University of Nevada, Las Vegas University of Nevada, Reno Nevada State College College of Southern Nevada Great Basin College Truckee Meadows Community College Western Nevada College Desert Research Institute Creating a Culture of Completion through College Readiness For Presentation at Great Basin College / Elko County School District Partnership Meeting October 16, 2014
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University of Nevada, Las Vegas University of Nevada, Reno Nevada State College
Creating a Culture of Completion through College Readiness. University of Nevada, Las Vegas University of Nevada, Reno Nevada State College College of Southern Nevada Great Basin College Truckee Meadows Community College Western Nevada College Desert Research Institute. - PowerPoint PPT Presentation
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University of Nevada, Las Vegas
University of Nevada, Reno
Nevada State College
College of Southern Nevada
Great Basin College
Truckee Meadows Community College
Western Nevada College
Desert Research Institute
Creating a Culture of Completion through College
Readiness
For Presentation at Great Basin College / Elko County School District
Note: Figures do not include master’s, doctoral, first-professional degrees and post-baccalaureate certificates. Bachelor’s degrees with second majors are counted only once.Source: IPEDS
10
Awards Conferred
11
Skills Certificates2012-13
Skills CertificatesLess than 30 Credit Hours
CSN 1,489
GBC 171
TMCC 534
WNC 293
TOTAL 2,487
Certificates of less than 30 credit hours Provide preparation necessary to take state, national or
industry recognized certificationso Examples: American Welding Society, National Institute for
Automotive Service Excellence, Commission on Dietetic Registration
Portable and stackable credentials
Creating a Culture of Completion
12
Ensuring that students are prepared for the rigors of college level coursework remains one of NSHE’s greatest challenges
One key to remediation is to get it done quickly and get students in the college level course in their first year of enrollment
College Readiness!
NSHE Remedial Enrollment Rate
2008 2009 2010 2011 2012 20130%
5%
10%
15%
20%
25%
30%
35%
40%
35.5%32.6% 34.1% 33.9% 31.6%
27.8%
Percent of Recent High School Graduates Enrolled in Remediation Immediately Following Graduation
Summer and Fall 2013 Enrollments Only
Fewer students enrolling in remedial courses does not mean fewer students need remediation. 13
Reporting Changes
New and Improved Methodology Remedial rates based on placement
The percent of students “placed” into a remedial English and/or mathematics course in summer, fall or spring immediately following high school graduation based on the institutions’ placement protocols
Students who are “placed” into a remedial course may not immediately enroll the course
New method captures students who need remediation (based on placement), not just those who enroll in a remedial course
14
Reporting Changes
Providing a broader picture . . . including enrollment rates Captures all the remedial enrollment options
Remedial courses Skills labs, co-requisite/stretch courses and technical courses – not
captured in the historical methodology
Captures students enrolled in ANY lab or course at ANY institution To eliminate the effects of “swirling” on enrollment rates, the new
methodology captures students placed at one institution who have chosen to enroll in a remedial course at another NSHE institution -- first enrollments only captured
Rate includes recent high school graduates enrolled in summer, fall or spring
15
2013-14 Placement RatesRecent High School Graduates Placed Below College-Level in English and/or Mathematics
System-wide Placement
Rate: 55.6%
English only Math only Math and English
CSN GBC TMCC WNC 2-Year Institutions
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
14.0%2.6% 4.6% 1.7%
11.2%
17.7%
15.0%
29.1%42.9% 21.2%
22.4%
36.5%
43.5%
6.9%25.1%
54.1%57.5%
51.5%
77.2%
54.1%
16
Enrollment of Placed Students - English
CSN GBC TMCC WNC0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
18.9%
44.2%
70.1% 75.6%36.1%
1.0%
13.8%39.4%
1.2%
31.2%
15.4%
28.7% 24.4%
No English College Level Co-Req Remedial
WNC8.6%
Placed (N=41)
TMCC48.1% Placed
(N=494)
GBC39.1% Placed
(N=104)
CSN36.4% Placed
(N=1,753)
Summer, Fall, or Spring (2013-14) immediately following high school graduation
17
“Placed” below college level
under institutional placement mechanism
Enrollment of Placed Students - Math
CSN GBC TMCC WNC0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
30.2%*
69.4% 70.6%*61.3%*
7.8%
17.5%0.9%
13.9%62.0%
13.1%
27.2% 24.8%
1.3%
No Math College Level Co-Req Remedial*includes skills labs
WNC49.8%Placed
(N=238)
TMCC72.6%Placed
(N=746)
GBC51.5%Placed
(N=137)
CSN40.1%Placed
(N=1,928)
Summer, Fall, or Spring (2013-14) immediately following high school graduation
18
“Placed” below college level
under institutional placement mechanism
2013-14 Placement Rates by Race/EthnicityRecent high school graduates placed below college-level in English and/or Mathematics
American In
dian or Alask
a Native
Asian
Black or A
frica
n American
Hispanics
of any ra
ce
Native Hawaiian/P
acific I
slander
White
Two or more
race
s0%
10%
20%
30%
40%
50%
60%
70%58.7%
45.6%
66.1% 64.8%58.2%
48.7%54.1%
19
2013-14 Placement Rates by Millennium StatusRecent high school graduates placed below college-level in English and/or Mathematics
Millennium Scholars
non-Millennium Scholars
Overall Rate (all students)
0%
10%
20%
30%
40%
50%
60%
70%
46.2%
65.0%
55.6%
20
21
College Readiness Assessment
ACT in the Junior Year of High School
What does ACT in the Junior year mean for students continuing on to an NSHE institution?
NSHE Placement Policy Exemption from remediation under certain
conditionso ACT English score of 18o ACT Math score of 22
12th grade conditionso Enroll in English and math in Senior year of high school
Enroll in an NSHE institution in the year immediately following high school graduation
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Benefits include: Progress from freshman to
sophomore status after first year More likely to graduate Pay less in tuition and living
expenses Gain additional years of earnings Free up limited classroom space
for other studentsSource: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student Achievement, Dr. Nate Johnson, Fall 2012
15 to FinishShift Focus to Benefits of Full-Time Enrollment
Enro
llmen
t Int
ensi
ty
Graduation Rates by Credit Load
% Graduated
% Not Graduated
NOTE: Fall 2008 cohort, first-time, degree seeking students who earned a certificate or associates degree at a community college within 200% time to degree. Enrollment load based on first term.
15 TO FINISHUndergraduate students who are enrolled full-time are
more likely to graduate from
college.
23
NSHE 2-Year Institutions – Fall 2008 Cohort
< 12 Credits
97.4%
2.6%
12 - 14 Credits
88.6%
11.4%
15+ Credits
22.6%
77.4%
NSHE 4-Year Institutions – Fall 2004 Cohort
< 12 Credits
79.0%
21.0%
12 - 14 Credits
56.6%
43.4%
15+ Credits
58.1%
41.9%
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Fall 2008 cohort students who earned a certificate or associates degree at a community college within 200% time to degree. Enrollment load based on first term.
Regardless of race or ethnicity, undergraduate students who are enrolled full-time are more likely to graduate from college.
Talk with students and their families earlyo Family Savings: even a small amount of savings can
influence a student’s expectations of attending college
o Financial Literacy: for the entire family (and talk about the specifics sooner)
o FAFSA (Free Application for Federal Student Aid): provide supports for seniors in the early spring of their senior year
o Millennium Scholarship: ensure students are on track to qualify throughout high school
o Other Scholarships: find creative ways to encourage students to apply (e.g. classroom assignments or extra credit, personal essay competitions) and focus on deadlines
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Financial AidFAFSA
Free Application for Federal Student Aido Like opening a college savings account and
completing the ACT or SAT, simply filling out the FAFSA can change a student’s likelihood of attending college
o Complete as early as possible after January 1 of the student’s senior year
o Pell Grant Maximum Award for 2014-15: $5,730
o Beyond the Pell Grant, FAFSA data is used to award federal loans, federal and state work study, state grants, and some scholarships
o Each NSHE institution has staff members who offer financial aid outreach