Latino Higher Education Leadership Institute · Tennessee, Belfield, Jenkins, and Lahr, 2016). • CRC Institutional Research findings: CRC Students who attempt more units in their

CRC’sApproach Towards Systemic Improvement & Innovation

Latino Higher EducationLeadership Institute

Improve Student Success Outcomes while closing the gap in

achievement without compromising rigor

Instructional Vision

The CRC Organizational Change Paradigm

• Inequity informed Equity work• Institutional onus • Strategies can be implemented at scale from the onset• Change doesn’t have to be incremental • We have or can creatively create the bandwidth to handle radical change • Iteration! It doesn’t have to be perfect. It just has to be better. Failing Forward.• Embrace Ambiguity & Discomfort• Willingness to be first • Ongoing case making • Sustained sense of urgency• A strong belief that the needle can move

Key GP Adoptions

• Counseling Case Management Model • Assessment/Placement & Developmental Educational Overhaul• English and math course enrollment guarantee• Academic Program Maps• Modified Student Onboarding Experience • Administrative Reorganization• Opt-out Schedule • Student Success Teams• Teaching & Learning Leads

Guided Pathways

Early Predicators of Long-term Student Success

• Credit Momentum – Findings from the Community College Research Center. Students who take more units in their first year are more likely to complete (15 vs. 12 units first term; Tennessee, Belfield, Jenkins, and Lahr, 2016).

• CRC Institutional Research findings: CRC Students who attempt more units in their first term are more likely to complete.

• Gateway Momentum - Students who complete transfer level math and/or English in their first year are more likely to complete (Denley, 2016).

• CRC Institutional Research findings: CRC Students who complete transfer level English/math in their first term are more likely to complete.

1st Term Average Unit Enrollment

9.4 9.6 9.8 10.3 10.6

0

2

4

6

8

10

12

14

Fall 2015 Fall 2016 Fall 2017 Fall 2018 Fall 2019

Average Number of Units Enrolled 1st TermBy Race/Ethnicity

8.4

9.99.2 9.4

6.9

9.79.8

10.9 10.9 10.8

8.3

10.8

-1

1

3

5

7

9

11

13

15

African American Asian/PacificIslander

Hispanic/Latino White Native American Other/Unknown

Fall 2015 Fall 2019

1st Term 15 Unit Enrollment Rate

9.0% 8.8% 8.5% 10.5%

20.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


4.5%

9.9%

8.1%

10.5%

10.0%

12.0%

16.4%

21.5%

24.3%

20.3% 12.5%

20.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



Fall 2015 Fall 2019

1st Term 15 Unit Enrollment Rate By Race/Ethnicity

1st Year 15 Transfer Unit Completion Rate

25.9% 25.1%28.5%

35.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2015-2016 2016-2017 2017-2018 2018-2019

1st Year 15 Transfer Unit Completion Rate By Race/Ethnicity

13.1%

31.7% 21.8%

29.6%

10.0%

31.9%24.5%

39.6% 32.0%

40.1%

20.0%

33.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



2015-2016 2018-2019

1st Term English Enrollment Rate

34.3%

44.8% 47.1% 47.9% 49.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


1st Term English Enrollment Rate By Race/Ethnicity

24.2%

36.7%

36.4%

33.8%

50.0%

34.0%

40.2%

52.3%

50.1%

48.4%

20.0%

51.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



Fall 2015 Fall 2019

1st Year Transfer-Level English Completion Rate

22.6%29.5%

36.3%41.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2015-2016 2016-2017 2017-2018 2018-2019

1st Year Transfer-Level English Completion Rate By Race/Ethnicity

10.4%

25.1%

21.6%

26.9%

0.0%

24.1%

29.9%

46.1%

41.5%

39.9%

40.0%

40.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



2015-2016 2018-2019

1st Term Math Enrollment Rate

37.7%42.8%

48.2%51.9%

44.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


1st Term Math Enrollment RateBy Race/Ethnicity

23.9%

43.1% 36.8%

39.2% 30.0%

40.3%

36.8%

48.1%

46.0%

43.0%

30.0%

43.0%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



Fall 2015 Fall 2019

1st Year Transfer-Level Math Completion Rate

9.0% 9.1% 9.7%16.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2015-2016 2016-2017 2017-2018 2018-2019

1st Year Transfer-Level Math Completion Rate By Race/Ethnicity

0.7%

18.0%

4.4%

9.2%

0.0%

9.4%

9.9%

23.7%

13.6%

14.8% 10.0%

13.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



2015-2016 2018-2019

1st Year Transfer-Level Math and English Completion Rate

5.0% 6.2% 7.5%13.6%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2015-2016 2018-2019 2015-2016 2018-2019

1st Year Transfer-Level Math & English Completion Rate By Race/Ethnicity

0.3%

9.1% 2.5%

6.1% 0.0%

5.2%

8.0%

20.2% 11.8%

11.2%

10.0%

10.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%



2015-2016 2018-2019

Average 1st Year GPA

2.12 2.16 2.20 2.21

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

2015-2016 2016-2017 2017-2018 2018-2019

Average 1st Year GPA By Race/Ethnicity

1.50

2.46

1.95

2.31

1.17

2.011.71

2.44

2.01

2.45

1.91

2.16

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00



2015-2016 2018-2019

Lessons Learned

• Celebrate the Wins• Disruptive work is exhaustive• Case making never ends • Organizational Cultural Shift vs Organizational Strategies• Management and Instructional Leadership

Next Iterations

•Expanding Case management to all students

•Adoption & Integration of new technology

•Classroom centered support & intervention

•Opt out Schedule 2.0

•Distributed Professional Development Support for Classified Professionals

Latino Higher Education Leadership Institute · Tennessee, Belfield, Jenkins, and Lahr, 2016). • CRC Institutional Research findings: CRC Students who attempt more units in their

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