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

In 2019, the Foundation for California Community Colleges (FCCC) Success Center in partnership with the California Community Colleges Chancellor’s Office (CCCCO).

With the support of the Bill & Melinda Gates Foundation and professional networks of Strong Start to Finish, 115 public two-year institutions in CA were able to increase the number of students completing math and English gateway courses in their first year of study.

Ongoing supplemental funding, which began in 2020 through Strong Start to Finish, supports refining and improving data collection on gateway math and English courses and the student supports being offered in conjunction with those courses to further identify best practices.

In 2017 the Ohio Department of Higher Education (ODHE) was selected as one of Strong Start to Finish’s six scaling sites.

Led by a coalition from the ODHE, Association of Community Colleges and Inter-University Council, Ohio’s 30 public two-year and four-year institutions ensured that students entered  into successful pathways to college completion, redesigned gateway math and English program and implemented corequisites while also addressing attainment gaps for historically underserved populations.

Ongoing supplemental funding, which began in 2020 through Strong Start to Finish, continues the focus on supporting a productive faculty mindset and the implementation of culturally responsive pedagogy.

In 2018, Arkansas Community Colleges, in partnership with the Arkansas Department of Higher Education (ADHE), was selected one of Strong Start to Finish's six scaling sites. With support from the Kresge Foundation and the Governor's Office, Strong Start Arkansas (SSARK) partnered 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 for math and English to dramatically improve completion rates for students. Ongoing supplemental funding, which began in 2020 through Strong Start to Finish, provides training in evidence-based teaching and learning practices to faculty and leadership for implementing English corequisite.

In 2018, The City University of New York (CUNY), was selected to serve as one of Strong Start to Finish’s six scaling sites that serve as exemplars for scaling evidence-based practices.

CUNY-SSTF was led by a team comprised of central office administrators, campus leaders, and faculty to engage all 10 of its open admission associate-granting institutions in ensuring all students have a strong start to finish their degree.

Ongoing supplemental funding, which began in 2020 through Strong Start to Finish, established support and training for faculty members to improve their online and in-person teaching practices thereby increasing completion rates of students in math and English corequisites. 

In 2017 The State University of New York (SUNY) was selected to serve as one of Strong Start to Finish's six scaling sites.

SUNY-SSTF provided systemwide support for campus-level leaders and faculty in accelerating/scaling guided math pathways, expanding the corequisite English Accelerated Learning Program (ALP).

Ongoing supplemental funding, which began in 2020 through Strong Start to Finish, is allowing SUNY to develop and implement a new multiple measures placement policy at both the system and institutional level. 

 

In 2017, the University System of Georgia (USG) was selected to serve as one of Strong Start to Finish's six scaling sites.

Spearheaded by the system office and engaging all 26 institutions, USG-SSTF has supported students in making a purposeful program choice and enrolling in clearly designed degree pathways that begin with completion of a gateway math and English course in the first year of study.

Ongoing supplemental funding, which began in 2020 through Strong Start to Finish, has helped USG develop and scale a statistics pathway available for students in non-STEM degree programs.

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 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, Strong Start Oregon 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), Strong Start Oregon engages 20 of its institutions. With support from Strong Start to Finish, Strong Start Oregon 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 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.