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Massachusetts Early College Initiative Launch

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Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17

Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education

Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future

Published in: Education
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Massachusetts Early College Initiative Launch

  1. 1. | Page 1 Welcome to the Launch of the Massachusetts Early College Initiative Co-Sponsored by The Massachusetts Executive Office of Education, Department of Higher Education, and Department of Elementary and Secondary Education Thursday March 23, 2017 The UMass Club Event Partners
  2. 2. | Page 2 - Today’s Program - Welcome Chris Gabrieli, Chair, Board of Higher Education MA Early College Video Early College Students Keynote Address Introduced by JD Chesloff, MA Business Roundtable A Message from Governor Charlie Baker Secretary of Education James Peyser Early College Leadership Panel Introduced by Ben Forman, MassINC Moderated by Nancy Hoffman, JFF Nuri Chandler-Smith, Bunker Hill Community College President Lane Glenn, Northern Essex Community College Dan Riley, Marlborough High School STEM Early College Omari Walker, New Heights Charter School Policy Leadership Panel Moderated by Chad d’Entremont, Rennie Center Senator Michael Moore, Representative Alice Peisch, Commissioner Mitchell Chester Commissioner Carlos Santiago Thank you and Call to Action Chris Gabrieli Margaret McKenna, Member of Board of ESE and of Early College Joint Committee
  3. 3. | Page 3 Steering Committee Jim Peyser, Secretary of Education Mitchell Chester, Commissioner, Department of Elementary and Secondary Education Carlos Santiago, Commissioner, Department of Higher Education Chris Gabrieli, Chair, Board of Higher Education Paul Sagan, Chair, Board of Elementary and Secondary Education Leah Hamilton, Barr Foundation Working Group Blair Brown, David Cedrone, JD Chesloff, Cliff Chuang, Jenny Curtin, Dianne Kelly, Karen Hynick, Patricia A. Marshall, Philip Sisson, and Keith Westrich
  4. 4. | Page 4 The Challenge This effort is motivated by a clear challenge and a shared sense of opportunity between K-12 and Higher Ed institutions to improve postsecondary success… The Challenge Only 45% of MA students graduate from HS and connect directly to postsecondary education without need for remediation The Opportunity Design and scale a set of high-quality school models that: 1. Break down siloes between high school and postsecondary 1. Increase postsecondary completion, especially for underserved youth Definitions • Graduate and Connect to Success: Students who graduate high school, enroll immediately in a postsecondary option (2-year or 4-year), are sufficiently prepared for college such that they do not need to enroll in remedial/developmental education coursework, and persist into the second year of postsecondary coursework • Graduate but Need Remediation: Students who graduate high school, enroll immediately in postsecondary, but need developmental education coursework • Graduate but Disconnected from Higher Ed: Students who graduates high school, but do not immediately enroll in postsecondary Source: MA DESE Note: Low-Income is defined by the state as students who are eligible for free and reduced price lunch
  5. 5. | Page 5 The Challenge …particularly for underserved students where the need is most acute 100% 100% 90% 71% 65% 34% 57% 25% 44% 15% Obtained a Degree within 6 Years Entering 9th Graders in 2003- 2004 Graduate within 5 Years Enrolled in College (Immediate Fall) Non-Low-Income Low-Income Persistently Enrolled in College Source: MA DESE DART Database
  6. 6. | Page 6 State Goal Alignment Research indicates that early college programs can be effective for all students, and especially for underserved youth Source: AIR 2014 Study Incremental Impact in Percentage Points of Early College Model vs. Comparison Group All Students, regardless of Race/Income ► Several academic studies on early college models have found that these models have a beneficial impact on all students, making them more likely to graduate from high school, enroll in college, persist through, and obtain a degree ► One of the most well-known study, conducted by the American Institutes for Research, also found that early college models significantly reduced the opportunity gap (measured by the students’ likelihood to obtain a college degree) between low-income and non-low- income students, and actually closed the opportunity gap between minority students and non-minority students Schools included in this study: • Were committed to serving students underrepresented in higher education • Partnered with a higher education institution (with a jointly developed integrated academic program with the opportunity to earn 1-2 years of transferable college credit) • Offered a comprehensive support system for students
  7. 7. | Page 7 A Base to Build Upon There are already efforts across the Commonwealth that can be built upon to reach the state’s goals… Source: Community College Survey; Interviews with Schools, Superintendents, Community College CAOs; Jobs for the Future Six MA community colleges offer “Gateway to College” which engages at-risk students with on-campus community college courses to earn a HS diploma and significant college credit Districts across MA are working together to partner with local colleges to offer programs that offer college credits and college experiences to students, such as Pittsfield’s Positive Options Program Schools across the Commonwealth are partnering with local colleges to provide full early college programs for small subsets of their student body populations Jobs for the Future has helped launch four programs across the Commonwealth that link K-12, postsecondary, and career through a defined pathway Gateway to College District Efforts Local School Efforts Youth Career Connect and Pathways to Prosperity Public Higher Education Institution Gateway to College site Early College site
  8. 8. | Page 8 A Base to Build Upon Leaders are aligned on specific design principles to bring greater coherence and impact to the programs this initiative would support From April-August 2016, a group of leaders in K-12 Education, Higher Education, and Employers, came together to define a vision for what early college schools in the Commonwealth could look like. These model design principles reflect the group’s consensus on what is important to make these programs effective for students The model needs to be: • Free to the student • Open to all students, regardless of past academic performance Precondition Guided Academic Pathway Enhanced Student Support Relevant Connection to Career Equitable Access 2 3 4 Deep Partnerships 1 5 There are multiple formalized “on-ramps” or entry points for students to access the program (e.g., not just limited to 9th grade). Academic and non-academic supports are provided along the way to prepare students for the academic rigor of college courses and to succeed in a potentially new environment (college campus) High schools and their higher education partners jointly develop an integrated academic program so that all students in the program have the opportunity to earn, at a minimum, 12 credits of transferable college credit during the full program. The academic program is designed for a full cohort of students to progress towards a credential with clear labor market value Appropriate student supports are fully incorporated as a part of program design. At a minimum, this includes personalized academic advising and tutoring oriented around the pathway to postsecondary completion, and takes into account needs of ELL students and students with disabilities. Programs will also likely need to include non-academic supports like guidance counseling, social-emotional supports, and financial literacy Provides students with relevant workforce skills, exposure to career paths, and career counseling. General skills include skills like: teamwork, communication, and interview preparation. Strong career prep focuses on experiential learning and workplace learning (could include internships, job shadowing, and mentorship) to assist students in informed career decision-making, but does not imply a narrowly defined vocational track or a credential awarded by a specific company There exists a deep and sustained partnership between the K-12 district or school, the higher education partner, and employer partner. The three work together to align curricula, structure programs and define resource sharing via MOUs, and both are equally invested in student success (and are held accountable for student results) Note: The leaders referenced were members of a multi-stakeholder “Working Group” established to provide ongoing guidance and input to the project. They represented DESE, DHE, the STEM Advisory Council, School Districts, and Community Colleges. These leaders expressed agreement with the design principles above through a survey and multiple meeting sessions.
  9. 9. | Page 9 Improved Outcomes for Reasonable Costs While there are many potential ways to implement an early college program, such an effort will require incremental funding at steady state Note. The model assumes that 50% of the 720-student student body is enrolled in credit-bearing courses Source: Interviews with Program Directors of Early College Programs Example Early College Program (12 Credits) Total Incremental Annual Program Costs at Steady State This model indicates a need for additional funding in the range of $700-$900 per pupil This is equivalent to 5%-6% of MA average per pupil funding ► All students in an early college school should receive higher levels of support to help access more rigorous coursework and academic pathways ► Instructional and transportation costs reflect a mix of students taking courses at the high school and college campus ► The actual costs for a particular school will vary based on: ► The percentage of students taking college courses ► The location of these courses ► The intensity of student support ► The ability of the high school to recoup savings in its own staff as college course-taking rises
  10. 10. | Page 10 State Goal Alignment The framework of the Massachusetts Early College Initiative has several key features ► Designation contingent on alignment with key design principles that define high-quality while still allowing for flexibility/variation at the local level Precondition: Models must be free and open to all students, regardless of academic performance Equitable Access Guided Academic Pathway Enhanced Student Support Relevant Connection to Career Deep K-12/HE Partnerships Create a state-authorized Early College designation ► Target scale is up to 4,000 underserved students per high school grade cohort in MA or 16,000 across all high school grades (out of ~280,000 high school students) Provide additional funding linked to measuring outcomes Seek meaningful scale and impact across the state ► Through a standing grant committee and designation process, schools would receive additional assistance Planning Grants and Start-up Funds Ongoing Funding at $700-$900 per pupil Technical Assistance (Learning Community, Leading Practices) Performance Contracts (ongoing funding contingent on meeting performance goals) Large enough scale to have a direct and significant effect on key student outcomes At the same time, capped in size to support ongoing gathering of evidence on effectiveness before scaling initiative further 1 2 3 This initiative could leverage investments already made by the state in MassTransfer pathways (seamless transition from 2-year to 4-year colleges). Extending the pathways into high schools could give students easy access to meaningful pathways that result in transferable credits at colleges around the state
  11. 11. | Page 11 State Goal Alignment This initiative can become a substantial part of meeting statewide goals Source: DESE; DHE Vision Project Report 10,000 Additional completions annually 2,000 Goal 1: Raise Overall Completion Levels “Example State Goal” Potential Early College Impact 20% Goal 2: Address the Opportunity Gap “Example State Goal” 40%3,500 Additional completions among underserved students 1,500 10,000 is the number of additional completions needed to satisfy DHE’s Vision Report goal of ensuring that 60% of residents aged 25-34 obtain a postsecondary credential 3,500 more completions would double the number of underserved students with a postsecondary credential, significantly reducing the state’s Opportunity Gap Potential Early College Impact ► State leaders believe that over time we can increase enrollment in high-quality early colleges by 4,000 students per grade ► Effective implementation could achieve 20% of a statewide completion goal, and 40% of an opportunity gap goal
  12. 12. | Page 12 Early College Designation Timeline DHE/DESE-led Activities Policy/Regulatory (Boards) Initiative Execution January 2017 January 24, 2017: BESE/BHE pass joint EC Motion ► Established 5 member ECJC to oversee the development of a process for designating EC HQ CP programs, authorized a design/review process, and empowered Departments to conduct such a process ► Approved 5 guiding principles for EC HQ CP programs. February-June 2017 ► EC working group develops designation application process ► Contemplate planning grants for awards in FY18 By June 30, 2017: BESE/BHE meet and approve proposed EC designation process Release RFP and Solicit Applications (both Higher Ed and K-12) September 2017-March 2018 Fall 2017 Designation applications Parts A due for initial cohort, response to RFP for initial planning dollars due October 2017- January 2018 ► ESE/DHE review and vetting process ► Exploring and leveraging funding opportunities August/September 2018 First designated EC programs launch Program Planning March-September 2018 April 12, 2017 and early June 2017: ECJC reviews working committee draft materials Informational sessions/technical assistance May 2017 ► EC Working Group seeks stakeholder input into draft designation application process Early 2018 Designation applications Parts B due for initial cohort
  13. 13. | Page 13 State Goal Alignment Improved Outcomes for Reasonable Costs A Base to Build Upon Massachusetts Early College Initiative

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