Boosting Student Success Amidst the State-to-Student Cost Shift in Financing Public Higher Education 2011 Higher Education Government Relations Conference.

Boosting Student Success Amidst the State-to-Student Cost Shift in Financing Public Higher Education

2011 Higher Education Government Relations ConferenceDecember 2, 2011

Aaron ThompsonSenior Vice President for Academic AffairsKentucky 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, non-traditional 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.


Percentage of Enrollment in degree-granting institutions, by race/ethnicity Selected years, fall 1976–2009


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 non-profit colleges.

• However, two-year, for-profit colleges saw higher retention rates than their non-profit counterparts.

For Profit vs. Non-Profit Schools

Percentage of Certificate /Associate Degree Earned by Race/Ethnicity


Percentage of Bachelors Degree Attainment by Race/Ethnicity


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. Active Involvement;2. Use of Campus Resources;3. Interpersonal Interaction and Collaboration; and4. 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. Student-faculty interaction2. Student-advisor interaction3. Student-mentor interaction4. 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 GapsUnderprepared Students

Source: CPE Comprehensive Database

25%

45%

52%

29%

53%

61%

8%

25%

33%

0%

10%

20%

30%

40%

50%

60%

70%

4-Year Completion Rate 5-Year Completion Rate 6-Year Completion Rate

Total College Ready Not College Ready

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

4/29/11

Graduation Rate GapsLow-Income Students


2009 completion rates of full-time, first-time baccalaureate students who entered a KY public university in 2003, by Pell status

4/29/11

47% 47%

55%

0%

10%

20%

30%

40%

50%

60%

Total Pell Recipients Non-Pell

Graduation Rate GapsUnderprepared Students


25%

45%

52%

29%

53%

61%

8%

25%

33%

0%

10%

20%

30%

40%

50%

60%

70%

4-Year Completion Rate 5-Year Completion Rate 6-Year Completion Rate

Total College Ready Not College Ready

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

4/29/11

Graduation Rate GapsUnderrepresented Minority Students


2009 completion rates of full-time, first-time baccalaureate students who entered a KY public university in 2003, by race

4/29/11

47%

34% 33%

39%

0%

10%

20%

30%

40%

50%

Total Underrepresented Minority Total

African American Hispanic

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-year-olds 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 part-timers. But nine states devote between 10 percent and 20 percent of need-based aid to part-time students and six devote more than 20 percent of need-based aid funds to this group.


• 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.


• Kentucky has approximately half a million working-age 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.

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.


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.


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.


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.

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.



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.


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


Programs targeted for sub populations

•Adult Students

•Commuter Students

•Women

•Gay/lesbian/bisexual/transgendered students

•Racial / ethnic minorities

•Honor students

•Athletes


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

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.


•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]

Boosting Student Success Amidst the State-to-Student Cost Shift in Financing Public Higher Education 2011 Higher Education Government Relations Conference.

Documents

postsecondary education

postsecondary institutions

forprofit institutions

student success retention

area of student success

nonprofit institutions

percentage of enrollment

national center