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The colleges identified the following policy priorities that will be the focus of the state’s ATD policy goals from October 1, 2008, to September 30, 2009:
Data and Performance Measurement Systems
Continue work of Data Group - The Achieving the Dream Data Mining Group has representatives from four participating community colleges and one non-ATD community college. The group is consistently evaluating how best to incorporate the remaining seven non-ATD community colleges into the data aspects and the non-participant perspective is invaluable in developing potential strategies. The broad goals include: developing methods of analyzing the rich and varied dataset, understanding the impact of institutional size/characteristics on results, and exploring how best to use the data and analyses to influence strategies and policies. The initial focus was to analyze retention patterns when race, age, and gender were considered. This effort was temporarily suspended as the initial round of Student Success Benchmarks was developed from methodology to calculation. Our next efforts include revisiting retention and developing information on developmental education which is a common strategic goal and a key driver behind the Achieving the Dream project.
Continue to Participate in State Unit Record System (PIMS) – The Pennsylvania Information Management System (PIMS) is the state Department of Education’s data collection and enterprise-wide longitudinal data warehouse and reporting system. PIMS started with K-12 and now has expanded to higher education. Pennsylvania’s community colleges and the ATD state level team has supported efforts with PIMS and inclusion of higher education. By spring of next year, several community colleges will participate in the pilot for the submission of identified student data elements. Starting in the fall of 2009, it is expected that all participating higher education institutions will begin submitting data. Student Success
Advocate for Stronger Student Support Services – Launch a study on how certain programs targeted for student support services are enhancing the goals of ATD on community college campuses. This will also aid in advocating state policy changes and/ or additional support.
Issue a Series of Monographs – In support of the work of the ATD colleges and to further advocate for policy changes and initiatives, we will commission a series of monographs designed around the promising practices and innovations at ATD colleges in the Commonwealth. Focus will be on the most promising areas such as developmental education and first year experience/ college success.
Request convening of House and Senate Education Committees around Student Success issues – With the start of the new legislative session in January of 2009, it would be appropriate timing to request an opportunity to present ATD Student Success initiatives to the House and Senate Education Committee Chairs. ATD Presidents, faculty, and leads would be asked to testify. Also begin outreach around student success issues with emerging gubernatorial candidates.
Reducing the Participation Gap – Non-traditional students remain a significant underserved population of state residents. Pennsylvania has significant gaps in adults obtaining associate or baccalaureate degrees and also has significant and persistent post-secondary education participation gaps based on race, family income and geography. While ATD is focused on student success, the issue of access is a major barrier and one that we must look at and address. Our attention to access issues complements our efforts relative to success after matriculation. We will work with the state Department of Education in support of the College Access Grant and Project Grad. In addition, we will explore efforts to return funding to WAGE (a grant program geared to adult workers) as well as other initiatives to reduce the access burden.
K-12 and Postsecondary Alignment
Continue to advocate for and support/align with the Governor’s Commission on College and Career Success Recommendations -- Several specific recommendations to note include:
Ø Implementation of Graduation Competency Assessments (End-of-Course exams) in conjunction with all the Commission recommendations and with support for student tutoring and mentoring to enable students to succeed.
Ø Placing PSSA and GCA scores on H.S. transcripts and considering ways to use the scores for placement purposes.
Ø Standards Aligned System for English, math, science and social studies and work with high schools to help define course relevancy.
Ø P-16 Longitudinal Data System and continue to participate in the development and implementation of the system.
Ø Increase the college going and completion of economically disadvantaged and minority students through continued and expanded dual enrollment and early college high school programs.
Ø Drop-out recovery by working with high schools and the departments of welfare and unemployment to reengage the students in education
Needs-based Financial Aid
Continue to advocate for policy changes in state-level financial aid programs – Advocate for aligning state level financial aid with federal policies as such pertain to developmental education as well as other financial aid adjustments. The state’s Auditor General and others have called for major reforms to the structure of PHEAA and the legislature may well consider such reforms at the start of the new session in 2009.
Transfer and Articulation
Continue to advocate for the full transfer of the associates degree – It appears that the efforts to move beyond the initial legislation and 30 credits will not happen without significant momentum or leadership. Community colleges will engage in conversation with the state (SSHE) universities to advance the 60 credits/ full transfer of AA and AS degrees. However, it will likely take legislative effort to move PA TRAC and PA state level efforts within the Department of Education to move to this level. Under ATD, we will pursue efforts to move this issue to the forefront with the new General Assembly in 2009.
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