The Loss/Momentum Framework (LMF) is designed to help colleges better understand students’ pathways through college.
Following students through the four main stages of their interaction with college—Connection, Entry, Progress, and Completion—the LMF helps colleges identify where students stumble or become sidetracked, and, thus, where there are opportunities to prevent students from dropping out and improve their momentum toward program completion.
How can we increase the number of new students who make it through the application and intake process appropriately placed and ready to learn?
A substantial number of students who have an interest in college, and even apply, do not end up enrolling in classes because they do not make it through the intake process. The goal in this phase is to encourage new students to apply in a timely manner, secure the necessary financial aid, begin to develop a plan for college and careers, and enroll in initial coursework appropriate to their level of readiness and goals. Understanding what happens to students in this phase can help colleges improve recruitment, intake, and placement.
How can we accelerate the rate at which new students choose and successfully enter a program?
The objective here is to help students choose and enter a program of study as quickly as possible. Many students seeking degrees drop out after only one or two terms. Colleges, therefore, need to understand how students get from their initial enrollment in the college to the point of passing their first college-level courses in their chosen program of study.
How can we increase the rate at which students complete program requirements?
In this phase, colleges track students’ progress in taking and passing the courses they need to complete their intended program as efficiently as possible. Many college departments do not track students’ progress in their programs, so it is perhaps not surprising that many students fall off track.
How can we ensure that our programs prepare students for further education and career advancement?
In this phase, colleges track students’ rates of completion by program, and determine whether their students are able to move successfully to the next level of education—a higher level degree program for certificate recipients, or transferring with junior standing in the desired major field for associate recipients—and advance in the labor market. This information is critical to ensure that the college’s programs are aligned with the requirements for success in further education and careers.
An instructional program for adults that includes courses designed to improve basic skills in reading, writing, and arithmetic.
An award earned for satisfactory completion of at least 2, but usually less than 4 years of full-time equivalent college work. CBD colleges report completions of Associate in Arts (A.A.), Associate in Science (A.S.), and Associate in Applied Science (A.A.S.) degrees, and analysis can be conducted separately.
Students who attempt at least 9 college-level semester credits (usually equivalent to 3 courses) in a given program area in a given time period, whether or not they successfully complete them.
An award earned for satisfactory completion of 4 years of full-time equivalent college-level work. In some cases, students may complete their 4 years of college-level work in 3 years.
A formal award certifying the satisfactory completion of a postsecondary education program. CBD collects completions of less-than-1-year, and 1- to 2-year certificates, and analysis can be conducted separately.
A cohort is a group of people studied during a period of time. The individuals in the group have at least one statistical factor—such as when they started college—in common. Tracking a cohort makes it possible to compare progress and outcomes of different groups of students (i.e., groups defined by race, age or other demographic characteristics) and to determine if there are gaps in achievement among groups of interest. CBD cohorts include students who attempted at least one course during their first term in the following areas:
- College (certificate or degree) credit
- College remedial or developmental
- Adult basic skills (ESL, ABE, or ASE/GED)
- Non-credit vocational (includes courses that could potentially lead to an occupational certificate or certification, but does not include personal interest courses)
A five year initiative designed to help low-income young adults progress through community college more quickly and with a greater chance of success. The initiative’s goal is to substantially increase the completion and graduation rates for large number of students while holding down college costs and maintaining the quality of programs and services.
The integrated set of policies, practices, programs, and processes intentionally designed to maximize student completion across the loss-momentum framework.
Students who successfully complete (with a grade of C or better) at least 9 college-level semester credits (usually equivalent to 3 courses) in a program area, in a given time period.
A program that allows students to enroll in college courses while still enrolled in high school.
The first or lowest-level college-level course students take in a subject such as mathematics, reading, or writing. (See Gateway courses.)
A student who enrolls for the first time in college during the academic year with no previous college level experience or credential.
CBD considers a student enrolled full-time if he or she attempts 12 or more semester or quarter credits in a given term.
The first or lowest-level college-level course students take in a subject such as mathematics, reading, or writing. (See Entry-level courses.)
A set of metrics designed to measure students’ progress at each point of the institutions’ connection with the student—connection, entry, progress, and completion. KPIs are used to monitor institutional performance and the effects of improvement strategies to track student progression through academic milestones.
Points in a student’s academics where he/she losses academic momentum, or falls off his/her educational pathway.
The guiding framework for Completion by Design, which is comprised of four stages that capture the student experience: 1) Connection (interest to application), 2) Entry (enrollment to completion of gateway courses), 3) Progress (steady progress toward completing program requirements), and 4) Completion (completion of program of value for further education and employment).
Measurable educational achievements that include both conventional terminal completions, such as earning a credential or transferring to a baccalaureate program, and intermediate outcomes, such as completing developmental education or adult basic skills requirements.
Measurable educational attainments, such as completing a college-level math course, that are empirically correlated with the completion of a milestone.
Students who did not attempt at least 9 college-level credits (usually the equivalent of three courses) in any program area in a given period of time.
Students who attempt to enter a concentration but do not successfully pass at least 9 semester credits (usually the equivalent of three courses) in a given time period.
A program of study consisting of one or more courses, designed to prepare students for employment in a specific field.
CBD considers a student enrolled part-time if he or she attempts less than 12 semester or quarter credits in a given term.
A tool that uses college data to pinpoint the dynamics of student loss and momentum from connection through completion.
A set of courses and related activities that lead to an attainment of educational objectives such as a certificate or an associate’s degree, sometimes referred to as “major” or “program code”.
A set of metrics designed to measure highest educational outcomes achieved over a specific period of time. Usually computed for cohorts of students, especially those with no prior college experience for comparative purposes.
The route a student takes to connect with, enter, progress through, and complete his/her program of study.
A student who stops studying at the home institution and enrolls at another institution.