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Description
The second meeting of the Higher Education Virtual Meeting Series: Addressing the COVID-19 Pandemic. Nikki Edgecombe, Community College Research Center at Teacher’s College, Columbia University, Tamar Jacoby, Opportunity America & Chris Soto, Connecticut State Department of Education discuss the importance of community colleges during and after the pandemic. August 21, 2020.
A
A
I'm
very
pleased
to
moderate
today's
discussion
about
the
critical
role
of
community
colleges
during
and
after
the
pandemic.
Without
a
doubt,
the
affordability
and
accessibility
of
community
colleges
is
and
will
be
vital
for
vulnerable
victims
of
this
enormous
job
loss
our
nation
is
currently
experiencing.
A
A
A
A
You
know
prior
to
during
and
now
and
after
the
pandemic,
specifically
we'll
talk
about
that
critical
role
of
community
colleges
as
providers
of
workforce
education
in
this
uncertain
economy,
we'll
talk
about
tackling
the
transfer
pipeline.
It's
such
a
critical
issue
for
students
and
their
success
and
their
timely,
graduation
and
or
earning
of
credits.
A
We
will
have
a
little
time
for
questions
at
the
end,
so
I
do
welcome
you
all
to
to
type
your
questions
in
the
chat
box
and
then
at
the
end,
I'm
gonna
give
you
a
preview
of
a
few
more
upcoming
meetings.
We
have
because
we
would
really
love
to
have.
You
continue
to
join
us
for
this
series
that
we're
doing
on
post-secondary
education
issues
during
the
pandemic.
A
A
So
with
this,
let's
go
ahead
and
transition
to
today's
conversation,
I'm
glad
to
introduce
our
speaker
first
speaker
for
the
meeting.
Each
of
the
three
speakers
today
will
spend
some
time
providing
their
perspective
on
how
community
colleges
can
meet
the
moment
and
really
help
students
and
states
get
through
the
pandemic
and
come
out
stronger.
A
B
Thank
you
sonny
and
thanks
to
everybody
for
joining
us
today,
my
name
again
is
nikki
echom.
I
work
at
the
community
college
research
center.
I
am
really
glad
to
speak
to
you
all.
I
feel,
like
you
know,
since
we've
been
on
lockdown,
I
really
haven't
had
a
chance
to
interact
with
all
the
audiences
I'm
used
to
interacting
with
so
it's
really
nice
to
actually
be
able
to
to
talk
to
policymakers
and
those
operating
in
the
state
policy
making
space.
I
do.
B
I
am
afforded
a
lot
of
opportunities
to
check
in
at
the
institutional
level.
Community
colleges
are
our
partners
in
this
in
the
work
that
we
do,
the
research
we
do,
but
I
often
times
don't
actually
get
an
opportunity
to
reflect
what
we're
learning
back
to
the
policy
community
so
directly
so
excited
about
the
opportunity
to
talk
to
with
you
today
andrew.
We
can
go
to
the
next
slide,
so
I
just
wanted
to
start
kind
of
thinking
about.
B
I
think
it's
critical
when,
when
we're
talking
about
the
community
college
sector,
to
recognize
that
to
understand
and
make
the
the
most
to
really
kind
of
have
the
most
generative
understanding
of
the
community
college
space
from
a
state
policy
perspective
it.
It
requires
first,
a
strong
grounding
in
their
complex
missions.
So
you
know
I'm
I'm
entering
this
conversation
assuming
a
certain
level
of
familiarity
with
community
colleges,
but
I'm
gonna
dig
into
a
couple
of
elements
of
their
mission
that
I
think
become
particularly
critical
in
the
times
we
find
ourselves.
B
I
think
about
that,
through
the
lens
of
three
of
the
sectors,
kind
of
critical
components
of
their
mission,
one
is
their
open
access,
so
these
institutions
are
intended
to
be
gateways
to
post-secondary
and
not
erect
a
lot
of
barriers
and
in
their
challenges
we
have
to
getting
students
in
and
gaining
academic
momentum
in
their
chosen
program
of
study.
But
you
know,
I
just
think
it's
critical
to
to
acknowledge
the
scale
at
which
community
college
the
community
college
sector
operates.
B
It's
breathtaking
right,
40
of
all
undergraduates,
that's
a
plurality
of
undergraduates
in
this
country.
That's
about
11.8
million
that
number
off
that
number
often
times
gets
underestimated,
because
if
we
go
to
our
traditional
ways
of
gauging
community
colleges,
the
many
many
community
colleges
that
now
offer
baccalaureate
degrees
have
been
knocked
out
a
lot
out
of
a
lot
of
accounts.
It's
really
critical
to
take
a
a
closer
look
at
the
proportion
of
students
that
are
enrolled
in
these
institutions.
B
They
are
home
to
over
half
of
the
latinx
undergraduates
in
the
country
about
four
in
ten
black
undergraduates
go
to
community
colleges
about
a
third
of
first
generation
college
goers.
So
you
see
my
point:
we're
talking
about
institutions
in
a
sector
that
have
provided
a
gateway
to
post-secondary
education
in
ways
that
other
sectors
within
higher
education
aren't
able
to
do,
and
one
of
the
linchpins
of
that
access
really
is
is
dependent
on
their
affordability.
B
B
They
spend
less
on
a
lot
of
services
and
even
if
we
simply
took
the
instructional
programs.
Unfortunately,
the
disparity
between
the
spend
that's
happening
in
community
colleges
and
even
other
broad
access
institutions
is
uncomfortably
large
and
I
think,
there's
a
lot
of
important
questions
that
as
policy
thinkers.
We
need
to
to
better
understand
and
and
think
about
how
we
can
address
those
those
disparities.
B
So,
while
these
institutions
are
quite
affordable
in
the
aggregate-
and
you
know
these-
these
tuition
fees
can
vary
dramatically,
they
are
very
low
in
a
california.
They
are
higher
in
a
texas,
but
I
think
you
know
you
can
understand
sort
of
the
differences
between
the
community
college
sector
and
some
of
the
other
sectors,
while,
while
the
ins,
the
the
sector,
prioritizes
affordability,
we
still
have
about
over
six
and
ten
of
our
full-time
students
working
while
learning,
and
that
number
is
about
74
for
our
part-time
students
right.
B
So
this
is
a
group
of
students
who
are
figuring
out
how
to
navigate
in
many
times
in
many
cases,
full-time
employment,
sometimes
with
full-time
schooling,
sometimes
with
part-time
schooling
right.
So,
if
you
think
about
from
the
inter
institutional
perspective,
what
policy
guidance
is
going
to
be
supportive
of
helping
institutions
to
support
students
who
are
operating
kind
of
with
this
characteristic?
This
work
and
earn
strategy
a
learned
strategy,
and
how
do
we
think
about
supporting
them
effectively?
B
Lastly,
I
think
one
of
the
critical
elements
of
community
colleges
and
what
makes
them
a
little
bit
hard
to
tie
down,
sometimes
is
that
they
provide
multiple
pathways
to
college
and
employment
goals
and
tamar
and
chris,
I
think,
are
going
to
talk
about
some
of
those
pathways
that
students
take,
but
just
to
sort
of
set.
The
stage
about
53
percent
of
community
college
students
are
enrolled
in
programs
that
are
called
credit
or
sometimes
academic
programs.
This
could
be
anything
from
the
associates
of
art
degree.
B
B
So
where
does
this
kind
of
multifaceted
mission
put
us
during
the
covid
crisis,
and
not
surprisingly,
the
coveted
crisis
is
putting
a
range
of
of
unique
pressures
on
community
colleges
and
their
core
mission.
I'm
just
going
to
highlight
a
couple
of
pieces
that
I
feel
like
tend
to
pop
out
at
a
time
like
this.
The
first
is
around
the
need
for
academic,
elevated
need
for
academic
and
non-academic
supports.
B
I
think
we've
all
seen
in
the
media
coverage
and
and
research
that
has
been
done
on
the
pandemic,
that
it's
affects
our
differential
right,
so
they
are
not
affecting
all
populations
in
the
same
way.
Well,
if
you
think
about
the
students
who
are
enrolling
in
community
colleges
that
I
talked
about
on
the
last
slide,
you
can
assume
that
you
may
be
dealing
with
a
disproportionate
number
of
students
who
may
be
affected
by
the
pandemic
itself,
either
having
experienced
covet
or
have
family
members
that
have
experienced
or
perhaps
died
as
a
part
of
the
virus.
B
The
chart
I
have
in
here,
I
think,
is
illustrative
because
it
it
highlights
that
you
know.
In
some
cases
we
have
half
of
low-income
students
and
we
know
there's
a
lot
of
convergence
between
categorizations
of
income
and
those
of
race
as
well,
but
half
indicating
that
the
the
pandemic
has
had
a
strong
or
extremely
strong
impact
on
their
emotional
or
mental
preparedness
right.
So
how
are
we
thinking
about
policy
that
supports
the
functions
within
institutions
advising
personal
counseling?
B
Other
basic
need
support
that
would
be
available
to
students
as
they
return
to
schooling,
whether
it's
on
campus
campus
or
virtually,
and
then
pretty
consistently.
We
have
about
a
third
of
students
indicating
that
their
academic
preparedness
has
been
impacted.
So
what
does
that
mean
about
how
we're
thinking
about
academic
supports,
like
tutoring
writing,
centers
math
labs,
other
important
resources
that
we're
increasingly
understanding
are
vital
to
propelling
students
in
terms
of
their
academic
momentum?
B
The
other
challenge
I'm
going
to
highlight
here
is
is
simply
around
the
shift
to
remote
learning.
I
think
one
of
the
important
anecdotal
takeaways
I've
had
from
my
many
conversations
with
colleges
is
while
a
lot
of
colleges
do
aspire
to
bring
back
students
to
campus.
There
is
a
point
where
they
are
understanding
that
this
may
reflect
a
change
in
their
model,
so
there
is
a
stronger
inclination
to
sustaining
hybrid
instructional
delivery
moving
forward
and
we're
having
to
think
about
how
we
support
students
to
navigate
that
in
particular
in
this
chart.
B
This
is
some
work
that
mckinsey
did
across
higher
the
higher
ed
sector,
but
I
I
want
to
highlight
in
particular
the
panel
on
the
far
right
where,
while
students
across
the
income
levels
indicate,
they
feel
a
certain
level
of
preparedness
as
new
students
in
in
college
to
pursue
it
online.
There
is
a
large
gap
in
terms
of
students
having
the
hardware
and
software
that
they
need
to
support
that
learning
again.
B
So
as
we
thought
about
federal
policy
and
the
cares
act
and
dollars
that
flow
through
to
students,
I
think
there's
a
critical
dimension
here,
that
we
need
to
interrogate
to
ensure
that
even
sustaining
hybrid
models
are
not
exacerbating
inequities
that
we
know
the
system
is
already
experiencing
andrew.
If
we
can
go
to
my
final
slide,
I
wanted
to
end
just
talking
a
little
bit
about
what
I
see
are
some
paths
forward.
B
You
know,
I
think
one
of
the
things
that
has
been
important
to
think
about
with
the
pandemic
is
the
critical
lens
that
localness
brings
right.
So
we
know
that
the
virus
operates
differently,
even
within
a
state
right.
So
we
know
in
community
colleges
as
local
institutions,
uniquely
local
institutions
are
are
experiencing.
B
B
But
the
important
thing
and
one
of
the
virtues
of
the
community
college
is
these-
are
considered
teaching
institutions
so
that
classroom,
whether
it's
virtual
or
in
person
in
person,
has
been
a
space
where
a
lot
of
support
not
simply
instruction
but
support,
is
provided
so
being
able
to
get
back
to
that
space
becomes
a
vital
asset
for
the
institutions,
as
local
institutions
as
well.
They
become
particularly
adept
at
being
responsive
to
changes
in
local
labor
market
demands.
B
I
think
one
of
the
things
that
we're
we're
challenged
with
is
oftentimes
folks,
not
particularly
familiar
with
the
community
college
space
of
the
community
college
student
will
tend
to
have
sort
of
a
vision
of
the
four-year
university
type
experience,
and
we
don't
necessarily
weigh
and
think
about
the
ways
in
which
how
does
this
institution,
where
three-quarters
of
its
part-time
students
are
working?
How
do
we
take
advantage
and
ensure
that
that
work
is
supporting
their
development
and
their
future
career
and
educational
prospects?
B
So
an
opportunity
to
just
reimagine
are
our
ways
of
thinking
about
how
college
and
work
can
be
combined
becomes
an
important
opportunity
here
now.
I
think
the
caveat
that
I
would
just
leave
you
with
is
the
community
college
space
has
done
a
lot
of
rethinking
it.
It
began
to
get
exposure
about.
You
know.
I
don't
know
12
15
years
ago,
where
people
started
actually
paying
a
bit
more
attention
to
it.
B
We
still
have
to
confront
there
as
well
as
workforce.
The
community
colleges
have
been
always
connected
to
workforce,
but
I
think
there's
strong
agreement
that
there
can
be
better
alignment
and
better
work,
but
none
of
this
work,
this
tremendous
work-
that's
begun
in
the
last
decade-
can
continue
if
these
already
under
resource
institutions
are
starved.
So
I
think-
and
this
is
part
of
what-
what
the
blog
that
sonny
talked
about
discusses
is
in.
In
a
time
where
we
know
state
budgets
are
going
to
be
reduced.
How
do
we
think
about
who
bears
what
cost?
B
If
these
are
engines
of
our
economic
recovery?
How
do
we
think
about
supporting
them
in
ways
that
allow
them
to
fulfill
that
fulfill
their
mission
and
support
students
to
meet
their
own
academic
and
and
career
goals?
So
I
just
think
that
that's
an
important
consideration,
as
we
think
about
entering
our
appropriation
seasons
and
we're
thinking
about
what
kinds
of
legislation
are
going
to
support
the
sectors
within
all
of
your
respective
states
to
really
be
important
drivers
of
the
economic
recovery
so
I'll
leave
it.
There.
A
Thank
you
so
much
dr
edgecombe
for
that
wonderful
brown
kind
of
level
setting
for
what
community
colleges
are
dealing
with
right
now,
and
you
know
both
setting
the
stage
for
the
challenges
and
also
some
inspiration
for
us.
So
thank
you.
I'm
gonna
invite
our
next
speaker
to
join
us.
The
tamar
jacoby
is
president
and
ceo
of
opportunity.
A
America,
which
recently
published
a
report
by
a
group
of
educators
and
policy
thinkers
outlining
a
strategy
for
community
colleges
to
step
up
in
the
wake
of
the
coveted
crisis
as
the
nation's
premier
provider
of
workforce
education,
you
can
so
you
can
read
her
report
using
the
link
provided
here
and
tamar.
Welcome,
and
thank
you
for
being
here
and
to
all
of
our
participants.
A
C
Thank
you
so
much
sunny
and
thank
you
national
conference
of
state
legislatures.
It's
a
privilege
to
be
here.
Nobody
matters
more
on
most
of
the
issues
I
care
about.
So
it's
it's
really
a
pleasure
and
a
great
opportunity
to
be
able
to
be
with
you
today.
So
this
is
what
I
want
to
talk
about
community
colleges
as
the
nation's
premier
provider
of
workforce
education.
C
What
I'm
going
to
talk
about
what
community
colleges
currently
do,
what
they
could
do
and
what
state
legislators
can
do
to
help
community
colleges
live
up
to
their
potential
and
meet
this
essential
need
for
the
nation.
So,
let's
start
with
the
need,
let's
start
with
the
problem,
we're
solving,
for
I'm
sure
I
don't
need
to
tell
you.
C
States
are
facing
two
huge
workforce
challenges:
number
one
to
get
americans
back
to
work
in
the
wake
of
the
pandemic,
millions
of
americans
are
going
to
need
fast
job,
focused
upskilling
and
reskilling
to
get
back
to
work
in
the
months
ahead.
Safety,
training,
technical
training,
reskilling
for
a
new
industry.
C
This
alone
could
be
the
challenge
of
a
lifetime.
But
the
truth
is
it's
only
the
beginning.
It's
really
only
the
foothills
before
the
mountain,
because
that
giant
leap
of
automation
that
we
used
to
call
the
future
of
work
is
coming
at
us
much
faster
now
in
the
wake
of
cobit,
the
coveted
economic
shock
is
accelerating
automation
in
industry
after
industry.
I
heard
a
mckinsey
consultant
talk
about
it
the
other
day,
so
it
must
be
true.
C
So,
of
course,
this
is
already
happening
right.
It's
been
happening
for
a
while
it's
hard
to
convey
the
significance
of
this
slide,
nikki
sort
of
alluded
to
it.
It
looks
like
two
pretty
colored
columns
right,
but
this
is
actually
an
epical
transformation
of
the
us
economy
in
1983,
only
one
third
of
american
jobs
required
more
than
a
high
school
education
right
one-third.
Today,
only
one-third
of
american
jobs
are
open
to
people
with
only
a
high
school
education.
C
Today,
two-thirds
of
jobs
require
more
than
high
school,
some
kind
of
post-secondary
education
or
training,
maybe
four
years
of
college,
but
maybe
some
kind
of
technical
training
and
just
one
more
little
gloss
on
this.
Another
way
to
think
of
it
is
that
technology
and
the
digital
revolution
and
the
future
of
work
are
shifting.
C
C
So
the
sixty
four
thousand
dollar
question
right
is
who's
going
to
provide
that
workforce,
education
and
training
that
we
need,
and
the
answer
is,
there's
no
institution
better,
positioned
to
provide
it
than
community
colleges
and
notice.
I
say
position
not
necessarily
doing
it.
Yet,
let's
be
honest
community
college,
it's
a
vast
sectors.
Nikki
outlined
quality
is
uneven,
but
community
colleges
have
a
lot
going
for
them.
They
bring
some
important
advantages
to
the
task
of
workforce
education.
I'm
just
going
to
talk
briefly
about
four
of
them
number
one
community
college.
C
Only
community
colleges
have
the
infrastructure
to
provide
the
upskilling
that's
needed.
Today.
They
have
classrooms,
they
have
instructors,
they
have
training
labs,
they
have
online
capacity
they're
in
every
community
and
it's
where
the
students
are.
They
you.
There
are
more
students.
Sorry,
I
don't
have
a
term
they're
more
they're.
In
any
given
year,
more
people
attend
community
college
than
participate
in
boot
camps,
government,
job
training
and
apprenticeship
combined.
I
mean
a
lot
more
look.
Those
little
bars
on
the
top
there's
stubby
little
stubby
little,
nothing.
C
You
can
hardly
see
them
compared
to
community
colleges,
but
here's
the
rub:
nearly
80
percent
of
high
school
graduates
arrive
at
community
colleges,
saying
they
want
to
transfer
and
earn
and
get
to
a
four-year
college
and
earn
a
bachelor's
degree,
but
only
15
make
it
one
five.
I
mean
this
number
says
one
three.
Sometimes
it's
one:
five,
that's
not
a
good
batting
average.
Eighty
percent,
what
fifteen
percent
get
and
don't
get
me
wrong?
A
bachelor's
degree
in
the
right
field
is
a
golden
ticket
to
the
middle
class
right
so
good
for
that
15.
C
But
even
if
we
could
double
the
number
of
learners
earning
bachelor's
degrees,
we'd
still
be
leaving
out.
Half
the
student
body
and
the
problem
is
that
a
lot
of
education,
reformers
and
I
was
happy
to
see
nikki's.
Not
one
of
them
see
this
kind
of
as
an
either
or
you
know,
either
we're
going
to
improve
transfer
rates
and
boost,
va
attainment
or
we're
going
to
strengthen
community
college
workforce
education
and
to
me
that's
just
crazy:
it's
not
an
either
or
it's
not
a
zero-sum
game.
It's
not
a
see-saw
one
up.
One
down.
C
Students
need
both
things:
both
technical
workforce
skills
and
foundational
quote-unquote
academic
skills
like
critical
thinking
and
problem
solving,
no
matter
where
you're
going
if
you're
going
into
the
workforce,
you
need
critical
thinking
and
problem
solving.
If
you're
going
on
to
four-year
college,
you
need
some
understanding
of
the
workplace.
We
need
both
sides
of
the
college.
They
both
need
to
do
a
better
job.
Chris
is
going
to
talk
about
boosting
transfer
rates,
I'm
going
to
talk
about
how
to
elevate
the
workforce
mission
and
what
you
policymakers
can
do
to
help
colleges
elevate
the
transformation.
C
The
workforce
mission
so
advantage
number
three
college's
advantage
as
a
workforce
provider,
they're
nimble,
and
now
I'm
going
to
talk
about
the
non-credit
division,
which
nikki
also
laid
out
a
little
bit.
I
don't
want
to
get
too
much
into
the
weeds
if
you're
not
familiar
with
non-credit
education,
every
college
has
a
non-credit
division.
It's
often
as
big
as
the
credit
side
of
the
college.
It's
usually
set
a
separate
sphere
funded
administered
separately.
C
Students
come
to
learn
skills,
not
get
academic
credentials.
Yes,
there's
a
lot
of
esl
adult
basic
learning
and
stuff
like
that,
but
increasingly
it's
about
workforce
and
the
core
strength
of
the
non-credit
division
is
that
it
doesn't
need
approval
from
a
faculty
committee
or
a
creditor
to
stand
up
a
new
course.
C
So
the
division
can
move
at
the
speed
of
business.
It
can
keep
up
with
the
way
rapidly
changing
technology
is
transforming
the
workplace
in
sector
after
sector.
The
non-credit
division
also
has
its
problems
most
important.
It
should
be
much
easier
to
move
from
the
non-credit
division
into
the
credit
division.
C
Nikki
alluded
to
that
as
well,
but
the
bottom
line
is
that
the
non-cut
division
is
a
huge
asset,
often
an
underused
asset
at
many
community
colleges
advantage
number
four
community
college
have
have
long
experience
with
both
kinds
of
learners
who
are
going
to
need
attention
in
coming
years.
Nikki
didn't
talk
too
much
about
this,
but
we've
got
traditional
college
age.
Students
at
community
colleges
right
and
we
have
mid-career
adult
learners
right
now.
The
balance
is
about
60
40
60
younger
40,
over
older
than
26,
but
covid,
and
the
future
of
work.
C
Okay,
so
the
next
slide
is
a
reform
agenda
and
in
some
ways
this
is
the
most
important
slide,
but
my
time
is
short
so
I'm
going
to-
and
I
want
to
get
to
policy,
so
I'm
going
to
go
pretty
quickly
through
this
reform
number
one,
and
this
is
what
should
happen
at
the
college
right.
This
is
the
reform
agenda
at
the
college.
Number
one
take
your
cue
from
the
local
labor
market.
This
is
the
number
one
difference
between
community
colleges
and
four-year
institutions,
or
should
be
traditional.
Higher
ed
is
pretty
much
inward.
C
Looking
focused
inward.
They
live
it
living
up
to
its
own,
intrinsic
academic
standards.
Community
colleges
that
want
to
live
up
to
their
potential
as
workforce
education
providers
should
be
outward
looking
and
responsive
to
the
labor
market.
There
are
two
ways
to
keep
abreast
of
labor
market
need
number.
One
is
labor
market
information,
real
time,
granular
sector
by
sector,
job
by
job
labor
market
data.
The
other
way
is
much
better,
much
closer,
much
more
intensive,
much
more
granular
same
word
again.
C
If
these
colleges
want
to
be
the
workforce
provider
programs
credentials,
strategic
initiatives
should
all
grow
out
of
and
serve
the
region's
workforce
needs
reform
number
two
at
the
college
short
form
on
just
in
time.
Job
training,
most
community
college,
traditional
college
age
and
those
mid-career
adults,
are
in
a
hurry,
particularly
today,
in
the
wake
of
covid
they're.
C
In
a
hurry
to
get
to
work
or
to
get
back
to
work,
they
may
come
back
to
college
later
in
life,
as
nikki
described
for
more
education,
but
what
they
want
right
now
is
a
fast
track
to
a
well-paying
job,
and
this
means-
and
this
means
job-oriented
courses
should
be
short
and
laser-focused
no
longer
than
is
necessary
to
learn
the
skills
you
need
on
the
job
reform
number
three,
and
now
I'm
edging
into
policy
right.
We
need
a
better
metric
for
a
job
focused
program.
The
finish
line,
isn't
graduation
or
shouldn't
be
it's
job.
C
So
I
haven't
done
justice
to
these
institutional
reforms,
but
the
point
is
what's
needed
at
community
colleges
goes
beyond
an
innovation
here,
and
an
innovation
there
to
meet
today's
workforce
needs
to
live
up
to
their
potential
potential.
Community
colleges
need
a
paradigm
shift
in
the
wake
of
covid,
as
we
wrestle
with
the
future
of
work.
Community
colleges
have
an
opportunity
to
embrace
a
new
mission
and
a
new
identity
to
accept
and
champion
that
they're.
The
nation's
premier,
provider
of
job-focused
education
and
many
are
moving
in
this
direction.
C
Some
of
the
most
exciting
innovation
in
higher
ed
today
is
on
the
workforce
side
of
community
colleges,
but
they
can't
do
it
alone.
They
need
your
help,
so
the
last
slide.
The
most
important
slide
is
what
state
policy
makers
can
do
can
do
how
you
can
help
community
colleges
live
up
to
this
potential
five
ideas
I'll
just
run
through
them
quickly,
funding
based
on
economic
value
added.
C
C
We
want
to
reward
high-paying
programs.
We
want
to
create
incentives
for
performance,
so,
let's
make
sure
the
metrics
we're
using
to
measure
value
reflect
the
mission
of
the
program.
If
the
college's
mission
is
to
prepare
students
for
the
workforce,
the
outcomes-based
funding
formula
should
center
on
jobs
and
earnings,
not
graduation
potential
model.
C
Why
does
the
us
have
two
overlapping
and
duplicative
job
training
networks,
community
colleges
and
the
public
workforce
system?
I
don't
know
if
you
can
answer.
Tell
me
the
answer
to
that
you,
you
win
the
prize.
These
two
systems
need
to
work
together,
much
more
closely.
We're
not
saying
abolish
any
one
of
them
or
not
saying
merge
them,
but
they
need
to
work
together
much
more
closely,
complementing
not
competing
with
each
other,
and
only
state
policy
makers
can
make
that
happen.
Only
the
state
can
brave
the
college
and
workforce
funding.
C
Only
states
can
create
incentives
for
the
kind
of
cooperation.
That's
needed
number
four
and
I'm
rushing
through
these
fast.
Obviously
right
hope
you
have
questions
number
four
funding
for
attainment
of
industry,
certifications
same
point:
let's
reward
desirable
workforce
outcomes
and
also
provide
some
funding
for
quality
non-credit
programs.
A
potential
model
is
florida.
Florida
colleges
get
a
cash
payment
for
every
student
who
earns
a
certification
and
believe
me
certified
students.
The
number
of
certified
students
in
florida
has
skyrocketed
since
that
policy
was
put
in
place.
Last
reform
is
a
common
course
numbering
system.
C
It's
a
little
complicated
to
explain
in
the
time
I
have,
but
you
can
imagine
it's
a
key
tool
to
ease
any
kind
of
transfer
or
articulation
of
credit
and
it's
especially
important
to
ease
that
critical
transition
from
non-credit
to
credit.
If
people
want
to
go
from
the
workforce
side
to
a
later
academic
education,
so
I'm
out
of
time.
But
if
you
want
to
learn
more,
please
do
go
to
our
website
and
download
the
report
go
to
now.
I
guess
you
can
go
to
sunny's
website,
go
to
sunny's
website
or
our
website
and
download.
C
A
Wonderful,
thank
you
so
much
tamar
and
without
a
doubt
this
is
an
issue
that
we're
hearing
increasing
interest
from
legislators
and
legislative
staff,
and
so
we
too
are
here
to
serve.
If
you
have
questions
about
what
other
states
are
doing
or
legislative
examples,
perspectives,
we're
happy
to
provide
that
and
also
connect
you
to
tamar
and
her
team
same
with
our
other
speakers
today
I
see
we
do
have
a
great
question
and
I'm
excited
to
hop
into
it.
A
You
know
the
critical
role
that
transfer
policies
play
in
states
to
help
students
complete
their
degrees
and
so
I'll.
Let
him
kind
of
speak
more
broadly
about
this
issue,
but
know
that
this
is
something
that
states
are
continuing
to
work
on
and
chip
away
at,
and
we
do
have
some
neat
examples,
and
so
it's
an
important
topic.
A
Chris
also
is
serving
on
the
national
tackling
transfer
advisory
board
and
you
can
read
an
opinion
piece.
He
contributed
to
using
the
link
provided
here
and
chris
thanks
so
much
for
being
here
and
sharing
your
thoughts
with
folks
kind
of
knowing
the
seat
that
they're
in
at
state
legislators.
Thank
you.
D
D
D
You
know,
as
sunny
mentioned,
we're
we're
kind
of
trying
to
tackle,
as
the
title
of
the
group
says,
tackle,
transfer
policy
and
that's
a
partnership
with
the
aspen
institute,
sova
and
hcm
strategists
and
the
goal
there
is
to
basically
improve
transfer
outcomes
for
bachelor
seeking
students
who
begin
at
community
college.
So
you
know,
I'm
gonna
definitely
offer
some
of
the
ideas
that
we
had
in
our
in
our
opinion
piece.
D
So,
let's
start
with
what
we
know,
you
know,
as
illustrated
by
by
my
two
colleagues
on
the
call,
the
community
colleges
hold
great
promise
for
a
variety
of
reasons,
and
you
know
just
to
use
some
of
their
words.
You
know
the
advantages
that
a
community
college
can
have,
and
you
know
they're
positioned
to
be
great
institutions,
and
so
we
know
that
they
do
have
great
promise,
but
we
also
know
that
these
systems
are
not
achieving
their
full
potential
right.
That's
exactly.
I
mean
that's.
Why
we're
on
this
call.
D
That's
why
we're
continuing
to
have
this
conversation,
but
you
know
systems
are
achieving
the
outcomes
that
they
were
created
to
achieve
right.
Think
about
that
for
a
second
they're,
achieving
the
outcomes
that
they
were
created
to
achieve,
and
so,
when
we
think
about
community
colleges
when
they
were
created,
they
it
was
under
different
circumstances,
different
objectives.
D
When
we
think
about
now-
and
I
love
the
slides
that
nikki
had
on
who
the
community
colleges
are
serving
right
now,
can
we
honestly
say
that
they're
designed
to
support
the
students
that
enroll
now
and
that's
a
relative?
You
know
the
answer
is
relative
for
everyone
on
this
call,
but
my
opinion
is
no,
and
you
know
I
think,
that's
going
to
lead
us
to
our
next
slide.
Please.
D
And
so
the
landscape
around
us
is
constantly
evolving,
and
when
that
happens,
this
is
what
we
get
right.
This
piecemeal
lego
creation
of
something
and
not
what
it
was
initially
or
intended
or
designed
to
do
right
and
so
covid.
You
know
you
use
covet
as
a
perfect
example.
You
know
again,
a
question
back
to
the
audience
is
how
many
of
your
community
colleges
were
ready
to
transition
to
an
all
remote
environment
and
effectively
deliver
instruction
at
the
flip
of
a
switch.
D
D
You
know
challenges
they're,
not
as
nimble
as
they
should
be
right,
they're,
not
achieving
their
full
promise,
and
so
I
think
you
see
where
I'm
going
here
is
that
we
have
to
honestly
ask
ourselves
in
our
respective
states.
Are
we
one
proud
of
what
we're
doing
or,
if
not,
then
there's
a
two-part
answer,
which
is,
if
we're
not.
You
know
happy
with
with
the
outcomes
that
our
systems
are
producing.
D
Are
we
ready
for
for
bold
change,
or
are
we
willing
to
accept
kind
of
a
piecemeal
approach,
because
in
the
end,
it's
the
students
that
are
impacted
and
that
I
think
we
always
have
to
remember
to
be
student-centered
and
student-centric
when
we
think
about
this
work,
and
so
you
know
this
can
apply
to
what
we're
trying
to
tackle
with
transfer
policy,
but
it
it
spans
anything
that
we're
talking
about
in
education.
Quite
frankly,
right
are
we
happy
with
our
outcomes?
D
No,
if,
if
yes
great,
you
know
raise
those
flags
wave,
those
arms
pat
your
backs,
but
if
not,
are
we
willing
for
bull
willing
to
enact
bold
change,
or
are
we
just
okay
with
the
status
quo
right
and
so
that
you
know
that
brings
me
to
to
basically
what
we
need
to
do
to
disrupt
the
system
right?
Are
we
willing
to
basically
blow
up
this
lego
creation
and
create
something
that
is
truly
going
to
serve
the
students
that
are
enrolled,
or
are
we
going
to
have
a
random?
D
You
know
walking
ledge
here
on
the
side
and
then
there's
you
know,
I
don't
even
know
what
that
propeller
is
doing
there.
You
know
that
foundation
looks
a
little
shaky.
So
are
we
gonna
disrupt
this?
You
know
and
put
it
back
together
in
the
way
that
we
really
envision
success,
or
are
we
going
to
continue
with
the
status
quo?
D
And
you
know
I
know
believe
me,
you
know
I'm
not
speaking
from
from
any
high
place,
because
we
have
the
status
quo
here
in
connecticut
and
it
thrives
well-
and
you
know
just
the
simple
example
of
our
community
college
system
and
it's
great
that
we
have.
You
know
up
actually
up
until
recently
and
that's
the
example.
You
know
we
had
an
independent
system
and
that's
great
they're
responsive
to
their
communities,
and-
and
I
think
that
that
is
definitely
something
that's
important.
D
Also
going
to
be,
you
know,
are
we
going
to
be
able
to
enact
system-wide
change
with
a
fragmented
system,
and
that
is
the
challenge
that
we're
facing
right
now
and
we
actually
recently
moved
to
bring
all
of
those
institutions
under
one
system,
and
that
has
caused
a
lot
of
consternation
and
why?
Because
many
think
that
that's
happening
at
the
expense
of
something
else
right-
and
I
don't
have
to
remind
this
group
in
the
audience
what
that
means
right-
something
is
near
and
dear
to
a
legislator's
heart.
D
D
D
So
we
a
couple
of
colleagues
out
and
myself
from
the
transfer
tackling
transfer
advisory
board.
We
recognize
that
this
work
is
not
easy
and-
and
we
pen
this
up
to
talk
about
some
of
the
best
practices
that
we
currently
see
right
and
so
I'm
going
to
talk
about.
You
know
some
of
these
four,
some
more
in
depth
than
others.
I'm
going
to
check
my
time
quickly,
because
I
can
get
passionate
about
this,
and
so
starting
with
the
end
game
in
mind.
D
There
has
never
been
a
better
time,
unfortunately
right
because
of
kovid,
but
to
rethink
how
we
read
how
we
do
how
we
do
business
right,
how
we
disrupt
the
system
and
make
this
about
the
students
with
cat
with
states
that
are
cash
strapped
right
now.
One
important
thing
that
we're
going
to
see
is
the
redirection
of
funding.
That's
going
to
be
widespread
throughout
all
public
sectors.
Education
is
not
alone,
and
so,
when
we
start
with
the
end
game
in
mind,
how
do
we
position
ourselves?
D
This
team,
this
audience
to
make
a
strong
case
that
investment
in
community
college
is
what
is
vital
right,
and
I
think
that
speaks
to
some
of
the
things
that
tomorrow
is
talking
about
when
we
link
this
to
workforce
development,
because
we
know
that
workforce
development
is
going
to
be
critical
to.
You
know
save
states
at
this
point
right
now
right.
You
know
again
specifically
with
a
coveted
lens,
and
so
we
have
to
seize
this
moment
to
rewrite
the
end
game.
D
So
that's
that's
what
number
one
speaks
to
and
when
I
talk
about
moments
I
just
want
to
give
one
quick
example
and
on
how
relevant
this
is,
and
so
we
recently
passed
a
sweeping
police
accountability
bill
in
the
connect
in
the
legislature
that
basically
followed
on
the
heels
of
of
what
we
saw
in
minneapolis
with
george
floyd.
There
was
no
way
that
that
bill
was
gonna
pass.
D
D
This
speaks
somewhat
to
the
redirection
of
funds,
but
more
so
again
we
know
change
is
hard,
and
so
when
change
is
hard
and
you
do
have
to
potentially
redirect
funds,
how
do
you
incentivize
best
practice?
That
is
a
more
viable
reality
than
one
getting
more
funds,
because
we
know
that's
not
the
economic
reality
right
now.
But
if
funds
are
going
to
be
redirected,
then
you
know,
we
argue
that
we
should
be
incentivizing
best
practice.
D
The
third
piece
is
around
making
financial
aid
more
predictable.
I'm
not
going
to
spend
too
much
time
here
because
we
know
again
from
ex.
I
know
from
experience.
I
know
you,
I'm
sure
you
guys
know
that
this
is
an
oftentimes,
confusing
maze
for
students
and
families.
I
don't
think
anyone
can
basically
raise
their
hand
on
this
call
and
say
our
families
haven't
figured
out
on
how
to
navigate
the
financial
aid
process
in
their
state,
and
we
know
that
finances
is
the
main
reason
and
you
know
under
finances,
there's
a
variety
of
things
that
constitute
that.
D
But
it's
the
main
reason
why
students
don't
finish
their
degrees
and
then,
lastly,
promoting
transparency.
So,
back
to
my
earlier
comments
about
making
the
case,
we
have
to
start
with
the
data
right.
Data
is
the
flashlight.
Now
local
interests,
politics
personalities
they
sometimes
will
overshadow
the
data,
but
that
doesn't
mean
that
we
don't
need
it
right
again.
It's
the
flashlight,
but
it's
not
the
tool,
the
you
know,
and
sometimes
people
mistake
data
as
the
tool
to
do
the
work
and
that's
not
the
key.
So
it's
important
that
we
make
that
distinction.
D
So
as
your
states
are
publishing,
you
know
no
and
not
as
but
are
your
states
publishing
institutional
data,
that's
disaggregated
by
race
by
scs?
You
know
so.
Here's
the
key,
though
even
you
know
so
number
one.
If
you're
not
publishing
it,
I
think
there
you
know
we
definitely
have
to
get
there
as
a
best
practice,
but
if
you're
not
publishing
or
if
you
are
publishing
it,
are
you
then
talking
about
it,
because
I've
seen
many
websites
that
have
beautiful
dashboards
with
great
metrics
and
graphs?
D
The
last
piece
that
we
have
to
be
honest
about
is
this:
myth
that
do
your
two
years
save
money
and
then
go
to
four-year
school
right.
You
know
sometimes
that
so
that
you
know
my
opinion
on
this
may
not
be
the
mainstream,
and-
and
you
know
I'm
curious
to
hear
others,
but
due
to
years
and
transfer
is
not
the
reality
for
low-income
and
first-generation
students
right,
they're,
taking
they're,
starting
with
remedial
courses
and
there's
a
bunch
of
other
obstacles
that
are
going
to
prevent
them
for
graduating
in
two
years.
D
The
student
that
typically
graduates
in
two
years
is
starting
with
five
courses
right
they're,
not
in
any
remedial
classes,
and
they
probably
would
have
you
know,
gone
on
to
to
any
four-year
school
and
done
great.
You
know
I
mean
so
I
think
we
have
to
change
that
narrative,
that
everyone
is
just
going
to
go
to
community
college,
save
money
and
then
graduate
with
a
four-year
degree.
D
We
just
have
to
be
honest
about
that,
because
we
know
it's
not
the
case
for
everybody,
and
so
I'm
going
to
close
with
by
stressing
these
three
points
again
number
one
transparency,
you
know
with
respect
to
data
is
where
the
conversation
needs
to
start.
We
have
to
move
beyond
the
piecemeal.
You
know
lego,
set
and
seriously
consider
disrupting
the
system
in
order
to
achieve
the
outcomes
that
that
are
desired
and
that's
the
creativity
that's
down
there
and
then.
D
Lastly,
the
political
will
which
everybody
on
this
call
knows
it's
ultimately
gonna
you
can
have
the
data.
You
can
have
the
creative
solution,
but
is
there
the
political
will
to
do
what
we
know
is
gonna
work
best
for
students,
even
if
it
means
we
don't
get
the
ribbon
cutting
anymore,
even
if
it
means
that
past
programs
that
we
campaigned
on
are
no
longer
going
to
exist.
Is
the
political
will
there
to
enact
the
creative
solutions
that
are
based
on
data
and
best
practice
and
so
I'll
stop
there.
A
Thank
you.
This
has
been
so
interesting.
I
really
love
seeing
everyone's
faces
and
the
nodding,
and
just
such
a
important
set
of
issues
that
you
all
discussed
and
reinforced,
and
you
know
again,
we
all
as
experts
here
today
stand
ready
to
serve
any
of
you
if
we
can
make
connections
to
other
people
if
there
are
folks
that
you'd
like
to
have
come
testify
in
your
state,
let
us
know
and
we'll
try
to
help
make
those
connections
or
help
provide
examples.
A
A
C
Sorry,
sorry,
I
knew
that
would
happen
right,
I'm
so
sorry,
whoever
asked
that
question
you
caught
the
weakness
in
my
talk
because
on
my
head,
if
you
notice,
I
had
examples
for
every
other
state.
I
don't
have
a
good
example
for
that,
I'm
I
think
it
is
probably
happening,
but
I
don't
I
mean,
and
I
guess
I
would
first
look.
I
probably
first
look
at
texas.
C
I
might
look
at
wisconsin,
I
mean
there's
a
few
places
I
would
sort
of
think
maybe
would
be
doing
it
well
that
I
would
look,
maybe
utah,
but
I
I
honestly
don't
know
love
to
if
you're
you
know
interested
in
following
up
it's
something
I'd
like
to
explore
further
too
so
good
question.
Sorry,
I
can't
answer
it.