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Student Success

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by

Sara Coney

on 31 March 2016

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Transcript of Student Success

Social
Recommendation 2.5
After 15 units;
Before end of 3rd semester;
Holds starting Fall 2015
Student Success
#CSUF7
TRUST THE
EDAD 520
SARA
CONEY
Fall 2014
in California Community Colleges
PROCESS
What is
student success
?
- Percentage of community college students:
Completing their educational goals
Earning a certificate or degree, transferring, or achieving transfer-readiness
Transferring to a four-year institution
- Number of degrees and certificates earned
SB 1143
Mandated the BOG to create a task force focused on improving student success.
SB 1456
Mandatory assessment, orientation, & education planning
Time & unit limit to declare major or educational goal
Minimum academic standards for students
receiving BOG enrollment fee waivers
Established Student Success & Support Program (SSSP)
Student Success Scorecard
Provides information on remedial instruction, job training programs, retention of students, and graduation and completion rates.
Recommendation 7.3
A web-based performance measurement system
tracking student success at all 112 community colleges statewide.
Demographic information provided to determine if colleges are narrowing achievement gaps.
Student Success Task Force
21 C.E.O.s, faculty, students, staff, researchers, and external stakeholders appointed to serve.
/ ˈst(y)o͞odnt / səkˈses /
Declare
Educational
Goal
Recommendation 3.2
Beginning Fall 2016 -
will lose waiver if on probation for 2 consecutive terms
Students
Receiving
Fee Waivers
Recommendation 8.2
Increased annual funding;
New SSSP funding formula based on actual services provided
Student Success &
Support Program;
formerly Matriculation
Recommendation 2.2
Priority registration;
Hiring counselors;
Online orientation
Assessment
Orientation
Ed Plan
46.4% of degree-seeking students never achieve a certificate, degree, or transfer preparation.
59% of students that seek to transfer are unsuccessful.
Policies
Statutes
Regulations
Budget
Best
Practices
Implementations
Collab w/ K-12
Common Core
Standards
Develop/Implement
common centralized
assessments
1.1
2.1
2.3
2.4
Tech applications
to better guide
students
Support resources
for students lacking
college readiness
Begin Addressing
Basic Skills
deficiencies in 1st year
3.4
4.1
Base course offerings & schedules on student needs
Statewide strategy for Non-Credit & Adult Ed. in CA
5.2
Enhanced prof. development opportunities
6.1
7.4
Longitudinal student record system
8.3
Alternative Basic Skills funding model
(Present-Fall 2015)
Questions?
Resources
Redesigned Student Support Services
CaliforniaCommunityColleges.cccco.edu
Click on the "Student Success Initiative" link

Transparency & Accountability
scorecard.cccco.edu
salarysurfer.cccco.edu
Priority Enrollment & Academic Standards
stepforward.cccco.edu

Streamlined Transfer
adegreewithaguarantee.com

Improving Basic Skills Instruction
cccbsi.org
The work of the Student Success Task Force was built on other reform efforts, including:
2006 System Strategic Plan
Partnership for Excellence program
CA Master Plan for Higher Education
"Commission on the Future" by Community College League of California
Community College Reform Efforts
State-Level Reform Effort
Implementation of Recommendations
http://www.californiacommunitycolleges.cccco.edu/Portals/0/StudentSuccessInitiative/SS_TaskForce_7_28_14.pdf

CCC Brochure: Focused on Student Success
http://www.californiacommunitycolleges.cccco.edu/Portals/0/FlipBooks/SSI_Brochure/PDF/2014_SSI_Brochure.pdf

Student Success Scorecard: 2013 State of the System Report
http://californiacommunitycolleges.cccco.edu/Portals/0/FlipBooks/2013_StateOfSystem/PDF/2013_StudentSuccess_State_Of_The_System_Final.pdf
References
A little bit of background info on the SSTF recommendations:
The Vision
Recommendations
1. Increase student readiness for college.

2. Strengthen support for entering students.

3. Incentivize successful student behaviors.

4. Align course offerings to meet student needs.

5. Improve the education of basic skills students.

6. Revitalize and re-envision professional development.

7. Enable efficient statewide leadership and increase coordination among colleges.

8. Align resources with student success recommendations.


Completion Rates of Students Below Transfer Level in Math
One Level Below
Four Levels Below
Transfer Rate Success
Completion Rates of
Degree-Seeking Students
Students in need of basic skills remediation face even worse statistics.
A student walks onto a CCC campus for the first time, unsure of what they want to do, but knowing generally that they want to find a direction in both life and career.

The student is able to go online or get an appointment to meet with a counselor or advisor to learn about the wide array of options available at the college and maybe a few offered elsewhere. The options presented aren't discrete classes but rather pathways toward different futures. Not all of them are easy; some require a lot of time and work, but the student seeks where they lead and understands what needs to be done to succeed in each pathway.

The student participates in a college orientation and prepares for the assessment tests. They learn that most paths will require work on basic skill mathematics and English.

The student easily finds the financial aid office where they learn the various financial aid opportunities available. They see that they can maximize financial aid opportunities by deciding to enroll full time and understand that accepting financial aid means accepting responsibility for their academic future.
Using either online or in-person counseling support, the student develops an education plan and determines a program of study. The student enrolls in basic skills coursework in the first term and follows the counselor's lead in selecting a college-level course that is appropriate to their level of preparation. The basic skills class may rely heavily on tutoring or use other approaches that help the student learn more effectively than in high school. The results of the diagnostic assessment test let the professor know what specific areas the student needs help with, so that they are able to focus on those particular things, moving at a pace that's comfortable. The student succeeds and takes the college-level coursework needed to complete their program of study. The students educational plan provides a roadmap, and they find that they're able to enroll in all the required courses in the semester in which the courses are needed. The student meets their educational goal, whether it be gaining concrete workplace skills, earning a certificate and/or associate degree, or transferring to a four-year college with an associate degree in hand. Wherever the path leads, the student successfully reaches their academic and career goals thus able to advance their career and earn a wage sufficient to support themselves and their family.
Advancing Success in CCC (Report from SSTF)
http://www.californiacommunitycolleges.cccco.edu/Portals/0/StudentSuccessTaskForce/SSTF_FinalReport_Web_010312.pdf

A Progress Report on the Student Success Act of 2012
http://www.lao.ca.gov/reports/2014/education/ccc-student-success/progress-report-SSA-070114.pdf

SB 1456 (Lowenthal) Fact Sheet
http://edsource.org/wp-content/uploads/SB-1456-CCC-Student-Success-Act-20121.pdf
Methods of Implementation
Useful Links
(Clearly not in APA)
Progression Metrics
- Successful course completion
- Successful completion of:
Basic skills competencies
First college-level mathematics course
First 15 semester units
First 30 semester units
From: Loss of Economic Competitiveness
To: Workplace Shortage
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Full transcript