Transcript Tuition Assistance Overview

Adult Learning in Focus: The National
Landscape and a Picture of Illinois
Presented by: Pamela Tate
President & CEO, CAEL
June 2, 2009
About CAEL
 CAEL is the Council for Adult and Experiential
Learning
 A 501(c)3 non-profit organization with almost 35
years of lifelong learning and workforce
development experience
 Mission to remove barriers so that adult learners
can be successful in postsecondary education
and training
 Offices in Chicago, Philadelphia, Denver, New
York and Toronto
CAEL’s Unique Integrator Role
Workforce Learning
and Development
Employers
Lifelong
Learning
Public
Policy
CAEL
Colleges
and
Universities
Government
and
Community
Office Jobs
 The share of white collar office jobs has
risen from 30 to 40 percent of all jobs since
1973.
 In 1973, only 38 percent of office workers
had completed some kind of postsecondary
education. Today, 69 percent of them
have, while 37 percent have at least a
bachelor’s degree.
Education and Healthcare Jobs
 Since the 1970s, education and healthcare
jobs have increased from 10 to almost 20
percent of all jobs.
 The share of these jobs requiring at least
some college has increased from fewer
than half in the 1970s to more than 75
percent today, with more than 52 percent
requiring baccalaureate or graduate
degrees.
Technology Jobs
 Technology jobs have doubled from roughly
4 to 8 percent of all jobs.
 In 1973, 63 percent of technology workers
had completed at least some college, but
today 86 percent have—and more than half
have at least a bachelor’s degree.
Illinois’ Occupational Projections
2006-2016
 740,000 jobs will be added to the economy
overall
 Four industries will account for more than 44%
of Illinois’ job growth
•
•
•
•
Education services
Health and Community Social Services
Computer and Mathematical Services
Business, Financial and Management Services
Source: Illinois Department of Employment Security, Economic Information and Analysis Division
http://lmi.ides.state.il.us/projections/statewideproj.htm
Illinois’ Jobs: What Training and Education
are Needed?
 342,000 of the overall jobs will require short term,
moderate term or long term job training
 Almost 322,900 of the overall jobs (44%) will
require at least some level of postsecondary
vocational training, an Associate’s Degree, a
Bachelor’s degree or higher
Source: Illinois Department of Employment Security, Economic Information and Analysis Division
http://lmi.ides.state.il.us/projections/statewideproj.htm
Adult Learning in Focus: State Performance
 2008: CAEL and NCHEMS released
• National Report on current size and shape of
adult learning provision, barriers to adult
participation
• Comparisons among 50 states
• State by State profiles
• Policy Framework
Percent of Adults Age 25-34 with College Degrees
(Associate and Higher), 2005
United States
Massachusetts
Minnesota
New York
New Jersey – North Dakota
Connecticut – Nebraska – New Hampshire
Colorado – Maryland – South Dakota – Virginia
Iowa – Vermont
Illinois – Pennsylvania – Rhode Island
Washington – Wisconsin
Kansas – Utah-Puerto Rico
Delaware
Georgia – Hawaii – Maine – Michigan – Montana – North Carolina - Ohio
California – Florida – Oregon
Missouri
Indiana
Mississippi
Alabama – Alaska – Arizona – South Carolina – Tennessee – Wyoming
Kentucky – Oklahoma – Texas
Idaho – Louisiana – West Virginia
New Mexico
Arkansas
Nevada
Source: U.S. Census Bureau; OECD
%
54
53
52
51
50
49
48
47
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
28
27
26
25
24
23
22
20
19
18
17
16
15
14
12
10
OECD Counties
Canada
Japan
Korea
Norway • Ireland • Belgium
Denmark • Spain
France • UNITED STATES
Australia • Finland
Sweden • Luxembourg
Iceland
Netherlands • United Kingdom
Russian Federation
Estonia
Switzerland • New Zealand
Poland
Greece
Germany
Austria • Hungary
Portugal
Mexico • Chile
Slovak Republic • Italy
Czech Republic
Turkey
Slovenia
National Perspective: How Can the U.S. Reach
International Competitiveness by 2025?
Current Degree Production Combined with Population Growth
Vs. Best Performance*
on the Student Transition and Completion Measures
41,860,914
Degrees* Produced from 2005 to 2025 with Current
Rate of Production plus Population Growth
63,127,642
Degrees Needed to Meet Best Performance** (55%)
0
20
40
60
80
Millions
The performance gap is large and we need to increase the rate of
degree production in the U.S. by 50.8%.
* Degrees includes both Associates and 4-year degrees.
** Best performance is the average of the top three states.
11
Illinois' Challenge
 But of 8,083,210 working-age adults
(18 to 64)….
• 64.1 percent have not completed college (associate’s
degrees or higher) This is a much higher noncompleter percentage than the national average. Of
these:
 1,880,986 have completed some college but no degree
 2,249,483 have completed just a high school diploma but have
not entered college
 1,050,504 have not completed high school or equivalent
Proportion of Need-Based Aid Distributed to Part-Time
Students 2004-05
15
0.0
1.0
1.5
2.0
2.0
2.0
onsin
Wisc Virgin ia
t
Wes
Utah
s
Te xah Dakota
Sout
Ohio Dakota
Nort h Caro lin a
Nort hd a
Nevassippi
i
Miss iana
Lo uisas
Kans
Iowa
o
Ida h gia
Geo rware
Dela ma
a
Alab on
Ore g sas
n
Arka York
New Jersey
New u ri
o
Miss na
Ind ia esse e
Te nnland
Ma ry sylva nia
Penn
tana
Mo n e
a
Ma in Carolin
h
Sout ii
a
Haw ecticut
Connka
Alas
a
h om
Oklania
s
Virgi achuse tt
Ma ss t
n
o
Verm ado
ire
r
Colo Hampsh
New ing ton
h
Was e Islan d
Rhodg an
i
Mich a
d
Flo ri u cky
Kent rnia
o
Calif na
Arizo ing
m
Wyo s
i
Illino aska
Nebr Me xico
New esota
Minn
Source: NCHEMS Student Financial Aid Survey
No Aid to Part-Time Students
or Missing Data
5
4.0
4.5
5.0
5.0
5.0
6.0
7.0
7.0
7.0
7.1
8.0
9.0
10
11.0
11.0
11.7
13.0
14.0
15.0
16.0
17.0
18.8
21.5
20
25.0
26.0
25
28.8
30.0
30
41.4
45
40
35
0
Average Personal Income of 25 to 64 Year Olds by Level of
Education Completed, 2005
No school completed
If these residents were to complete
high school or equivalent, and the
additional earnings associated it, the
U.S. would experience a $191 billion
increase in personal income
1st-4th grade
5th-8th grade
9th grade
10th grade
11th grade
12th grade, no diploma
High school graduate, or GED
Some college, no degree
$27,367
$34,644
$37,716
Associate degree
$54,532
Bachelors degree
$66,919
Masters degree
$107,353
Professional degree
$91,797
Doctorate degree
Source: US Census Bureau, 2005 American
Community Survey
$0
$30,000
$60,000
$90,000
$120,000
Average Personal Income of 25 to 64 Year Olds by Level of
Education Completed, 2005
No school completed
If these residents were to complete an
associates degree, and the additional
earnings associated it, the U.S. would
experience a $848 billion increase in
personal income
1st-4th grade
5th-8th grade
9th grade
10th grade
11th grade
12th grade, no diploma
High school graduate, or GED
Some college, no degree
$34,644
$37,716
Associate degree
$54,532
Bachelors degree
$66,919
Masters degree
$107,353
Professional degree
$91,797
Doctorate degree
Source: US Census Bureau, 2005
American Community Survey
$0
$30,000
$60,000
$90,000
$120,000
College and University Perspective: How Can
Colleges Graduate More Adult Learners?
 CAEL’s Adult Learning Focused Institution tools can help
colleges and universities recruit and retain adults
 One of CAEL's publications, Principles of Effectiveness
for Serving Adult Learners, can help make programs
more attractive and accessible to adults
 All of CAEL’s benchmarking tools, publications, study
tours and consulting services are designed for this same
purpose
Serving Adult Learners
Adult-Learning Focused Institutions (ALFI)
Project Origins
CAEL’s 1999 Benchmarking Study of six high-performing,
adult-serving colleges and universities
 Best Practices in Adult Learning, a CAEL book
 Study findings distilled into eight Principles of Effectiveness
for Serving Adult Learners
 Assessment Tools released in 2004
• Adult Learner Inventory
• Institutional Self-Assessment Survey
CAEL’s ALFI Project
CAEL’s Principles of Effectiveness for Serving
Adult Learners
1. Outreach: overcoming barriers of time, place, and
tradition in order to create lifelong access to educational
opportunities
2. Life & Career Planning: aligning personal goals and
curriculum
3. Financing: choices in payment options for financial
flexibility
4. Assessment of Learning Outcomes: assessing
knowledge and skills from life/work experience and
formal learning for assignment of credit
CAEL’s ALFI Project
5.
6.
7.
8.
9.
Teaching-Learning Process: use of multiple methods
of instruction
Student Support Systems: academic and student
support systems to help adults meet the challenges of
balancing multiple responsibilities
Technology: information technology employed to
provide relevant and timely communication
Strategic Partnerships: collaborations with employers
and other organizations to develop and improve
educational opportunities
Transitions: supporting guided pathways that lead into
and from the institution’s programs and services in order
to ensure that students’ learning will apply usefully to
achieving their educational and career goals
College and University Perspective: How Can
Colleges Graduate More Adult Learners?
 Expand Prior Learning Assessment options
throughout college network in Illinois
 PLA can motivate adults to complete
degrees
 Current Lumina-funded study underway to
study outcomes of PLA re: retention,
performance, graduation
State Policy Change
 Institutional innovation is only one element
of the picture—new state policies are also
needed
 Illinois must commit to improving its
percentage of adults with a postsecondary
credential and allocate new resources
toward this goal
State Policy Change (cont.)
 Financial aid programs for adult and lifelong
learners, esp. for adults taking one course
at a time
 Encourage teaching and assessment online to make it more convenient
 Social marketing campaign to employers
State Policy Change (cont.)
 Comprehensive review of all state policies
that affect adult learners
 Use Adult Learning in Focus policy guide
CAEL Contact Information
Contact:
Pamela Tate,
President and CEO, CAEL
[email protected]
312-499-2681