The Trifecta: Earning Workforce Credentials and College Sophomore Status in One YearNational Career Pathways Network (NCPN)Annual ConferenceOctober 19, 2012Richmond, VA

Mortenous A. Johnson

Session Objectives Illustrate an adaptable framework for high

school students to earn college credits

Illustrate a progressive framework for students to achieve college sophomore status in their senior year of high school

Provide a model for high school students to earn workforce certification

Cincinnati

Cleveland

Columbus

Toledo

Akron

Dayton

PA

WV

KY

IN

MI Lake Erie

Targeted AreaMontgomery County Sinclair

Community College

Cincinnati

Cleveland

Columbus

Toledo

Akron

Dayton

PA

WV

KY

IN

MI Lake Erie

Targeted AreaMontgomery County Sinclair

Community College

Sinclair Community College Founded 1887 as part of the Dayton YMCA Located in the urban inner city of Dayton, OH One main campus and 4 additional campus locations Enrollment (Fall 2011) = 25,119 Fully accredited comprehensive college A League for Innovation Community College

HISTORICAL CONTEXT

The Pilot YearIn 2008 Ohio’s Governor announced a new initiative called Seniors to Sophomores (S2S) . . . High school seniors from participating schools

have the opportunity to pursue college studies on a University System of Ohio (USO) campus

Students complete their final year of high school and earn dual credit for their freshmen year of college at no cost to the student or parent/guardian

Students have the opportunity to earn at least 24 semester or 36 quarter hours of college credit

The Pilot Year

Statewide program eligibility requirements: Pass all parts of the Ohio Graduation Test (OGT) Complete Algebra II with a grade of “C” or better Complete three years of high school English with a

grade of “C” or better Test into college level coursework in Reading,

Writing, and Math Placement Test ACT cut scores

The Pilot Year Dollars allocated: $4.1 M

$4.1M | 49 high schools | 374 students

Post-Secondary Collaborating USO Partners 43% of students enrolled at a community college 31% of students enrolled at a university branch 26% of students enrolled at a university

Sinclair is a Collaborating USO partner Dayton Public Schools: Largest urban school district in

Montgomery County 5 students enrolled Project assigned to a Sinclair staff member

TRANSITION

“The Trifecta”(Guiding Framework)

Constructed by Mortenous A. Johnson (1994, 1998, 2009)

T

S2

R Success Dynamic

Student

TransitionSpring 2009, the Office of Pre-College Programs (OPCP) assumed the managerial responsibility to operationalize S2S: Created an innovative progressive framework

Program structure to achieve “true Sophomore status” (45 – 48 quarter credit hours | 30 semester credit hours)

Established measurable objectives Developed and implemented process improvements

Hired a full-time Program Coordinator Customized bridge program Customized academic support

S2S Program Objectives Register and complete dual enrollment courses to

satisfy high school graduation requirements English and Government

Register and complete Transfer Assurance Guide (TAG) and Transfer Module courses to satisfy general education requirements

Enroll full-time per term Maintain a 2.0 cumulative GPA

S2S Eligibility Requirements

Test into college level course work in Reading; and Meet one of the following placement test criteria:

Test into college level coursework in Writing and Math

Test into college level coursework in Writing and high level developmental Math

Test into college level coursework in Math and high level developmental Writing

Customized Bridge Program

Placement Testing

Academic Refresher Sessions

Placement Testing

College Algebra

or College English

N = 14 8 needed Math Academic Refresher Sessions 2 needed Writing Academic Refresher Sessions 1 needed Math and Writing Academic Refresher Sessions 2 needed Reading and Writing Academic Refresher Sessions 1 needed Reading Academic Refresher Sessions

64% raised their placement test scores and were eligible to enroll in college level algebra and/or English One student “jumped” three math levels

S2S Program Structure (T)Objective | Achieve “true Sophomore status” (45 – 48 hours) upon program completion.

Summer Quarter (incoming)Fall Quarter

Winter QuarterSpring Quarter(36 - 42 Hours)

Winter Mini Term(3 – 5 Hours)

Summer Quarter (outgoing)

(3 – 6 Hours)OR

Academic Support (R) (S2)The S2S Program Coordinator provides customized, academic support to ensure student success. Cohort Course Enrollment Cohort Study Tables Individual and Group Tutoring Early Alert Process (twice/quarter) Customized Academic Advising Weekly Advising & Coaching Sessions Journaling and “Real Talk” sessions FERPA Release

Academic SupportOPCP Early Alert Process: a wholistic resource

OUTCOMES

Student Success

Ten students exceeded the state’s minimum credit completion requirement

Three students met the state’s minimum credit completion requirement

Six students earned Dean’s List recognition

Four Phi Theta Kappa Honor Society inductees

Student Success

Successful completion of the compressed Winter Mini-term

OPCP Student Assistant employment

Employment as a Sinclair Math Tutor

Workforce Certifications Continued Matriculation

Outcomes (GPA)

S2S SCC FT/FT SCC Overall2.05

2.1

2.15

2.2

2.25

2.3

2.35

2.4

2.452.39

2.34

2.19

Comparison of S2S | Sinclair Fall Term 09 Mean GPA (N = 5)

Outcomes (GPA)

S2S SCC FT/FT SCC Overall0

0.5

1

1.5

2

2.5

3

3.5

2.9

2.19 2.27

Comparison of S2S | Sinclair Fall Term 10 Mean GPA (N = 6)

Outcomes (GPA)

S2S SCC FT/FT SCC Overall0

0.5

1

1.5

2

2.5

3

3.5

43.5

2.262.62

Comparison of S2S | Sinclair Fall Term 11 Mean GPA (N = 4)

Students’ Perspectives

“The transition from being a high school student to becoming a college student was the biggest challenge for me. I had to really buckle down and pay more attention to my work.”

~Terri

Students’ Perspectives

“I like being able to get a head start on my education before the rest of the competition.”

~Barry

Students’ Perspectives

“The thing I liked most was the challenge. It made me more mature and focused on my goals; like knowing what I needed to do and how to get there.”

~Katera

Sustainability

16 FTE’s and $53,469 in subsidy funding S2S cost per student (tuition, fees, books):

$3,420 Net revenue = $35,869

S2S cost per student (tuition, fees, books, meals, transportation): $5,033 Net revenue = $28,304

WORKFORCE CERTIFICATION:A METHODOLOGY

Workforce Certification

A collaboration between two OPCP programs using the intent of Perkins: Seniors to Sophomores (S2S)

• 5 S2S enrollees

Quick Start (QS)• 31 QS enrollees

The Model

CARL D. PERKINS

(funding source)

Obtain workforce certification

(STNA)

QUICK START

Nurse Aid Training Course (ALH-120)

Perquisite for workforce

certification

Satisfy a Sinclair Nursing Program

prerequisite

SENIORS TO SOPHOMORES

(S2S)

“Shortened time to degree”

Achieve college “sophomore status”

upon graduating high school(45 – 48 hrs)

Outcomes 88% achieved Ohio’s Certified Nurse

Assistant (CNA) status. 53% achieved Ohio’s State Tested Nurse

Aide (STNA) status Students collectively earned 174 credit

hours. Two students earned Dean’s List

recognition

Sustainability

2.8 FTE’s and $9,318 in subsidy funding Cost per student (tuition, fees, books):

$392Net revenue = $6,574 ROI = 2.4%

References Burns, J. M. (1983). Leadership. N.Y.: Harper and Row. Chickering, A. W. & Gamson, Z. F. “Seven Principles for Good

Practice in Undergraduate Education.” AAHE Bulletin, 1987, 37(7), 3-7.

Coomes, M. D. & DeBard, R. (2004). Serving the Millennial Generation. New Directions for Student Services, 106, 33-72.

Howe, N. & Strauss, W. (2003). Millennials Go to College. Great Falls, VA: American Association of Collegiate Registrars and LifeCourse Associates.

Howe, N. & Strauss, W. (2000). Millennials Rising: The next great generation. New York: Vintage Books.

Johnson, M. A. & Mitchell, A. (2011). An adaptable model that prepares students for college and workforce credentials while in high school. NCPN Connections, 21(3), 7-9.

References Mintzberg, H. (1979). The structuring of organizations. Englewood

Cliffs, NJ: Prentice-Hall. Schein, E. H. (1992). Organizational culture and leadership (2nd ed.).

San Francisco: Jossey-Bass Senge, P. M., & Schein, E. H. (1990). The fifth discipline: The art

and practice of the learning organization. New York: Doubleday. The Career Pathways Effect: Linking Education and Economic

Prosperity. (p. 145) Cord Publications Waco:TX Watkins, S. C. (2005). Hip Hop Matters: Politics, Pop Culture, and

the Struggle for the Soul of a Movement. Boston: Beacon Press. www.sinclair.edu/precollege www.education.ohio.gov uso.edu/opportunities/seniors2soph/index.php

The Trifecta: Earning Workforce Credentials and College Sophomore Status in One YearContact:Mortenous A. Johnson Wilberforce UniversityGraduate Studies Divisionmjohnson@wilberforce.edu937.708.5622mortenousaj@gmail.com