Strong Start To Finish

We engage a network of like-minded individuals.

Provide ongoing “concierge services” to systems.

SSTF staff leverages technical assistance providers, co-authors of the Core Principles document, solution network partners, site-based leaders and other experts to support systems in roles including but not limited to speakers, confidants, or service providers.

Form site cohorts through cross-site engagements.

SSTF staff coordinates with site leaders to identify and promote opportunities such as site-specific events, conferences, and other convenings to encourage cross-site learning, as well as facilitates monthly webinars to elevate key learnings and engage in cross-site discussion.

Learn with the sites.

SSTF staff conducts a review of semi-annual reports on site workplan activities to ensure compliance with grant agreement(s) and annual reports of network participation grant sites. SSTF staff engages sites in conversations about their workplan items to extract learning underway and disseminate key observations. Additionally, SSTF staff is in regular communication with sites and conducts site visits on an annual basis to understand “ground-level” implementation of workplan items.

Our Scaling Sites

Through a competitive grant application process, the Foundation for California Community Colleges (FCCC) Success Center in partnership with the California Community Colleges Chancellor’s Office (CCCCO) was selected in 2019 to advance statewide reforms which integrate developmental education as one of Strong Start to Finish’s scaling sites that serve as exemplars for scaling evidence-based practices.

Spearheaded by the CCCCO, with additional implementation leadership from the FCCC, CCCCO will partner with technical assistance providers to support 73 college districts and 115 public two-year institutions to scale policies and practices to increase the number and proportion of students who complete math and English gateway courses in their first year of study.

Through a supplemental funding process completed in Spring 2020, Scaling Sites including California Community Colleges-Strong Start to Finish (CCC-SSTF)  identified strategies that address emerging challenges in their systems to implement developmental education reforms at scale.

With support from Strong Start to Finish, CCC-SSTF will have greatly improved data on gateway math and English courses and the student supports being offered in conjunction with those courses.

Through a competitive grant application process, the Ohio Department of Higher Education (ODHE) was selected in 2017 to serve as one of Strong Start to Finish's Scaling Sites that serve as exemplars for scaling evidence-based practices.

Led by a coalition from the ODHE, Ohio Association of Community Colleges and Inter-University Council, and engaging 30 public two-year and four-year institutions, Ohio-SSTF aims to get students on successful pathways to college completion while also addressing attainment gaps for historically underserved populations.

Through a supplemental funding process completed in Spring 2020, Scaling Sites including the ODHE identified strategies that address emerging challenges in their systems to implement developmental education reforms at scale.

With support from Strong Start to Finish, the ODHE will support faculty to learn about and implement evidence-based teaching practices to support corequisite instruction.

Through a competitive grant application process, Arkansas Community Colleges in partnership with the Arkansas Department of Higher Education was selected in 2018 to serve as one of Strong Start to Finish's Scaling Sites that serve as exemplars for scaling evidence-based practices.

Spearheaded by the Arkansas Department of Higher Education, with additional implementation leadership from the Arkansas Community Colleges (ACC), Strong Start Arkansas (SSARK) will partner with technical assistance providers as well as math and English faculty from all 22 public two-year and 10 four-year institutions to scale corequisite course design in math and English to dramatically improve completion rates for underprepared students.

Through a supplemental funding process completed in Spring 2020, Scaling Sites including SSARK identified strategies that address emerging challenges in their systems to implement developmental education reforms at scale.

With support from Strong Start to Finish, SSARK will provide professional development to faculty and leadership to implement co-requisite English using evidence-based teaching and learning practices.

Through a competitive grant application process The City University of New York was selected to serve as one of Strong Start to Finish’s Scaling Sites that serve as exemplars for scaling evidence-based practices.

CUNY-SSTF is led by a team comprised of central office administrators, campus leaders, and faculty and engages all 10 of its open admission associate-granting institutions. CUNY-SSTF is designed to accelerate the system’s progress toward its systemwide goal of doubling its three-year associate graduation rates from 17 percent to 35 percent by ensuring all students have a strong start to finish their degree.

Because of delays due to COVID-19, the City University of New York is currently in the application process for Strong Start to Finish supplemental support.

Through a competitive grant application process, The State University of New York was selected in 2017 to serve as one of Strong Start to Finish's scaling sites that serve as exemplars for scaling evidence-based practices.

SUNY-SSTF provides systemwide support for campus-level reforms to ensure access and equity and help more students of color, low-income students and returning adults to succeed and graduate.

Through a supplemental funding process completed in Spring 2020, Scaling Sites including SUNY identified strategies that address emerging challenges in their systems to implement developmental education reforms at scale.

With support from Strong Start to Finish, the SUNY will develop recommendations for implementation of new multiple measures placement guidelines at both the system and institutional level.

 

Through a competitive grant application process, the University System of Georgia was selected in 2017 to serve as one of Strong Start to Finish's Scaling Sites that serve as exemplars for scaling evidence-based practices.

Spearheaded by the system office and engaging all 26 USG institutions, USG-SSTF through its initial grant aims to significantly increase the number of students completing high-quality degrees, certificates and licenses with labor market value while eliminating racial, ethnic and income gaps in achievement.

Through a supplemental funding process completed in Spring 2020, Scaling Sites including USG-SSTF identified strategies that address emerging challenges in their systems to implement developmental education reforms at scale.

With support from Strong Start to Finish, USG-SSTF will develop and scale a Statistics Pathway for USG students.

 

Our Strategy Sites

Through a competitive application process completed in Spring 2020, the Colorado Department of Higher Education (CDHE) is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Spearheaded by the Student Success & Academic Affairs Office at the CDHE, CO-SSTF engages all 31 of its institutions and, with support from Strong Start to Finish, aims to deliver effective, equity-driven, and purpose-focused developmental education advising to close gaps in math and English skills.

Through a competitive application process completed in Spring 2020, the Louisiana Board of Regents (LABR) is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Spearheaded by the Louisiana Commissioner for Higher Education and Assistant and Deputy Commissioners for Academic Affairs, LA-SSTF engages all 28 institutions and, with support from Strong Start to Finish, aims to successfully implement evidence-based corequisite math plans at scale by fall 2021 so that all institutions in Louisiana will have the tools and skills needed for success.

Through a competitive application process completed in Spring 2020, Minnesota State Colleges and Universities is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Spearheaded by the Minnesota State System Office, MN-SSTF currently engages five of its institutions and, with support from Strong Start to Finish, aims to create corequisite courses to ensure students pursuing non-STEM math pathways can enroll in college credit-bearing coursework within their first semester.

Through a competitive application process completed in Spring 2020, the Nevada System of Higher Education (NSHE) is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Spearheaded by the Office of the Chancellor, Office of Academic and Student Affairs, and Office of Student Success, NV-SSTF engages seven institutions and, with support from Strong Start to Finish, aims to advise and enroll all students in gateway math and English pathways by fall 2021. All students at public, higher education institutions in Nevada will be advised and enrolled in gateway math (quantitative reasoning, college algebra, or pre-calculus) and one English composition pathway.

Through a competitive application process completed in Spring 2020, the Oregon Community College Association (OCCA) is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Supported by a coalition between the Higher Education Coordinating Commission (HECC), the Oregon Student Success Center (OSSC), and the Oregon Community College Association (OCCA), OR-SSTF engages 21 of its institutions. With support from Strong Start to Finish, OR-SSTF aims to develop corequisite courses for STEM and non-STEM math pathways that will transfer statewide.

Through a competitive application process completed in Spring 2020, the Pennsylvania’s State System of Higher Education (PASSHE) is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Led by a team of math faculty and system administrators in the Academic Affairs Office and Office of the Chancellor, PA-SSTF engages 14 institutions and, with support from Strong Start to Finish, aims to develop guidelines for corequisite math instruction that will be adopted for implementation beginning in fall 2021.

Through a competitive application process completed in Spring 2020, the Tennessee Board of Regents (TBR) is one of seven new grantees selected to seed readiness at systems preparing to implement developmental education reforms at scale.

Spearheaded by the Office of the Chancellor, the Office of Academic Affairs, and Office of Student Success, TN-SSTF engages 13 institutions and, with support from Strong Start to Finish, aims to analyze existing data to develop insights into remediation reforms and identify action steps for the implementation of tailored support.