Transcript Slide 1

Boosting Student Success Amidst the State-to-Student
Cost Shift in Financing Public Higher Education
2011 Higher Education Government Relations Conference
December 2, 2011
Aaron Thompson
Senior Vice President for Academic Affairs
Kentucky Council on Postsecondary Education
Unraveling the Issue
• The focus of the future of postsecondary
education is complex and one that is
misunderstood by traditional students, nontraditional students, colleges, and universities.
Increased Enrollment
• Substantial enrollment growth for students of
all ages and backgrounds has taken place.
• The focus must be on student success and not
just access.
Total undergraduate enrollment in degree-granting postsecondary
institutions increased from 7.4 million students in fall 1970 to 13.2
million in fall 2000 and 17.6 million in fall 2009.
Source: National Center for Education Statistics Condition of Education 2011
Increased Enrollment
• Between 2003 – 2004, enrollment increased
by more than 17% in programs that require
less than two years, 22% in two-four year
programs, and 14% in programs requiring four
or more years.
• A significant number of these students are
minorities.
The percentage of high school graduates immediately enrolling in
postsecondary education by race/ethnicity and income.
Source: National Center for Education Statistics Condition of Education 2011
Percentage of Enrollment in degree-granting institutions, by
race/ethnicity Selected years, fall 1976–2009
Source: National Center for Education Statistics Condition of Education 2011
College Completion has been elevated to the National Agenda
Twenty years ago, the U.S. had the best educated population in the world. In
2009, we were tenth. Now our nation is tied for twelfth in the world and
declining.
Increasing educational attainment is imperative for the economic recovery
and future economic growth of the nation. The Obama administration’s
higher education agenda is focused on increasing college completion and
returning America to its previous position of having the most educated
population in the world by 2025.
Percentage of population that has attained
postsecondary education by age group (2009)
Student Success
• For-profit colleges have addressed the need of
access, yet there are great strides to be made
in the area of student success.
• What about the Publics?
Student Success
• The number of degrees conferred by for-profit
institutions increased at a faster rate than in
non-profit institutions.
• For-profit institutions awarded 5% of all
bachelor’s degrees in 2008-2009 and 10% of
all master’s degrees.
Student Success
• Retention and graduation rates are lower at
four-year, for-profit colleges compared to nonprofit colleges.
• However, two-year, for-profit colleges saw
higher retention rates than their non-profit
counterparts.
For Profit vs. Non-Profit Schools
Non-Profit Schools
For-Profit Schools
Type of Education
Academic/Research Oriented
Technical/Vocational
Type of Programs
Associate – Doctoral
Associate – Doctoral with
the ability to rapidly
implement programs in
critical areas such as IT
and healthcare
Length of Program
In-classroom education can
take years but online
coursework can accelerate
program completion
Flexibility in scheduling
that allows students to
complete programs
faster; graduation rates
are typically lower than
non-profits
Costs
Varying costs with state
schools typically costing less
than private schools
More expensive than
non-profits
Percentage of Certificate /Associate Degree Earned by Race/Ethnicity
Source: National Center for Education Statistics Condition of Education 2011
Percentage of Bachelors Degree Attainment by Race/Ethnicity
Source: National Center for Education Statistics Condition of Education 2011
Percent Who Took Remedial Courses by Number of Courses and
Race/Ethnicity 2007-2008
Research-Based Principles of College
Success
• Research on human learning and student
development indicates four powerful principles of
college success (Cuseo, Fecas & Thompson, 2010):
1.
2.
3.
4.
Active Involvement;
Use of Campus Resources;
Interpersonal Interaction and Collaboration; and
Personal Reflection and Self-Awareness (Astin, 1993;
Kuh, 2000; Light, 2001; Pascarella & Terenzini, 1991,
2005; Tinto, 1993).
Active Involvement
• Research indicates that active involvement may
be the most powerful principle of human learning
and college success (Astin, 1993; Kuh, 2000).
• Involves the following pair of processes:
– The amount of personal time devoted to learning in
the college experience;
– The degree of personal effort or energy (mental and
physical) put into the learning process.
Interpersonal Interaction and
Collaboration
• Four particular forms of interpersonal
interaction have been found to be
strongly associated with student
learning and motivation in college:
1.
2.
3.
4.
Student-faculty interaction
Student-advisor interaction
Student-mentor interaction
Student-student (peer) interaction
Interaction with Faculty Members
• Studies repeatedly show that college success is
influenced heavily by the quality and quantity of
student-faculty interaction outside the
classroom. Such contact is positively associated
with the following positive outcomes for college
students:




Improved academic performance;
Increased critical thinking skills;
Greater satisfaction with the college experience;
Increased likelihood of completing a college
degree; and
 Stronger desire to seek education beyond college
(Astin, 1993; Pascarella & Terenzini, 1991, 2005).
…
And good state Policy
What can be done at a policy level to
increase to Student Success
• There are many but two foci could jump start
the process: 1) Gap Closing and 2) the adult
learner
• i.e., Gap = differential in college completion
for underprepared, underrepresented, and
low income
• Adult learner = citizens 25-64 yrs. of age with
some some college but no baccalaureate
degree
Graduation Rate Gaps
Underprepared Students
System completion rates of full-time, first-time baccalaureate students who
entered a KY public or independent university in 2003 and completed a
bachelor’s degree at any in-state public or independent institution,
by college readiness at entry
70%
60%
61%
53%
50%
45%
40%
30%
20%
52%
25%
33%
29%
25%
10%
8%
0%
4-Year Completion Rate
Total
Source: CPE Comprehensive Database
5-Year Completion Rate
College Ready
6-Year Completion Rate
Not College Ready
4/29/11
Graduation Rate Gaps
Low-Income Students
2009 completion rates of full-time, first-time baccalaureate students who
entered a KY public university in 2003, by Pell status
60%
50%
55%
47%
47%
Total
Pell Recipients
40%
30%
20%
10%
0%
Source: CPE Comprehensive Database
Non-Pell
4/29/11
Graduation Rate Gaps
Underprepared Students
System completion rates of full-time, first-time baccalaureate students who
entered a KY public or independent university in 2003 and completed a
bachelor’s degree at any in-state public or independent institution,
by college readiness at entry
70%
60%
61%
53%
50%
45%
40%
30%
20%
52%
25%
33%
29%
25%
10%
8%
0%
4-Year Completion Rate
Total
Source: CPE Comprehensive Database
5-Year Completion Rate
College Ready
6-Year Completion Rate
Not College Ready
4/29/11
Graduation Rate Gaps
Underrepresented Minority Students
2009 completion rates of full-time, first-time baccalaureate students who
entered a KY public university in 2003, by race
50%
47%
39%
40%
34%
33%
Underrepresented
Minority Total
African American
30%
20%
10%
0%
Total
Source: CPE Comprehensive Database
Hispanic
4/29/11
Students and Remedial Courses
• One third of first year students entering
college in the 2007-2008 academic year
enrolled in at least one remedial course.
• For community colleges, the number increases
to 42%.
Students and College Readiness
• In October 2009, the Department of Education
reported that many states declare students have
grade-level mastery in reading and math when
this is not the case.
• A 2007 ACT National Curriculum Survey of college
professors found that 65% of college professors
maintain their states poorly prepare students for
college-level coursework.
Students and Remedial Courses
• One third of first year students entering
college in the 2007-2008 academic year
enrolled in at least one remedial course.
• For community colleges, the number increases
to 42%.
Students and College Readiness
• In October 2009, the Department of Education
reported that many states declare students have
grade-level mastery in reading and math when
this is not the case.
• A 2007 ACT National Curriculum Survey of college
professors found that 65% of college professors
maintain their states poorly prepare students for
college-level coursework.
Student Engagement
• Research shows that students who are
academically underprepared are more engaged
with their college experience than their
academically prepared peers.
• Students who are academically underprepared
are more likely to: discuss career plans, work
harder, prepare multiple drafts of a paper before
submission, and write more papers and reports.
• In the U.S., more than 59 million people, or 30 percent of the adult
population, are untouched by postsecondary education—and in 35
states, more than 60 percent of the population does not have an
associate’s degree or higher.
• Over 26 million adults in the U.S. currently have no high school
diploma, more than 32 million have not ȃ attended college and are
earning less than a living wage, and over 8 million have not
attended college and speak little or no English. Overlaps among
these populations are substantial. For example, more than three
million individuals have all three of these characteristics: they do not
have a high school diploma, they earn less than a living wage, and
they speak little or no English.
Council for Adult and Experiential Learning (CAEL), with funding from Lumina
Foundation for Education and in partnership with the National Center for
Higher Education Management Systems (NCHEMS), 2008
• Affordability: Community college attendance is relatively affordable for the
nation’s adults, but private college attendance is likely out of reach for many.
Average tuition and fees at a public community college constitute 7 percent of
median income for the poorest 25- to 44-year-olds and 5.4 percent of median
income for the poorest 45- to 64-year-olds. Public four year college tuition and
fees constitute 19.5 percent of median income for the poorest 25- to 44-yearolds and 15 percent of median income for the poorest 45- to 64-year-olds. In
contrast, private college tuition and fees constitute more than 70 percent of
median income for the poorest 25- to 44- year-olds and more than 54 percent
of median income for the poorest 45- to 64-year-olds.
• States vary widely in their support for part-time students. Seventeen states
do not provide any need-based aid to part-time students, and another
eighteen states devote less than 10 percent of need-based aid funds to parttimers. But nine states devote between 10 percent and 20 percent of needbased aid to part-time students and six devote more than 20 percent of needbased aid funds to this group.
Council for Adult and Experiential Learning (CAEL), with funding from Lumina Foundation
for Education and in partnership with the National Center for Higher Education
Management Systems (NCHEMS), 2008
• Accessibility: Nontraditional students—for
example, those who have delayed enrollment in
postsecondary education, work full-time while
enrolled, or have dependents other than a
spouse—were more likely than traditional
students both to participate in distance education
and to be in programs available entirely through
distance education.
Council for Adult and Experiential Learning (CAEL), with funding from
Lumina Foundation for Education and in partnership with the National
Center for Higher Education Management Systems (NCHEMS), 2008
• Kentucky has approximately half a million workingage adults who have been to college but not
received a bachelor’s degree.
• There are about 400,000 working-age adults who
do not have a high school diploma or GED.
• Policy initiative “Project Graduate” started in 2007
(focused on KY citizens who had 90 college credit
hours or more) and has graduated approximately
700 students.
Increased Enrollment for Adult
Learners
• The most dramatic growth in undergraduate
enrollment during the first decade of the 21st
century has occurred at for-profit colleges.
• For-profit institutions are more likely to enroll
students age 25 and older and in distance
education such as online learning.
• Nearly 1 in 5 students enrolled in for-profit
institutions are enrolled entirely in distance
education.
Adult Learners
• There was a 20% increase in postsecondary
education of working age populations
between 1990 – 2007.
• The number of adult learners is expected to
increase 13% between 2010 – 2020.
Adult Learners
• Looking for convenience and support during
their college experience
• Approximately 70% of adult learners are
pursuing a college degree; approximately 30%
of them are full time (Noel Levitz).
Student Needs
•
•
•
•
•
•
•
•
•
Online learning
Credit for prior learning
Digital text
24/7 advising
Transfer pathways from certificate to
baccalaureate
Move on when ready curriculum
Flexible financing options
High touch
Etc.
Success Framework for Closing the Gaps
Pre-College
Improve academic preparation for college
•Encourage students to take a rigorous college preparatory high school
curriculum.
•Provide learning support to complete challenging coursework.
•Provide greater access to rigorous to college preparatory courses with well
prepared teachers.
•Develop a strong college going culture in their high schools with adequate
support from well-trained counselors and teachers.
Success Framework for Closing the Gaps
Pre-College
Improve college planning
•Provide college planning programs beginning in middle schools.
•Incorporate career education and college planning information in middle and
high school curriculums.
•Host college and career fairs in middle and high schools.
•Host admission and financial information sessions for students and parents.
•Provide resources on career, college and financial aid information.
• Promote college planning websites and resources designed for students and
parents.
•Provide for opportunities for college tours and other college planning exercises.
Success Framework for Closing the Gaps
Pre-College
Improve financial planning information
•Provide additional financial aid through increases in grant aid from
institutional, state and federal sources by shifting aid away from merit aid
at the institutional and state level.
•Host workshops for students and their parents about the financial aid
process and on filling out the FAFSA such as “College Goal Sunday”.
•Provide greater assistance in covering unmet financial need such as
through the use of expanded work study programs.
•Provide greater assistance to independent students for child care and
living expenses.
Success Framework for Closing the Gaps
Transitional Programming
•Encourage enrollment in Dual Credit Programs.
•Higher education and P-12 working together to provide transition courses to
remediate students before college entrance
•Provide early intervention through bridge programs.
•Pre-enrollment orientation.
•Provide early advising by college and university faculty and staff.
•Create special mentoring programs for at risk populations.
•Provide an academic plan that shows the pathway from high school to a two-year
college and then to a four-year college or from high school to a four-year college.
Success Framework for Closing the Gaps
Freshmen Year
•Provide both academic and social new student orientation programs.
•Provide a parent orientation program.
•Provide a freshmen seminar or first year transition course for credit.
•Provide learning communities through residential programming or through common
paired course enrollments.
•Provide freshmen interest Groups.
•Provide Service Learning opportunities.
•Host a Student Government and Student Organization and Activities Fair.
•Provide effective developmental education programming to address shortcomings in
preparation.
Success Framework for Closing the Gaps
Advising Support
•Provide intrusive academic advising program for freshmen and at risk students that
promotes the development of academic goals and provides students with the tools
and support to achieve those goal.
•Provide assessments for academic course placement.
•Provide an on campus advising center.
•Provide an early warning alert program with counseling staff to work with students.
•Provide student development and counseling centers for assistance with mental
health and personal counseling.
•Provide career counseling and development center.
•Provide diagnostic assessments for motivation, values and vocational interests.
•Help students to develop an academic plan for their major of the courses needed to
graduate.
Success Framework for Closing the Gaps
Academic Supports
•Provide resources such as the university catalog, schedule of classes and student
handbook.
•Learning communities.
•Tutoring Programs
•Supplemental instruction programs.
•Writing Center Lab.
•Mathematics Center Lab.
•Reading Center Lab.
•Organized study groups.
•Require Library Orientation.
•Offering additional opportunities for work-study to increase the amount of
students spend on campus while meeting their financial needs.
Success Framework for Closing the Gaps
Social Supports
•Residence Hall programming
•Recreation and intramurals
•Academic Clubs
•Diversity Activities
•Cultural Activities
•Leadership Programs
•Fraternities/Sororities
Mentoring Programs
•Peer
•Faculty
•Staff
•Alumni or Community Member
Success Framework for Closing the Gaps
Programs targeted for sub populations
•Adult Students
•Commuter Students
•Women
•Gay/lesbian/bisexual/transgendered students
•Racial / ethnic minorities
•Honor students
•Athletes
Success Framework for Closing the Gaps
Transfer Students
•Provide transfer centers and counseling for transfer students.
•Provide an academic program plan from the community college through the four year
university program.
•Provide a transfer orientation program.
•Provide financial counseling and financial aid in the form of transfer scholarships and
work study opportunities.
•Expanding financial aid programs for part-time students and provide additional
resources for childcare and living expenses to promote persistence.
Examples of KY policy initiatives for transfers
•The Council on Postsecondary Education and Chief Academic Officers from public
institutions fostered an aggressive transfer action plan for KY.
•HB 160
Access to Success Initiative (A2S) Closing the Gap
Kentucky is one of nearly two dozen public postsecondary systems that
are participating in the NASH Access to Success Initiative (A2S). Kentucky is
participating in the Closing the Gap initiative which advocates the
following strategies to increase student success.
•An early assessment program between postsecondary institutions and
local area high schools to improve students’ college-readiness. As part of
the program postsecondary institutions administer a college placement
test to high school juniors and then provides assignments and other
support in the senior year to prepare students for college-level
coursework.
• Institutions to focus resources on the first year of college, when half of
all dropouts leave, by implementing programs aimed at easing students’
transition to academic life. Programs such as “summer bridge,” freshmen
orientation, and learning communities help students acquire the skills
they need to succeed in college.
Access to Success Initiative (A2S) Closing the Gap
• Institutions to improve teaching in “gate keeping” remedial and introductory courses.
Hundreds of colleges and universities nationwide have redesigned these courses, using
the proven technology-driven approach developed by the National Center for Academic
Transformation. Others have added peer-led supplemental instruction.
• Institutions to closely monitor student progress through “intrusive” advising programs
and early warning systems that connect students with the support services they need—
tutoring, study skills, and counseling—to get back on track with their studies.
•Institutions to target institutional grant aid to meet the full financial need of low-income
students first and foremost— rather than using scarce resources as merit aid to attract
students who would attend college regardless and graduate without the aid.
Access to Success Initiative (A2S) Closing the Gap
•Require that institutions review their own academic and other policies to
see if any of them contribute to high dropout rates. For example, lax policies
about how many times students can repeat courses, when students can
declare and change majors, and when students must take remedial courses.
•Require institution to create or improve programs that ease the transition
to college through first-year orientation, intrusive advising and special first
year courses.
•Consider increasing financial security for underserved student groups
through supplemental aid and other support programs.
•Create early warning programs and intervention for students the university
deems likely to experience academic problems.
•Providing ongoing “intentional advising” and continued academic support
for students throughout their college years.
Copy of References provided upon request
[email protected]