June 2016 Adult Learners Project Team Update

The following update was presented to the TCCC Board of Directors during their annual Annual Meeting on June 15, 2016.


Attract more adults to member institutions to obtain a 2- or 4-year degree, certificate or graduate degree in order to develop their life and workplace skills and to meet employer needs.

The adults transitioning from 2- to 4-year degrees and graduate degree enrollment are potential areas for future work.

Opportunities for collaboration among IHEs (e.g. cross-institution course credits) are also potential agenda items.


To increase degree completion and the acquisition of other credentials at member institutions by local residents, representative of the diversity of the region’s workforce and population, through expanded tuition support and course offerings that match employment opportunities


  • Identify the significant areas of personal barriers (academically or in other ways) and resources available to improve readiness. Identify gaps in resource availability and potentials ways to fill them.
    • Focus on overcoming common barriers and collaborating on common benefits to prospective students
    • Emphasis on Low Cost/No Cost methods
  • Identify where prospective students are located, how to reach them and what messaging is effective in increasing response. What collective marketing strategies might be effective at bringing prospective students to the ‘front door’ of member institutions?
  • Identify the most significant ‘external’ barriers for returning adults (transportation, finance, child care, etc.) and what might be done to both communicate where assistance is available and possibly to provide solutions collaboratively
  • Determine the extent of tuition support available and in use in the region, in support of employees returning to obtain their degree. Make recommendations for further action by the business community and public sector to expand availability, access and use.
  • Collaboratively, work with the business community (and public sector) to identify courses and programs that fill workforce gaps. Identify best practice and align career exploration tools with regional labor market opportunities.


  • Member IHE Total Enrollment (spring semester) and Total Degree Completion annually (2015 and 2016 academic years, with 2016 establishing the base line)
    • Ages 21-64
    • By gender and ethnicity
    • Unduplicated
  • Tuition Support
    • # of students enrolled receiving tuition support from their employer/total tuition support $ (2016 academic year)
    • # of employers offering tuition support/# employees covered/% utilization (2016)

Data submitted will be aggregated and shared with the group in that form. No individual IHE data will be shared with members of the group or anyone else without the expressed written consent of the IHE.

June 2016 Math Pathways Project Team Report

The following update was presented to the TCCC Board of Directors during their annual Annual Meeting on June 15, 2016.

Team Mission

Create and define Strategies and implement Actions that deliver a comprehensive set of Systems and Programs that achieve the Math Pathways Vision

 Our Vision

Ensuring mathematical proficiency by 2025, so that ALL Tri-County students are ready for their college and career aspirations


  • Drive mathematical proficiency improvements into the entire educational system, pre-K, K-8 and High School.
  • Put in place a set of initial strategies. As required, adjust them and/or add to them as implementation occurs.
  • Utilize and/or rework where applicable current programs in place. Identify and utilize additional leading edge math proficiency programs within Tri-county, South Carolina and across the nation to achieve the best return on investment
  • Motivate all educational stakeholders (e.g. teachers, math specialists, school board, etc.) to ensure they are “on board” and understand that their role is important.
  • Conduct on-going evaluations of program implementation. Measure implementation progress.  Recognize successes and identify revisions as required to achieve success.

 Initial Project Strategies

  • Develop and implement changes in teacher/educator training curriculum
    • Assures “all” future teachers have strong math basics
    • Provides professional development for veteran teachers
    • Communicates the “How and Why”
    • Alignment on what ‘Proficiency’ should mean
  • Create professional mathematical collaboration/conversation forums
    • Teacher to teacher, coach to teacher
    • PLCs
    • Elementary Math Specialists, full-time positions
    • Deepen the understanding of ‘Proficiency’ (Principles in Action)
  • Identify and implement math program improvements/changes.
    • Includes, but is not limited to, new math curriculum, remedial programs and tutorial programs
    • Leading edge programs within tri-county, state and national school systems
    • A set of time lined and prioritized set of changes
  • Define and create awareness of “Specific Math Pathways” from high school to college.
    • Defines sequencing and timing
    • Communicates the “How and Why”
    • Reduces the risk of skills degradation
    • Is clear and transparent to both students and parents
  • Address the shortage of qualified math teachers in the region
    • Apparent decline in students enrolling in Schools of Education
    • Incentives for more students becoming math teachers
    • Schools of Ed. curriculum