An Orientation Presenters:Laurance J. Warford CCTI Project Director Jean Petty CCTI Assistant Project Director March 18, 2006 Atlanta, Georgia

Purpose: To provide information and ways in which you can get assistance in developing career pathways to ease student transitions.

Transitions – Why Critical Today “For most Americans, education and training through and beyond high school is now a necessary condition (not just the most advantageous or desirable route) for developing skills required by most well-paying jobs.”

Cooperative Agreement between U.S. Department of Education Office of Vocational and Adult Education and The League for Innovation in the Community College Consortium College and Career Transitions Initiative (CCTI)

Purpose of CCTI CCTI will contribute to strengthening the role of community and technical colleges in - Easing student transitions between secondary and postsecondary education as well as transitions to employment, and Easing student transitions between secondary and postsecondary education as well as transitions to employment, and Improving academic performance at both the secondary and postsecondary levels. Improving academic performance at both the secondary and postsecondary levels.

CCTI Timeline November 2002 League awarded Cooperative Agreement with OVAE January 2003 RFP issued to all U.S. Community Colleges May 2003 Colleges selected

CCTI Site Partnerships 1-Miami Dade College6-Corning Com. College11-St. Louis Com. College 2-Northern Virginia Com. College7-Maricopa Com. Colleges12-Lehigh Carbon Com. College 3-Ivy Tech Community College8-Anne Arundel Com. College13-San Diego Com. College Dist. 4-Central Piedmont Com. College9-Lorain County Com. College14-Prince George’s Com. College 5-SW Oregon Com. College 10-Sinclair Com. College15-Fox Valley Technical College

CCTI Site Partnerships Education & Training Education & Training  Anne Arundel Community College (MD)  Lorain County Community College (OH)  Maricopa Community Colleges (AZ) Health Science Health Science  Ivy Tech State College (IN)  Miami Dade College (FL)  Northern Virginia Community College (VA) Information Technology Information Technology  Central Piedmont Community College (NC)  Corning Community College (NY)  Southwestern Oregon Com. College (OR)

CCTI Site Partnerships Law, Public Safety and Security Law, Public Safety and Security  Fox Valley Technical College (WI)  Prince George’s Community College (MD)  San Diego Community College District Science, Technology, Engineering and Mathematics Science, Technology, Engineering and Mathematics  Lehigh Carbon Community College (PA)  Sinclair Community College (OH)  St. Louis Community College (MO)

CCTI Products Virtual Reader Virtual Reader Career Pathway Templates Career Pathway Templates Toolkit Toolkit Case Studies Book Case Studies Book National Policy Study National Policy Study State Policy Forums State Policy Forums

Perhaps most importantly … Building relationships with Secondary and Business Partners to help students navigate through our systems of education and employment

OUTCOME #1 Decrease remediation at the postsecondary level

Percent of students who take remedial courses 63% at two-year institutions 63% at two-year institutions 40% at four-year institutions 40% at four-year institutions The Bridge Project Stanford University

OUTCOME #2 Increase enrollment and persistence in postsecondary education

National Statistics on High School Students For every 100 ninth graders: For every 100 ninth graders: U. S.OH6770 Graduate from H.S. on time 3839 Directly enter college 2628 Still enrolled sophomore year 1817 Graduate in 150% of time (2 and 4 year college)

OUTCOME #3 Increase academic and skill achievement at both the secondary and postsecondary levels

Rigor in High School “Knowing what they know today, a large majority of students say they would have worked harder and taken more difficult courses in high school.” Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

OUTCOME #4 Increase attainment of postsecondary degrees, certificates, or other recognized credentials

Why Focus on Student Retention? High School 2 Year College 4 Year College High School Graduation Rate 67% Go to College Directly From High School 56%30%70% Return for Second Year of College 54%74% Graduate With 2 Year Degree in 3 Years 30% Graduate With 4 Year Degree in 6 Years 53% Student Pipeline Sources, 2000 Data Sources:NCES Common Core Data (2000); IPEDS Residency and Migration File (2000); ACT Institutional Survey (2001); NCES, IPEDS Graduation Rate Survey (2000).

OUTCOME #5 Increase successful entry into employment or further education

Are Students Prepared? College instructors estimate that 42% of their students are not adequately prepared. College instructors estimate that 42% of their students are not adequately prepared. Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement. Employers estimate that 39% of high school graduates who have no further education are not prepared for their current job and that 45% are under prepared for advancement. Source: “Rising to the Challenge: Are High School graduates prepared for college and work?”; Achieve, Inc., 2005

Sixteen Career Clusters Agriculture, Food & Natural Resources Finance Architecture & Construction Education & Training Arts, AV Tech & Communications Government & Public Administration Business, Mgt & Admin. Health Science Hospitality & Tourism Manufacturing Human Services Marketing Sales & Services Information Technology Science, Tech, Engineering & Mathematics Law, Public Safety, Corrections & Security Transportation, Distribution & Logistics

Then and Now Vocational EducationCareer and Technical Education For a Few Students For All Students For a Few “Jobs” For All “Careers” 6 to 7 “Program Areas” 16 Clusters – 79 Pathways In-lieu of Academics Aligns/Supports Academics High School Focused High School and College Partnerships

CCTI Career Pathways Template Funded by the U. S. Department of Education (V051B020001) Rigorous Academics CTE for all Dual Enrollment Early Assessment in H.S.

What We Are Learning From CCTI Community colleges can lead this work. Community colleges can lead this work. Partners are anxious to work together. Partners are anxious to work together. Communication is key: Communication is key:  generally among education sectors and business  between faculty of high school and college Postsecondary remediation can be reduced. Postsecondary remediation can be reduced. Transformation needs to take place in the context of a P-20 or a lifetime framework. Transformation needs to take place in the context of a P-20 or a lifetime framework.

The Role of Community Colleges in the New Economy Community Colleges are uniquely positioned to take advantage of changes. Community Colleges are uniquely positioned to take advantage of changes. Community Colleges are at the nexus of K-12, Higher Education, and workforce development. Community Colleges are at the nexus of K-12, Higher Education, and workforce development. Transformation needs to take place in the context of a P-20 framework. Transformation needs to take place in the context of a P-20 framework.

The Role of Community Colleges in the New Economy Community Colleges need to expand their development of partnerships. Community Colleges need to expand their development of partnerships. Will require institutional instructional transformation. Will require institutional instructional transformation.

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