Transcript Aldine, TX: Raising Achievement for All Students While

Can We Do More?
Oklahoma Enrollment Management Conference
February, 2009
2008 by The Education Trust, Inc.
COLLEGE ACCESS AND SUCCESS:
Over past 25 years, we’ve made
a lot of progress on the access
side.
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Immediate College-Going Up
Recent High School Graduates
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Source: U.S. Dept. of Education, NCES, The Digest of Education Statistics 2002 (2003), Table 183 AND U.S. Census Bureau, Current
Population Survey Report, October 2002.
Most High School Grads Go On To
Postsecondary Within 2 Years
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992
High School Graduates”, 1998, Table 2.
26%
45%
4%
75%
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Entered Public 2-Year Colleges
Entered 4-Year Colleges
Other Postsecondary
Total
College-going is up for all
groups.
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Immediate* College-Going Increasing
for All Groups: 1980 to 2006
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* Percent of high school completers who were enrolled in college the October after completing high school
Source: Condition of Education 2008 Table 24-1. http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902
College-Going Generally Increasing for All
Income Groups
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Source: U.S Dept. of Education, NCES, The Condition of Education, 2008, Table 24-1
But though college-going up for
minorities, gains among whites
have been greater
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50
40
30
19
20
12
10
6
0
Black
Hispanic
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
White
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Percentage Point Increase in
College Going, 1980-2005
All Groups Up In College-Going from
1980-2006, But Gaps Also Increase
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And though college going up for
low-income students, they still
haven’t reached rate of high
income students in midseventies.
College-Going Rates by Family
Income
Year
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 24.
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1976
1986
1996
2006
Low
Middle
High
Income Income Income
39%
41%
63%
34%
49%
71%
49%
63%
78%
51%
61%
81%
But access isn’t the only
issue:
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There’s a question of access to
what…
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And what about graduation?
Black and Latino Freshmen Complete College
at Lower Rates
(6 Year Rates; All 4-Year Institutions)
Overall
rate: 55%
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Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second FollowUp (BPS: 96/01) in U.S. DOE, NCES, Descriptive Summary of 1995-96 Beginning Postsecondary Students:
Six Years Later. Table 7-6 on page 163.
And from 2-year institutions?
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Lower still.
California Community Colleges:
Success Rates for Degree-Bound Freshmen*
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Shulock, Nancy.
Excludes students who did not complete at least 10 credits.
The result?
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Increases in college completion
not commensurate with increases
in college going.
College Going vs. Completion of BA or Higher,
White
(Age 25-29)
+19
+11
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Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing
high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher
Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current
Population Survey (2003 to 2007)
College Going vs. Completion of BA or Higher,
African American (Age 25-29)
+12
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+7
Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing
high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher
Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current
Population Survey (2003 to 2007)
College Going vs. Completion of BA or Higher,
Latino
(Age 25-29)
+6
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+2
Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing
high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher
Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current
Population Survey (2003 to 2007)
Gaps Widen
Completion of BA or Higher for All Groups
(Age 25 to 29): 1980 to 2007
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Source: 1980 to 2005, Current Population Survey, 2003 to 2007 Annual Social and Economic Supplement to Current Population Survey
Add it all up…
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Different groups of young
Americans obtain degrees at
very different rates.
Some Americans Are Much Less
Likely to Graduate From College
25-29 Year Olds
with B.A. or
Higher
35.5%
Black
19.5%
Latino
11.6%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 25.
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White
Some Americans Are Much Less
Likely to Graduate From College
B.A.
Rate by
Age 24
75%
9%
Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and
family income. “High” and “low” refer to the highest and lowest quartiles of SES.
Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to
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Young People from
High SES Families
Young People from
Low SES Families
These rates threaten health of
our democracy.
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But even for those who don’t care much
about that, they are particularly
worrisome, given which groups are
growing…and which aren’t.
Growth Differs Substantially by Group
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Source: U.S. Census Bureau, Population Projections
Not surprisingly, our international
lead is slipping away
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We’re still relatively strong
(although no longer in the lead)
with all adults.
U.S: 3rd Out of 30 OECD Countries
in Overall Postsecondary Attainment
United States (38%)
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Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
U.S. tied for 9th out of 30 OECD nations
in the percentage of younger workers
with an associates degree or higher
United States (39%)
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Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
U.S. is one of only two OECD nations
where today’s young people are not
better educated than their parents
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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United States (0)
To reach top performing countries
80
60
BA + AA
40
55
20
38
0
U.S. Attainment
Top Performers
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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Percent of Adults Ages 25-64
100
WHAT’S GOING ON?
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Many in higher education would like to
believe that this is mostly about lousy
high schools and stingy federal and
state policymakers.
They are not all wrong.
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Low Income and Minority
Students Continue to be
Clustered in Schools where we
spend less…
Nation:
Inequities in State and Local Revenue
Per Student
Gap
-$907 per
student
High Minority vs. Low
Minority Districts
-$614 per
student
Source: The Education Trust, The Funding Gap 2005. Data are for 2003
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High Poverty vs. Low
Poverty Districts
…expect less
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Students in Poor Schools Receive
‘A’s for Work That Would Earn ‘Cs’
in Affluent Schools
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE,
1997.
…teach them less
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Fewer Latino students are enrolled
in Algebra 2
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Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science,
2 years of social science and 2 years of foreign language
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States,
Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
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percent in college prep
African American, Latino & Native American
high school graduates are less likely to have
been enrolled in a full college prep track
…and assign them our least
qualified teachers.
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More Classes in High-Poverty, HighMinority Schools Taught By Out-of-Field
Teachers
High minority Low minority
Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or
fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are
nonwhite.
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.
Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.
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High poverty Low poverty
Poor and Minority Students Get
More Inexperienced* Teachers
High minority Low minority
*Teachers with 3 or fewer years of experience.
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low povertybottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with
the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of
minority students
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
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High poverty Low poverty
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While we’re making some
progress in addressing these
problems in elementary
schools…
NAEP Reading, 9 Year-Olds:
Record Performance for All Groups
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Note: Long-Term Trends NAEP
NAEP Math, 9 Year-Olds:
Record Performance for All Groups
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Note: Long-Term Trends NAEP
We have not yet turned the
corner in our high schools.
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Gaps between groups are wider
today than they were in 1990.
NAEP Reading, 17 Year-Olds
21
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Note: Long-Term Trends NAEP
29
NAEP Math, 17 Year-Olds
20
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Note: Long-Term Trends NAEP
28
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And no matter how you cut the data,
our performance relative to other
countries isn’t much to brag about.
2003: U.S. Ranked 24th out of 29
OECD Countries in Mathematics
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Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
PISA 2006 Science
Of 30 OECD Countries, U.S.A. Ranked 21st
U.S.A.
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Higher than U.S. average
Not measurably different from U.S. average
Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/
Lower than U.S. average
PISA 2003: Problem-Solving, US
Ranks 24th Out of 29 OECD Countries
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Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.
NCES 2005-003
So yes, preparation is part of
the problem.
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And so is government support for
financial aid.
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Both the federal government and state
governments have shifted more and
more of their aid resources toward
more affluent students.
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Maximum Pell Grant
Coverage of Cost of College
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But
colleges and universities are not
unimportant actors in this drama of
shrinking opportunity, either.
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.
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For one thing, the shifts away
from poor students in institutional
aid money are MORE
PRONOUNCED than the shifts in
government aid.
Students from Families with Income < $40,000, 1995:
56% of Institutional Aid,
38% of students on Public 4-Year Campuses
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
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Note: These numbers reflect outcomes students in four-year public colleges.
By 2003, Aid and Enrollment Had Declined
For Students from Family Income < $40,000
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
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Note: These figures are for students in four-year public colleges.
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This is true even in our most
prestigious public universities.
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Flagships and other Public
Research Extensive Universities
They could choose to cushion the
effects of increased cost on poor
students. But they don’t.
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Flagships spend more money on
aid than their students receive
from either federal or state
sources.
Big increases in spending on high
income students
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Typical institutional grant recipient in lowincome family now gets LESS than typical
grant recipient in high income family
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Source: Sandy Baum, The College Board, 2008
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Today, almost 60% of
institutional aid dollars in 4-year
public colleges go to students
with
NO FINANCIAL NEED!
So it’s not all about the students.
What colleges do is important.
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Moreover, what colleges do also
turns out to be very important in
whether students graduate or
not.
Current College Completion Rates:
4-Year Colleges
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• Approximately 4 in 10 entering freshmen
obtain a Bachelor’s degree within 4 years;
• Within six years of entry, that proportion
rises to about 6 in 10.
• If you go further, to look at graduation from
ANY institution, numbers grow to about
two-thirds.
But graduation rates vary widely
across the nation’s postsecondary
institutions
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Some of these differences are
clearly attributable to differences
in student preparation and/or
institutional mission.
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Increased Competitiveness of Institutions Results
in Increased Graduation Rates for All, but AfricanAmerican and Latino Students Still Lag Behind
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Source: Ed Trust analysis of NCES’ IPEDS data 2005
The Education Trust, 2008
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Indeed, with enough data on
both institutions and students,
we can find a way to “explain”
about 70% of the variance
among institutions.
But…when you dig
underneath the averages, one
thing is very clear:
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Some colleges are far more
successful than their students’
“stats” would suggest.
Warning: I’m going to focus
on graduation rates for firsttime, full-time freshmen here.
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No, not perfect measure. For
many institutions, the IPEDS
cohort represents only small part
of their graduates. Some
institutions do other things
well…but not often.
College Results Online
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So, what do you learn?
Some institutions that have
same mission, same focus
and serve essentially same
students…get far better
results.
Research Institutions
Similar Students, Different Results
Median
SAT
Size
% Pell
% URM
Overall URM Grad
Grad Rate
Rate
1,190 33,684
18.5%
7.4%
84.2%
68.8%
University of
Wisconsin
1,260 27,869
13.7%
5.9%
76.7%
57%
University of
Washington
1,200 24,540
23.2%
8.7%
74.3%
63.7%
Purdue
University
1,145 30,579
18.4%
6.6%
66.4%
52.4%
University
of
Minnesota
1,16 28,910 18.4%
5
7.2%
60.7%
41.4%
Source: College Results Online
2005 data
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Penn State
University
Research Universities: More Poor
and Minority Students
Similar Students, Different Results
Median
SAT
Size
% Pell
% URM
Overall URM Grad
Grad Rate
Rate
1,090 22,022
34.4%
21.8%
57.3%
55.3%
East
Carolina
1,040 16,464
29.6%
17.4%
54.4%
58.1%
San Diego
State
1,080 23,088
31.2%
24.2%
53%
39.3%
University
of N. Texas
1,100 21,648
26.7%
23.9%
43.4%
41.4%
Middle
Tennesse
e State
1,03 18,324 28% 14.6% 40.2%
0
Source: College Results Online
38.8%
2005 data
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Temple
University
Masters Institutions – Large
Similar Students, Different Results
Size
% Pell
Overall
Graduation
Rate
1,045
10,167
26.5%
65%
1,045
10,664
27.1%
58.3%
990
10,639
28.9%
55.4%
1,030
8,844
21%
50%
1,045
9,803
29.1%
44.8%
Source: College Results Online 2005
data
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University of
Northern Iowa
Montclair
State
Western
Illinois
University of
Wisconsin
Whitewater
Southern
Illinois
Edwardsvill
e
Median
SAT
Historically Black Colleges
Similar Students, Different Results
Size
% Pell
Overall
Graduation
Rate
Elizabeth City
835
2,390
65.6%
48.8%
Delaware
State
810
3,111
52.1%
35.1%
University of
Arkansas
Pine Bluff
Norfolk State
775
2,931
75.3%
30.3%
880
4,726
55.5%
29.2%
2,968
67.1%
20.2%
Coppin
State
Source: College Results Online 2005
data
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Median
SAT
Research Universities, Private
Similar Students, Different Results
Size
% Pell
% URM
Princeton
1,480
4,761
8.2%
16.1%
97%
92.1%
Notre
Dame
1,385
8,265
10.1%
13%
95%
89%
Brown
1,435
6,013
12.3%
14.6%
95.1%
92.9%
Tufts
1405
5,764
11.4%
13.2%
89.7%
80%
Bucknell
1,31
0
3,579
11.2%
5.2%
89.5%
82.9%
Source: College Results Online
2005 data
Overall URM Grad
Grad Rate
Rate
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Median
SAT
Bottom Line:
• So yes, we have to keep working to
improve our high schools;
• But we’ve got to focus on improving our
colleges, too.
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What can we do?
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First, let’s be clear:
improving high schools is
hugely important.
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Far too many of our high
schools—especially those
serving concentrations of poor
and minority students—don’t
prepare their students for much
of anything.
Surely not in Oklahoma, right?
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Aren’t almost all of our kids
proficient?
Oklahoma State Test
4th Grade Reading 2005
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NAEP 4th Grade Reading:
Oklahoma, 2005
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Oklahoma State Test
8th Grade Math 2005
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NAEP 8th Grade Math:
Oklahoma, 2005
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2007 NAEP Grade 4 Reading
Average Overall Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 238
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average Native American Scale Scores by State
OKLAHOMA
National
Average
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Proficient Scale Score: 238
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average African American Scale Scores by State
OKLAHOMA
National
Average
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Proficient Scale Score: 238
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average Latino Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 238
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Reading
Average White Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 238
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average Overall Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 299
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average Native American Scale Scores by State
OKLAHOMA
National
Average
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Proficient Scale Score: 299
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average African American Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 299
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average Latino Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 299
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 8 Math
Average White Scale Scores by State
National
Average
OKLAHOMA
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Proficient Scale Score: 299
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
American Diploma Project
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Work on aligning standards,
assessments and high school
course requirements matters a
lot.
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But everybody in this room
knows that policy alignment is
only the first—and perhaps the
easiest—step.
To get students to these standards,
teachers will need:
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• Robust curriculum materials;
• Help designing powerful units,
assignments;
• Help mastering the array of teaching
strategies necessary to get all learners to
much higher standards;
• Better data on how their students are
doing along the way.
This is particularly fertile ground
for high school/college
collaboration.
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Chicago “Pot-holes” Study
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• Importance of establishing “college
culture” in high schools;
• Propensity of even high achieving firstgeneration students to choose colleges
they could have attended without cracking
a book;
• Need for high schools to “push” students
through the selection, application and aid
process, even as colleges “pull” them.
What to do on the higher
education side?
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In recent years, many studies:
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• George Kuh, Vince Tinto
• Pell Institute: Demography is Not Destiny
• AASCU: Student Success in State
Colleges and Universities and Hispanic
Student Success
• Institute for Higher Education Policy:
Increasing Student Success at MinorityServing Institutions
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• Policy Analysis for California Education:
Beyond Access: How the First Semester
Matters for Community College Students
• MDRC: Community College Success;
• Excelencia;
• Education Sector: Graduation Rate
Watch: Making Minority Student Success
a Priority;
• Education Trust: One Step from the Finish
Line and Choosing to Improve
Some Important Lessons from
Unusually Successful
Institutions
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1. They look at their
data…and act.
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Masters Institutions – Large
Similar Students, Different Results
Size
% Pell
Overall
Graduation
Rate
1,045
10,167
26.5%
65%
1,045
10,664
27.1%
58.3%
990
10,639
28.9%
55.4%
1,030
8,844
21%
50%
1,045
9,803
29.1%
44.8%
Source: College Results Online 2005
data
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University of
Northern Iowa
Montclair
State
Western
Illinois
University of
Wisconsin
Whitewater
Southern
Illinois
Edwardsvill
e
Median
SAT
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• Student complaint…
• Critical Path Analysis…
• Course availability: major problem. Too
few sections of courses required for the
major were creating choke points…which,
in turn, created other choke points.
• Answer: added more sections. Often,
only one was enough to make the
difference.
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Also created two new tools for students:
• Degree audit tool allows students to map
out careers, majors, see what happens
when change major;
• New online Course Template. Students
see how changes affect graduation.
Shows what happens if veer from “critical
path course.”
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“The moral of this story is that when you get
a complaint, don’t assume it is the
student’s fault. Investigate, if you find it is
a real problem, try to solve it for that
student and you will probably solve it for a
lot of students.”
Aaron Podolefsky,
Provost, Northern Iowa
Conclusion: Student who take those
courses immediately on entry are
much more likely to succeed.
2008 by The Education Trust, Inc.
Another Example of Looking at
the data—and acting:
Two states in our P-16 network—
KY and NV—have done analyses
of student progression, focused
specifically on students with
developmental needs.
Both now have new policies.
2008 by The Education Trust, Inc.
2. They pay attention to the
details, especially leading
indicators.
2008 by The Education Trust, Inc.
2008 by The Education Trust, Inc.
Successful institutions don’t
just aim at the final goal—
graduation—they concentrate
on each step along the way,
especially the early ones.
Historically Black Colleges
Similar Students, Different Results
Size
% Pell
Overall
Graduation
Rate
Elizabeth City
835
2,390
65.6%
48.8%
Delaware
State
810
3,111
52.1%
35.1%
University of
Arkansas
Pine Bluff
Norfolk State
775
2,931
75.3%
30.3%
880
4,726
55.5%
29.2%
2,968
67.1%
20.2%
Coppin
State
Source: College Results Online 2005
data
2008 by The Education Trust, Inc.
Median
SAT
Elizabeth City State
2008 by The Education Trust, Inc.
• Attendance mandatory. Faculty members
monitor; call when absent.
• Faculty advisors track absences, mid-term
grades. Expected to meet with students in
trouble.
• Deans, Provost monitor the data—and
ACT when involves one faculty member.
• Everybody on campus assumes
responsibility for acting on warning signs.
Technology can play a role.
2008 by The Education Trust, Inc.
University of Alabama
Tide Early Alert System flags
students with excessive
absences, D’s, F’s or withdrawals
at six week point.
3. They take on Introductory
Classes
2008 by The Education Trust, Inc.
NASH CEO Session
2008 by The Education Trust, Inc.
Looking at D’s, F’s, W’s in Math
NASH/EdTrust Math Success
Initiative
2008 by The Education Trust, Inc.
9 Systems Analyzing Data on
Student Success in Math Courses
Participating Systems
• Kentucky Council on
Postsecondary Ed
• University of
Louisiana System
• Mississippi
Institutions of Higher
Learning
• Nevada System of
Higher Education
2008 by The Education Trust, Inc.
• State Univ System of
Florida
• University System of
Georgia
• University of Hawaii
System
• Purdue University
• State University of
New York
Some Initial Findings
2008 by The Education Trust, Inc.
• Large numbers of remedial students not successful—
either withdraw or fail.
• Large D, F, W rates in first several credit-bearing
courses
• Preparation matters. Students who have higher ACT
math subscores, for example, more likely to be
successful. BUT prep levels only explain a small part of
success (ACT around one-third; SAT even less).
• Math coursework taken during senior year important.
Many students taking courses below Algebra 1.
• In many cases, students who test as non-ready have
success rates in non-remedial courses equal to those in
the remedial courses designed for them. (California
Community Colleges, too.)
• Wide differences in these rates even among comparable
institutions.
Drop-Failure-Withdrawal Rates
Mathematics: 2000
Georgia State U
Louisiana State U
Rio CC
U of Alabama
U of Missouri-SL
UNC-Greensboro
UNC-Chapel Hill
Wayne State U
Source: National Center for Academic Transformation
45%
36%
41%
60%
50%
77%
19%
61%
2008 by The Education Trust, Inc.
•
•
•
•
•
•
•
•
Drop-Failure-Withdrawal Rates
Other Disciplines: 2000
Calhoun CC
Chattanooga State
Drexel U
IUPUI
SW MN State U
Tallahassee CC
U of Iowa
U of New Mexico
U of S Maine
UNC-Greensboro
Source: National Center for Academic Transformation
Statistics
Psychology
Computing
Sociology
Biology
English Comp
Chemistry
Psychology
Psychology
Statistics
35%
37%
51%
39%
37%
46%
25%
39%
28%
70%
2008 by The Education Trust, Inc.
•
•
•
•
•
•
•
•
•
•
Of course, some of this may be
about preparation. But clearly
not all…
2008 by The Education Trust, Inc.
Course Redesign
Doctoral/Research Universities
Similar Students, Different Results
Median
SAT
URM Grad
Rate
Size
% Pell
1,065
16,465
28.5%
5.3%
70.9%
58.7%
University of 1,065
Alabama
16,405
24.1%
13.7%
62.9%
58.6%
University of 1,125
Tennessee
19,255
22.8%
10.7%
57.2%
54.5%
Ball State
1,040
16,513
22.8%
8.5%
54.2%
43.7%
Northern
Illinois
1,03
0
17,228
28.5%
19.6%
53.3%
38.7%
Ohio
University
Source: College Results Online
2005 data
2008 by The Education Trust, Inc.
% URM
Overall
Grad Rate
College Algebra Course Redesign:
UNIVERSITY OF ALABAMA
SUCCESS RATES
• 47.1%
• 40.6%
•
•
•
•
•
•
•
•
•
•
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
50.2%
60.5%
63.0%
78.9%
76.2%
2008 by The Education Trust, Inc.
• Fall 1998
• Fall 1999
Also, totally eliminated
black/white gap in course
outcomes.
2008 by The Education Trust, Inc.
Same students.
Same preparation.
Different results.
And didn’t just close gaps in
course outcomes.
2008 by The Education Trust, Inc.
In 2001, black freshmen at
Alabama graduated at a rate 9
points below white freshmen. By
the class of 2006, black students
were graduating at a rate 2 points
HIGHER than white students.
4. They don’t hesitate to
demand, require.
2008 by The Education Trust, Inc.
2008 by The Education Trust, Inc.
Alabama: faculty in
redesigned courses reluctant
to make weekly lab time
mandatory. But every time
they backed off, results
dropped.
The successful institutions,
though, tend to do exactly that.
They don’t leave things to chance.
2008 by The Education Trust, Inc.
Same pattern with idea of
monitoring attendance,
mandatory participation in
study sessions….
San Diego State University
and
University of Houston
2008 by The Education Trust, Inc.
• Similar Institutions
• Similar enrollment percentages of Latinos
• Similar SAT
Different Results Over Time
2002 Latino
Graduation Rate
41.1%
54%
2008 by The Education Trust, Inc.
University of 34.8%
Houston
San Diego
31.4%
State
2006 Latino
Graduation Rate
What do the folks at SDSU
think made the difference?
2008 by The Education Trust, Inc.
1. Making services, supports
more coherent.
2. Making what was optional,
mandatory.
5. They assign clear
responsibility for student
success.
2008 by The Education Trust, Inc.
Black/White Graduation Rate Gaps:
Similar Institutions
Black/White
Grad Rate Gap
3%
The University of Texas at Austin
-5%
University of Central Florida
-7%
Louisiana State University
-8%
University of Missouri Columbia
-15%
Texas A&M
-17%
University of Wisconsin Madison
-22%
Michigan State University
-24%
2008 by The Education Trust, Inc.
Florida State University
Florida State CARE Initiative
2008 by The Education Trust, Inc.
• Many black students come from local school
districts;
• Care program works with them in high school;
• Admission standards relaxed, but summer
transition program required;
• ONGOING SUPPORT, MONITORING ON
CAMPUS;
• Example: special sections of freshman math
courses, smaller and meet every day.
CARE reports to VPs for
Student Affairs AND
Undergraduate Education
2008 by The Education Trust, Inc.
Results?
• CARE students entering SAT: 940
(average success nationally: 56%)
• Non-CARE students entering SAT: 1204
(average success nationally: 73%)
2008 by The Education Trust, Inc.
• But at Florida State, CARE students
persist to second year at higher rate than
non CARE students; and,
• CARE students graduate at exactly same
rate.
6. Their leaders make sure
student success is a priority.
2008 by The Education Trust, Inc.
AASCU Study: At Successful
Institutions, Presidents:
Articulate a clear vision—and use numbers;
Create vehicle for taking stock;
Act strategically—rarely programmatically;
Monitor and report on progress;
Constantly “walk the talk”.
Pell Institute Report: Emphasizes importance of
acting. Faculty committees get discouraged
when recommendations aren’t acted on.
2008 by The Education Trust, Inc.
•
•
•
•
•
Delivery is the important part,
though.
2008 by The Education Trust, Inc.
7. They bring back the ones
they lose.
2008 by The Education Trust, Inc.
University of New Mexico
2008 by The Education Trust, Inc.
Median SAT: 1010
% Pell: 31.4%
White: 49.8%
African American: 2.8%
Latino: 33.6%
American Indian: 6.6%
Overall 6 year grad rate: 41.6%
The Graduation Project
2008 by The Education Trust, Inc.
• Founder: David Stuart, Assoc Provost
• Insight: A lot of the students who leave
without a degree leave pretty close—and
in good standing.
• Core idea of project: Track them down
and invite them back.
• Criteria: 2.0 gpa or better, at least 98
credits
• Universe: 3000
• Used credit company to track them down
• Offer:
– Result: Of those 3000, 1800 now have
degrees and 59 have graduate degrees.
2008 by The Education Trust, Inc.
– shortened (and free) application for readmission,
– degree summary showing exactly which
courses short,
– priority enrollment in those courses, and
– help with problems along the way.
The Education Trust
2008 by The Education Trust, Inc.
www.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444