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Editor's Notes

• #2: Thanks for having me here, and thank you for your attention to what we all care about. During these remarks I’ll be connecting some ideas that we don’t always think about together, and I’ll try to leave time for Q and A. If more questions or reactions cross your mind later, then I hope you’ll stay in touch. You can see links to the reading that influences me, and contact me via my [click] blog at this address, which I’ll put up again at the end.The main point I want to make is that student success and transfer curriculum are intertwined in ways we don’t always recognize, or take full advantage of.And the need to change that feels increasingly urgent. You can probably think of some telltale signs of your own, but I’ll share this one, from --
• #3: [Information on this slide is from the Ventura County Star, “Lawmakers Told California Is Lagging in Higher Education,” 2/20/2013.]-- a hearing in Sacramento last month. The National Center for Higher Education Management Systems is one of those consulting and data-driven groups that periodically testifies to legislators about how we’re doing.In his remarks, Jones began with [click] a point about how our state has been relying on others to educate our workforce. And he points out that we [click] can’t keep doing so. Now note that he’s talking about my segment and not yours – these are bachelor’s degrees. But then he makes an interesting point.Our need to produce more degrees will be complicated by demographics. We can expect [click] another 2.7 million people at one of the critical periods of life where college helps, and [click] nearly all of those newcomers will be in ethnic groups that higher ed has had the [click] hardest time serving.And they’re the people who are likelier to begin with you than with me.Leading Jones to this [click] conclusion. Get it? If you want more baccalaureate degrees, then you need success at the community colleges. It’s a subtle point, but at least [click] one person in the audience got it. Here’s what he said to a [click] reporter afterward. We’ve heard that before. And he said [click] this.I’d like you to think for a moment about those --
• #4: -- students, the ones we share. In the last couple of years, both our segments have launched high-profile efforts to improve the rates at which students who start with us actually finish. I’ll share our [click] baseline numbers first. They aren’t pretty.Overall, our students were graduating within six years at a rate of [click] 46%, with an additional penalty for [click] those in the fastest-growing demographic groups.In the community colleges – against, systemwide, and not just the LACCD – the [click] rate of transfer after six years of trying, just among those saying they intended to, was even [click] lower, with another [click] penalty for Latinos and blacks.Now you and I know better than our critics just what we’re up against, in terms of student preparation, inadequate funding, and events beyond our control. But this is not who we want to be.And becoming who we want to be will mean working together. Because most of your students come to you saying they want a bachelor’s degree some day, and 60 percent of the CSU’s graduates began at a California Community College.So I’m going to talk about that transfer pipeline, in terms of students and curriculum, toward identifying with you ways that we can improve it. I’ll begin with the most basic step --
• #24: Thank you.