1. Kathy Booth, RP Group & Rock Pfotenhauer, Cabrillo College What’s Completion Got to Do With It? Unpacking the Value of Student Short-Term Course-Taking LearningWorks & RP Group Webinar | October 31, 2012

2. What Gets Lost in the Completion Discussion? Not all of our students are seeking completion Particularly in CTE, students may go get jobs without completing certificates Our completion rates are not equitable If we have to do more with less and completion is the measure, will our more vulnerable students be forced out? The journey to completion is a very long one We need to understand what happens along the way to figure out where to focus our resources 2 What’s Completion Got to Do with It? | October 2012

3. HOW ELSE CAN WE UNDERSTAND SUCCESS? What student course-taking behaviors can tell us What's Completion Got to Do with It? | October 2012 3

4. Peter Bahr’s Cluster Analysis 165,921 first-time students who enrolled in at least one credit or noncredit community college course in fall 2001 Followed course-taking patters over 7 years Did NOT use factors such as students’ race/ ethnicity, status as a credit/noncredit student or stated goal 4 What’s Completion Got to Do with It? | October 2012

5. Key Definitions Completion Associate’s degree Certificate Transfer First Time Student Had not previously attended college Were not co-enrolled in high school or a four-year institution Accounted for 70% of students who entered system in fall 2001 and attempted four-fifths of units in 2001- 2002 5 What’s Completion Got to Do with It? | October 2012

6. The Clusters 6 What's Completion Got to Do with It? | October 2012 Completion-Directed Pathways Completion Likely (2 subgroups) Completion Unlikely CTE Non-Completion Pathways Skills-Builders Noncredit

7. Completion-Likely Continuum 7 Students Most Likely to Complete Enroll full time, stay about 6 years Attempt an average of 123 credits in transferrable courses Pass 73% of courses and have high completion rates (68%) Students Somewhat Likely to Complete Enroll full time, stay about 4 years Attempt 66 transferrable credits, but fewer math, physical & life sciences Pass 73% of courses but have low completion rates (31%) What’s Completion Got to Do with It? | October 2012

8. Our successful students take four to six years to complete and amass 65-125 units 8

9. Completion Directed 9 Completion Unlikely Enroll part time, attend intermittently, stay about 2 years Attempt 16 transferrable credits, with more CTE Pass 26% of courses and have very low completion rates (10%) Career Technical Education Students Enroll full time, stay about 5 years Attempt 82 units in commercial services, engineering and industrial technologies, health fields and public and protective services Pass 80% of courses but have low completion rates (35%) What’s Completion Got to Do with It? | October 2012

10. African American, Latino and Native American students are more likely to be in our less-successful clusters 10

11. Non-Completion Pathways Skills-Builder Students o Take one course a year for two years, on average o Attempt 7 credits in transferrable humanities and CTE, especially engineering and industrial technologies o Pass 94% of courses but have very low completion rates (9%) Noncredit Students o Enroll in about three courses a year for five years o Take ESL, short-term vocational programs, health and safety education and programs for older adults o Course completion data missing 11 What’s Completion Got to Do with It? | October 2012

12. Comparison of Pass and Completion Rates Among Clusters 12 What’s Completion Got to Do with It? | October 2012

13. Statewide Averages 13 What’s Completion Got to Do with It? | October 2012 First-Time Student Types, Based on Head Count Bahr found that averages varied by college

14. What About Those Non- Completers? A preliminary analysis of UI wage data found wage increases for skills-builder students. The CTE Employment Outcome survey found significant wage gains for non-completers (26% increase in hourly wage for non- completers; 39% for completers). There are pathways through our colleges that we aren’t documenting or measuring. 14 What’s Completion Got to Do with It? | October 2012

15. Our current measures don’t capture job training and may erroneously treat a third of our students as failures 15