Transcript Increasing postsecondary completions in Texas

NTCCC Fall 2013 Convocation
September 13, 2013
Garry Tomerlin
Deputy Assistant Commissioner,
Community and Technical Colleges
Presentation Goals
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Community College
Legislative Update
Career and Technical Education
THECB Priorities
Communication
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Enrollments at public 2-year colleges have
increased 66% since 2000
775,455
800,000
Enrollment Trend at
Public Community & Technical Colleges
2000-2012
732,112
700,000
600,000
Traditional
w/Flex Entry
500,000
467,041
447,998
400,000
2000
Source: Texas Higher Education Coordinating Board
2012
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Public two-year colleges increasingly provide the pathway
for Texas students to enter postsecondary education
Higher Education Sector
Fall 2012
Enrollment
Public Universities
576,693
Public Two-Year Colleges
732,112
All Health-Related
24,562
Independent Col. & Univ.
124,135
Career Colleges
124,465
Self Funded
1,495
Flex Entry
43,470
Total
1,626,932
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1 and 2-year credentials have increased over the
last 5 spring semesters
40,000
61%
Degrees (Thousands)
35,000
30,000
25,000
41%
Spring 2008
Spring 2009
20,000
Spring 2010
15,000
Spring 2011
10,000
Spring 2012
5,000
0
Certificates
Associates
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Higher Education Statistics
• During the Regular Session, THECB staff tracked 657
bills related to educational funding and policies.
– Of these, 155 were ultimately signed into law by the
Governor
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The Legislature adopted the “return-value” model
for state technical colleges (SB 1)
100% of funding to the Texas State
Technical College System is allocated
based on the additional state tax
revenues generated by former
students:
 Cohorts of graduates, transfers and leavers are
matched with UI wage records for five years
 TSTC “value-added” determined based on:
• Former students wage premium over a
calculated base wage; and
• An economic multiplier for indirect value
 Values-added are adjusted and funding
allocated proportionally among TSTCs
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FORMULA FUNDING FOR 2-YEAR COLLEGES
EXPERIENCED MODEST INCREASES
Community Colleges
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The Legislature adopted outcomes-based funding
for public community colleges (SB 1)
10% of community college formula funding allocated based on student success
outcomes after $500,000/per year is appropriated to each community college district
for core operations; the remaining 90% is allocated based on enrollments
Developmental
Education
Completion of
developmental
education in
math , reading
and writing
(1 point for
math; 0.5 points
each for reading
and writing)
Gateway Course
Completion (with
a C or better) of
first college level
math, reading or
writing course.
(1 point for
math; 0.5 points
each for reading
and writing)
College Credit
Attainment
Completion of
first 15 college
credits and first
30 college
credits.
(1 point each)
Credentials
Awarded1
Completion of an
associate degree,
certificate , or
bachelor’s degree
(where offered.)
(2 points each;
2.25 for STEM2
credentials)
Transfer to a
General
Academic
Institution
Transfer to a
general academic
institution after
having completed
15 hours of
coursework.
(2 points)
Adult Basic Education and English as a Second Language
Successful completion of an ABE or ESL sequence.
(Implementation pending new data collection)
1 Students completing common core will be counted in this category
2 STEM includes Science, Technology, Engineering, Math, or Allied Health
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The Board and community college leadership must
collaborate to refine and improve outcomes funding
Rider 23
Methodology for Student Success Points Allocation for the 2016-17 biennium. The
Public Community/Junior Colleges and the Texas Higher Education Coordinating Board
shall jointly develop recommendations for an allocation system for student success
points for the 2016-17 biennium. The allocation system should allocate funds to
college districts for improvement in student achievement. The allocation system shall
be developed in a manner that compares the performance of the college district to
itself using the allocation for student success points in the 2014-15 biennium as the
baseline for comparison. The Texas Higher Education Coordinating Board shall report
these recommendations to the Legislative Budget Board and the Governor no later
than August 1, 2014.
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The Legislature adopted a credit hour cap on Associates
degrees to stem excessive credits earned by students
Average time to a Associate Degree:
4.3 years
Required Credits
120
Statewide Avg. Credits
96
80
60
Associate degrees capped to
no more credits than required
by licensure or accreditation
for that particular degree
field—in most cases 60 SCH.
40
0
Statewide Average Credits to
Associates Degree
2012 Graduates
Source: Texas Higher Education Coordinating Board
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The Legislature revised the high school curriculum to provide
increased flexibility for school districts and students (HB 5)
• Requires a student to choose one or more of the five
endorsements upon entering the 9th grade
• All endorsements require four math credits and four
science credits
• Distinguished level of achievement requires an
endorsement plus Algebra II (required for Top 10%
automatic admission)
• Reduces the number of EOC assessments from 15 to 5
• High school counselors are critical to ensuring that
students are provided meaningful information about the
benefits of choosing certain graduation plans and
endorsements.
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Our future workforce will demand even more
postsecondary trained and educated workers
U.S. Workforce Projections by
Required Education Level, 2020
12%
46%
24%
18%
H.S. Dropout
Some college, including Certificates
In 1973, only 28% of
all U.S. jobs required
postsecondary
education/skills. By
2020, 65% of the
jobs will require this
level of education or
training.
H.S. Grad
Associate's degree or higher
Source: Georgetown University, Center on Education and the Workforce; data in charts rounded.
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The future workforce in the United States faces a
shortage of workforce credentials
Demand vs. supply – 2020 projections
Millions
No high school diploma
13.6
High school graduate
Some college, no degree
Includes Postsecondary
Workforce Certificates
Difference
19.5
+5.9
43.3
44.1
+0.8
30.7
29.1
-1.6
19.6
Associate degree
17.7
Bachelor’s degree
or higher
58.0
56.5
Demand
Supply
1.9
-1.5
Source: U.S. Bureau of Economic Analysis,
U.S. Bureau of Labor Statistics, Mckinsey
Global Institute analysis
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HB 2036 creates the 2036 Commission charged with
evaluating future education and workforce needs of Texas
Aligning Education to Workforce Needs: 83rd Legislative
Recap
HB 1296
SB 414
Develop five-year projections concerning the workforce needs of
this state, the educational attainment and training of persons
projected to enter the state workforce.
Study of regional workforce needs in this state to determine the
regions of the state that would benefit from the authorization of
baccalaureate degree programs in the field of nursing and in the
field of applied sciences at public junior colleges.
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Aligning Education to Workforce Needs: 83rd Legislative
Recap
HB 2036
HB 2036
HB 2036
HB 2036
Identify the types and levels of education, training, and skills that
are needed to meet the state ’s future workforce needs and shall
make recommendations concerning the expansion of existing
programs or the development of new programs
Ensure alignment of workforce and higher education in the state.
Ensure Global Competitiveness
Workforce in which at least 60 percent of its workers hold a
postsecondary credential, certificate, or degree of value in the
workplace.
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SB 441 directs the Texas Workforce Commission and
THECB to develop expedited workforce programs
The Texas Fast Start Program calls for the TWC and THECB
to collaborate with Texas public community and technical
colleges to identify and develop methods to support
competency-based, rapid-deployment education delivery
models.
A Fast Start Program must:
 Focus on current and future needs of Texas
employers
 Enable completion of workforce certificates and
degrees at an accelerated pace in local/regional
high-demand field
 Incorporate competency-based learning techniques
 Provide pathways for veterans, high school graduates
and current workforce members seeking retraining
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The Board has created a special task force to focus on
community and technical college issues
Membership:
Dr. Dennis Golden, Chair
Dr. Durga Agrawal
Mr. Munir Lalani
Charge:
Improve Board communication and collaboration
with community and technical colleges. Assist the
Board in bringing a more concerted focus on
issues pertaining to strengthening two-year
colleges and improving student success.
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The THECB has created a new Two-Year College
Stakeholder Committee
Responsibilities of the Two-Year College Stakeholder Committee
will include:
 Formulate a five-year comprehensive statewide Strategic Plan
for community colleges;
 Provide the Legislature with data/information that deals with
unique community college finance issues;
 Build collaborative relationships that will allow the state to
leverage the results of the many community college
improvement initiatives now underway when those initiatives
can demonstrate beneficial impact.
Each community college governing
board may nominate one trustee or
regent to the committee. Five
nominees from community colleges
will be selected to serve.
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The new TSI assessment will be the first of its kind in the country
and align with existing developmental education reform efforts
 Aligns to the Texas College and Career Readiness
Standards.
 Aligns to national ABE standards and will diagnose
accurate placement.
 Includes diagnostic component to identify specific
student weaknesses.
 Board approved no-cost contract with The College
Board.
 Computer-Adaptive Assessment.
 Low cost for institutions ($11).
The new TSI assessment will help
differentiate between those who are within
at least two years of college readiness and
those who are at adult-basic education skill
levels. This will enable institutions to better
align intervention strategies with student
needs to produce better student outcomes.
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Each community college appointed a liaison to interact
directly with agency staff on community college issues
The liaisons participated in a oneday session at agency to meet key
staff and learn about agency
initiatives and programs.
The liaisons are included in all
communications between agency
and community colleges to ensure
information is shared and
processed accordingly.
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The agency has created a Deputy Assistant Commissioner
position to help support the community college sector
Dr. Garry Tomerlin
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Questions
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