Success is what counts.

1. Success is what counts.

2. Access with Success

3. The Workforce Development Challenges Facing Hawai`i The shift in the type of jobs from low-skilled agriculture and manufacturing to higher-skilled services, including professional and technical. The aging of the workforce � the �baby boomers� are getting ready to retire. The high cost of housing makes it increasingly difficult to continue to depend on imported workers.

4. The Workforce Development Challenges Facing Hawai`i We need to fill approximately 28,000 jobs annually. There are only 14,000 high school graduates each year, and about 3,000 leave the state. We need to increase the percentage of the population who enter the workforce.

5. An Individual�s Level of Education is Directly Related to Their Ability to Participate in the Workforce

7. However, The Worker Preparation Pipeline is Leaky Too many HS graduates unprepared for either work, or further education. 80% of recent HS graduates unprepared for Math 100 62% of recent HS graduates unprepared for English 100 54% of recent HS graduates unprepared for the reading required for college

10. UH Community Colleges� Entering Student Placement

11. UHCC Enrollment

12. High School to UHCCs Going Rate

13. Jacob

14. Support for Enrollment Growth

15. Strategic Planning Goal:Access � American Diploma Project Align high school standards with college and work expectations Require all high school students to take more challenging college and work-prep courses Administer tests that measure readiness for college and work to all high school students (e.g. Algebra II End of Course Exam) Collect data and hold high school and postsecondary institutions accountable for student success

16. Strategic Planning Goal:Access (cont�d) Distance Education UH 2nd Decade Project Cross-campus Registration Degree Pathways Financial Aid

17. Access to what - Workforce Development STEM initiatives Construction and other CTE academies Targeted shortage areas - nursing, teaching, computing/IT, optics Mid-management supervisors MELE and other innovation initiatives

18. Access to what -Workforce Development Community colleges should be the recognized experts in understanding Job trends and demands Workforce supply CTE pedagogy and student success

19. Achieving the Dream Achieving the Dream is a national initiative to help more community college students succeed (complete courses, earn certificates and earn degrees). The initiative in Hawai�i is particularly concerned about student groups that have faced the most significant barriers to success, including Native Hawaiians, low-income, and other under-served students.

20. National partner organizations: American Association of Community Colleges; Community College Leadership Program; Community College Research Center; Institute for Higher Education; Jobs for the Future; MDC (managing partner); MDRC; and Public Agenda.

21. Hawai�i�s Partners and Funders

22. Achieving the Dream colleges

23. AtD Benefits AtD will provide additional data and analysis on information already gathered for on-going projects (e.g. Self Study, Strategic Planning, and Remedial/ Developmental White Paper) View student success over time aggregated by ethnicity/income/etc. Some of the things we know � This is a transition slide from AtD in general to campus specific dataThis is a transition slide from AtD in general to campus specific data

24. Achieving the Dream As we proceed with AtD, we�ll begin to look at key pieces of data in a variety of ways � Overall student success Native Hawaiian student success Non Native Hawaiian student success An example as applied to gatekeeper courses follows

25. Kapi�olani Gatekeeper Courses The VC/DOI/ADOI set the parameters for gatekeepers Overall Gatekeepers � selected based on highest percent of enrollmentThe VC/DOI/ADOI set the parameters for gatekeepers Overall Gatekeepers � selected based on highest percent of enrollment

26. Kapi�olani Gatekeeper Courses Slides 19�21 are slides you can customize using your college�s data to show student performance or student success rates at your college. Use whatever measures of performance or success you choose. These slides show sample charts and graphs created with fake data. For each slide, explain the data you are presenting. If you want to explain how your college is tracking cohort data, consider using this language: While many colleges look at data at single points in time, Achieving the Dream colleges track cohorts of students over a period of time. The 2005 cohort, for example, includes students who started college in fall 2005. This approach makes it possible to accurately assess students� progress and outcomes and to identify gaps in achievement. Slides 19�21 are slides you can customize using your college�s data to show student performance or student success rates at your college. Use whatever measures of performance or success you choose. These slides show sample charts and graphs created with fake data. For each slide, explain the data you are presenting. If you want to explain how your college is tracking cohort data, consider using this language: While many colleges look at data at single points in time, Achieving the Dream colleges track cohorts of students over a period of time. The 2005 cohort, for example, includes students who started college in fall 2005. This approach makes it possible to accurately assess students� progress and outcomes and to identify gaps in achievement.

27. Kapi�olani English Gatekeepers

28. Kapi�olani Math Gatekeepers

29. Continuation: If they don�t come back they don�t complete In the top states, 62% of entering community college students return their second year. In the UH Community College System, 45% return. At Kapi�olani CC 56% overall return (64% of FT and 53% of PT).

30. Kapi�olani Other Gatekeepers

31. Kapi�olani Graduation, Transfer, or Continuation within 3 years This slide looks at student achievement data by race and ethnicity. The first thing you�ll notice is the obvious achievement gap for students of color. These charts also provide important information about looking at data. Look more closely at the figures � compare the two charts � and you�ll see that together they provide a more complete picture than either can provide by itself. Among African American students seeking an associate degree, only 26 percent earn an associate or bachelor�s degree or transfer to a four-year institution within six years � a significantly lower percentage than the 45 percent of all students or the 48 percent of white students who achieve those goals.* But among African American students seeking a certificate, 41 percent earn a certificate, earn a degree or transfer to a four-year institution within six years � the same rate as all students nationally.* There is a gap between African American students and white students seeking certificates, but it is significantly smaller than for those seeking an associate degree. In addition to calling attention to the obvious and unacceptable gaps in student achievement, these charts tell us that we have to look at data closely, carefully and honestly � and that when we do so, we get information that can be essential to identify what we do well and where we need to improve. Today I want to talk with you about an initiative that is helping us look at our data closely, carefully and honestly � and, more important, improve on what we see. *Source: the same as the previous slide. This slide looks at student achievement data by race and ethnicity. The first thing you�ll notice is the obvious achievement gap for students of color. These charts also provide important information about looking at data. Look more closely at the figures � compare the two charts � and you�ll see that together they provide a more complete picture than either can provide by itself. Among African American students seeking an associate degree, only 26 percent earn an associate or bachelor�s degree or transfer to a four-year institution within six years � a significantly lower percentage than the 45 percent of all students or the 48 percent of white students who achieve those goals.* But among African American students seeking a certificate, 41 percent earn a certificate, earn a degree or transfer to a four-year institution within six years � the same rate as all students nationally.* There is a gap between African American students and white students seeking certificates, but it is significantly smaller than for those seeking an associate degree. In addition to calling attention to the obvious and unacceptable gaps in student achievement, these charts tell us that we have to look at data closely, carefully and honestly � and that when we do so, we get information that can be essential to identify what we do well and where we need to improve. Today I want to talk with you about an initiative that is helping us look at our data closely, carefully and honestly � and, more important, improve on what we see. *Source: the same as the previous slide.

32. Graduation rates vary by ethnicity This slide looks at student achievement data by ethnicity. The first thing you�ll notice is the obvious achievement gap for Hawaiian students.This slide looks at student achievement data by ethnicity. The first thing you�ll notice is the obvious achievement gap for Hawaiian students.

33. We can help more community college students succeed Achieving the Dream supports colleges� efforts to help students stick with their studies and attain their academic goals. Colleges work within a culture of evidence, a collective mindset in which critical decisions affecting students are informed by data and evaluated in light of whether student achievement increases. Achieving the Dream supports colleges� efforts to help students overcome challenges, stick with their studies and attain their academic goals. Colleges work within a culture of evidence, a collective mindset in which critical decisions affecting students � from setting educational strategies and allocating resources to scheduling classes and organizing student services � are informed by data and evaluated in light of whether student achievement increases. For example, are more students completing courses, completing developmental education programs and sticking with their studies until they achieve their educational goals? Achieving the Dream supports colleges� efforts to help students overcome challenges, stick with their studies and attain their academic goals. Colleges work within a culture of evidence, a collective mindset in which critical decisions affecting students � from setting educational strategies and allocating resources to scheduling classes and organizing student services � are informed by data and evaluated in light of whether student achievement increases. For example, are more students completing courses, completing developmental education programs and sticking with their studies until they achieve their educational goals?

34. We can help more community college students succeed Central to this work is being open and forthright about our college�s current performance � and improving where we need to. The initiative is about being open and forthright about our college�s current performance; setting measurable goals that consider outcomes of all students; and making lasting, institutional change to achieve them. When we joined Achieving the Dream, we made a commitment to do several things to improve student achievement. The initiative is about being open and forthright about our college�s current performance; setting measurable goals that consider outcomes of all students; and making lasting, institutional change to achieve them. When we joined Achieving the Dream, we made a commitment to do several things to improve student achievement.

35. The University of Hawai�i Community Colleges are committed to: examining data on student achievement; basing decisions on data; confronting and addressing achievement gaps; monitoring our progress closely; and sharing our findings broadly. We are committed to: examining data on student achievement � both overall data and data broken down by various student groups; basing decisions on these data and making lasting changes to improve student performance; confronting and addressing achievement gaps among our students; monitoring our progress closely; and sharing our findings broadly, both on and off campus. We are committed to: examining data on student achievement � both overall data and data broken down by various student groups; basing decisions on these data and making lasting changes to improve student performance; confronting and addressing achievement gaps among our students; monitoring our progress closely; and sharing our findings broadly, both on and off campus.

36. AtD: A five-year initiative Goal is to increase number of students who successfully: complete remedial/developmental courses; complete �gatekeeper� courses; complete all enrolled courses with C or higher; re-enroll from one semester to the next; and earn certificates and/or degrees.

37. State Policies and Practices Matter Adopt policies and practices that promote student success Develop a robust student information and reporting capacity Establish benchmarks and goals for student success, and monitor progress Develop articulated programs of study between DOE and UHCCs Make better use of financial aid to promote low-income students� success

38. AtD Next Steps and Timeline Review student outcome data; Consensus on gaps in achievement, gap causes and system and college priorities; Analyze strategies to close the gap (February 2008 national conference) Develop Implementation plan; and Submit Implementation plan proposal by May 2008.

39. UHCC AtD CORE TEAM John Morton, VPCC Rockne Freitas, HAW Suzette Robinson, MAU Lui Hokoana, WIN William Akama, LEE Kristine Korey-Smith, KAP Earl Nishiguchi, KAU Ken Kato, HON Noe Noe Wong-Wilson, HAW Jan Petersen, HON Kauka de Silva, KAP Ilei Beniamina, KAU Patsylee Dudoit, LEE Wini Chung, MAU Keliko Hoe, WIN Kamuela Chun, OVPCC flo wiger, OVPCC Cheryl Chappell-Long, OVPCC Mike Rota, OVPCC

40. Strategic Planning Goal:Support Financing the University Study Repair & Maintenance /Facilities Business Services Policies Data & Reporting HI-PASS

41. UHCC Next Steps UHCC Strategic Planning Council October 19, 2007 Chancellors Faculty Senate Chairs Student Government Leaders