1. routes2success The goal of this interim transfer project is to identify recommendations to upgrade current 2+2 routes to degrees

2. 2 Upgrading Created over 50 years ago, the 2+2 System fueled the successful growth of Florida colleges and universities. It was a simple design that connected students at community colleges to bachelor’s degree completion at colleges and universities: - Attend two years of general studies; and then – Attend two years of major studies. It was the ideal design for a state with rapidly growing numbers of traditional students ages 17 to 24. It provided college routes for those students. Times have changed, students have changed, technology has changed. High school students are earning college credits in high schools, on campuses and on-line. Non-traditional students are returning to finish their degree studies, started long ago. More students are earning more college credits, more ways than ever before; but navigating all these routes to a bachelor’s degree without wasting time or money is a challenge. Today, that “2 years + 2 years” design (which is among the best in the country) is challenged and requires upgrading in an increasingly mobile and technology-driven world. High school, traditional and non-traditional students each present new and unique challenges.

3. As President William D. Law, Jr. of St. Petersburg College testified to the Senate, a college’s performance challenges are direction & velocity. What is a student’s destination? How fast are they going to get there? His is a simple equation and he’s right. We suggest there is a 3 rd factor - Fuel. Both an individual’s fuel (the funding that an individual brings to pay educational and living expenses) and donors’ fuel (the funding that federal, foundation, state, institutional and local donors add). 3 (Direction & Velocity)Fuel = Completion This equation should guide the upgrading of Florida’s transfer system. Direction - Students who know their degree direction will reach their destination more quickly. Whether they are: in high school or long ago got their diploma; full-time or part-time; traditional student or a non-traditional student; Bright Futures students or not; from an “A” school or a school with a poorer grade; whatever individual challenge they may have. Direction-deciding early for transferring students will boost performance. Velocity – Today the 2+2 system is performing at a 3+3 velocity. Simple, sure and swift transfer routes to degrees will boost performance. Fuel – There are hidden costs if students lack direction or velocity. Each additional semester or term costs students and donors. Post-completion employment income is lost. Less space is available for new students. Donor costs-per-degree rise. Fueling transfer direction and velocity upgrades will boost performance.

4. 4 Upgrading Details: 1) Does Dual Enrollment Speed AA Completion? 2) Clarify AA Routes To Degrees, Jobs & Careers. 3) Determine Sufficient Degree Completion Capacity. Public & Private K-12 Schools Home Schools State Colleges ICUF Technical Center Proprietary SUS ICUF State Colleges Proprietary SUS ICUF Proprietary Workforce Talent Global Talent Growth Talent Advanced Degrees Bachelor’s Degrees Certificates, AS & AA Degrees H. S. Diploma Inputs Outputs Outcomes FETPIP Diplomas A AATRANSFERSAATRANSFERS

5. 5 1) Dual Enrollment Impact 2) AA Degree Production 3) Bachelor’s Degree Capacity Some Traditional Students Begin Earning AA College Credits Some Traditional Students Begin Earning College Credits & Some Non-Traditional Students Begin Completing their Bachelor’s Degree Some Non-Traditional Begin Completing their Bachelor’s Degree Interim Project Focus 1, 2, 3 During July & August a team of staff members from the 4 higher education systems and others will focus on answering key questions on the current 2+2 routes to bachelor’s degrees and report their recommendations to HECC in September.

6. 6 Dual Enrollment Profile Florida College System has 50,000+ dual enrollment students taking AA or AS courses. State universities have 5,000+ dual enrollment students. School districts negotiate a payment to colleges and universities that deliver courses. ICUF institutions may have dual agreement programs and have 6,000+ high school students in various early enrollment, summer camp, on- line and other college credit-earning programs as targeted recruitment strategies. Many offer students discounted or zero cost tuitions. Proprietary institutions are not allowed to have dual enrollment agreements with school districts but do offer high school students college credit course opportunities as recruitment and early- admission strategies. 1) Does Dual Enrollment Speed AA Completion? Background Statewide, high school students in Florida have a variety of options to earn college credits. These opportunities, known as articulated acceleration mechanisms, include Dual Enrollment, Advanced Placement (AP), the International Baccalaureate (IB), and Advanced International Certificate of Education (AICE). These are among the lowest-cost/college-credit options for an associate of arts or baccalaureate degree seeking student. The Dual Enrollment program allows an eligible secondary or home education student (a 3.0 un-weighted grade point average [GPA] for enrollment in college-level courses) to enroll in a postsecondary course creditable toward high school completion and an associate of arts or baccalaureate degree. Upon successful completion of a dual enrollment course, that student simultaneously receives high school and college/university credit. College credit earned prior to high school graduation could reduce the average time-to-degree and increase the likelihood of completion of a postsecondary degree. Eligible students are permitted to enroll in dual enrollment courses conducted during and after school hours and during the summer term.

7. 1) Does Dual Enrollment Speed AA Completion? Interim Questions to Explore 7 A) Should tracking of dual enrollment students and other college credit courses for high school students as they proceed to their AA or Bachelor’s Degree be expanded? If so, what data elements? B) Should the scope of dual enrollment agreements be adjusted or narrowed to be more effective? If so, how? C) Should on-line and summer dual enrollment opportunities be expanded? D) Are there other direction, velocity and fuel boosts to consider? E) What barriers are there to increased institutional participation?

8. 8 AA Degree Profile The Florida College System had 348,089 AA students in 2012-2013 and awarded 57,690 AA degrees. AA degree output has increased in the past four years by 42%. The percentage completers to total enrollment increased from 14% to 17%. 2013-2014 AA enrollments include: 1 st time in college 49,499 full-time/32,196 part-time and 10,448 full-time transfers and 13,538 part-time transfers. ICUF Institutions have a smaller mix of AA and AS degrees, totaling 5,004 in 2013-2014 awarded by 13 institutions. Most of these degrees were, however AS degrees. 2) Clarify AA Routes To Degrees, Jobs & Careers. Background Sixty-five percent of Florida’s high school graduates enroll in a state college. And nearly 2/3 rd of upper division students on state university campuses have been state college students. Nationally, over 80% of community college students intend to earn at least a bachelor’s degree but only about 25% end up pursuing a bachelor’s degree and 20% of these students earn an associate degree first. Only 17% complete a bachelor’s degree. Most transfer to public institutions (72%), with smaller shares transferring to private non- profits (20%) and for-profits (8%). Those who transfer to public 4- year institutions complete at a rate of 65%. Those transferring to private non-profits complete at a rate of 60% and those transferring to a private for-profit complete at a rate of 35%. Additionally, because bachelor’s degree programs vary by major, many transferred credits do not apply toward a specific major in all sectors. Addressing inefficiencies and barriers in the transfer process requires considerable institutional commitment to change institutional practices related to curriculum alignment, support services, information management and collaboration across two and four year institutions. These efforts, though significant, are worth the cost (Source - Community College Research Center – 2015). Fortunately, Florida is ahead of most of the country but could have even clearer routes to degrees, jobs and careers.

9. 2) Clarify AA Routes To Degrees, Jobs & Careers. Interim Questions to Explore A) Since continuation to bachelor’s degree studies is the purpose of AA degree programs (not immediate employment or earnings gains); the key performance challenges of these degree AA programs are: 1.Swift AA Completion; 2.AA Degree Production Growth; and 3.AA Degree Production Growth of Targeted Categories Part & Fulltime, Traditional & Non-Traditional Students, Bright Futures & Non-Bright Futures, Lower Income - First Generation, Unique Abilities & Disabled, and Targeted Degree Preparation? B) Are there other direction, velocity and fuel boosts to consider? 9

10. 10 Route 1 Dual EnrollmentRoute 2 Dual Enrollment Route 1 AA DegreeRoute 2 AA Degree TRANSFER SUCCESS = ACCEPTANCE OF ALL CREDITS IN A CHOSEN BACHELOR’S DEGREE MAJOR AT A DESIRED INSTITUTION Open Bachelor‘s Programs Limited Enrollment or Required Prerequisite Bachelor’s Programs Possible Improvements Route 1 & 2 Clarification: Some bachelor’s degree, upper division programs require a customized AA degree with specific prerequisites (if they are even accepting additional upper-division students). Others do not require such customization for some or all of their degrees. Clarifying these two routes early would help high school, traditional and non-traditional students chart and reach their destination degree and institution more swiftly. GPS@Florida Virtual Campus: Blending 1) SOC to CIP research data from FDEO with 2) the Complete Florida Plus - Florida Virtual Campus Website of the University of West Florida (which includes KUDER, Career & Education Planning Systems) and 3) Route 1 & 2 Clarification Data would provide any student a single online route planner: to pick a targeted profession from FDEO’s 125 possibilities (SOC Code); learn the bachelor’s degrees (FLDOE CIP Code) that qualify a graduate for that profession; and know the colleges and universities that offer those degrees on-campus or on-line. GPS @ FVC

11. 2) Clarify AA Routes To Degrees, Jobs & Careers Interim Questions to Explore 11 C) Through Amendments to Articulation Agreements or other means, should colleges and universities be asked to clarify the Route 1 and Route 2 upper division, bachelor’s degree majors they offer to transfer students? We know we have statewide articulation agreements and scores of institution to institution agreements, but do students know about these? How best to inform them early? D) Should discussion with the Florida Virtual Campus and Complete Florida Plus at UWF be launched to explore A GPS-like service for bachelor’s degree-seeking students that charts a route from a chosen profession (SOC codes) to bachelor’s degrees that qualify graduates for those jobs (CIP codes) and then to Florida colleges and universities that award those degrees on-campus or on-line?

12. 12 Post-Secondary Profile Main, Branch & Satellite Sites - 366 SUS - 43 ICUF – 145 FCS - 178 FAPSC - Bachelor’s Degree Program - 3,500+ On-Line Bachelor’s Degrees - 238 SUS – 75 ICUF – 135 FCS – 28 FAPSC - 3) Determine Sufficient Degree Completion Capacity Background Upgrading college credit programs for high school students is a manageable challenge, so is upgrading AA degrees production. If more high school students and more traditional and non-traditional students focus on their direction and their swiftest velocity; the more vexing challenge is to project upper division demand statewide and produce sufficient bachelor’s degree completion capacity for the increasing number of high school and AA students who will more rapidly complete their courses and degrees during the next 2 to 5 years. Florida’s past targeted bachelor’s degree strategies have not been stellar. After two decades, there are still too few BSN nurses, the state’s single clearest bachelor’s degree shortage. After 15 years of costly hard work, Florida has less teacher preparation capacity and less demand, which is a looming problem. After a decade of STEM emphasis, Florida’s STEM degreed population remains the same as in the past and remains the same as other comparable states and the nation. If Florida did nothing, the demand for bachelor’s degrees would still increase as the population grows. What will be the effect of performance measurement initiatives? Can state universities both focus on high-achieving, four-year, first-time-in-college, Bright Futures undergrads and welcome state college 2+2 transfers? If state universities focus on completions instead of bachelor’s degree production and mirroring pre-eminent model institutions, transfers to state universities may wane. Nonetheless, Florida has existing on- campus and on-line capacity that could be enlisted and serve the growing demand of an updated 2+2 model.

13. 13 Florida A&M University Florida Atlantic University Florida Gulf Coast University Florida International University Florida State University New College of Florida University of Central Florida University of Florida University of North Florida University of West Florida University of South Florida Florida Polytechnic University Main Campus Branch Campus Instructional Site State University Instructional Sites

14. 14 ICUF has 30 main campuses and a total of 145 educational sites in 31 of Florida’s 67 counties.

15. 15 Five state colleges have a single site. Fourteen have 5 or more sites and statewide the system has 178 sites.

16. 16 3) Determine Sufficient Degree Completion Capacity Interim Questions to Explore A) Should a four-system partnership collaborate to project statewide, regional and local demand for targeted AA bachelor’s degree completion capacity over the next 5 years? This study has by assignment focused on AA degrees in the established 2+2 system. AS to BS should also be reviewed in a subsequent analysis. B) UWF’s Complete Florida Plus is a unique collaboration of state and independent institutions that delivers fully on-line bachelor’s degrees completion curriculums to non-traditional students. Should Florida create a similar collaboration to deliver fully on-line, targeted degrees to traditional AA bachelor’s degree completers that includes local academic/administrative facilitators at local schools, colleges or universities? How then to address AS pursuit and transfers? C) On-line programs will not be sufficient for every AA degree completer in under-served communities. Should colleges or universities that propose to serve a county or counties, that lack sufficient on-campus targeted AA bachelor’s degree completion capacity, be allowed to provide those targeted degrees if no other institution is prepared to provide or partner to provide that set of programs? D) HECC should seek to undertake a review of common definitions and identifiers, such as FTIC, graduation rates, etc., and offer alternatives that more closely resemble actual usage and behavior in higher education? D) Are there other direction, velocity and fuel boosts to consider?

17. 17 Summer Interim Project Work Plan – Next Steps Staff members from the 4 higher education systems and others are identified or assigned to the interim work team. Open meeting in Tallahassee to explore interim questions and develop consensus recommendations to report to HECC in September. August team work to finalize Interim PowerPoint report, any models and appendix by September 1 st. Interim Report submitted to HECC for November review and their determinations.

18. 18 Appendix House Education Fast Sheet – 2014 ECS Education Policy Analysis – State Approached to Funding Dual Enrollment ECS Educational Policy Analysis – Dual Enrollment Course Content & Instructor Quality Community College Research Center – What We Know About Transfers Education Commission of the States – Blueprint for College Readiness Education Commission of the States – Transfer The Path Less Traveled National Center for Analysis – Who Transfers & Where Do They Go? Community College Students In Florida Education Commission of the States – CTE Dual Enrollment Strategy for College Completion & Workforce Investment Snapshot Report Degree Pathways Implementation Update Reforming Transfer from CCC to CSU The Council of Independent College – Community College Transfer Planning Meeting – Kellogg Foundation 2 + 2 Shouldn’t = 5 Florida House of Representatives Dual Enrollment 2010-2011 FLDOE Website Dual Enrollment FAQ – 2014 Florida College System 2014 What Course Do Dual Enrollment Students Take 2014-2015 Dual Enrollment Course – High School Subject Area Equivalency List Politico Magazine – UCF Direct What Works