Transcript Document

Creating a Culture of
Completion through College
Readiness
University of Nevada, Las Vegas
University of Nevada, Reno
Nevada State College
College of Southern Nevada
Great Basin College
Truckee Meadows Community
College
Western Nevada College
Desert Research Institute
For Presentation at
Great Basin College / Elko County School District
Partnership Meeting
October 16, 2014
Today’s Presentation
 A heavy lift – graduating more and more students
 Supporting change through data – remedial
placement and enrollment
 ACT in the junior year of high school – what does
that mean for the Class of 2016 entering NSHE
institutions?
 Ensuring access through affordability
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U.S. Ranking Among Nations for 25-34 Year Olds
with an Associate’s Degree or Higher
1996
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5
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8
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10
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12
13
14
Korea
United States
Netherlands
Canada
Norway
Spain
Australia
Denmark
Greece
New Zealand
United Kingdom
Belgium
Ireland
Italy
2010
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2
3
4
5
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8
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10
11
12
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14
Korea
Japan
Canada
Russian Federation
Ireland
Norway
New Zealand
United Kingdom
Australia
Luxembourg
Israel
Belgium
France
United States
Among developed nations, the U.S. ranks 14th for its educated youth.
Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
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How it all began . . .
The Goal of the Obama Administration
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United States
Korea
Japan
Canada
Russian Federation
Ireland
Norway
New Zealand
United Kingdom
Australia
Luxembourg
Israel
Belgium
France
To be first among
nations by 2020, 60%
of 25-34 year olds in
the United States will
need to have a
postsecondary
credential.
Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
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Educational Attainment
Percent of Adults 25 to 34
with an Associates Degree or Higher (2012)
NV
30.1%
50th
National Average: 41.1%
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Complete College America
For a strong economy, the skills gap must be closed.
58%
By 2020, jobs in Nevada requiring a
career certificate or college degree
28%
Nevada adults who currently have
an associate degree or higher
30%
The Skills Gap
Source: Time is the Enemy, Complete College America, 2011
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Complete College America
Complete College America is
an alliance of states
The CCA Alliance
committed to significantly
33 states and the District of Columbia
increasing the number of
students successfully
completing college and
achieving degrees and
credentials of value in the
labor market and closing
attainment gaps for
Member states
traditionally underrepresented
populations by 2020.
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NSHE’s Campaign to
Create a Culture of Completion
What we have already done
 Complete College America
 Strategic Directions
 120 / 60 credit policy
 Low Yield Program Policy
 Excess Credit Policy
 New Funding Formula
College
Readiness!
 Performance Pool
 Access and Affordability
 15 to Finish Campaign
A shift in focus from enrolling to graduating students ...
but there is more work to be done.
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Has all this work made a difference?
34.6%
33.0%
31.1%
28.5%
24.6%
21.0%
19.9%
19.4%
19.3%
19.1%
17.1%
16.8%
15.4%
15.1%
14.8%
14.7%
14.3%
14.2%
13.9%
13.8%
13.5%
13.3%
13.2%
13.1%
12.8%
12.5%
12.5%
12.4%
12.3%
12.1%
12.0%
11.5%
11.2%
11.0%
10.6%
10.4%
10.2%
9.3%
9.2%
8.6%
7.7%
7.6%
7.4%
Percent Change in
Awards Conferred,
2010 thru 2012
Bottom Line:
YES!!! A 21% increase in awards
conferred in the first three years
of Complete College America
participation -- the policy
initiatives and campaigns
associated with CCA are making a
difference relative to other states
and the national average!
Changing Nevada
Arizona
Alaska
Iowa
New Mexico
Virginia
Nevada
Hawaii
Utah
Oregon
Florida
Washington
Tennessee
Louisiana
Alabama
Mississippi
West Virginia
California
Nebraska
Arkansas
Colorado
United States
Maryland
Texas
South Carolina
South Dakota
Indiana
North Carolina
Missouri
Maine
Idaho
Ohio
Kentucky
Georgia
Montana
New Jersey
Kansas
Wisconsin
Minnesota
Connecticut
Michigan
Massachusetts
Oklahoma
New York
Delaware
Illinois
Vermont
Pennsylvania
Rhode Island
New Hampshire
Wyoming
North Dakota
5.3%
4.4%
4.2%
4.1%
1.9%
1.9%
1.1%
-3.7%
Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions File
Awards include 30+ credit certificates, associates degrees, and bachelor’s degrees
9
Awards Conferred
Number of Degrees and Certificates Awarded
2007-08
2008-09
301
341
390
623
540
49.5%
--
--
--
--
--
--
Associates degrees
2,936
3,054
3,377
3,811
3,853
31.2%
Bachelor’s degrees
6,058
6,231
6,251
6,531
6,625
9.6%
9,407
9,753
10,184
11,103
10,985
16.8%
Certificates (30+ credits)
Skills Certificates
Total
2009-10 2010-11 2011-12
5-year
Percent
Change
Note: Figures do not include master’s, doctoral, first-professional degrees and post-baccalaureate certificates.
Bachelor’s degrees with second majors are counted only once.
Source: IPEDS
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Skills Certificates
2012-13
Skills Certificates
Less than 30 Credit Hours
CSN
1,489
GBC
171
TMCC
534
WNC
293
TOTAL
2,487
 Certificates of less than 30 credit hours
 Provide preparation necessary to take state, national or
industry recognized certifications
o Examples: American Welding Society, National Institute for
Automotive Service Excellence, Commission on Dietetic
Registration
 Portable and stackable credentials
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Creating a Culture of Completion
 Ensuring that students are prepared for the rigors of college
level coursework remains one of NSHE’s greatest challenges
 One key to remediation is to get it done quickly and get
students in the college level course in their first year of
enrollment
College
Readiness!
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NSHE Remedial Enrollment Rate
Percent of Recent High School Graduates Enrolled in Remediation Immediately Following Graduation
Summer and Fall 2013 Enrollments Only
40%
35%
30%
35.5%
32.6%
25%
34.1%
33.9%
31.6%
27.8%
20%
15%
10%
5%
0%
2008
2009
2010
2011
2012
2013
Fewer students enrolling in remedial courses does not mean
fewer students need remediation.
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Reporting Changes
New and Improved Methodology
 Remedial rates based on placement
 The percent of students “placed” into a remedial English and/or
mathematics course in summer, fall or spring immediately following
high school graduation based on the institutions’ placement protocols
 Students who are “placed” into a remedial course may not
immediately enroll the course
 New method captures students who need remediation
(based on placement), not just those who enroll in a
remedial course
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Reporting Changes
Providing a broader picture . . . including enrollment rates
 Captures all the remedial enrollment options
 Remedial courses
 Skills labs, co-requisite/stretch courses and technical courses – not
captured in the historical methodology
 Captures students enrolled in ANY lab or course at ANY
institution
 To eliminate the effects of “swirling” on enrollment rates, the new
methodology captures students placed at one institution who have
chosen to enroll in a remedial course at another NSHE institution -first enrollments only captured
 Rate includes recent high school graduates enrolled in
summer, fall or spring
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2013-14 Placement Rates
Recent High School Graduates Placed Below College-Level in English and/or Mathematics
90%
System-wide
Placement
Rate: 55.6%
77.2%
80%
70%
60%
54.1%
54.1%
57.5%
43.5%
50%
40%
51.5%
6.9%
22.4%
25.1%
36.5%
30%
20%
10%
42.9%
17.7%
14.0%
0%
CSN
English only
29.1%
21.2%
15.0%
11.2%
2.6%
4.6%
1.7%
GBC
TMCC
WNC
Math only
2-Year
Institutions
Math and English
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Enrollment of Placed Students - English
Summer, Fall, or Spring (2013-14) immediately following high school graduation
100%
15.4%
90%
24.4%
28.7%
31.2%
80%
1.2%
70%
60%
13.8%
50%
40%
CSN
36.4%
Placed
(N=1,753)
39.4%
GBC
39.1%
Placed
(N=104)
TMCC
48.1%
Placed
(N=494)
1.0%
WNC
8.6%
Placed
(N=41)
70.1%
75.6%
GBC
TMCC
WNC
College Level
Co-Req
Remedial
36.1%
30%
44.2%
20%
10%
18.9%
0%
CSN
No English
“Placed” below
college level
under
institutional
placement
mechanism
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Enrollment of Placed Students - Math
Summer, Fall, or Spring (2013-14) immediately following high school graduation
100%
13.1%
90%
24.8%
27.2%
80%
17.5%
70%
62.0%
60%
50%
CSN
40.1%
Placed
(N=1,928)
0.9%
1.3%
GBC
51.5%
Placed
(N=137)
40%
7.8%
30%
TMCC
72.6%
Placed
(N=746)
69.4%
70.6%*
GBC
TMCC
13.9%
61.3%*
20%
30.2%*
10%
0%
CSN
*includes skills labs
No Math
College Level
Co-Req
WNC
49.8%
Placed
(N=238)
“Placed” below
college level
under
institutional
placement
mechanism
WNC
Remedial
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2013-14 Placement Rates by Race/Ethnicity
Recent high school graduates placed below college-level in English and/or Mathematics
70%
60%
50%
66.1%
58.7%
64.8%
58.2%
45.6%
54.1%
48.7%
40%
30%
20%
10%
0%
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2013-14 Placement Rates by Millennium Status
Recent high school graduates placed below college-level in English and/or Mathematics
70%
60%
65.0%
50%
40%
55.6%
46.2%
30%
20%
10%
0%
Millennium
Scholars
non-Millennium
Scholars
Overall Rate (all
students)
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What does ACT in the Junior year mean for students
continuing on to an NSHE institution?
NSHE Placement Policy
 Exemption from remediation under certain
conditions
o ACT English score of 18
o ACT Math score of 22
 12th grade conditions
o Enroll in English and math in Senior year of high school
 Enroll in an NSHE institution in the year
immediately following high school graduation
College Readiness Assessment
ACT in the Junior Year of High School
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15 to Finish
Enrollment Intensity
Shift Focus to Benefits of Full-Time Enrollment
Benefits include:
 Progress from freshman to
sophomore status after first year
 More likely to graduate
 Pay less in tuition and living
expenses
 Gain additional years of earnings
 Free up limited classroom space
for other students
Source: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student
Achievement, Dr. Nate Johnson, Fall 2012
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Graduation Rates by Credit Load
NSHE 4-Year Institutions – Fall 2004 Cohort
< 12 Credits
12 - 14 Credits
21.0%
15 TO FINISH
Undergraduate
students who
are enrolled
full-time are
more likely to
graduate from
college.
15+ Credits
43.4%
58.1%
41.9%
56.6%
79.0%
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree
within 200% time to degree at a 4-year institution. Enrollment load based on first term.
NSHE 2-Year Institutions – Fall 2008 Cohort
< 12 Credits
2.6%
97.4%
% Graduated
% Not Graduated
12 - 14 Credits
11.4%
88.6%
15+ Credits
22.6%
77.4%
NOTE: Fall 2008 cohort, first-time, degree seeking students who earned a certificate or
associates degree at a community college within 200% time to degree. Enrollment load based on
first term.
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Graduation Rates
by Credit Load and Ethnicity
First-term Enrollment Load
< 12
12 – 14
15+
Minorities
23.1%
38.7%
53.5%
White, Non-Hispanic
19.1%
45.9%
60.5%
NSHE 2-Year Institutions – Fall 2008 Cohort
First-term Enrollment Load
< 12
12 – 14
15+
Minorities
2.6%
11.3%
20.9%
White, Non-Hispanic
2.8%
11.5%
23.3%
Regardless of race or ethnicity, undergraduate students who are
enrolled full-time are more likely to graduate from college.
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to
degree at a 4-year institution. Fall 2008 cohort students who earned a certificate or associates degree at a
community college within 200% time to degree. Enrollment load based on first term.
Enrollment Intensity
4-Year Institutions – Fall 2004 Cohort
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Enrollment Intensity
Policy Considerations Related to 15 to Finish
Governor Guinn Millennium Scholarship
 Minimum enrollment required
o 6 credits at the 2-year institutions
o 12 credits at the 4-year institutions
 Maximum funding per semester
o 12 credit max funded each semester
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Why is the Issue of Affordability so Important?
o NSHE and the State will not meet CCA goals in the
long run if affordability is not maintained
 Tuition and Fees versus Total Cost of
Attendance
o For too long public dialogue on affordability
focused on the base registration fee – NSHE fees
are “cheap” relative to other western states
 What can school districts do to support
affordability
o Encourage students to complete the FAFSA
o Opening doors to other forms of financial aid
starts with filling out the FAFSA
Access and Affordability
 Ensuring Access
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Access and Affordability
Percent of Median Family Income Needed to Pay for College
2-Year Institutions, 2011-12
Nevada
New Hampshire
Vermont
Oregon
Ohio
New York
Pennsylvania
Rhode Island
Delaware
Alabama
Florida
Maine
California
New Jersey
Iowa
Colorado
Indiana
Washington
Illinois
South Dakota
West Virginia
United States
Idaho
Kentucky
Michigan
Arizona
Minnesota
Massachusetts
Tennessee
Mississippi
South Carolina
Hawaii
Virginia
Connecticut
North Carolina
Wisconsin
Maryland
Missouri
Alaska
Nebraska
Georgia
Louisiana
Texas
Montana
Utah
Oklahoma
Wyoming
North Dakota
New Mexico
Arkansas
Kansas
18.9
18.6
17.9
16.9
16.7
16.3
15.8
15.8
15.3
15.1
15.0
15.0
15.0
14.6
14.5
14.4
14.2
14.1
14.1
14.0
14.0
13.5
13.4
13.4
13.3
13.3
13.3
13.2
13.2
13.1
12.7
12.6
12.6
12.5
12.5
12.5
12.3
12.2
12.1
12.1
11.8
11.6
11.5
10.8
10.7
10.6
10.3
10.1
10.1
10.0
9.7
2011-12
Nevada: 18.9%
Nation: 13.5%
2008-09
Nevada: 16.8%
Nation: 12.9%
Source: NCES, IPEDS
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Percent of Income from the Lowest Quintile Needed to Pay for College
2-Year Institutions, 2011-12
67.5
62.5
62.4
61.5
59.4
58.7
57.9
57.1
55.4
54.2
53.5
53.3
53.0
52.8
52.5
51.1
50.6
50.4
50.4
49.9
48.9
48.8
48.5
48.4
48.3
47.8
47.4
47.3
47.3
47.2
46.8
46.0
45.4
44.5
43.6
43.1
43.0
43.0
42.1
41.6
40.9
40.1
39.2
36.1
36.0
34.5
33.7
33.1
32.7
32.2
30.3
2011-12
Nevada: 62.4%
Nation: 49.9%
2008-09
Nevada: 53.4%
Nation: 46.4%
Source: NCES, IPEDS
Access and Affordability
New York
Ohio
Nevada
New Hampshire
Oregon
California
Alabama
Rhode Island
New Jersey
Massachusetts
Kentucky
Illinois
Pennsylvania
Mississippi
Florida
Michigan
Colorado
Delaware
Vermont
United States
Washington
Arizona
Indiana
Connecticut
West Virginia
Maine
Georgia
South Carolina
Tennessee
Louisiana
Hawaii
Virginia
North Carolina
Iowa
Texas
Maryland
New Mexico
Missouri
Minnesota
South Dakota
Alaska
Idaho
Wisconsin
Nebraska
Oklahoma
Wyoming
Montana
Arkansas
Utah
North Dakota
Kansas
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College Participation
How Accessible are Nevada’s
Access Institutions?
Nevada:
Among the Lowest in the Nation for
2-Year College Participation Rates
for Students from Low Income Families
Select Participation Rates: 2-Year Institutions, 2012
Florida
5.2%
District of Columbia
5.9%
Nevada
6.4%
West Virginia
7.1%
Utah
7.4%
South Dakota
7.8%
2-Year U.S. Rate
15.0%
Source: Postsecondary Education Opportunity, September 2013
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How can K-12 help with college
affordability?
Financial Aid
 Talk with students and their families early
o
Family Savings: even a small amount of savings can
influence a student’s expectations of attending college
o
Financial Literacy: for the entire family (and talk about
the specifics sooner)
o
FAFSA (Free Application for Federal Student Aid): provide
supports for seniors in the early spring of their senior year
o
Millennium Scholarship: ensure students are on track to
qualify throughout high school
o
Other Scholarships: find creative ways to encourage
students to apply (e.g. classroom assignments or extra
credit, personal essay competitions) and focus on
deadlines
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FAFSA
Free Application for Federal Student Aid
o Complete as early as possible after January 1 of the
student’s senior year
o Pell Grant Maximum Award for 2014-15: $5,730
o Beyond the Pell Grant, FAFSA data is used to award
federal loans, federal and state work study, state
grants, and some scholarships
Financial Aid
o Like opening a college savings account and
completing the ACT or SAT, simply filling out the
FAFSA can change a student’s likelihood of attending
college
o Each NSHE institution has staff members who offer
financial aid outreach
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The Road to College
Destination: Graduation
Conclusion
One day at a time
One policy at a time
One student at a time
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Questions!
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