E N D
11. IMPROVINGSTUDENT SUCCESS
12. Transitions – Why Critical Today
13. “While there has been much written about dropout from high school and student retention in college as separate phenomena, little conceptual or empirical work examines how the two fit together.”
14. Ewell, Jones, and Kelly suggest that this is timely for two major reasons: Reforms are calling for improved transitions between high school and college in many states. (P-16)
Renewed interest in enhancing educational attainment as a key social asset.
16. Transition Barriers Students, parents, and K-12 educators get conflicting and vague messages about what students need to know to enter and succeed in college.
(Bridge found that high school assessments often stress different knowledge and skills than do college entrance and placement requirements.)
17. Transition Barriers Coursework between high school and college is not connected.
Students graduate from high school under one set of standards and three months later are required to meet a whole new set of standards in college.
18. Transition Barriers Current data systems are not equipped to address students’ needs across systems.
No one is held accountable for issues related to student transitions from high school to college.
19. Bridge Study Summary
20. 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)
21. 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
Improving academic performance at both the secondary and postsecondary levels.
24. CCTI Timeline
25. 2005-06 CCTI Site Partnerships
26. CCTI Site Partnerships Education & Training
Anne Arundel Community College (MD)
Lorain County Community College (OH)
Maricopa Community Colleges (AZ)
Health Science
Ivy Tech Community College (IN)
Miami Dade College (FL)
Northern Virginia Community College (VA)
Information Technology
Central Piedmont Community College (NC)
Corning Community College (NY)
Southwestern Oregon Community College (OR)
27. CCTI Site Partnerships Law, Public Safety and Security
Fox Valley Technical College (WI)
Prince George’s Community College (MD)
San Diego Community College District (CA)
Science, Technology, Engineering and Mathematics
Lehigh Carbon Community College (PA)
Sinclair Community College (OH)
St. Louis Community College (MO)
28. OUTCOME #1 Decrease remediation at the postsecondary level
29. Percent of students who take remedial courses 63% at two-year institutions
40% at four-year institutions
30. OUTCOME #2 Increase enrollment and persistence in postsecondary education
31. National Statistics on High School Students For every 100 ninth graders:
32. OUTCOME #3 Increase academic and skill achievement at both the secondary and postsecondary levels
33. Rigor in High School
34. OUTCOME #4 Increase attainment of postsecondary degrees, certificates, or other recognized credentials
35. Why Focus on Student Retention?
36. OUTCOME #5 Increase successful entry into employment or further education
37. Are Students 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.
39. Here are the 16 Career Cluster titles originally identified by the U.S. Department of Education. They represent virtually the entire world of work. There are many areas that, traditionally, we have not served in career technical education. However, when the Knowledge and Skills were identified, we found that career technical education plays a huge role in all of these areas. This Framework provides an opportunity to expand our horizons in career technical education.
Here are the 16 Career Cluster titles originally identified by the U.S. Department of Education. They represent virtually the entire world of work. There are many areas that, traditionally, we have not served in career technical education. However, when the Knowledge and Skills were identified, we found that career technical education plays a huge role in all of these areas. This Framework provides an opportunity to expand our horizons in career technical education.
40. Career Clusters Model This is another way the model is sometimes depicted. Let’s talk a little about each one of the components found in the model.
This is another way the model is sometimes depicted. Let’s talk a little about each one of the components found in the model.
41. CCTI Products Virtual Reader
Career Pathway Templates
Toolkit
Case Studies Book
National Policy Study
State Policy Forums
CCTI Website: www.league.org/ccti
42. Virtual Reader
45. Toolkit Cover Page
46. Case Studies Book
47. National Policy Study Book
48. HSTW State Policy Report
49. What We Are Learning From CCTI Community colleges can lead this work.
Partners are anxious to work together.
Communication is key:
generally among education sectors and business
between faculty of high school and college
Postsecondary remediation can be reduced.
Transformation needs to take place in the context of a P-20 or a lifetime framework.
50. CCTI Network 150 community colleges and their partners
40 states and 2 Canadian provinces