skip to main content
Menu
Return to Doing What Matters for Jobs and the Economy home page

« back to eShowcase

SHARE!
Practices with Promise Workforce Outcomes eShowcase

Learn how »

Practices with Promise Success Story

Submitted By: Kyle Crider, West Hills Community College District

Reg365 - Year Round Registration at West Hills Community College District

  • Type of Practice: Data-Backed Decision Making
  • Type(s) of Users Served: Associate Degree Students, Counselors/Supporting Staff to Student, Faculty/Teachers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 16, MP 19, MP 20, MP 21, MP 22, MP 23, MP 24, MP 25, MP 26, LI 1, LI 2, LI 3, LI 4, LI 5, LI 6, LI 7 (click here for description)
  • Regions Involved: Central Valley
  • Colleges Involved: West Hills College-Coalinga, West Hills College-Lemoore

The Challenge

Once students incorporate academic and career goals into educational plans, colleges should provide tools for students to act on these plans. Over the last decade, West Hills Community College District (WHCCD) took a close look at its student success data: in particular, they focused on the demonstrable impact educational plans have on student success.

The Solution

In 2014, WHCCD helped its students implement longer term educational plans by reframing the traditional term-by-term approach to registration. Through its program, Reg365, WHCCD students with an educational plan enroll in an entire year of courses (Summer, Fall, and Spring) at one time.

Students chart out their educational plan with an advisor, and then register for the coming year’s courses at once.

Data collected during the registration period allows colleges to forecast section and course demand far into the future. This additional insight facilitates more confident, proactive budgetary and strategic planning for the years ahead.

Outcomes

Rates of student persistence have increased slightly, and the percentage of first and second year students enrolling in and completing 30+ units during the course of the academic year has increased.

The Data

Fall to spring persistence rates increased by 1.2% in the first year of Reg365's implementation.

Second-year students saw a 1.6% to 1.8% increase in the rates of enrollment and completion of 30+ units during the first year of Reg365, and first-year students experiencing a slight increase as well (less than 1%).

Supporting Information

Reg365 Information for Students

Reg365 Implementation Guide


« back to eShowcase

Close

Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception

 

Close Window


Understand why regional collaboration is more important than ever.