HOUSTON | GPSSeptember 10-11th, 2015

Alliance Member

Arkansas Colorado Connecticut District of

Columbia Florida Georgia Hawaii Idaho Illinois Indiana Kentucky Louisiana Maine Maryland Massachusetts Montana Minnesota Mississippi Missouri

Commonwealth of the Northern Mariana Islands

Nevada New Mexico Ohio Oklahoma Oregon Pennsylvania Rhode Island South Dakota Tennessee Texas Utah Vermont Virginia West Virginia Wisconsin Wyoming

36 Members

DC

Taking too much time

Taking too many credits

Spending too much money

Not graduating

GAME CHANGERGuided Pathways to Success (GPS)

HOUSTON | GPSMemorandum of Understanding

Aligned Mathematics

Remediation

Meta Majors

Default Degree Maps

Articulation

Intrusive Advising Enabled by Technology

Career and Academic Advising Consolidation

Structured Schedules

Tracking Student

Progression: Data for Project Evaluation

HOUSTON | GPSAligned Mathematics

“Many non-STEM majors are also funneled through College Algebra, and for some of these students, this course appears to be a myriad of mathematical topics that are not related to their majors, and do not have any immediate use in everyday life.”

Houston Mathematics Pathways Task Force Report

Current Model Enrolls Most Students into RemediationPe

rcen

t of

Stu

dent

s

Student Placement Data

30%70%

Gateway

Remediation

New Model Enrolls Most in CollegePe

rcen

t of

Stu

dent

s

Student Placement Data

30%10% 60%

GatewayTest Prep or

Technical Certificate

Gateway Course with Corequisite

Support

1 counselor : 400 studentsWhy GPS

?

Behavioral Economics: Choice

Overwhelmed by Choice401(k) plans

2 Plans Offered

75% Participation

59 Plans Offered

60% Participation

Why GPS

?

HOUSTON | GPSDefault Degree Maps

Behavioral Economics: Default

Organ Donation Rates

Austria (OPT-OUT)

99%

Germany (OPT-IN)

12%

Why GPS

?

HOUSTON | GPSArticulation

Articulation

–All 2-year AA and AS degree plans will fully articulate into 4-year degree plans.

–Upon completion of AA/AS degrees, community college students will enter 4-year institutions with junior-level status.

HOUSTON | GPSIntrusive Advising

For example, students must see their advisors before registering for classes if:

– they do not complete the milestone course on schedule

– they fall 2 or more courses behind on their academic map

– they have a 2.0 GPA or less for the semester

HOUSTON | GPSPurpose, Not Placement

Integrated system utilizes information on academic performance, career opportunities and aspirations and other data to help students make informed choices of meta-majors and majors.

HOUSTON | GPSStructured Schedules

Georgia State University

Degree maps and intrusive advising

Graduation rates up 20% in past 10 years

Graduation rates higher for:– Pell students, at 52.5%– African American students, at 57.4%– Hispanic students students, at 66.4%

More bachelor’s degrees to African-Americans than any other U.S. university

GPS SUCCES

S

Florida State University

Since starting degree maps, FSU has cut the number of students graduating with excess credits in half

Graduation rate increased to 74%– African Americans to 77%– First-generation Pell students to 72%– Hispanic students to more than 70%

GPS SUCCES

S

Arizona State University

eAdvisor system boosting retention and success

First-time, full-time freshman retention rates climbed to 84%

91% of all students deemed “on track,” up from 22% three years before

GPS SUCCES

S

CUNY ASAP Program

Students grouped into cohorts with consolidated block schedules

Doubled graduation rates for associate degrees

55% of fall 2007 cohort earned associate degrees in 3 years

GPS SUCCES

S

TN Colleges of Applied Technology

Highly structured, block schedule program

More than 75% of students graduate, at rate 3x higher than peers, even though slightly poorer and older

Center has certificate programs have job placement rates of 80% or higher

GPS SUCCES

S

Guided Pathways to Success

DC

GPS at Scale

GPS in STEM

Houston

Dallas

Cleveland

Las Vegas

Providence

Jacksonville

Kansas City

Community Partnerships for Attainment

Active Interest

Chicago

GPS Impact at Scale

GPS at ScaleLumina

Houston GPS

Houston Endowment

GPS in STEMHelmsley

CPA | GPS Lumina

Indiana

Georgia

Tennessee

887,000 260,000

DC

Idaho

IllinoisMassachuset

tsOhio

22,000 157,000

1,326,000 students

UHLone Star

Houston Community

San JacintoWharton Junior

Cleveland

Dallas

Jacksonville

Kansas City

Las Vegas

Providence

HOUSTON | GPSSeptember 10-11th, 2015

28futureworks | Fellowship for Regional Sustainable Development

Purpose First: Summary of Lessons Learned andPlans for Demonstration Network

Brian BosworthHouston GPS Planning AcademySeptember 10-11, 2015

PURPOSE FIRST: A Framework of Goals and Strategies

29

This framework emerges from the 12-month learning phase of CCA’s work on Purpose First, supported by USA Funds.

It is based on a detailed literature review, individual and group consultations with national experts, and discussions with academic and student support leaders at several two-year and four-year colleges.

It incorporates an extensive review of tools and practices that are in place or proposed for “purpose-building” application.

Goal of Purpose First

30

Encourage postsecondary systems and institutions to design, organize, and deploy effective strategies, tools, and practices that will help students develop a stronger sense of purpose and better connect their education to career objectives.

Purpose First is an integral component of GPS – the destination on guided pathways to success.

Three Guiding Principles:

31

1. A purpose-driving system should teach students a process for identifying, developing, and refining a sense of purpose and connecting their academic plans to that purpose.

2. A purpose-driving system should see students’ career planning and development as integral to their academic development.

3. A purpose-driving system should serve as a tool for equity, expanding aspiration and reducing stratification.

Two Objectives, Five Promising Strategies

32

1. Integrate Career Assessment and Counseling – Early and Continuously – into Academic Advising.

33

Most students now experience career/occupational interest assessments and career counseling (if they get it at all) as unconnected from the process of educational planning.

All students need more from career assessment and counseling than a one-time “answer.” Periodic career interest and career values assessment with on-going career counseling can build a strong framework for making wise career-focused decisions.

Career assessment and counseling could help all students to understand better which majors connect to which careers.

Not just for “undecided” students.

2. Incorporate Economic and Non-Economic ROI Calculators into the Advising Process

34

Students need to understand wage and non-wage returns to their investments in the education that will be required to enter and succeed in certain fields.

They should have information about which credentials of varying costs and time commitments within the same or similar occupational fields are likely to offer the strongest returns.

Students should have access to predictive analytics about the most effective pathways through college and into their careers of interest – including completion rates, time to employment, wages, and job satisfaction outcomes that would result from majors they have chosen or are contemplating.

3. Provide Real-Time, Labor Market Information in the Learning Management Portal of All Students

35

Students should have real-time, regionally specific, information about jobs and wages in careers to which their majors might reasonably take them within their region or state.

That information should offer detail on the key trends of change in demand and supply, wage returns, and the skills and credentials required for entry and advancement.

That information should be available in ways that integrate it with the students’ academic course planning tools and help the students understand how they might adjust their academic program as the labor market changes.

4. Infuse Career Exploration and Career Development Skill-Building into Curriculum

36

Career exploration for all students (even those who have already selected a major) must be more than an “extra-curricular” experience.

Specific career exploration learning objectives should be incorporated into the first semester and first year course work of students as a part of student success courses and general education courses. Career exploration should deepen as student moves further into program courses.

Skills of labor market “navigation” and career building should be incorporated into curriculum as students proceed through their selected program.

5. Engage Employers and Strengthen Work-Based Learning Across All Programs and Majors

37

The entire architecture of a Purpose First system should be informed by employer perspectives on the learning and related experiences that students receive during college.

Employer engagement is vital to assessing program quality and developing/revising programs that deliver real value for students.

All programs of study should include for-credit internships, practicums, or other forms of “transcriptable” work-based learning.

Phase Two: A National Learning and Demonstration Network

38

CCA is requesting support from USA Funds for a 2nd phase of work.

In October, CCA would issue an RFP to select 5 state teams (state-level system governance/coordination entities and a group of colleges) to work together with CCA in a 24-month learning network.

CCA would only work with states where the system already demonstrates a commitment to guided pathway strategies that have been advocated by CCA and others.

The objective is to develop, test, and hold up for wider adoption a coherent set of strategies and practices that colleges could deploy to help their students develop a strong sense of career purpose. 

Long Term Outcomes

39

1.Create a robust learning and demonstration network of public colleges and state-level postsecondary governance authorities to serve as national laboratory and incubator of strategies, tools, and practices that will help college students develop a stronger sense of career purpose and better connect their academic experience to career goals;

2.Build a national consensus about the importance of purpose-driving strategies in postsecondary education;

3.Establish an analytical framework for planning and assessing purpose-driving strategies, tools, and practices; and,

4.Demonstrate how purpose-driving strategies, tools and practices contribute to completion and career success.

Typical General Education Requirements

40

The Texas Core Curriculum:42 hours, 14 courses and ~206 options

The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements.

Links to Employament Information

The sample schedule outlines which courses should be taken in which specific term in order to satisfy all requirements.

The milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation. Critical grades for Milestone courses may be included.

Employment InformationNational Association of Colleges and Employershttp://naceweb.org/salary-resources/index.aspxOccupational Outlook Handbook http://www.bls.gov/ooh/Build your Future http://www.onetonline.org/

42

Academic Maps: Four essential components—the narrative, sample schedule, milestones, and employment opportunities

Providing students with a clear path to graduation reduces excess hours,

significantly reduces costs, and improves time to graduation

Source: Florida State University

Year Students with Excess Hours

4-yearGraduation

Rate

2000 7,382 44.2%

2006 3,011 53.2%

2009 1,540 61.2%

Milestone Courses by Majoar and by Term

Major Lower-Division Students

Term 1 Term 2 Term 3

Accounting 588 Algebra Calculus Statistics

Biology 1307 Algebra Calculus Statistics

Chemistry 188 Algebra Calculus Finite Math

Criminology 405 Algebra Mathematics Statistics

Dietetics 617 Algebra ------------- Statistics

Economics 93 Algebra Statistics Trigonometry

Psychology 637 Algebra Statistics Mathematics

44

Policies MUST Accompany Academic Maps

• Academic Policies Early declaration of major or meta-major Establish and offer Milestone courses Rationalize General Education requirements

• Advising Policies Offer Choosing a Major workshops Monitor student progress and intrude when necessary Meet with every student who is “Off Map”

•Communication Polices Earning a degree is a two or four year process Maps must be integrated into every aspect of the

academic experience

45

Math Alignment

Carnegie StatwaySuccess in gateway math within

one academic year

46

Traditional Model Statway

5.9%

51.0%

TN Colleges of Applied Technology

Highly structured, block schedule program

More than 75% of students graduate, at rate 3x higher than peers, even though slightly poorer and older

Center has certificate programs have job placement rates of 80% or higher

Results- Math

Traditional Model, Fall 2011- Gateway Success after 2 years

One Semester Model,Fall 2014- Gateway Success first semester

Blue Ridge CTC 10% n/aBridgeValley CTC 19% 70%Eastern CTC 27% n/aMountwest CTC 12% 74%New River CTC 27% 67%Pierpont CTC 12% 70%Southern WV CTC 13% 37%WV Northern CC 9% n/aWVU at Parkersburg 10% 71%System-wide 14% 62%

Georgia State University

Degree maps and intrusive advising

Graduation rates up 20 percentage points in past 10 years

Graduation rates higher for:– Pell students, at 52.5%– African American students, at 57.4%– Hispanic students students, at 66.4%

More bachelor’s degrees to African-Americans than any other U.S. university

GPS SUCCES

S

Image of where to input CRN in the existing portal.

Conventional Registration paradigm

Image of a 2 year GPS for a student

Guided Pathway Registration Paradigm