1. HOUSTON | GPS September 10-11th, 2015

2. Alliance Member  Arkansas  Colorado  Connecticut  District of Columbia  Florida  Georgia  Hawaii  Idaho  Illinois  Indiana  Kentucky  Louisiana  Maine  Maryland  Massachusetts  Montana  Minnesota  Mississippi  Missouri  Commonwealth of the Northern Mariana Islands  Nevada  New Mexico  Ohio  Oklahoma  Oregon  Pennsylvania  Rhode Island  South Dakota  Tennessee  Texas  Utah  Vermont  Virginia  West Virginia  Wisconsin  Wyoming 36 Members DC

4. Taking too much time Taking too many credits Spending too much money Not graduating  GAME CHANGER Guided Pathways to Success (GPS)

5. HOUSTON | GPS Memorandum of Understanding  Aligned Mathematics  Remediation  Meta Majors  Default Degree Maps  Articulation  Intrusive Advising Enabled by Technology  Career and Academic Advising Consolidation  Structured Schedules  Tracking Student Progression: Data for Project Evaluation

6. HOUSTON | GPS Aligned Mathematics “Many non-STEM majors are also funneled through College Algebra, and for some of these students, this course appears to be a myriad of mathematical topics that are not related to their majors, and do not have any immediate use in everyday life.” Houston Mathematics Pathways Task Force Report

9. Current Model Enrolls Most Students into Remediation Percent of Students Student Placement Data 30%70% Gateway Remediation

10. New Model Enrolls Most in College Percent of Students Student Placement Data 30% 10% 60% Gateway Test Prep or Technical Certificate Gateway Course with Corequisite Support

11. 1 counselor : 400 students Why GPS?

12. Behavioral Economics: Choice Overwhelmed by Choice 401(k) plans 2 Plans Offered 75% Participation 59 Plans Offered 60% Participation Why GPS?

14. HOUSTON | GPS Default Degree Maps

15. Behavioral Economics: Default Organ Donation Rates Austria (OPT- OUT) 99% Germany (OPT- IN) 12% Why GPS?

16. HOUSTON | GPS Articulation  Articulation – All 2-year AA and AS degree plans will fully articulate into 4-year degree plans. – Upon completion of AA/AS degrees, community college students will enter 4-year institutions with junior-level status.

17. HOUSTON | GPS Intrusive Advising  For example, students must see their advisors before registering for classes if: – they do not complete the milestone course on schedule – they fall 2 or more courses behind on their academic map – they have a 2.0 GPA or less for the semester

18. HOUSTON | GPS Purpose, Not Placement  Integrated system utilizes information on academic performance, career opportunities and aspirations and other data to help students make informed choices of meta-majors and majors.

19. HOUSTON | GPS Structured Schedules

20. Georgia State University  Degree maps and intrusive advising  Graduation rates up 20% in past 10 years  Graduation rates higher for: – Pell students, at 52.5% – African American students, at 57.4% – Hispanic students students, at 66.4%  More bachelor’s degrees to African- Americans than any other U.S. university GPS SUCCESS

21. Florida State University  Since starting degree maps, FSU has cut the number of students graduating with excess credits in half  Graduation rate increased to 74% – African Americans to 77% – First-generation Pell students to 72% – Hispanic students to more than 70% GPS SUCCESS

22. Arizona State University  eAdvisor system boosting retention and success  First-time, full-time freshman retention rates climbed to 84%  91% of all students deemed “on track,” up from 22% three years before GPS SUCCESS

23. CUNY ASAP Program  Students grouped into cohorts with consolidated block schedules  Doubled graduation rates for associate degrees  55% of fall 2007 cohort earned associate degrees in 3 years GPS SUCCESS

24. TN Colleges of Applied Technology  Highly structured, block schedule program  More than 75% of students graduate, at rate 3x higher than peers, even though slightly poorer and older  Center has certificate programs have job placement rates of 80% or higher GPS SUCCESS

25. Guided Pathways to Success DC GPS at Scale GPS in STEM Houston Dalla s Cleveland Las Vegas Providence Jacksonville Kansas City Community Partnerships for Attainment Active Interest Chicago

26. GPS Impact at Scale GPS at Scale Lumina Houston GPS Houston Endowment GPS in STEM Helmsley CPA | GPS Lumina Indiana Georgia Tennessee 887,000 260,000 DC Idaho Illinois Massachusetts Ohio 22,000 157,000 1,326,000 students UH Lone Star Houston Community San Jacinto Wharton Junior Cleveland Dallas Jacksonville Kansas City Las Vegas Providence

27. HOUSTON | GPS September 10-11th, 2015

28. 28 futureworks | Fellowship for Regional Sustainable Development Purpose First: Summary of Lessons Learned and Plans for Demonstration Network Brian Bosworth Houston GPS Planning Academy September 10-11, 2015

29. PURPOSE FIRST: A Framework of Goals and Strategies 29 This framework emerges from the 12-month learning phase of CCA’s work on Purpose First, supported by USA Funds. It is based on a detailed literature review, individual and group consultations with national experts, and discussions with academic and student support leaders at several two- year and four-year colleges. It incorporates an extensive review of tools and practices that are in place or proposed for “purpose-building” application.

30. Goal of Purpose First 30 Encourage postsecondary systems and institutions to design, organize, and deploy effective strategies, tools, and practices that will help students develop a stronger sense of purpose and better connect their education to career objectives. Purpose First is an integral component of GPS – the destination on guided pathways to success.

31. Three Guiding Principles: 31 1. A purpose-driving system should teach students a process for identifying, developing, and refining a sense of purpose and connecting their academic plans to that purpose. 2. A purpose-driving system should see students’ career planning and development as integral to their academic development. 3. A purpose-driving system should serve as a tool for equity, expanding aspiration and reducing stratification.

32. Two Objectives, Five Promising Strategies 32

33. 1.Integrate Career Assessment and Counseling – Early and Continuously – into Academic Advising. 33 Most students now experience career/occupational interest assessments and career counseling (if they get it at all) as unconnected from the process of educational planning. All students need more from career assessment and counseling than a one-time “answer.” Periodic career interest and career values assessment with on-going career counseling can build a strong framework for making wise career-focused decisions. Career assessment and counseling could help all students to understand better which majors connect to which careers. Not just for “undecided” students.

34. 2. Incorporate Economic and Non-Economic ROI Calculators into the Advising Process 34 Students need to understand wage and non-wage returns to their investments in the education that will be required to enter and succeed in certain fields. They should have information about which credentials of varying costs and time commitments within the same or similar occupational fields are likely to offer the strongest returns. Students should have access to predictive analytics about the most effective pathways through college and into their careers of interest – including completion rates, time to employment, wages, and job satisfaction outcomes that would result from majors they have chosen or are contemplating.

35. 3. Provide Real-Time, Labor Market Information in the Learning Management Portal of All Students 35 Students should have real-time, regionally specific, information about jobs and wages in careers to which their majors might reasonably take them within their region or state. That information should offer detail on the key trends of change in demand and supply, wage returns, and the skills and credentials required for entry and advancement. That information should be available in ways that integrate it with the students’ academic course planning tools and help the students understand how they might adjust their academic program as the labor market changes.

36. 4. Infuse Career Exploration and Career Development Skill-Building into Curriculum 36 Career exploration for all students (even those who have already selected a major) must be more than an “extra- curricular” experience. Specific career exploration learning objectives should be incorporated into the first semester and first year course work of students as a part of student success courses and general education courses. Career exploration should deepen as student moves further into program courses. Skills of labor market “navigation” and career building should be incorporated into curriculum as students proceed through their selected program.

37. 5. Engage Employers and Strengthen Work-Based Learning Across All Programs and Majors 37 The entire architecture of a Purpose First system should be informed by employer perspectives on the learning and related experiences that students receive during college. Employer engagement is vital to assessing program quality and developing/revising programs that deliver real value for students. All programs of study should include for-credit internships, practicums, or other forms of “transcriptable” work-based learning.

38. Phase Two: A National Learning and Demonstration Network 38 CCA is requesting support from USA Funds for a 2 nd phase of work. In October, CCA would issue an RFP to select 5 state teams (state-level system governance/coordination entities and a group of colleges) to work together with CCA in a 24-month learning network. CCA would only work with states where the system already demonstrates a commitment to guided pathway strategies that have been advocated by CCA and others. The objective is to develop, test, and hold up for wider adoption a coherent set of strategies and practices that colleges could deploy to help their students develop a strong sense of career purpose.

39. Long Term Outcomes 39 1. Create a robust learning and demonstration network of public colleges and state-level postsecondary governance authorities to serve as national laboratory and incubator of strategies, tools, and practices that will help college students develop a stronger sense of career purpose and better connect their academic experience to career goals; 2. Build a national consensus about the importance of purpose- driving strategies in postsecondary education; 3. Establish an analytical framework for planning and assessing purpose-driving strategies, tools, and practices; and, 4. Demonstrate how purpose-driving strategies, tools and practices contribute to completion and career success.

40. Typical General Education Requirements 40

41. The Texas Core Curriculum: 42 hours, 14 courses and ~206 options

42. The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements. Links to Employament Information The sample schedule outlines which courses should be taken in which specific term in order to satisfy all requirements. The milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation. Critical grades for Milestone courses may be included. Employment Information National Association of Colleges and Employers http://naceweb.org/salary-resources/index.aspx http://naceweb.org/salary-resources/index.aspx Occupational Outlook Handbook http://www.bls.gov/ooh/http://www.bls.gov/ooh/ Build your Future http://www.onetonline.org/http://www.onetonline.org/ 42 Academic Maps: Four essential components—the narrative, sample schedule, milestones, and employment opportunities

43. Providing students with a clear path to graduation reduces excess hours, significantly reduces costs, and improves time to graduation Source: Florida State University YearStudents with Excess Hours 4-year Graduation Rate 20007,38244.2% 20063,01153.2% 20091,540 61.2%

44. Milestone Courses by Majoar and by Term MajorLower- Division Students Term 1Term 2Term 3 Accounting588AlgebraCalculusStatistics Biology1307AlgebraCalculusStatistics Chemistry188AlgebraCalculusFinite Math Criminology405AlgebraMathematicsStatistics Dietetics617Algebra-------------Statistics Economics93AlgebraStatisticsTrigonometry Psychology637AlgebraStatisticsMathematics 44

45. Policies MUST Accompany Academic Maps Academic Policies Early declaration of major or meta-major Establish and offer Milestone courses Rationalize General Education requirements Advising Policies Offer Choosing a Major workshops Monitor student progress and intrude when necessary Meet with every student who is “Off Map” Communication Polices Earning a degree is a two or four year process Maps must be integrated into every aspect of the academic experience 45

46. Math Alignment Carnegie Statway Success in gateway math within one academic year 46

47. TN Colleges of Applied Technology  Highly structured, block schedule program  More than 75% of students graduate, at rate 3x higher than peers, even though slightly poorer and older  Center has certificate programs have job placement rates of 80% or higher

48. Results- Math Traditional Model, Fall 2011- Gateway Success after 2 years One Semester Model, Fall 2014- Gateway Success first semester Blue Ridge CTC 10%n/a BridgeValley CTC 19%70% Eastern CTC 27%n/a Mountwest CTC 12%74% New River CTC 27%67% Pierpont CTC 12%70% Southern WV CTC 13%37% WV Northern CC 9%n/a WVU at Parkersburg 10%71% System-wide 14%62%

49. Georgia State University  Degree maps and intrusive advising  Graduation rates up 20 percentage points in past 10 years  Graduation rates higher for: – Pell students, at 52.5% – African American students, at 57.4% – Hispanic students students, at 66.4%  More bachelor’s degrees to African- Americans than any other U.S. university GPS SUCCESS

50. Conventional Registration paradigm

51. Guided Pathway Registration Paradigm