Student Success and Transfer
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Presentation by Ken O'Donnell at the 2nd Annual LACCD Achieving the Dream Retreat, March 22, 2013 at LA Mission College
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Student Success and Transfer
- 1. diffusionoflight.wordpress.com Student Success and Transfer Ken O’Donnell Los Angeles Community College District Office of the Chancellor Achieving the Dream California State University March 22, 2013
- 2. “Slightlythe population you addedwork with. California residentsthe people “That’s more than 1/3 of have to in California with bachelor’s degrees between 2005 and 2025 “The status quo is from California. to rely much more on come going to have 2/3 come “You’re aged 25-44: morally unacceptable.” places.” fromsuccess of community colleges.” the other To meet its growing need for college “Our whole system graduates, California will need to breaks down if produce more of its own. we don’t make community Dennis Jones colleges work.” NCHEMS Sacramento 2.7 million February 19, 2013 2.16 million black and Latino Das Williams Chair, CA Assembly Committee on Higher Education
- 3. 46% 23% all all students students Six-year Six-year transfer graduation rates rates among for full-time first- degree seekers time freshmen 40% 14% students of students of color color Source: CSU Graduation Initiative and CCC Student Success Task Force
- 4. Lower Division Major Prep General Education 60 transferable units 2.0 Grade Point Average 30 units of GE Eligibility GE Breadth or IGETC American Institutions Oral Communication Written Communication Quantitative Reasoning Critical Thinking
- 5. Lower Division Major Prep Impac CAN LDTP SB 1440 Reform (STAR) Act Student Transfer Achievement • perfect 60+60 for the community colleges: • start with GE (39 units) • add 18 units lower division major preparation for the state universities: • grant admission priority • finish in two years’ worth of coursework
- 6. Lower Division Major Prep 112 CCCs 23 State Universities X 23 CSUs X 25 majors 64,400 degree pathways 112 Community Colleges
- 7. Lower Division Major Prep Transfer Model Curriculum 23 State Universities 25 degree pathways 112 Community Colleges
- 8. two frameworks for articulation course-to-course: degree-to-degree: Associate Degree for Transfer
- 9. Lower Division Major Prep
- 10. General Education integrative engaging purposeful calstate.edu/app/compass
- 11. General Education Certification English Communication A Math & Quantitative Reasoning B4 Arts & Humanities C Social Science D Science (including lab) B1-3 Self-Development E
- 12. Sources of General Education (48 units total) prior learning at the baccalaureate level (“pass-along”) certifying California Community College * other CCCs or four-years (“sending institution”) * military and other training * external exams (AP or IB) 39 lower-division units up to 39 units California State University (“receiving institution”) nine upper-division units
- 13. Unique Benefits of General Education hook
- 14. Unique Benefits of General Education hook reach
- 15. Unique Benefits of General Education hook reach employability
- 16. what we have what we want reach hook employability
- 17. CSU Chancellor’s General Education Advisory Group 2007-2008 revision of Executive Order on GE Breadth Article 1 Applicability Article 2 Pathways to Meet Requirements Article 3 Premises Article 4 Distribution of Units Article 5 Transfer and Articulation Article 6 Implementation and Governance
- 18. CSU GE Breadth certification employability hook reach
- 20. Graduation Rates by Ethnicity and participation in High-Impact Practices Source: CSU Northridge Institutional Research 68% 65% August, 2010 63% 55% 49% 38% 0 1 2 0 1 2 Latino/a not Latino/a
- 21. Chico First-Year Persistence Town Hall Meeting first-time full-time freshmen 2010 86% 84% 91% 93% with Town Hall Meeting 2009 2008 80% 74% 85% 80% 2007 white students students of color William Loker Dean, Undergraduate Education 2006 Source: Institutional Research, CSU Chico
- 22. A better transfer curriculum will: * foreground the essential learning outcomes -- what we want students to know and be able to do * take full advantage of local expertise, opportunities, and high-impact practices without sacrificing access and portability.
Notes de l'éditeur
- Thanks for having me here, and thank you for your attention to what we all care about. During these remarks I’ll be connecting some ideas that we don’t always think about together, and I’ll try to leave time for Q and A. If more questions or reactions cross your mind later, then I hope you’ll stay in touch. You can see links to the reading that influences me, and contact me via my [click] blog at this address, which I’ll put up again at the end.The main point I want to make is that student success and transfer curriculum are intertwined in ways we don’t always recognize, or take full advantage of.And the need to change that feels increasingly urgent. You can probably think of some telltale signs of your own, but I’ll share this one, from --
- [Information on this slide is from the Ventura County Star, “Lawmakers Told California Is Lagging in Higher Education,” 2/20/2013.]-- a hearing in Sacramento last month. The National Center for Higher Education Management Systems is one of those consulting and data-driven groups that periodically testifies to legislators about how we’re doing.In his remarks, Jones began with [click] a point about how our state has been relying on others to educate our workforce. And he points out that we [click] can’t keep doing so. Now note that he’s talking about my segment and not yours – these are bachelor’s degrees. But then he makes an interesting point.Our need to produce more degrees will be complicated by demographics. We can expect [click] another 2.7 million people at one of the critical periods of life where college helps, and [click] nearly all of those newcomers will be in ethnic groups that higher ed has had the [click] hardest time serving.And they’re the people who are likelier to begin with you than with me.Leading Jones to this [click] conclusion. Get it? If you want more baccalaureate degrees, then you need success at the community colleges. It’s a subtle point, but at least [click] one person in the audience got it. Here’s what he said to a [click] reporter afterward. We’ve heard that before. And he said [click] this.I’d like you to think for a moment about those --
- -- students, the ones we share. In the last couple of years, both our segments have launched high-profile efforts to improve the rates at which students who start with us actually finish. I’ll share our [click] baseline numbers first. They aren’t pretty.Overall, our students were graduating within six years at a rate of [click] 46%, with an additional penalty for [click] those in the fastest-growing demographic groups.In the community colleges – against, systemwide, and not just the LACCD – the [click] rate of transfer after six years of trying, just among those saying they intended to, was even [click] lower, with another [click] penalty for Latinos and blacks.Now you and I know better than our critics just what we’re up against, in terms of student preparation, inadequate funding, and events beyond our control. But this is not who we want to be.And becoming who we want to be will mean working together. Because most of your students come to you saying they want a bachelor’s degree some day, and 60 percent of the CSU’s graduates began at a California Community College.So I’m going to talk about that transfer pipeline, in terms of students and curriculum, toward identifying with you ways that we can improve it. I’ll begin with the most basic step --
- Thank you.