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CPE Statewide Initiatives

CPE Statewide Initiatives. 2014 – 15 Statewide Initiatives. Transfer Madness 15 to Finish Project Graduation. Transfer Madness Overview.

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CPE Statewide Initiatives

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  1. CPE Statewide Initiatives

  2. 2014 – 15 Statewide Initiatives • Transfer Madness • 15 to Finish • Project Graduation

  3. Transfer Madness Overview • March 2013/14, the Kentucky Community and Technical College System (KCTCS) and the Kentucky Council on Postsecondary Education (CPE) partnered to sponsor the nation’s first statewide online transfer fair. • Targeted to current KCTCS students preparing to transfer to a 4-year college, high school students planning to attend a KCTCS college en route to a 4-year degree and non-KCTCS students looking to transfer to another college.

  4. Transfer Madness Goals • Provide potential transfer students with a more convenient accessible way to connect with four-year institutions. • Raise awareness of Kentucky college’s commitment to promote transfer. • Raise KCTCS students’ awareness of transfer opportunities to 4-year campuses. • Increase awareness, usage of KnowHow2Transfer.org website. • Double participation in transfer fairs • Increase transfers!

  5. Transfer Madness Venue • Partnered with CollegeWeekLive to provide a more convenient delivery platform for our busy students by allowing them to access a transfer fair at a time that suits their family and work schedules.

  6. 2014 Participants • Governor’s Office. • All higher-edsectors (public, private and for-profit). • 23 four-year campuses – 8 publics, 13 independents, 2 for-profits. • 16 KCTCS colleges, system office. • Key state educational partners including the K-12 system, CPE, College Fish etc. • 75 campus staff involved in event.

  7. Transfer Madness Logistics • In 2014 the event took place on March 5 from 10 a.m. – 10 p.m. (EST). • Potential transfer students were encouraged to register early at a unique website - Transfermadness.org.

  8. Transfer Fair Logistics • On the event day participants in Transfer Madness were able to download informational materials from the colleges, watch videos, chat with live agents and register for prizes.

  9. Transfer Fair Components • Each participating college booth offered the following components: • FAQs • Viewbooks and other recruitment materials • College links with contacts • College recruitment video • Live chat with college admissions staff • Live video presentations

  10. Sample Booth

  11. Sample Booths

  12. Transfer Madness Promotional Support

  13. Graphic Look/Logo

  14. Transfer Madness Website www.Transfermadness.org

  15. Promotional Items • Customized materials for each participating college included: • Banners • Yard signs • Fliers/Posters • E-vites • Social media graphics • Table tents • Web graphics • Templates

  16. Kick-Off Event with Governor • Press Conference at capitol building. • Speakers included the Governor, KCTCS President and CPE President. • 4 students – 3 KCTCS students planning to transfer and 1 student who had transferred to a four-year.

  17. Kick-Off Press Conference • Press Conference Video • http://www.youtube.com/watch?v=isQf6xjndWo#t=11

  18. Kick-Off Press Conference

  19. Kick-Off Press Conference

  20. Event Promotion • Marketing plans at KCTCS: • Developed branding and materials • Promoted on Facebook/Twitter/YouTube • Sent out E-nouncements/E-vites • Promoted on all college communication platforms/vehicles • Promoted on all college websites • Promoted during statewide media buy (utilized existing media buys to promote event) • Purchased Audio News Releases

  21. Event Promotion • Twitter Contest

  22. Event Promotion • Marketing plans at each 4-year college: • Basketball game PA announcements • Promoted to potential transfer students in database • Promoted on all of their existing communication platforms – social media, websites, internal communications vehicles • Sponsored joint public relations activities with KCTCS colleges • Utilized common branding • Marketing plans at partners: • Promoted via e-mail, newsletters, etc.

  23. A Slam Dunk! • 1,5337 students attended fair (compared to 600 for on-site transfer fairs in previous years).

  24. Transfer Madness Success Video • http://platformq.wistia.com/medias/w6z2djaqhb

  25. More than 400 Media Hits

  26. What is 15 to Finish? • Statewide campaign encouraging first-time, full-time college students to graduate on time by completing at least 15 credits a semester. • Collaborative project of Kentucky’s colleges and universities, CPE, KDE and other partners. • Modeled after a Hawaii campaign that experienced a significant increase in the number of students who graduated on time – 14.7% in one year.

  27. Hawaii Experience • Step 1: Analyze the Data • Step 2: Establish Campaign Goals and Objectives • Step 3: Analyze Results

  28. Analyze the Data • Finding Out What Matters • Create campus scorecards identifying measures that improve graduation rates based on academic literature.

  29. Analyze Data • Finding out what matters • First time, full time freshman with 6 or more credits at entry • Freshman completing at least 30 credits hours within 1st academic year • Students completing college level English and math within 1st academic year • Freshmen with a declared major by start of second year

  30. Analyze the Data • Assessing the Current Situation • Our initial analysis of the data showed: • At all campuses (even at our 2-years) more than 50% of first time freshmen took 12 to 14 credits • Percentage of freshmen completing 30 credits or more in their freshman: • 4 year campuses 14.5% to 37% • 2-year campuses averaged 7%

  31. Analyze the Data • Using Data Analysis to Make the Case for Change • Subdivided the data for first-time freshmen between those taking <15 credits and those taking ≥15 credits in the first semester of study. Examined: • Academic Preparation • Demographics • Academic Success

  32. Analyze the Data • Initial Findings – Academic Preparation • Students who took 15 more credits in their first semester had higher levels of academic preparation, as measured by: • SAT / ACT test scores • High School GPA / Rank Ratio • Early Admit / Prior Summer Credits • Compass Scores (2-year campuses only) Results were statistically significant

  33. Analyze data • Initial Findings – Demographics • For students who took 15 more credits in their first semester: • Mean age was slightly lower • Lower share for URM and Pell recipients • Higher share with financial need met • Other results mixed • Results were statistically significant for some measures at some campuses

  34. Analyze the data • Initial Findings – Academic Success • Students who took 15 more credits in their first semester: • Had higher end-of-semester GPA • Had higher credit completion rates • Persisted to following Spring and Fall semesters at higher rates • Results were statistically significant

  35. Analyze Data • Digging Deeper • Question: is superior academic performance due to better academic preparation? • To test this assumption, an Academic Preparation Score (APS) was created, using available data. • The APS measure collapses several preparation variables to a single measure that can be used to array success outcomes by preparation level.

  36. Analyze data • Created the Academic Preparation Score (1 to 4, with 4 being the highest) for: 4-Year Campuses: • SAT Composite Score • ACT Composite Score (if SAT unavailable) • High School GPA • High School Rank Ratio 2-Year Campuses: • Compass Test Scores (4 Math and 2 English)

  37. Analyze data • Students with higher levels of academic preparation (as measured by the APS) performed better than students with lower levels of academic preparation. • More importantly, at all but the lowest levels of academic preparation, students who took 15 or more credits generally had greater academic success, regardless of the APS!

  38. Create Campaign • Objectives: • Change the norm to full-time=15 credits, not 12 • Promote on-time graduation (2 and 4 years)

  39. Create Campaign • Key message: • Enroll in 15 credits per semester to graduate on-time • Secondary message: • Complete 30 credits in an academic year

  40. Create Campaign • Key audiences: • External • Students, parents, and the general public • Internal • Advisors, campus administrators, faculty

  41. Create Campaign • Rationale: • Increase the likelihood of graduation • Less opportunity cost (get a job/earn income sooner) • Lower cost for students (pay less tuition) • Lower cost for UH in support services • Lower cost to state and taxpayers

  42. Create Campaign • Communications Strategy • Develop a branding theme for consistency in communications • Create key messages by audience group • Develop a media strategy—paid and earned • Enlist partners to help spread the word

  43. Create Campaign • Implementation • Discussion sessions with UH communicators to secure campus commitments • Discussion with K-12 partners • Development of video, website, brochure, television, radio and print advertising

  44. Create Campaign • Media Strategy • Received proposals from TV networks and radio groups • Oceanic Time Warner Cable and KHON2 (NBC) • COX Radio Group • Various neighbor island radio stations Television • 648 spots (paid and PSA) in two flights • TV reach (ages18–24) 80%, avg. frequency 10.4x Radio • 3,081 (paid and PSA) spots statewide

  45. Create Campaign • Campus Strategies • Reduced credit requirements to 120 • Developed academic maps/ working on milestones • Block scheduling for freshmen • English and Math in first year • Freeze summer tuition

  46. Create Campaign • Campus Strategies • Financial incentives for freshmen • Student orientation video • Cohort scheduling • Improve course scheduling and availability • Do-It-In-Two / Do-It-In-Four

  47. Analyze results • Classified undergraduates taking 15 or more credits increased by 14.7% UH System, Fall 2011 to Fall 2012

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