Maximizing Postsecondary Completion for Dual Credit And Early College High School Students Of Color AACC 2012

Dr. Jennifer Wimbish, President, Cedar Valley College Dr. Janice Lombardi, Principal, Trinidad “Trini” Garza Early College High School, Mountain View College Anna Mays, Vice President, Student Services, Cedar Valley College

Dallas County Community College District (DCCCD) DCCCD has seven locations: Brookhaven College Cedar Valley College Eastfield College El Centro College Mountain View College North Lake College Richland College

Student Statistics – Spring 2012 Total DCCCD Enrollment 69,806 Male28, % Female40, % Part-Time 52, % Full-Time 17, % Source: Dallas County Community College District (DCCCD) Office of Institutional Research

DCCCD Ethnicity White (not Hispanic)22, % African-American18, % Hispanic 21, % Other* % *Asian/Pacific Islander and Native American/Alaskan Source: Dallas County Community College District (DCCCD) Office of Institutional Research

Six Early College High Schools (ECHS) in the Dallas County Community College District Charter High School Richland College

A High School Facility Designed for the program: Kathlyn Joy Gilliam Collegiate High School Cedar Valley College

Four ECHS schools have space on both college and high school campuses. Students take classes at all locations. Brookhaven Cedar Valley El Centro Mountain View

Student Success Student Success: All five schools have been identified as exemplary schools by the state of Texas. This Means at least 90% of the students have passed state examinations at a 90% retention rate

Academic and Student Support Services Existing services are available to students at all colleges Special programs, workshops and tutoring sessions are designed by faculty, counselors and staff as needed. There are strong monitoring programs A Saturday school is available at one of the college locations

Student Behavior Schools have reported similar challenges to that of traditional college students

Philosophy Students are fully integrated into the college experience Classroom: Primary integration occurs for 11 th and 12 th graders

Students may participate in Phi Theta Kappa Honor Society, other student organizations, and attend college events

Organizational Structure

Funding

Lessons Learned Strong relationships and partnerships with local ISD’s are imperative Strong support from leadership at the college and school district is important Identification of space needs is imperative Understanding of state requirements specific to the student population is critical

Lessons Learned cont’d. Guidelines for the number of ECHS students in each classroom is important Impact of “this student population” on the entire college experience: What does it mean for the ECHS students and other students? Involve college community in the discussion Impact of student population on labs, libraries and other services

Trinidad “Trini’ Garza Early College High School, Mountain View College

High Expectations Curricula Academic/Behavior

Organizational Structure

Lessons Learned Nature of COLLABORATION between the high school/community college Memo of understanding /contract HS staffing (including Principal) Technology Cost of college textbooks

Trinidad “Trini’ Garza Early College High School, Mountain View College Who are we?

Completion by Design A National Initiative

Why Completion by Design? By 2018, 63% of all jobs will require education beyond high school As a nation, the U.S. ranks 8 th in the number of students who complete a degree As a state, Texas ranks 45 th in attainment of Associate’s degrees, 42 nd in residents aged with an associate’s or higher The TX CBD cadre represents 235,000 students – 1/3 of all college students in the state

Completion by Design Five year community college reform effort aimed to help more low-income young adults complete more quickly and with greater rates of success The Bill & Melinda Gates Foundation will provide nearly $40 million over five years to four states (Florida, North Carolina, Ohio and Texas) The largest investment to date in higher education

Texas Cadre Completion by Design Alamo Colleges Dallas County Community College District Lead by Cedar Valley College El Paso Community College Lone Star College System South Texas College

Five Year CbD Plan Phase I – Planning – 12 months – TX CBD will design a model pathway to completion that will help more young people stay in college and complete. The pathway will be founded on proven practices and data-based evidence Phase II – Implementation – months – If the model pathway is approved by the foundation, it will be implemented at pilot colleges within the TX cadre Phase III – Scaling – 12 months – Following successful implementation, this phase will focus on policy implications and changes, and the scaling up of the project for national impact

Loss & Momentum Framework 28 © 2011 Completion By Design Assistance Team. CONNECTION Interest to Application CONNECTION Interest to Application ENTRY Enrollment to Completion of Gatekeeper Courses PROGRESS Entry into Course of Study to 75% Requirements Completed COMPLETION Complete Course of Study to Credential with Labor Market Value STUDENT DATA SYSTEM (From Day 1 to Completion) STUDENT ENGAGEMENT LEADERSHIP FOCUSED ON COMPLETION

Connection to Dual Credit & Early College High School Preparation for placement testing Comprehensive orientation & connection to resources Career advising to clarify program of study Faculty advising and faculty & staff professional development Structured curriculum to achieve certificate or degree, student success course Automatic graduation Successful practices of Dual Credit and Early College High School are being incorporated into the Completion by Design Proposal

Questions