Transcript Document

University of Nevada, Las Vegas
Creating a
Culture of
Completion
University of Nevada, Reno
Nevada State College
College of Southern Nevada
Great Basin College
Truckee Meadows Community
College
For Presentation to
the Legislative
Committee on Education
Western Nevada College
March 26, 2014
Desert Research Institute
*
Today’s Presentation
 Creating a culture of completion in Nevada
 Complete College America – aggressive goals
to graduate more students
 Policy changes adopted that support student
completion
 Access and Affordability – more work to be
done
 15 to Finish – Enrollment intensity and student
completion campaign
2
U.S. Ranking Among Nations for 25-34 Year Olds
with an Associate’s Degree or Higher
1996
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3
4
5
6
7
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9
10
11
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
6
7
8
9
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
3
How it all began . . .
The Goal of the Obama Administration
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3
4
5
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7
8
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10
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12
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14
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
4
Educational Attainment
Percent of Adults 25 to 34
with an Associates Degree or Higher
NV
28.3%
50th
National Average: 40.1%
5
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
6
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.
7
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
 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.
8
Awards Conferred
Number of Degrees and Certificates Awarded
2007-08
2008-09
Certificates (30+ credits)
301
341
390
623
546
81.4%
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
9.4%
9,295
9,626
10,018
10,965
11,024
18.6%
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
Revised on 01/05/2015
9
Skills Certificates
A New Reporting Frontier
Reporting Workforce Recognized Credentials
 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
 Began official reporting in 2012-13
10
Skills Certificates
2012-13 Reporting
Skills Certificates
Less than 30 Credit Hours
CSN
1,489
GBC
171
TMCC
534
WNC
293
TOTAL
2,487
Going forward, skills certificate counts will be used
in reporting for Complete College America goals,
NSHE accountability metrics, and in future
iterations of the NSHE Performance Pool.
11
Shifting Gears
Promoting Student Completion through Policy
60/120 Credit Policy

Limiting the number of credits for an associates or bachelor’s
degree to 60 and 120 credits, respectively
Low Yield Policy

Requiring institutions to review programs on a regular
basis in the context of degree productivity. Institutions
must develop a plan for increasing productivity or
eliminate the low-yield program
Excess Credit Policy

Tough love policy – charging students a 50 percent surcharge
if they accumulate more than 150 percent of the credits
required for their degree program
12
Performance Based Funding
Shifting the focus from enrollment to graduation
through funding
 Base Formula driven by course completions
 Performance Pool with metrics focused on
graduating students
13
Are NSHE Institutions Affordable?
It Depends . . . .
Factors in Affordability
 The Price Tag
o Tuition and Fees, Room and Board
 Student/Family Ability to Pay
o Family Income
 Institutional Support
o Financial Aid
Historically, discussions on
tuition and fees of NSHE
institutions focused on the price
tag as compared to the prices in
the regional western United
States.
14
Access and Affordability
When you consider the price tag alone relative to
Median Family Income in Nevada, NSHE institutions
appear affordable
Public 4-Year Institutions, 2011-12
Average Tuition and Fees
as a % of
Median Family Income
Average Tuition and Fees
as a % of
Median Family Income
(Lowest Quintile)
Nevada
8.7%
28.5%
U.S. Average
12.7%
46.7%
Public 2-Year Institutions, 2011-12
Average Tuition and Fees
as a % of
Median Family Income
Average Tuition and Fees
as a % of
Median Family Income
(Lowest Quintile)
Nevada
4.4%
14.5%
U.S. Average
4.5%
16.6%
Source: NCES, IPEDS
15
Access and Affordability
Percent of Median Family Income Needed to Pay for College
4-Year Institutions, 2011-12
Pennsylvania
Ohio
Michigan
Illinois
New Hampshire
Oregon
Maine
South Carolina
Delaware
Nevada
New Jersey
Vermont
Indiana
Rhode Island
California
Arizona
Alabama
Washington
Virginia
Wisconsin
Colorado
United States
Minnesota
New York
Massachusetts
Missouri
Kentucky
Connecticut
Iowa
Hawaii
Texas
Georgia
Nebraska
North Carolina
South Dakota
Idaho
Florida
Kansas
Mississippi
West Virginia
Maryland
Montana
North Dakota
Oklahoma
New Mexico
Tennessee
Alaska
Arkansas
Louisiana
Utah
Wyoming
26.1
23.5
23.1
22.6
22.5
22.4
22.3
22.0
21.8
21.2
21.1
20.6
20.1
20.0
19.9
19.6
19.3
19.3
18.9
18.9
18.8
18.6
18.6
18.5
18.5
18.0
17.8
17.7
17.0
17.0
16.7
16.6
16.6
16.5
16.4
16.3
16.2
16.0
16.0
15.9
15.3
15.3
14.3
14.1
14.1
13.8
13.0
12.8
12.2
11.9
2011-12
Nevada: 21.2%
Nation: 18.6%
2008-09
Nevada: 17.6%
Nation: 16.9%
Net Price figures include
tuition and fees, and
room and board, less
financial aid
10.5
Source: NCES, IPEDS
16
Percent of Income from the Lowest Quintile Needed to Pay for College
4-Year Institutions, 2011-12
88.5
88.0
87.7
85.5
81.9
80.1
78.6
77.9
76.8
75.8
74.5
73.8
72.5
71.9
71.8
71.5
71.1
69.9
69.1
68.7
68.6
68.5
66.7
66.7
66.2
64.2
63.6
63.2
62.9
59.9
59.9
59.4
59.1
57.9
56.5
55.0
53.9
52.4
49.8
49.7
49.5
49.4
48.7
48.6
48.0
47.7
45.3
43.9
42.6
2011-12
Nevada: 69.9%
Nation: 68.7%
2008-09
Nevada: 56.0%
Nation: 60.7%
36.4
35.1
Source: NCES, IPEDS
Access and Affordability
Michigan
Ohio
Pennsylvania
Illinois
South Carolina
New Jersey
Oregon
California
New York
Massachusetts
New Hampshire
Alabama
Rhode Island
Arizona
Delaware
Kentucky
Maine
Nevada
Virginia
United States
Indiana
Connecticut
Washington
Georgia
Colorado
Mississippi
Missouri
Texas
Hawaii
North Carolina
New Mexico
Wisconsin
Minnesota
Vermont
Florida
West Virginia
Maryland
Iowa
Kansas
Nebraska
Tennessee
Louisiana
Idaho
South Dakota
Oklahoma
Montana
North Dakota
Alaska
Arkansas
Utah
Wyoming
17
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
18
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
19
College Participation
College Participation Rates
for Students from Low Income Families in Nevada
Getting better, but not good enough . . . .
the national rate for college participation
among students from low income families
was 39.4% in 2012, Nevada ranked 44th
among states at 28.6%.
28.4%
28.6%
2011
2012
23.5%
14.3%
2003
15.3%
2004
16.3%
2005
14.8%
12.6%
12.1%
12.8%
2006
2007
2008
2009
2010
In these difficult economic times, access and affordability
must be maintained.
Source: Postsecondary Education Opportunity, September 2013
20
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
21
As Nevada focuses increasingly on creating policies to
encourage degree completion, it is becoming more
and more apparent that financial aid policy cannot be
considered in isolation from other state policies and
practices. Likewise, it seems clear that a consistent
state-wide policy to ensure that all students have the
chance to attend college will have the greatest positive
effect on student completion rates. Nevada students
need a clear commitment from the State to provide a
stable and adequate source of funding for need-based
financial aid to ensure access for low income students.
Access and Affordability
State-Funded, Need-Based
Financial Aid Program
22
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
23
National Perspective
National Student Clearinghouse Research Center
Four-Year Public Institutions
Six-Year Outcomes and First Completion for Students who
Started at Four-Year Public Institutions by Enrollment Intensity
100%
90%
21.6%
13.8%
68.7%
24.6%
3.8%
80%
70%
15.0%
60%
63.5%
82.3%
26.0%
Not Enrolled
50%
49.4%
40%
Still Enrolled
Completed*
30%
10.8%
20%
20.4%
10%
To the extent
students can
go full-time
at any point,
increased
likelihood of
completing.
0%
Overall
Exclusively Full- Exclusively PartTime
Time
Mixed
Enrollment**
Part-time students far
less likely to graduate
*Completed: Includes students who completed at starting or different institution
**Mixed Enrollment: Both part-time and full-time during the study period
Source: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
24
National Perspective
National Student Clearinghouse Research Center
Two-Year Public Institutions
Six-Year Outcomes and First Completion for Students who
Started at Two-Year Public Institutions by Enrollment Intensity
100%
To the extent
students can
go full-time
at any point,
increased
likelihood of
completing.
90%
41.2%
38.7%
68.3%
38.4%
80%
70%
60%
50%
3.7%
18.9%
25.1%
57.6%
Still Enrolled
40%
30%
Not Enrolled
39.9%
11.8%
20%
36.5%
Completed*
19.9%
10%
0%
Overall
Exclusively Full- Exclusively PartTime
Time
Mixed
Enrollment**
Part-time students far
less likely to graduate
*Completed: Includes students who completed at starting or different institution
**Mixed Enrollment: Both part-time and full-time during the study period
Source: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
25
National Perspective
o Undergraduates enrolled full-time – 30 or more
credits completed in first year – are more likely to
graduate on time than students who completed
fewer credits per year.
Source: National Beginning Postsecondary Student Survey, 2004-09
o Withdrawal rates are lower for full-time students.
One-third of part-time students withdrew in their
first year.
Source: NCES Report 2011-12
Enrollment Intensity
National Center for Education Statistics
26
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.
43.4%
56.6%
79.0%
15+ Credits
58.1%
41.9%
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
12 - 14 Credits
11.4%
2.6%
97.4%
% Graduated
% Not Graduated
15+ Credits
88.6%
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.
27
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
28
Persistence Rates
Enrollment Intensity
Fall to Spring Persistence Rate
100%
80%
93.3%
84.0%
60%
40%
20%
91.0%
67.3%
82.4%
65.2%
0%
NSHE 2-Year Institutions
< 12
12 - 14
NSHE 4-Year Institutions
15+
NOTE: Analysis includes first-time, degree-seeking freshmen cohorts from
Fall 2009, 2011, and 2012.
Full-time students are significantly more likely to
persist to the next semester.
29
Data: Cohort GPA by Academic Preparation
NSHE
NSHE
2-Year Institutions 4-Year Institutions
Remedial
English / Math Credit Load
Enrollment Groups
< 12
12 to < 15
College
15+
< 12
12 to < 15
Remedial
15+
GPA
(cohort)
GPA
(cohort)
2.61
2.68
2.78
2.30
2.38
2.60
2.37
2.75
2.98
2.05
2.40
2.53
Lacking other
data elements,
placement
into remedial
English and/or
mathematics
was used as a
proxy for
academic
preparation.
Regardless of academic preparation, students enrolled full-time
have higher grade point averages.
NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.
30
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
In support of NSHE’s student success campaign, we urge the
Nevada Legislature to consider increasing the maximum award
for the Millennium Scholarship from 12 to 15 credits.
31
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 state
and the national average (13.5%)!
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 degree, and bachelor’s degrees
32
Questions!
33