vision 2020 refocused: what matters most … · presentation to the lorain county community college...
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Vision 2020 Refocused
What Matters Most
Presentation to the Lorain County Community College District Board of Trustees
Personal Philosophy
You can’t lead a community you don’t love. You can’t love a community you don’t know.
Community Groups: El Centro Township Trustees
Students Superintendents
Students
Faculty/Staff
Employers
Faith Based Organizations
Elected Officials
Alumni
Service Organizations
Manufacturers
Grassroots Organizations
1. Vision 2020 - 2.0
2. Culture & Communication
3. Great Operations to Support Great Strategy
Focus on What Matters Most
1. Drive Student Completion for Academic and Career Success
2. Lead Talent Development While Accelerating Business and Job Growth
3. Inspire Community Engagement, Connectivity, Diversity and Wellness
Vision 2020: Empower a Thriving Community
Our Values
We are the community’s college. We are trusted by the community to educate, lead and inspire. We create a better, more sustainable future for our community. Our Vision
To empower a thriving community… Where all students achieve academic and career success; Where industry talent needs are met and businesses start, locate and grow; and Where people connect and prosper. Our Mission
To empower… Individuals to succeed through quality education. Economies to grow through innovation. Communities to thrive through partnerships and rich cultural experiences.
Continually identify changes to our environment impacting Vision 2020
Measure our Progress
Align Resources to Strategic Plan
Know When and What to Stop
Implementation Commitments
Transition to a Rolling Strategic Plan Model
Inputs Considered: • Community College 3.0 (Josh Wyner, Aspen Institute) • Ohio Association of Community Colleges Priorities & Legislative Agenda • Experience with Pilot Initiatives/Student Feedback • Jobs for the Future • Community College Research Center • Results of Technology Master Plan/Data & Technology Assessment • Insights from Faculty and Staff + Initiative Work Teams • Emerging Local and Regional Initiatives (Equity)
CONSIDERATIONS
What’s impacting the Priority/Initiative causing it to change? How might we need to focus/modify the initiative for 2017-18?
Example: Priority 1: Drive Student Completion for Academic and Career Success
• Community College 1.0: Access • Community College 2.0: Access + Completion • Community College 3.0: Access + Completion + Post-Graduation Success
To Empower a Thriving Community,
LCCC must transition to Community College 3.0
* Josh Wyner Vice President/Founder and Executive Director of the College of Excellence Program The Aspen Institute
Themes characterizing institutions that achieve exceptional outcomes for students
* Josh Wyner Vice President/Founder and Executive Director of the College of Excellence Program The Aspen Institute
Ensure Equity for All Students
Support Needs of Transfer Students New
Refocus
Enhance Student Learning Refocus
Priority 1: Drive Student Completion for Academic and Career Success
Priority 2: Lead Talent Development; Accelerate Business and Job Growth
Ensure Students are Connected to Careers and Employers before Completion New
Priority 3: Inspire Community Engagement, Connectivity, Diversity & Wellness
Increase Community Capacity Building
Forge Connections by Capitalizing on Innovative Digital Technologies and Infrastructure
Stop
Refocus
Today’s Focus
Recommend 6 Changes to Initiatives to Create Vision 2020 2.0
Move to a Community College 3.0
“For generations of Americans, a high school diploma delivered on the value of an education. It meant a steady job to support your family and a chance to launch a career. But high school is no longer enough. The median wage for a worker with no college is now close to the poverty line for a family of four. That leaves only one path out of poverty: college education. Whether it comes as a certificate, associate degree, or bachelor’s degree, a postsecondary credential is the best bridge between poor students and good jobs.”
EQUITY
A National Concern
AACC's Commitment to Diversity, Inclusion, and Equity
Core Value AACC's commitment to diversity is articulated in AACC's mission statement as a core value: "AACC affirms that diversity is crucial to a democratic society, that diversity enriches the educational experience, and that diversity respects and celebrates differences among institutions and individuals alike."
AACC leads collaborative efforts with the Association of Community College Trustees, The Center for Community College Student Engagement, League for Innovation in the Community College, National Institute for Staff and Organizational Development, and Phi Theta Kappa to advance the completion agenda nationally. Democracy's Colleges: Call to Action reaffirms the value of diversity, inclusion, and equity, in these key points: • We believe that completion matters and that every
student counts. • We commit to courageous conversations and openness
regarding diversity, equity, and evidence reflecting student success and institutional performance.
• We commit, while increasing success rates for all students, to eliminating the attainment gaps that separate student groups on the basis of race, ethnicity and family income.
Defining Equity & Diversity
Defining Equity & Diversity
Defining Our Commitment to Equity: Introducing ATD's New Equity Statement
ACHIEVING THE DREAM EQUITY STATEMENT Community colleges are an indispensable asset in our nation’s efforts to ensure and preserve access to higher education and success for all students, particularly students of color, low-income students, and other historically underrepresented student populations1. However, student access and success in higher education continue to be impacted by the effects of structural racism and systemic poverty. Achievement gaps among student groups reflect structural inequities that are often the result of historic and systemic social injustices. These inequities typically manifest themselves as the unintended or indirect consequences of unexamined institutional or social policies.
Continued on Next Slide
ACHIEVING THE DREAM EQUITY STATEMENT Achieving the Dream believes that access to a high-quality education in an inclusive environment is the right of all individuals and imperative for the continued advancement of a strong democracy and workforce. Achieving the Dream also believes higher education institutions have an obligation to work toward equity for their students. Equity is grounded in the principle of fairness. In higher education, equity refers to ensuring that each student receives what they need to be successful through the intentional design of the college experience. Achieving the Dream expects colleges to dismantle the barriers facing underserved students. Colleges must routinely scrutinize structural barriers to equity and invest in equity-minded policies, practices, and behaviors that lead to success for all students.
Examples of historically underrepresented students include but are not limited to: first-generation, low-income, students of color; adult students; marginalized orientations, gender identities, and intersex students; students with second-language backgrounds; undocumented students; veterans; students with disabilities; students with dependents; foster care youth; and formerly and currently incarcerated students.
Defining Equity & Diversity
But, why is Equity an Important Issue for our College? Our Community ?
How does Ensuring Equity help Empower
a Thriving Community?
County poverty rate dips 'but still too big' LORAIN – Poverty is down in Lorain County, according to figures released this week by the U.S. Census Bureau. Jackie Boehnlein, executive director of the Lorain County Community Action Agency, said any dip in poverty is a good thing, but there’s still a long way to go to deal with the persistent problem. Both Lorain County and the city of Lorain, the only community in the county for which numbers were released, saw a drop in the poverty level between 2014 and 2015. The county’s poverty rate dropped from 14.8 percent in 2014 to 13.5 percent last year, a decrease of 1.3 percent. That’s the lowest the rate has been in nearly a decade. The last time the poverty rate in the county was under 14 percent was in 2008, at the start of the Great Recession, when it was 12.5 percent. Lorain’s poverty rate went down 1.2 percent, dropping from 25.6 percent in 2014 to 24.4 percent in 2015.
VISION 2020
2014 Census.Gov
Persons in Poverty % Median Household Income Bachelor's Degree or Higher
Avon Lake 4.6 $ 81,840 51%
Avon 5.1 $ 78,839 49%
Lorain 28.2 $ 35,330 12%
Elyria 20.3 $ 42,272 15%
Ohio Poverty Rate: 15.8%
National Poverty Rate: 15.5%
“Seven out of ten jobs today require some kind of training beyond high school – a certificate, occupational credential, or degree.” (Philanthropy Roundtable)
“Short-term credentials, such as two-year degrees and technical certificates, can be worth more than bachelor’s degrees in early years.” (The PEW Charitable Trusts)
VISION 2020
Source: Stanford Study on Poverty and Inequality 2015
ECONOMIC MOBILITY
There is only a 6.3% chance for Lorain children raised in bottom fifth of income levels to rise to the top fifth
Ohio Poverty Guidelines for Family of Four $24,300
Lorain County Community College Graduate Earnings • Early Career Pay Average $36,500 • Mid-Career Pay $61,500
LCCC STUDENTS PAY LESS AND EARN MORE: LCCC in Top 50 Nationally for Highest Paid Graduates & Top 30 for Affordability
A LOOK AT POVERTY
LCCC STUDENTS PAY LESS & EARN MORE
Top 50 Nationally for Highest Paid Graduates
Top 30 for Affordability
Raising Education = Increase Earnings = Empower a Thriving Community
Gaps Exists Along Poverty and Race Lines
10% 8% 10% 10%
73% 79%
LCCC Lorain County
Black Hispanic White
Fall 2016
WE MIRROR OUR COMMUNITY IN DIVERSITY.
Fulfilling the Mission of Community College 1.0: Access
LOW INCOME
While access mirrors our community, Hispanic & African American students come to us with more challenges:
86% 77%
51%
Black Hispanic White
Black Hispanic White
Race/Ethnicity Pell Eligible Ever
NOT COLLEGE READY
While access mirrors our community, Hispanic & African American students come to us with more challenges:
Developmental Education Referral
70%
36%
72%
28%
53%
12%
90%
33%
70%
18%
Math English
5 year Developmental Education Referral Rates
Black Hispanic White Pell Eligible Ever Non-Pell Eligible Ever
Proportionately More Minority and Pell Eligible Students are Referred to Developmental Education Which Prolongs Time to Completion
LCCC STUDENT COMPLETION
Making progress among White students
Showing modest improvements among Hispanic students
Gaps still exist for African American students
Under Community College 2.0:
Access+Completion Evidenced by These Data: Success in Developmental Education Year to Year Persistence Credit Accumulation Completion
Dev Ed MATH Completion Race/Ethnicity
2% 3%
5% 5%
9%
5%
9% 8% 9%
15%
13% 13% 13%
15%
18%
y = 0.015x + 0.15%
y = 0.019x + 3.42%
y = 0.012x + 10.93%
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
2010/11 2011/12 2012/13 2013/14 2014/15
Black Hispanic WhiteDevelopmental MATH Education Completion within 2 years of entrance
Progress is Being Made to Get Minority Students Through Developmental Education Within the First 2 Years, But Numbers are Small & More Progress is Needed
Dev Ed ENGLISH Completion Race/Ethnicity
Developmental ENGLISH Education Completion within 2 years of entrance
10%
13%
11%
17%
20%
24%
21%
29%
22%
32% 27% 27%
26%
35% 32%
y = 0.024x + 6.86%
y = 0.017x + 20.28%
y = 0.018x + 23.94%
0%
5%
10%
15%
20%
25%
30%
35%
40%
2010/11 2011/12 2012/13 2013/14 2014/15
Black Hispanic White
Year-to-Year Persistence Race/Ethnicity
41% 40%
50%
60%
52% 52%
2010 2014
Black Hispanic White
LCCC Has Closed Persistence Gaps for Latino Students But No Progress Has Been Made for African American Students
Minority Students Accumulate Credits More Slowly, Also Prolonging or Preventing Timely Completion
Black Hispanic White
Pell Eligible Ever Non Pell Eligible
14%
27% 26%
21% 28%
Note: Grade of C or better
Earned 12 College Level Credits within 1 year of entrance
Completion Race/Ethnicity
Overall Achievement Gaps are Evident for LCCC’s Minority Students
Status at the End of the Third Year Status at the End of the Fourth Year
Moving Toward Community College 3.0:
More work to do all around, Especially in ensuring equity
Evidenced by These Data: Career Majors with Learning Potential Transfer to Bachelor’s Degree
Similar to National Trends, LCCC Minority Students Major in Career Areas with Lower Earning Potential
Human Services +7.9%
Medical Assisting +24.7%
Police Science +7.7%
Culinary +11.7%
Corrections +20.9%
Sports & Fitness +10.2%
Practical Nursing +14.8%
African American Students
Latino Students
Human Services +40.6%
Corrections +36.6%
Nursing +11.3%
Medical Assisting +53.1%
Pell Students
MAJORS: Over-represented
Universal Science -3.5%
Computer Info System: Software Design
-10.9%
Mechanical Design -36.2%
Undecided -67.4%
African American and Latino Students Pell Students
MAJORS: Under-represented
Overall Achievement Gaps are Evident for LCCC’s Minority Students 27% of White Students Transferred to 4-Year, Versus 15% of Black and 19% of Hispanic Students
Status at the End of the Fourth Year
Transfer Race/Ethnicity
But to Make the Change to Vision 2020 2.0 & Community College 3.0,
we must do so through Partnerships and New Models
Partnership/New Model Strategies
Strengths Challenges
Grassroots Partnerships
• Long-History of Working Collaboration
• Alignment of Strategic Plans • Community Commitment to
Collective Impact
• Fiscal Instability of Grassroots Organizations
• Competing Major Socio-economic challenges (Opiate Epidemic)
New Models • Demonstrated Early Results • Opportunity to Expand
Partnerships to Other Organizations to Scale Model
• Limited Number Participants, Scalability challenging
• Lack of Integrated Systems to created Braided Funding Model
GRASSROOTS PARTNERSHIPS:
El Centro
LCCC and El Centro have a long history of partnering to provide services to the Latino community.
Weekly food pantry
LCCC’s GED/English as a Second Language classes
College and career events for parents and students
Youth leadership and career exploration
Bilingual social services
Call center for Nord Center for Spanish speaking individuals
Padres Comprometidos Parental Engagement program with Lorain City Schools
Single female heads-of-household 200% below federal poverty level will increase earning capacity and will utilize tools to become and remain
economically secure and self-sufficient.”
Collective Impact: WE3 Collaborative
Women Empowered, Educated, and Employed
Positioned for Success: Community Collaborative Design
New Models: SAIL
Students Accelerating in Learning LCCC Demonstration Project
On target to exceed 50% three-year graduation rate
Earning more credits than the control group and at a faster rate Cohort 1 earned 11.36 more credits since Spring 2015
SAIL students are earning similar or higher GPAs
while accumulating more credit
SAIL structure contributes to higher retention rates Cohort 1 – 26% greater retention rate than control group
SAIL students report that the relationship
with their advisor matters
SAIL students that utilize tutoring find it effective and contribute to course completion success
We must also continue to evolve internally…
Internal Change Strategies
Strengths Challenges
Ensure Great Operations to Support Great Strategy
• Assets to Draw Upon such as Six Sigma, Project Planning
• Campus Desire/Readiness • Fiscally Healthy • Assessments Provide Direction
(ATD, Plante Moran)
• Must be Dually Focused: Vision and Operations
• Some Systems are End-of Life • Keep Evolving Operations –
Completion is no longer the only end game
Continue to Cultivate Culture and Communication
• Deeply Held Values are widely embraced
• Commitment to Recognition and Transparency; Abundance Model
• Significant Leadership Transitions due to Retirements
• Funding model is continuing to change
Divest in Projects/Initiatives that are no longer relevant; reallocate resources to What Matters Most
Faculty led Advising & Technology Innovations
Continue to Strengthen Fiscal Position
Enhance Data-Driven Decision Making
Renegotiate Contracts to free-up resources to
implement toward Vision
Leadership Realignment
Great Operations to Support Great Strategy
Believe Inspire Be Kind Empower
Communications
Keeping the dialogue going…
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VISION 2020
Empowering a Thriving Community
We are the Community’s College