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

Education pipeline overview
K-12 to postsecondary transition
Postsecondary completion
Promising practices for bridge programs
2
Agenda

Key Transitions:
High school graduation
College enrollment
College persistence
College completion
Workforce entry
4
U.S. Education Pipeline
http://www.higheredinfo.org/analyses/Pipeline%20Article.pdf

5
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

―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.
7
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

8
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

9
K-12 to HE Bridge
http://nces.ed.gov/programs/coe/figures/figure-trc-2.asp

10
K-12 to HE Bridge
http://www.nacacnet.org/research/research-data/nacac-research/Documents/PreparingStudents.pdf
National Association for College Admission Counseling report:

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
11
K-12 to HE Bridge

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
12
K-12 to HE Bridge
http://www.postsecondaryresearch.org/i/a/document/NCPR-BridgingtheGapBrief.pdf

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
13
K-12 to HE Bridge
http://www.onlinethinktank.com/documents/BridgingGap.pdf

15
Postsecondary Completion
0%
10%
20%
30%
40%
50%
60%
70%
80%
All Institutions Public Private Nonprofit Private For-Profit
Total
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

16
Percentage 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
0%
10%
20%
30%
40%
50%
60%
70%
All Institutions Public Private
Nonprofit
Private For-
Profit
Total
Males
Females

of all students change
institutions at least once
before earning a degree
17
1
/3National 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.

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)
18
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.

“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.”
19
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.

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.
20
http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf

21
Six-Year Outcomes (All Institutions) by Enrollment Intensity

22
Six-Year Outcomes (All Institutions) by Age at First Entry and
Enrollment Intensity

23
Six-Year Outcomes by Starting Institution Type

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
24

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
25

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
26

Best Practices for Education
Transitions

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
28
K-12 Best Practices
http://www.tgslc.org/pdf/files-sfts_what_works.pdf

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/project
s/summertime/
29
University of Southern California’s
SummerTIME Program

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
30
SummerTIME Program

Uses 8 parameters of successful intervention
programs:
Motivation
Substance
Independence
Multiple approaches
31
SummerTIME Program
Center for Higher Education Policy
Analysis. SummerTIME 2007 Evaluation
.
High standards
Inquiry
Problem solving
Supportive context

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”
32
SummerTIME Program
Center for Higher Education Policy
Analysis. SummerTIME 2007 Evaluation
.

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)
33
Higher Ed Promising Practices
http://www4.aacrao.org/semsource/sem/index0790.html?fa=view&id=5292

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/
34
Montana State University
“Return to Learn”

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/
35
“Knowhow2goKY”

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
36
Activity

Todd Bloom
Chief Academic Officer
Hobsons
tbloom@hobsons.com
(952) 807-5345
@Todd_Bloom
37
Thank you!

38
Six-Year Outcomes for Students Who Started at Four-Year Public
Institutions by Age at First Entry and Enrollment Intensity

39
Six-Year Outcomes and First Completion for Students Who Started
at Two-Year Public Institutions by Age at First Entry and

40
Six-Year Outcomes for Students Who Started at
Four-Year Private Nonprofit Institutions by Age at First Entry and

41
Six-Year Outcomes for Students Who Started at
Four-Year Private For-Profit Institutions by Age at First Entry and

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