrent_ssq_final_manuscript_-_02-06-13.pdf
Research shows interventions effectivelycounter summer melt:Text messages:- Personalized reminders about tasks necessary forcollege enrollment- Invitation to connect with a school counselor- Assistance in completing financial aid forms11Pipeline from K-12 to HEhttp://scholar.harvard.edu/files/bencastleman/files/castleman_page_-_summer_nudging_-_april_2013.pdf
Research shows interventions effectivelycounter summer melt:Peer mentors:- Mentors currently enrolled in college- Mentors assess student’s readiness for fallenrollment and assist- Collaborate with school counselors12Pipeline from K-12 to HEhttp://scholar.harvard.edu/files/bencastleman/files/castleman_page_-_summer_nudging_-_april_2013.pdf
New America Foundation recommends longerterm, structural changesDevelop clear standards for students to progressto next levelRequire individual learning plansCreate strong P-20 partnershipsRefocus college readiness to early interventionReplicate successful intervention that is built intocurriculum and is part of school year13Pipeline from K-12 to HEhttp://www.onlinethinktank.com/documents/BridgingGap.pdf
14Pipeline from K-12 to HEhttp://www.nacacnet.org/research/research-data/nacac-research/Documents/PreparingStudents.pdfNational Association for College Admission Counseling report:
16Postsecondary Pipeline0%10%20%30%40%50%60%70%80%All Institutions Public Private Nonprofit Private For-ProfitTotalMalesFemalesPercentage of students seeking a bachelors degree at 4-year degree-granting institutionswho completed a bachelors degree within 6 years: Starting cohort year 2005http://nces.ed.gov/programs/coe/indicator_cva.asp
17Postsecondary PipelinePercentage of students seeking a certificate or degree at 2-year degree-granting institutionswho completed a credential within 150 percent of the normal time required to do so: Startingcohort year 2008http://nces.ed.gov/programs/coe/indicator_cva.asp0%10%20%30%40%50%60%70%All Institutions Public PrivateNonprofitPrivate For-ProfitTotalMalesFemales
of all students changeinstitutions at least oncebefore earning a degree18Postsecondary Pipeline1/3National Student Clearinghouse Research Center. (2012). Transfer & Mobility: A National View of Pre-Degree StudentMovement in Postsecondary Institutions. Herndon, VA: National Student Clearinghouse Research Center.
37% transfer in second year (most commonyear)22% transfer as late as fourth or fifth years27% transfer to different state43% transfer into a public two-year college(most popular destination)19Postsecondary PipelineNational Student Clearinghouse Research Center. (2012). Transfer & Mobility: A National View of Pre-Degree StudentMovement in Postsecondary Institutions. Herndon, VA: National Student Clearinghouse Research Center.
National Student Clearinghouse Research Center(2012). Completing College: A National View ofStudent Attainment RatesThe following slides look at six-year outcomes ofdegree-seeking students who enteredpostsecondary education for the first time in fall2006.20Postsecondary Pipelinehttp://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
21Postsecondary Pipelinehttp://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdfSix-Year Outcomes (All Institutions) by Enrollment Intensity
22Postsecondary Pipelinehttp://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdfSix-Year Outcomes (All Institutions) by Age at First Entry andEnrollment Intensity
23Postsecondary Pipelinehttp://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdfSix-Year Outcomes by Starting Institution Type
25http://www.edweek.org/ew/dc/2013/gradrate_trend.html?intc=EW-DC13-TOCPublic High School Graduation Rates1999-2000
26http://www.edweek.org/ew/dc/2013/gradrate_trend.html?intc=EW-DC13-TOCPublic High School Graduation Rates2009-2010
23% increase second in U.S. behindTennessee77.1% for Hispanic students- Best in U.S.- Exceeds national average by 9 pts.However, relatively high drop-out rate persists27http://www.tampabay.com/blogs/gradebook/florida-sees-strong-growth-in-graduation-rates-report-says/2125136Florida Graduation Rates1999-2000 to 2009-2010
Common core state standards & assessmentsRace to the Top activitiesePersonal Education PlanNew graduation requirements- May substitute math & science training forcoursework- Voluntary scholar diploma$10,000 Bachelor’s degree28Florida Initiativeshttp://stateimpact.npr.org/florida/2013/04/22/how-florida-high-school-graduation-requirements-will-change-in-2013-2014/http://www.tampabay.com/news/education/k12/gov-rick-scott-signs-sweeping-education-bill/2116640
29Florida Initiatives# ofresidents% workingaged adults# ofresidents% workingaged adultsWorking aged adults (25-64) 9,803,980 66.05% 163,855,408 69.67%Less than 9th grade 436,359 4.45% 7,972,497 4.87%9th-12th grade, no diploma 817,557 8.34% 12,539,457 7.65%High school graduate, GED 2,835,384 28.92% 44,350,497 27.07%Some college, no degree 2,136,681 21.79% 36,209,776 22.10%Associate’s degree 960,424 9.80% 13,832,109 8.44%Bachelor’s degree 1,739,410 17.74% 31,423,077 19.18%Graduate/professional degree 878,165 8.96% 17,527,995 10.70%Has 2-yr degree or higher 3,577,999 36.50% 62,783,181 38.32%U.S. Census Bureau, 2010 American Community SurveyVia http://www.floridacollegeaccess.org/wp-content/uploads/2012/10/2012_2.pdfFLORIDA UNITED STATES
Finish Up, Florida!:Encourage students who have stopped out tocomplete degreesCoordinated with Florida Virtual CampusAdditional 11,543 students graduated fromFlorida College System in 2012-2013Additional 12,000 students enrolled in 2013spring term30Florida Initiativeshttp://www.fldoe.org/news/2013/2013_06_04.asp
Project Win-Win:Find students who stopped out after havingcompleted—or nearly completed—anassociate’s degreeAward degree retroactively, or help studentcomplete requirementsFlorida participants:- Broward College- Indian River State College- St. John River State College31Florida Initiativeshttp://www.ihep.org/projectwin-win.cfmhttp://www.floridacollegeaccess.org/wp-content/uploads/2012/10/2012_2.pdf
Possible Reorganization of EducationGovernance:Seamless K-20 systemFocus on 90-60-90-90 goals for students- 90% test at grade level- 60% earn college credit or industry certification- 90% graduate in high school in four years- 90% successful in college & career32Florida Initiativeshttp://www.fldoe.org/faq/default.asp?Dept=48&ID=69#Q69http://www.saintpetersblog.com/doe-reorganization-plan-in-early-stages-officials-say
Florida public school students enrolled in 9thgrade in 2003-4 or later and active duty military- Not required to take common placement test- May take developmental education courses butcannot be required to enrollRequires colleges to have developmental courseoptions that student can take while enrolled incredit classes34Developmental EducationCS/CS/SB 1720http://www.flsenate.gov/Session/Bill/2013/1720/BillText/er/HTML
State Board of Education must approve meta-majors (and gateway courses to each) andacademic pathwaysFlorida College System colleges must havedevelopmental education plans approved by Fall2014 and must submit annual accountabilityreports beginning in 201535Developmental EducationCS/CS/SB 1720http://www.flsenate.gov/Session/Bill/2013/1720/BillText/er/HTML
36Students Needing DevelopmentalCoursesCollege 2006-2007 2010-2011Brevard Community College 3,267 4,745Daytona State College 3,648 6,508Lake-Sumter State College 1,086 1,405Polk State College 2,412 3,872Seminole State College 3,662 5,710Valencia College 9,468 14,281Statewide total 121,276 176,286Florida Dept. of Education via Orlando Sentinelhttp://articles.orlandosentinel.com/2013-06-03/features/os-florida-colleges-remedial-chart-20130603_1_college-students-chart-remedial-courses
American Institutes for Research comparedstates’ performance standards in 2010:- Difference between most and least rigorous 2standard deviations ≈ 4 grade levels- States with highest level of proficiency under NCLBhad lowest standards- >60% of variation in state success under NCLB dueto rigor of performance standards38Expectations Gaphttp://www.air.org/files/AIR_Int_Benchmarking_State_Ed__Perf_Standards.pdf
Education Trust’s Breaking the Glass Ceiling ofAchievement for Low-Income Students andStudents of Color:- Looked at NAEP scores- Gaps at the highest level of performance havewidened- Widening gap more pronounced at higher incomes39Expectations Gaphttp://www.edtrust.org/sites/edtrust.org/files/Glass_Ceiling_0.pdf
40Expectations Gap (NAEP Scores)http://www.edtrust.org/sites/edtrust.org/files/Glass_Ceiling_0.pdf
41Expectations Gap (NAEP Scores)http://www.edtrust.org/sites/edtrust.org/files/Glass_Ceiling_0.pdf
Role of Data in ClosingAchievement and Expectations Gaps
43P-20 Data (Data Quality Campaign)http://www.dataqualitycampaign.org/files/1631_DFA2012%20Annual%20Report.pdf
44Data Quality Campaign - Floridahttp://www.dataqualitycampaign.org/files/pdf/stateprofiles/FL.pdfState actions completed:- Link state K-12 data systems with earlylearning, postsecondary, workforce, and other critical state agency datasystems- Create stable, sustainable support for longitudinal data systems- Build state data repositories- Create progress reports with student-level data foreducators, students, and parents- Create reports with longitudinal statistics to guide system-level change- Develop a purposeful research agenda- Implement policies and promote practices to build educators’ capacity touse data- Promote strategies to raise awareness of available dataState actions not completed:- Develop governance structures to guide data collection and use- Provide timely, role-based access to data while protecting privacy
Meet stakeholders’ needs (Data QualityCampaign):- Longitudinal—follow students through pipeline- Actionable—report data that users need in a formatthat’s easy to understand- Contextual—relate data to the big picture45P-20 Datahttp://www.dataqualitycampaign.org/files/1631_DFA2012%20Annual%20Report.pdf
Achieve’s report on states’ use of key CCRindicators:- # of students graduating with CCR diploma- # of students scoring CCR in statewide assessment- # of students receiving postsecondary credit in highschool- # of high school graduates needing remediation incollege46P-20 Datahttp://www.achieve.org/files/CCR-ReportCardPolicyBriefMarch2013.pdf
Achieve’s report on states’ use of key CCRindicators:- Texas reports all four indicators- Florida, Georgia, Indiana, Kentucky, and Ohio reportthree indicators- 23 states don’t report any of the indicators47P-20 Datahttp://www.achieve.org/files/CCR-ReportCardPolicyBriefMarch2013.pdf