Promising Strategies in Completion for “Near Completers”

Heather McKay

Rutgers School of Labor and Management Relations

Patrick Lane

Western Interstate Commission for Higher Education (WICHE)

November 7, 2013

What is WICHE?

Promotes access and excellence in higher education for all citizens of the West

The Adult College Completion Network

Overarching goal: Share promising policies and practices among all stakeholders to increase degree and certificate completion by adults with prior college credit

The Adult College Completion Network

Nationwide collaborative learning network Partnering with: State higher ed agencies Metropolitan-based projects Workforce-focused organizations Economic development organizations Institutions Non-profits “Etc.” Funded by Lumina Foundation www.adultcollegecompletion.org

The ACC Network assumption

We can’t reach our ambitious attainment goals through improvements in the traditional education pipeline alone.

Data show looming “degree gap” even with HUGE improvements in the traditional pipeline

ADULTS WITH SIGNIFICANT COLLEGE CREDIT

“Near completers,” “stopouts,” “ready adults,” etc. “Significant college credit” but no degree Specific definition depends on city, state, institution, organization, etc.

“Low hanging fruit”

What do we know about near completers?

Census data limited to “some college, no degree” category Not “first time, full time” students Institutions and state systems may not track near completers separately from adult students In short, data are limited.

Background Demographics: National Longitudinal Survey of Youth

Variables HS Diploma Assoc. Deg Bach Deg.

Above Bach.

Near Comp.

Income (2010) $41,324 $48,560 $77,395 $103,416 $49,902 Library card (1979) Mother’s Educ.

68.6% 10.6

73.4% 10.7

83.3% 12.5

86.2% 13.1

77.9% 11.7

Father’s Educ.

10.6

10.9

12.9

13.3

11.8

Source: WICHE Analysis of National Longitudinal Survey of Youth, 1979

Near completers: Background demographics

Variables

Poverty line (1979) ASVAB Score

HS Diploma

23.3%

Assoc. Deg Bach Deg.

20.3% 10.9%

Above Bach.

11.2%

Near Comp.

18.5% 36.1

44.8

63.8

70.5

48.9

Source: WICHE Analysis of National Longitudinal Survey of Youth, 1979

What conclusions can we draw from this?

First the caveats: One data source, preliminary analysis, etc.

Depending on the year, near completers (as defined!) are 6%-10% of the sample Near completers “fit” with many access/success predictors

WHAT SHOWS PROMISE IN HELPING BRING NEAR-COMPLETERS BACK?

Outreach approaches

Adult students are a diverse bunch…no one size fits all approach No single message reaches all near-completers Three common outreach “strands” Data mining and direct targeting Publicity-based campaigns Formal advertising campaigns

Outreach approaches: Messages that resonate Intrinsic: Others are in the same situation You can find a school that’s the right fit for you You can finish what you started / You’ve started, it’s time to finish Schools empathize with the sacrifices of returning Schools care about returning students (Sources: Texas Higher Education Coordinating Board, University System of Georgia, Minnesota State Colleges and Universities)

Outreach approaches: Messages that resonate Extrinsic: There are personal financial and economic benefits to returning to complete a postsecondary degree “The more you learn, the more you earn” Your degree may be closer than it appears College might be more affordable than you think (Sources: Texas Higher Education Coordinating Board, University System of Georgia, Minnesota State Colleges and Universities)

Employer partnerships: Promising strategies $ What support can businesses provide throughout the path to completion?

Identifying students, conducting outreach Classroom space Flexible work schedules Education goals in employee reviews Promoting completers ACE CREDIT program Tuition assistance

Return on investment

Tuition assistance Tax-free Lowers recruitment costs Increases retention Verizon: Estimates $25 million savings through LearningLink “Assistance” > “Reimbursement” 14% usage rate vs. 5% Sources: Corporate Voices for Working Families, CAEL, Chief Learning

Officer

Internships and Co-ops

Data show high job placement Lower costs of returning Can be beneficial for companies as well

Examples of employer partnerships

SUNY Works www.suny.edu/educationpipeline/sunyworks/index.cfm

Maine Employers Initiative www.mdf.org/mei_overview.php

WorkforceChicago www.workforcechicago.org/Exemplary-Practices.html

Greater Louisville Degrees at Work www.greaterlouisville.com/degreesatwork

IT TAKES A VILLAGE: COLLABORATION AND COORDINATION

What do we know about collaborative efforts?

Collective Impact: The hot topic The commitment of key stakeholders from different sectors to a common agenda for solving a specific social problem.

Source: Stanford Social Innovation Review, 2011

Why do some collective efforts succeed, and others fail?

Factors associated with success: Common agenda & metrics Continuous communication Backbone support organizations Establishing “professional” trust and cooperation Joint planning Interacting with the target population (Sources: Stanford Social Innovation Review, 2011; Turrini, et al., 2010)

Adult Postsecondary Stakeholders

Institutions of Higher Ed State Higher Ed Agencies Local employers Workforce Agencies Increased credential completion Economic Development Agencies National employers Business organizations Education providers Community Organizations Local Government Chambers of Commerce National Organizations

Linking Higher Education and the Workforce Investment System

Funded by the Lumina foundation for Education Local Workforce areas had an influx of people into the workforce investment system post 2008 Great Recession New national emphasis on degree completion Adult clients need resources and assistance from both systems New realities of job placement

Rutgers/NAWB Adult College Completion Project Our Goal: Better link higher education and Workforce Investment System towards the goal of college completion State Partners: PA MS OK IN

State Approaches

Indiana and Mississippi - Top down implementation states - In state policy - State support – financial and other Oklahoma and Pennsylvania – Bottom up implementation states - Local policy changes -Local system changes

College Completion and the Workforce System Whether a client gets directed to college varies One-stop to One-stop.

Many workforce centers think they do this. On further inspection they might not!

State and local policy matters - High Priority Occupation Lists - ETPL Data Collection plays an important role Assessment and case management are the keys

The Workforce System and Higher Education How the workforce system and higher education are connected varies?

- Co-located - Representatives in the other location - Know a contact – likely on non-credit side - Don’t work together Training front-line staff is essential Building a strong relationship with one and other is key to success in college completion goals

Lessons Learned

Defining a college completion goal Understanding how college fits into existing policy ie. “High Priority Occupations” Does college completion really matter in the labor market?

Cultures in both systems are strong Data systems can be a barrier Policy/practice changes official and unofficial can be essential to success

Project Accomplishments to Date

Policy Briefs Pre-assessment flow Data system changes Recruitment information and findings Training for frontline staff Webpage launching in December 2013 - Theadultlearner.org

Next Steps

Continue to work with state partners Special populations: veterans Other tools such as Prior Learning Assessment Information dissemination Wage data analysis Focusing on sustainability National Training - April

Resources & contact info

Education and Employment Research Center School of Management and Labor Relations Rutgers, The State University of New Jersey Heather McKay – 848-445-4735 [email protected]

WICHE’s Adult College Completion Network www.adultcollegecompletion.org Patrick Lane -- 303-541-0266 [email protected]