Fixing a Leaky Pipeline
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Looking at the education pipeline - from high school to post-secondary - and the role of data in closing achievement and expectations gaps.
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Fixing a Leaky Pipeline
- 1. Fixing the Leaky P-20 Pipeline Todd Bloom, Ph.D. Chief Academic Officer, Hobsons June 13, 2013
- 2. Introductions Education pipeline overview - High school to postsecondary transition - Postsecondary pipeline - Florida initiatives New Law for Developmental Education Expectations gap Role of Data in Closing Achievement and Expectations Gaps 2 Agenda
- 3. Team up with one other person Interview each other about your perspectives on today’s topic, for example (5 min) - What do you think are the key issues for Florida’s education pipeline? - How can data help improve student outcomes? - What do you want to discuss during today’s meeting? Introduce your partner to the large group (60 sec) 3 Introductions
- 5. Key Transitions: Beginning school Elementary to middle school Middle school to high school High school graduation College enrollment College persistence College completion Workforce entry 5 U.S. Education Pipeline
- 7. 7 Florida Pipeline: 1995-6 through 2005-6 Florida K20 Education Data Warehouse http://www.wiche.edu/info/escalatingEngagement/Forum0607/Sellers.p df 16 27 27 51 59 71 89 100 0 10 20 30 40 50 60 70 80 90 100 18th year 14th year 13th year 12th grade 11th grade 10th grade 9th grade 8th grade
- 8. High School to Postsecondary Transition
- 9. 9 Pipeline from K-12 to HE 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
- 10. “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. 10 Pipeline from K-12 to HE http://scholar.harvard.edu/files/bencastleman/files/castleman_and_page_- _trickle_or_torrent_ssq_final_manuscript_-_02-06-13.pdf
- 11. Research shows interventions effectively counter summer melt: Text messages: - Personalized reminders about tasks necessary for college enrollment - Invitation to connect with a school counselor - Assistance in completing financial aid forms 11 Pipeline from K-12 to HE http://scholar.harvard.edu/files/bencastleman/files/castlema n_page_-_summer_nudging_-_april_2013.pdf
- 12. Research shows interventions effectively counter summer melt: Peer mentors: - Mentors currently enrolled in college - Mentors assess student’s readiness for fall enrollment and assist - Collaborate with school counselors 12 Pipeline from K-12 to HE http://scholar.harvard.edu/files/bencastleman/files/castlema n_page_-_summer_nudging_-_april_2013.pdf
- 13. 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 Pipeline from K-12 to HE http://www.onlinethinktank.com/documents/BridgingGap.pdf
- 14. 14 Pipeline from K-12 to HE http://www.nacacnet.org/research/research-data/nacac-research/Documents/PreparingStudents.pdf National Association for College Admission Counseling report:
- 16. 16 Postsecondary Pipeline 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
- 17. 17 Postsecondary Pipeline 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
- 18. of all students change institutions at least once before earning a degree 18 Postsecondary Pipeline 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.
- 19. 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) 19 Postsecondary Pipeline 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.
- 20. 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 Postsecondary Pipeline http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf
- 21. 21 Postsecondary Pipeline http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf Six-Year Outcomes (All Institutions) by Enrollment Intensity
- 22. 22 Postsecondary Pipeline http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf Six-Year Outcomes (All Institutions) by Age at First Entry and Enrollment Intensity
- 23. 23 Postsecondary Pipeline http://www.studentclearinghouse.info/signature/4/NSC_Signature_Report_4.pdf Six-Year Outcomes by Starting Institution Type
- 25. 25 http://www.edweek.org/ew/dc/2013/gradrate_trend.html?intc=EW-DC13-TOC Public High School Graduation Rates 1999-2000
- 26. 26 http://www.edweek.org/ew/dc/2013/gradrate_trend.html?intc=EW-DC13-TOC Public High School Graduation Rates 2009-2010
- 27. 23% increase second in U.S. behind Tennessee 77.1% for Hispanic students - Best in U.S. - Exceeds national average by 9 pts. However, relatively high drop-out rate persists 27 http://www.tampabay.com/blogs/gradebook/florida-sees-strong-growth-in- graduation-rates-report-says/2125136 Florida Graduation Rates 1999-2000 to 2009-2010
- 28. Common core state standards & assessments Race to the Top activities ePersonal Education Plan New graduation requirements - May substitute math & science training for coursework - Voluntary scholar diploma $10,000 Bachelor’s degree 28 Florida Initiatives http://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
- 29. 29 Florida Initiatives # of residents % working aged adults # of residents % working aged adults Working 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 Survey Via http://www.floridacollegeaccess.org/wp-content/uploads/2012/10/2012_2.pdf FLORIDA UNITED STATES
- 30. Finish Up, Florida!: Encourage students who have stopped out to complete degrees Coordinated with Florida Virtual Campus Additional 11,543 students graduated from Florida College System in 2012-2013 Additional 12,000 students enrolled in 2013 spring term 30 Florida Initiatives http://www.fldoe.org/news/2013/2013_06_04.asp
- 31. Project Win-Win: Find students who stopped out after having completed—or nearly completed—an associate’s degree Award degree retroactively, or help student complete requirements Florida participants: - Broward College - Indian River State College - St. John River State College 31 Florida Initiatives http://www.ihep.org/projectwin-win.cfm http://www.floridacollegeaccess.org/wp-content/uploads/2012/10/2012_2.pdf
- 32. Possible Reorganization of Education Governance: Seamless K-20 system Focus 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 & career 32 Florida Initiatives http://www.fldoe.org/faq/default.asp?Dept=48&ID=69#Q69 http://www.saintpetersblog.com/doe-reorganization-plan-in-early-stages-officials-say
- 33. New Law for Developmental Education
- 34. Florida public school students enrolled in 9th grade in 2003-4 or later and active duty military - Not required to take common placement test - May take developmental education courses but cannot be required to enroll Requires colleges to have developmental course options that student can take while enrolled in credit classes 34 Developmental Education CS/CS/SB 1720 http://www.flsenate.gov/Session/Bill/2013/1720/BillText/er/HTML
- 35. State Board of Education must approve meta- majors (and gateway courses to each) and academic pathways Florida College System colleges must have developmental education plans approved by Fall 2014 and must submit annual accountability reports beginning in 2015 35 Developmental Education CS/CS/SB 1720 http://www.flsenate.gov/Session/Bill/2013/1720/BillText/er/HTML
- 36. 36 Students Needing Developmental Courses College 2006-2007 2010-2011 Brevard Community College 3,267 4,745 Daytona State College 3,648 6,508 Lake-Sumter State College 1,086 1,405 Polk State College 2,412 3,872 Seminole State College 3,662 5,710 Valencia College 9,468 14,281 Statewide total 121,276 176,286 Florida Dept. of Education via Orlando Sentinel http://articles.orlandosentinel.com/2013-06-03/features/os-florida-colleges- remedial-chart-20130603_1_college-students-chart-remedial-courses
- 37. Expectations Gap
- 38. American Institutes for Research compared states’ performance standards in 2010: - Difference between most and least rigorous 2 standard deviations ≈ 4 grade levels - States with highest level of proficiency under NCLB had lowest standards - >60% of variation in state success under NCLB due to rigor of performance standards 38 Expectations Gap http://www.air.org/files/AIR_Int_Benchmarking_State_Ed__Perf_Standards.pdf
- 39. Education Trust’s Breaking the Glass Ceiling of Achievement for Low-Income Students and Students of Color: - Looked at NAEP scores - Gaps at the highest level of performance have widened - Widening gap more pronounced at higher incomes 39 Expectations Gap http://www.edtrust.org/sites/edtrust.org/files/Glass_Ceiling_0.pdf
- 40. 40 Expectations Gap (NAEP Scores) http://www.edtrust.org/sites/edtrust.org/files/Glass_Ceiling_0.pdf
- 41. 41 Expectations Gap (NAEP Scores) http://www.edtrust.org/sites/edtrust.org/files/Glass_Ceiling_0.pdf
- 42. Role of Data in Closing Achievement and Expectations Gaps
- 43. 43 P-20 Data (Data Quality Campaign) http://www.dataqualitycampaign.org/files/1631_DFA2012%20Annual%20Report.pdf
- 44. 44 Data Quality Campaign - Florida http://www.dataqualitycampaign.org/files/pdf/stateprofiles/FL.pdf State actions completed: - Link state K-12 data systems with early learning, postsecondary, workforce, and other critical state agency data systems - Create stable, sustainable support for longitudinal data systems - Build state data repositories - Create progress reports with student-level data for educators, 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 to use data - Promote strategies to raise awareness of available data State actions not completed: - Develop governance structures to guide data collection and use - Provide timely, role-based access to data while protecting privacy
- 45. Meet stakeholders’ needs (Data Quality Campaign): - Longitudinal—follow students through pipeline - Actionable—report data that users need in a format that’s easy to understand - Contextual—relate data to the big picture 45 P-20 Data http://www.dataqualitycampaign.org/files/1631_DFA2012%20Annual%20Report.pdf
- 46. Achieve’s report on states’ use of key CCR indicators: - # of students graduating with CCR diploma - # of students scoring CCR in statewide assessment - # of students receiving postsecondary credit in high school - # of high school graduates needing remediation in college 46 P-20 Data http://www.achieve.org/files/CCR-ReportCardPolicyBriefMarch2013.pdf
- 47. Achieve’s report on states’ use of key CCR indicators: - Texas reports all four indicators - Florida, Georgia, Indiana, Kentucky, and Ohio report three indicators - 23 states don’t report any of the indicators 47 P-20 Data http://www.achieve.org/files/CCR-ReportCardPolicyBriefMarch2013.pdf
- 49. 49 Nontraditional & mobile students P-20 data systems Developmental education Discussion Groups
- 50. Issues Prioritization: Review the top issues from the three small groups Rank the issues, identifying the top three 50 Florida Issues
- 51. Strategies Identification & Prioritization Discuss ideas to address the priority issues Rank the ideas, identifying the top three 51 Florida Issues
- 52. Discussion: Now, imagine you have 75% of your current budget How would your priorities change? 52 Florida Issues
- 53. Todd Bloom Chief Academic Officer Hobsons tbloom@hobsons.com (952) 807-5345 @Todd_Bloom 53 Thank you!
Editor's Notes
- 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