STRENGTHENING PATHWAYS TO SUCCESS SUMMITblog.hawaii.edu/hawaiigradinitiative/files/2013/09/Indiana_15toFinish_09-09-13.pdfSUMMIT . September 19, 2013 . Indianapolis, IN . TM . ...

Office of the Executive Vice President for Academic Affairs/Provost

University Of Hawai‛i System

“STRENGTHENING PATHWAYS TO SUCCESS” SUMMIT

September 19, 2013 Indianapolis, IN

TM Part of the Hawai‘i Graduation Initiative

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Thanks, and Aloha! We are pleased to share our approach to 15 to finish and lessons learned and future plans

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That Hawai‘i is an island state. Our campuses and education centers are located on the six major islands.

State’s Single Public Higher Education System

‣Headcount enrollment: 59,185 (9/5/13)

• 1 research/doctoral campus

• 2 baccalaureate campuses

• 7 community colleges

‣Education centers throughout the islands

‣Primarily commuter campuses

‣No majority ethnic/racial group

‣Every campus is Native Hawaiian-serving

2.5%

13.0%

5.0%

4.7%

Compounded Annual Growth Rate of UH Degrees Awarded

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In 2008 we set targets for increasing the number of degrees awarded and have met our goals every year.

GOAL

Current Trend 46.7%

Cumulative Degree Gap: 60,791 degree holders

2025

“55% of Hawai‘i’s working age adults with a 2- or 4-year college degree by the year 2025.”

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But we haven’t been able to improve on our statewide mission. Our p20 Council adopted a State wide goal to increase the % of Hawaii’s working age adults that have a 2 or 4 year college degree in 2007. We are at 43% and we have increased the number of graduates since 2008 by 20%--but it is not enough. At our current trend, we will be over 60,000 degree holders short. This gap is significant--and when consider our current cost of production, it is an even greater challenge.

STEP 1: Analyze the Data

1. Finding Out What Matters Create campus scorecards identifying measures that improve graduation rates based on academic literature http://www.hawaii.edu/hawaiigradinitiative/campus-scorecards/

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We created campus scorecards that included measures discussed in the literatures as improving completion.

‣ First time, full time freshman with 6 or more credits at entry

‣ Freshman completing at least 30 credits hours within 1st academic year

‣ Students completing college level English and math within 1st academic year

‣ Freshmen with a declared major by start of second year

1. Finding Out What Matters

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The four listed here dealt specifically with first time cohorts.

Freshmen Completing 30+ Credits within First Academic Year, UH Mānoa

Fall 07 Cohort

Cumulative Credits 1st AY Number % of Cohort

< 12 credits 116 6.5%

12 ≤ x < 24 credits 351 19.6%

24 ≤ x < 30 credits 694 38.7%

30+ credits 634 35.3% TOTAL 1,795 100.0%

Graduate in 4 Years Graduates Grad Rate (%)

< 24 credits 7 1.5%

24+ credits 316 23.8%

30+ credits 206 32.5% TOTAL 323 18.0%

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For each measure we showed that it had an effect on our graduation rates. This slide shows that 32.5% of students with at least 30 credits after their first academic year, graduated in four years compared to the 18% overall.

Our initial analysis of the data showed: ‣ at all of our campuses (even at our 2-years)

more than 50% of first time freshmen took 12 to 14 credits

‣ percentage of freshmen completing 30 credits or more in their freshman:

• 4-year campuses 14.5% to 37%

• 2-year campuses averaged 7%

2. Assessing the Current Situation

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After we showed that taking 30 credits made a difference, we assessed the current situation and found that the majority of first time freshmen, even at our 2 years campuses took 12 to 14 credits. And a sizable proportion of freshman at our flagship did take 15 credits.

UH 4-Year Campuses First-Time Freshmen, Fall 2009 to 2011

Credits Attempted

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For our 4 year campuses, almosst all FTF take 12 or more credits 60% 12-14 36% 15 or more

# of Credits Attempted

UH Community Colleges First-Time Freshmen, Fall 2009 to 2011

Credits Attempted

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55% of CC FTF take 12-14 credits, I was stunned to see this 7% take 15 or more 38% take < 12

Subdivided the data for first-time freshmen between those taking <15 credits and those taking ≥15 credits in the first semester of study.

Examined:

‣ Academic Preparation

‣ Demographics

‣ Academic Success

3. Using Data Analysis to Make the Case for Change

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The next step was to show that the better success of those that took 15 credits wasn’t because only smarter students took 15 credits.

Students who took 15 more credits in their first semester had higher levels of academic preparation, as measured by:

‣ SAT / ACT test scores

‣ High School GPA / Rank Ratio

‣ Early Admit / Prior Summer Credits

‣ Compass Scores (2-year campuses only)

Results were statistically significant

Initial Findings Academic Preparation

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For students who took 15 more credits in their first semester:

‣ Mean age was slightly lower

‣ Lower share for URM and Pell recipients

‣ Higher share with financial need met

‣ Other results mixed

Results were statistically significant for some measures at some campuses

Initial Findings Demographics

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Students who took 15 more credits in their first semester:

‣ Had higher end-of-semester GPA

‣ Had higher credit completion Rates

‣ Persisted to following Spring and Fall semesters at higher rates

Results were statistically significant

Initial Findings Academic Success

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Question: is superior academic performance due to better academic preparation? To test this assumption, an Academic Preparation Score (APS) was created, using available data. The APS measure collapses several preparation variables to a single measure that can be used to array success outcomes by preparation level.

Digging Deeper

Created the Academic Preparation Score (1 to 4, with 4 being the highest) for: 4-Year Campuses:

‣ SAT Composite Score ‣ ACT Composite Score (if SAT unavailable) ‣ High School GPA ‣ High School Rank Ratio

2-Year Campuses: ‣ Compass Test Scores (4 Math and 2 English)

Academic Preparation Score

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We created an academic preparation score for each student, combining various measures, ranking them from 1 to 4, with 4 being the most prepared. Note: Early Admit and Summer credits were Academic Preparation measures, but not used in APS score methodology. DJM

Students with higher levels of academic preparation (as measured by the APS) performed better than students with lower levels of academic preparation.

More importantly, at all but the lowest levels of academic preparation, students who took 15 or more credits generally had greater academic success, regardless of the APS!

Key Findings

First-time Freshmen, Fall Semester 2009–11

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<15 Credits ≥15 Credits

Average GPA Initial Semester

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Number of students taking <15 credits=4,777 Number of students taking ≥15 credits=2,698

Academic Success by Preparation Score and Number of Credits Taken, 4-Year Campuses

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This is our baseline 3 fall semesters, 2009 to 2011

Academic Success by Preparation Score and Number of Credits Taken, Community Colleges


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STEP 2: Establish Campaign

Objectives and Rationale

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These findings were so compelling, we knew we had to take this issue head-on — and

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Here is a newest video for NSO

Objectives: Change the norm to

full-time=15 credits, not 12

Promote on-time graduation (2 and 4 years)

TM

Part of the Hawai‘i Graduation Initiative

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We started out to do no less than change the campus culture-- We needed to change the norm of taking 12 credits to taking 15, and we needed to promote on time graduation--too many students were taking way too long to graduate. So we launched a campaign . .

Key message: Enroll in 15 credits per semester to

graduate on-time

Secondary message: Complete 30 credits in an academic

year

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Our key message was clear--enroll in 15 credits per semester to graduate on time

Key audiences: External Students, parents, and the general public

Internal Advisors, campus administrators, faculty

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Two key audiences:

Rationale: Increase the likelihood of graduation Less opportunity cost (get a job/earn income

sooner) Lower cost for students (pay less tuition) Lower cost for UH in support services Lower cost to state and taxpayers

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Our rationale for pushing reduced time to degree is grounded in what we found in the data. Students increased the likelihood of graduating if they don’t stretch it out. Students lessen the opportunity cost if they can enter the workforce sooner. The cost is lower—tuition tends to go up. If capped at 12 credits, it affords them even greater savings. For UH, students taking 5 or 6 years to graduate are taking up support services. And finally, most states are subsidizing residents. Decreasing time to degree decreases the subsidy.

‣Develop a branding theme for consistency in communications

‣Create key messages by audience group ‣Develop a media strategy—paid and

earned

‣ Enlist partners to help spread the word

Communications Strategy

Implementation

‣Discussion sessions with UH communicators to secure campus commitments

‣Discussion with K-12 partners

‣Development of video, website, brochure, television, radio and print advertising

Received proposals from TV networks and radio groups ‣Oceanic Time Warner Cable and KHON2 (NBC) ‣COX Radio Group ‣Various neighbor island radio stations

Television ‣648 spots (paid and PSA) in two flights ‣TV reach (ages18–24) 80%, avg. frequency 10.4x

Radio ‣3,081 (paid and PSA) spots statewide

Media Strategy

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Two flights: June 4–18 and July 16–Aug 7, total seven weeks Media was asked to provide at least 50% bonus spots Political year—avoided the political window as much as possible

Reduced credit requirements to 120

Developed academic maps/ working on milestones

Block scheduling for freshmen

English and Math in first year

Freeze summer tuition

Campus Strategies

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Our media campaign would not have been successful without campus buy in. In fact, doing such a campaign without involving the campuses, would add to the occasional system-campus tension that occurs in all higher ed systems. Here are a few examples of what campuses have been doing to reduce time to degree and encourage 15 credits/semester Reduced credit requirements to 120 a campus had a 124 credit minimum to earn a bachelor degree…..divided by 15, that would take a student 9 semesters; they reduced it by 120 credits and have been heavily encouraging the disciplines to review their curriculum Developed academic maps/ working on milestones these are semester by semester 4 year plans to guide the student to an ontime graduation, they are posted and updated yearly. It serves many purposes, besides a path, it forces the faculty to look at their curriculum and the reasonableness and logic of their curriculum; our community college system has completed an overlay project. Took all 120+ undergraduate degrees, looked at their first two years to see what the CC student can take to complete the first two and found amazing things, like 300 level courses in the second year; Block scheduling for freshmen Providing students with predeetermined scheduled of 12 or 15 credits including first year math/english. One campus started with 12 credits with a 3 credit opt in and later tried 15 credits with a 3 credits opt out. English and Math in first year Ensuring that first time freshman enroll in eng/math in the first year Freeze summer tuition Since our summer session is self supporting, the resident tuition rate is the same as the flagship campus per credit tuition, which ranges $120 to $250/credit higher than the other campuses. Three years ago, summer tuition was reduced and has been frozen since. It now averages 120 below the flagship campus for all other campuses with resultant increases in enrollment

Financial incentives for freshmen

Student orientation video

Cohort scheduling

Improve course scheduling and availability

Do-It-In-Two / Do-It-In-Four

Campus Strategies (continued)

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Other campus strategies include Financial incentives for freshmen The flag ship campus offered a 3 credit scholarship for entering freshmen to complete a summer course prior to admission; as we know that students who bring in 6 credits into the freshman year graduate at a higher rate than those who do not; they are also offering a 1.5 credit scholarship for students who completed 27 credits or more during their freshman year to help them complete 30 credits in the first year Student orientation video We have actively encouraged NSO?FYE coordinators to adjust their orientation videos to start at 15 credits; our message is that students should start at 15 credits and reduce as needed depending on their situation. Cohort scheduling We have two community college campuses working on cohorts, guaranteeing graduation in two years if you buy in to a full time schedule; the models are different one is working with a college ready group and another is working with students who have more needs and the program is providing a series of wrap around services. In this group, the goal is to graduate in 3 years with a AA degree. Improve course scheduling and availability Wait list function Academic maps Move from scheduling based on faculty needs to one based on student needs. Do-It-In-Two / Do-It-In-Four This is a campaign associated with our Degree Audit system, STAR, to encourage students to complete their Associate degree in two years and Bachelor degree in four years by using STAR to track the student’s progress; student ambassadors who reach out to students to show them how to use STAR

STEP 3: Analyze First Year

Results

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To be honest, we were really surprised with the first year results--

% 15+ Credits Attempted Fall First-Time Freshmen

UH Mānoa

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At UH Manoa, first time freshmen taking 15 or more credits increased by nearly 18 percentage points. and at UH Hilo…


UH Hilo

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…increased by 12.3 percentage points. And at UH West O‘ahu, by…


UH West O‘ahu

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…26 percentage points. Truth in advertising. West O‘ahu is a new campus, including freshmen. And at the community colleges,…


UH Community Colleges

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the increase was more modest, but significant. The focus of our campaign was on freshmen--but

Classified undergraduates taking 15 or more credits

increased by 14.7% UH System, Fall 2011 to Fall 2012

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the impact was greater--across the ten campus system. Classified undergraduates enrolling in 15 or more credits increased by 14.7%. We continue to try to understand students’ thinking about time to degree — we conducted

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Number of students taking <15 credits=5,030 Number of students taking ≥15 credits=647

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Survey of UH Freshmen Enrolled in 12–14 Credits

Top 4 Reasons for not taking 15 or more credits

Not their intention to take 15 or more credits (27%)

Personal schedule doesn’t allow (25%)

Desired courses not available (not offered, time conflict, closed, etc.) (15%)

Cost/financial resources (13%) Based on fall 2012 freshmen responses; n=648

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We also took a closer look at those who enrolled in 15 credits

Things we did well: Leveraged data to build campaign,

enhance key messages

Utilized public relations professionals to create, roll out media plan

Targeted parents and students using public announcements and media partnerships

Included video/brochures at new student orientations

Lessons Learned

Things we need to address: Coordinating with campus initiatives

(Do-It-In-Four / Do-It-In-Two)

Convincing advisors and other internal audiences

Raising awareness of faculty

Creating a sense of urgency

Lessons Learned

Conduct further data analysis

Revisit UH financial aid policy

Redefining full-time from 12 to 15 credits(?)

Update and continue campaign

UH Bookstore Promo

Institutionalize“15” as the New Norm

Next Steps:

TM

www.15tofinish.com

www.hawaii.edu/hawaiigradinitiative


STRENGTHENING PATHWAYS TO SUCCESS SUMMITblog.hawaii.edu/hawaiigradinitiative/files/2013/09/Indiana_15toFinish_09-09-13.pdfSUMMIT . September 19, 2013 . Indianapolis, IN . TM . ...

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