California’s community colleges are embarking on the most far-reaching reform they have ever adopted, in a bid to tackle their biggest challenge: to improve on historically low rates of student graduation and transfers to 4-year colleges and universities.
Lawmakers allocated $150 million over the last year to put in place the approach, known as “Guided Pathways.” It is a centerpiece of the “Vision for Success,” California Community Colleges Chancellor Eloy Ortiz Oakley’s blueprint to dramatically boost the system’s performance in preparing students for work or further education.
But the very ambition and expansiveness of the reform effort could make it difficult to realize across the 115-college system. Pathways asks colleges to change virtually every aspect of how they educate students, from the way they advise students to their strategies for remediation and even how they schedule classes.
Colleges were not required to enact guided pathways but a year after legislation enacting them was signed into law all 114 colleges have agreed to implement the Guided Pathways approach. But just 1 college in 5 has made progress in implementing the student-success model, according to the chancellor’s office. Three-fourths are in the “early adoption” phase — that is, they have not yet “fully or consistently” adopted the model.
Most, if not all, of the institutions in the more advanced group had a head start, having decided on their own to pursue pathways before the legislation was passed.
Still, with fewer than half of community college students in California earning a degree or certificate or transferring to a four-year institution within six years, aggressive action is needed to make real progress, supporters say. “We don’t have time to tinker around the edges,” said Laura L. Hope, executive vice chancellor for educational services and support.
Across the country, educators are coming to a similar conclusion: that guided pathways are the real deal. Over the past five years, more than 250 community colleges nationwide have signed on to guided pathways and the American Association of Community Colleges and philanthropic groups including the Bill and Melinda Gates Foundation and the Teagle Foundation have supported such work.
Even among the earliest adopters, it is premature to see big shifts in graduation rates. But some early indicators, which typically correlate with upticks in completion, are promising. At Sinclair Community College, in Ohio, the percentage of students who completed at least nine credit hours in their major as freshmen increased from 30 percent to 50 percent over five years. At another Ohio institution, Lorain County Community College, the number of credits students took to earn a degree declined by 7 percent as they took fewer courses that didn’t count toward their major.
The problem, as proponents of pathways see it, is that community college students, many of whom are the first in their families to go to college, have too little guidance and get academically off-track almost from the moment they set foot on campus. Colleges, in pathways parlance, are like cafeterias, with a seemingly endless menu of course choices, and students fill up on empty credits without moving any closer to earning a degree.
“We don’t have time to tinker around the edges,” said Laura L. Hope, California Community Colleges executive vice chancellor for educational services and support.
Under guided pathways, students are put on a route toward a career from the get-go, taking a structured course of study that is mapped out for them. Rather than slotting poor-performing students into remedial courses, where they can languish for semesters mastering material they should have learned in high school, they immediately enroll in college-level math and English, with built-in supports to help them keep up. Student progress is carefully monitored — are they taking a sufficient number of credits per semester and do those credits count toward their chosen major? — to ensure they stick to the path.
If some of these ideas sound familiar, that’s because they are. Colleges are measuring student performance early and often and are working with employers to graduate students who are ready for work. Separate legislation passed last year largely does away with remedial education in California’s community colleges.
What distinguishes guided pathways from previous efforts is that it stitches together all these reforms and applies them across the institution. Rather than implement a single change at a time or pilot efforts with a small group of students, pathways asks colleges to commit to a wholesale, institutional overhaul.
“It’s not just one chapter,” said Mandy Davies, vice president of student services at Sierra College, in Rocklin, which began working on guided pathways in 2015. “It’s rewriting the entire book.”
Books, though, begin with writers tapping out those first, tentative sentences and guided pathways implementation typically starts with colleges taking a look at the degrees and programs they offer and rethinking how to organize and present them in a way that makes clear how they can lead to work in certain fields. Traditional academic divisions like the “humanities” or “social sciences” might be relatively meaningless to a first-time student, but tagging a group of majors as leading to “helping careers” could let a student know the kind of jobs associated with such study.
There’s no one-size-fits-all approach to delineating these degree clusters, and ideally groupings will vary according to regional economic need. Institutions in Silicon Valley, for instance, might highlight how certain degrees prepare students for technology-related fields, while Mt. San Antonio College, in Walnut, has a cluster called Plants and Animals to emphasize the majors’ applicability to local agricultural work. In some cases, areas of study may cross clusters. At MiraCosta College, in Oceanside, communications is grouped both with business and technology and arts, a recognition that the degree could lead to jobs in both fields, said Sunita Cooke, the college president.
Once colleges have done the work of organizing their majors, they typically begin to map out the sequence of courses students must take for each degree. Too often, community college students enroll in courses with little relevance to their course of study. In California, the average student racks up nearly 30 more credits than the 60 needed for graduation or transfer, the equivalent of earning a degree and a half.
Students simply may not know what courses to take and in what order, said Kathy Booth, associate director of the California Pathways Project, a demonstration project of 20 colleges across the state. When Booth works with colleges, she often hands faculty members the course catalog: Figure out what courses to take to earn a degree, she challenges them. Generally, they can’t. “The information we give students,” she said, “is just incomprehensible.”
At some colleges, the mapping work may amount to listing all the courses that could count toward a particular degree. At other institutions, the model is more prescriptive. Students at Georgia State University are given semester-by-semester course schedules, with little room to deviate. (While guided pathways are more common at the community-college level, some four-year institutions have embraced similar reform.)
Course maps have drawn criticism from faculty who worry that they commit students to too narrow an academic and career path without giving them a chance to figure out where their interests truly lie.
Keith Law, who teaches philosophy at Merced College, worries that instructors will be pressured to promote unprepared students in order to reach completion goals. On average, Law said, two-thirds of students in a critical-thinking course he teaches are unable to complete a basic reading comprehension exercise he assigns each term, despite having passed college English; many, he said, are functionally illiterate.
Guided pathways will do little to address poor academic preparation, Law said. “Ultimately, this has more to do with herding students through the system as fast and inexpensively as possible.”
Are guided pathways just “another scheme, the next big thing in education with a name that sounds wonderful?” asked Paulette Bell, member of the Academic Senate at Santa Rosa College.
Kay McClenney, who helps lead the national community college association’s work on guided pathways, said students simply cannot afford to spin their wheels without earning a degree. “Who has the luxury of 90 credits?” McClenney said. “Not some poor kid.”
She dismisses the idea that pathways inflexibly lock students into a course of study. Part of the point of constant assessment, she said, is to review whether students are on the right track. Programs of study should be structured but versatile enough to allow students to shift to related majors. “They’re pathways,” McClenney said, “not prisons.”
Still, such change doesn’t come easily. Colleges almost always lack enough advisers to do the intensive work guided pathways requires and they may not have the expertise in specific programs and careers to counsel students effectively. Colleges that have implemented the model have often had to completely reorganize their staff to embed advisers in academic clusters.
There are other hiccups that can slow these efforts. Sierra College, for example, found that it needed to adopt centralized course scheduling because with its ad hoc approach, it had no way of guaranteeing that students got the courses they needed to stay on track academically, Davies said.
That only 20 percent of California colleges have gotten out of the starting gate is par for the course, said Davis Jenkins, a senior research scholar at the Community College Research Center at Columbia University, which originated the pathways model. Guided pathways typically takes multiple years to implement, with the first year spent in planning and self assessment.
That said, Jenkins is somewhat skeptical about whether pathways can be implemented across California’s sprawling community college system. Guided pathways have never been previously attempted at such scale, and the reform generally works best when it has broad support among faculty, administrators and staff, rather than being instituted legislatively.
While colleges were not required to adopt guided pathways, they had strong incentive to do so. Eligibility for funds for other state programs, such as the free tuition California Promise grant, will be tied to guided pathways participation. (This is separate from the dedicated pot for pathways reform.)
The approach has elicited some grumbling from faculty members. “Not really voluntary when you tie money to the program,” said Paulette Bell, a member of the Academic Senate at Santa Rosa College. “Very disingenuous.”
Bell noted this isn’t the first time the community college system has embraced efforts to improve student success, yet in the past completion and transfer rates did not budge. Are guided pathways, she asked, “another scheme, the next big thing in education with a name that sounds wonderful?”
But pathways advocates say that its all-encompassing approach offers promise that earlier efforts did not and could not.
Pathways, said Rob Johnstone, director of the California pathways demonstration project, “are big-C change.”
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AOEC India 3 years ago3 years ago
It really helps the students who are having less academic grades and looking to continue their further education
Lauren 5 years ago5 years ago
Good article,It seems a better strategy is to build a path which builds skills and confidence. Pathways may graduate more students, but will they be skilled and employable and pursuing the career of their choice?
Michael B. Reiner, Ph.D. 5 years ago5 years ago
California has taken the lead in attempting to improve community college student success. Statewide, community colleges are given incentives to engage in significant redesign of their instructional, student services, and administrative structures to create improved organizations to further integrate the isolated silos on campus. If they are successful, improving graduation rates beyond the current 30 percent to 50 percent will help students, families, and communities.
Dr. Craig T. Follins 5 years ago5 years ago
Kudos to the California Community College system for the good work thus far with guided pathways. Excited about the great work ahead.
Angela 5 years ago5 years ago
Why care about Californians going to college when there are pathetic jobs and low salaries for college grads. Waste selling the American dream of debt.
mr isaac 5 years ago5 years ago
Only 26% of students enter a CC transfer after six years (http://collegecampaign.org/portfolio/november-2012-meeting-compliance-but-missing-the-mark-a-progress-report-on-the-implementation-of-historic-transfer-reform/.) It is time to stop beating this dead horse and focus on college readiness at the K-12 level.
Lisa Yates 5 years ago5 years ago
I agree Mr. Isaac. High schools focus on student exit, not college prep. I’m a Disabled Student Programs and Services (DSPS) counselor and feel like Pathways will force students with disabilities to sink or swim, and depending on the disability, many will drown.
Muvaffak Gozaydin 5 years ago5 years ago
Community college is 2 years .
Only 26 percent of the 100 students registered this year get a diploma after 6 years . Vowwwwww!!!!
How about remaining 74 percent? They just drop out?
Really there is no problem in USA education.
Gary Krauss 5 years ago5 years ago
For the past 25 years our agency has mentored community college students exclusively. All of them come from disadvantaged backgrounds. Our students have attended many of the community colleges in the greater Los Angeles area. We have better than 75% graduation and transfer rates. I resonate with the article on many levels, and I like much of what I see in "First Year Experience" or "Pathways" programs in these colleges. … Read More
For the past 25 years our agency has mentored community college students exclusively. All of them come from disadvantaged backgrounds. Our students have attended many of the community colleges in the greater Los Angeles area. We have better than 75% graduation and transfer rates. I resonate with the article on many levels, and I like much of what I see in “First Year Experience” or “Pathways” programs in these colleges.
These are my observations and suggestions from my unique perspective:
1) Much more counseling is needed than will ever be available from Master’s degree level staff. Lesser paid positions, internships, peer counseling, and more heavy involvement by nonprofit mentoring programs is needed to supplement what is available. Many of the costly mistakes made by students occur at the time of enrollment when, for example, a particular class on their Ed plan is closed. A Master’s degree level person is often not needed to solve this problem and others similar. An individual with an AA or BA, who knows how majors and general education requirements come together, can solve many of these simple issues. It does, however, require some training. The good news is that all of the information necessary to assemble (or understand) a community college educational plan is readily available on the college web site or on other sites designed to facilitate community college graduation and transfer. All that is necessary is for potential mentor-counselors to be taught how to find this information and use it (we do that).
2) Recent high school graduates need help deciding on careers that match their interests, abilities, values, and personalities. The majority of our young students initially select future careers based on what they see on television (i.e. CSI), what they do in their spare time (i.e. video games), what they experience in the neighborhood (i.e. nurses, teachers, police) or what a family member tells them they need to do in order to make lots of money. Often times these early career choices do not fit what they would enjoy doing and be good at. For this reason we have all of our students take two different career assessment tests in order for them to discover their unique talents and all of the potential careers that match. There are some great web sites that provide this information for free. I can tell you that all of our graduates ultimately wind up studying for careers that match the results of these tests. Of course, they need to experiment a bit with their classes in order to discover this on their own.
3) Some sort of remedial education is essential to break the cycle of passing poorly functioning students in math and English on to the next higher grade level. Our average student is entering community college with a high school diploma, yet is functioning at the 6th or 7th grade levels in these subjects. Furthermore, most lack effective study skills. One would need to prove to me that dropping one of our students into college level math or English class, even with additional support, is actually going to produce an individual who meets or exceeds the competencies required. In my opinion, the reason remediation correlates with failure to graduate is that there is insufficient “mentoring” and educational planning for these students. These things needs to be in place in order to encourage them to persist and avoid making costly mistakes in course selection that will delay graduation.
4) Here is what I like about the pathways programs I have seen. They have serious orientation programs before the student even starts attending classes. They insure that their students have obtained all available financial aid. They group the students in cohorts so that there is built in peer support. They offer frequent counseling. Some even have dedicated facilities where cohort groups can meet. They require that students carry a minimum of 12 units. There are some great lessons to be learned from these programs, but adequate counseling will always be the key to success.
Lisa Yates 5 years ago5 years ago
Well said Gary.
Colleen 5 years ago5 years ago
Is the goal to help students realize their full potential and to understand the relevance of mathematics, regardless of the career path? Pathways may actually validate feelings of inadequacy and a lack of math confidence, very likely dissuading students from pursuing STEM fields. It seems a better strategy is to build a path which builds skills and confidence. Pathways may graduate more students, but will they be skilled and employable and pursuing the career of their choice?