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 Completi on For Presentation to the Legislative Committee on Education March 26, 2014 *
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University of Nevada, Las Vegas University of Nevada, Reno Nevada State College
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. For Presentation to the Legislative - PowerPoint PPT Presentation
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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: IPEDSRevised on 01/05/2015
9
Awards Conferred
10
Skills CertificatesA New Reporting Frontier
Reporting Workforce Recognized CredentialsCertificates of less than 30 credit hoursProvide 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 credentialsBegan official reporting in 2012-13
11
Skills Certificates
Skills CertificatesLess than 30 Credit Hours
CSN 1,489
GBC 171
TMCC 534
WNC 293
TOTAL 2,487
2012-13 Reporting
Going forward, skills certificate counts will be used in reporting for Complete College America goals,
NSHE accountability metrics, and in future iterations of the NSHE Performance Pool.
12
Shifting GearsPromoting Student Completion through Policy
60/120 Credit Policy Limiting the number of credits for an associates or bachelor’s
degree to 60 and 120 credits, respectively
Low Yield Policy Requiring institutions to review programs on a regular
basis in the context of degree productivity. Institutions must develop a plan for increasing productivity or eliminate the low-yield program
Excess Credit Policy Tough love policy – charging students a 50 percent surcharge
if they accumulate more than 150 percent of the credits required for their degree program
13
Performance Based Funding
Shifting the focus from enrollment to graduation through funding
Base Formula driven by course completions
Performance Pool with metrics focused on graduating students
14
Are NSHE Institutions Affordable?It Depends . . . .
Factors in Affordability The Price Tag
o Tuition and Fees, Room and Board
Student/Family Ability to Payo Family Income
Institutional Supporto Financial Aid
Historically, discussions on tuition and fees of NSHE
institutions focused on the price tag as compared to the prices in
the regional western United States.
15
Acce
ss a
nd A
fford
abili
tyWhen you consider the price tag alone relative to
Median Family Income in Nevada, NSHE institutions appear affordable
Average Tuition and Fees as a % of
Median Family Income
Average Tuition and Fees as a % of
Median Family Income (Lowest Quintile)
Nevada 8.7% 28.5%
U.S. Average 12.7% 46.7%
Public 4-Year Institutions, 2011-12
Average Tuition and Fees as a % of
Median Family Income
Average Tuition and Fees as a % of
Median Family Income (Lowest Quintile)
Nevada 4.4% 14.5%
U.S. Average 4.5% 16.6%
Public 2-Year Institutions, 2011-12
Source: NCES, IPEDS
WyomingUtah
LouisianaArkansas
AlaskaTennessee
New MexicoOklahoma
North DakotaMontanaMaryland
West VirginiaMississippi
KansasFloridaIdaho
South DakotaNorth Carolina
NebraskaGeorgia
TexasHawaii
IowaConnecticut
KentuckyMissouri
MassachusettsNew York
MinnesotaUnited States
ColoradoWisconsin
VirginiaWashington
AlabamaArizona
CaliforniaRhode Island
IndianaVermont
New JerseyNevada
DelawareSouth Carolina
MaineOregon
New HampshireIllinois
MichiganOhio
Pennsylvania
10.511.9
12.212.813.0
13.814.114.114.3
15.315.3
15.916.016.016.216.316.416.516.616.616.7
17.017.0
17.717.818.0
18.518.518.618.618.818.918.9
19.319.319.6
19.920.020.1
20.621.121.2
21.822.0
22.322.422.522.6
23.123.5
26.1
16
Percent of Median Family Income Needed to Pay for College 4-Year Institutions, 2011-12
Source: NCES, IPEDS
Acce
ss a
nd A
fford
abili
ty
2011-12Nevada: 21.2%Nation: 18.6%
2008-09Nevada: 17.6%Nation: 16.9%
Net Price figures include tuition and fees, and room and board, less
financial aid
WyomingUtah
ArkansasAlaska
North DakotaMontana
OklahomaSouth Dakota
IdahoLouisiana
TennesseeNebraska
KansasIowa
MarylandWest Virginia
FloridaVermont
MinnesotaWisconsin
New MexicoNorth Carolina
HawaiiTexas
MissouriMississippi
ColoradoGeorgia
WashingtonConnecticut
IndianaUnited States
VirginiaNevadaMaine
KentuckyDelaware
ArizonaRhode Island
AlabamaNew HampshireMassachusetts
New YorkCalifornia
OregonNew Jersey
South CarolinaIllinois
PennsylvaniaOhio
Michigan
35.136.4
42.643.9
45.347.748.048.648.749.449.549.749.8
52.453.9
55.056.5
57.959.159.459.959.9
62.963.263.664.2
66.266.766.7
68.568.668.769.169.9
71.171.571.871.972.5
73.874.5
75.876.8
77.978.6
80.181.9
85.587.788.088.5
17
Percent of Income from the Lowest Quintile Needed to Pay for College4-Year Institutions, 2011-12
Source: NCES, IPEDS
Access and Affordability
2011-12Nevada: 69.9%Nation: 68.7%
2008-09Nevada: 56.0%Nation: 60.7%
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Percent of Median Family Income Needed to Pay for College 2-Year Institutions, 2011-12
Access and AffordabilityAs Nevada focuses increasingly on creating policies to
encourage degree completion, it is becoming more and more apparent that financial aid policy cannot be considered in isolation from other state policies and practices. Likewise, it seems clear that a consistent
state-wide policy to ensure that all students have the chance to attend college will have the greatest positive effect on student completion rates. Nevada students need a clear commitment from the State to provide a stable and adequate source of funding for need-based financial aid to ensure access for low income students.
State-Funded, Need-Based Financial Aid Program
23
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
To the extent students can go full-time at any point,
increased likelihood of completing.
National Perspective
24
Overal
l
Exclu
sively
Full-
Time
Exclu
sively
Part-Ti
me
Mixe
d Enro
llment**
0%10%20%30%40%50%60%70%80%90%
100%
63.5%
82.3%
20.4%
49.4%
15.0%
3.8%
10.8%
26.0%
21.6% 13.8% 68.7% 24.6%
Six-Year Outcomes and First Completion for Students who Started at Four-Year Public Institutions by Enrollment In-
tensity
Not EnrolledStill EnrolledCompleted*
National Student Clearinghouse Research CenterFour-Year Public Institutions
Part-time students far less likely to graduate
*Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study periodSource: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
To the extent students can go full-time at any point,
increased likelihood of completing.
National Perspective
25
Overal
l
Exclu
sively
Full-
Time
Exclu
sively
Part-Ti
me
Mixe
d Enro
llment**
0%10%20%30%40%50%60%70%80%90%
100%
39.9%
57.6%
19.9%
36.5%
18.9%3.7%
11.8%
25.1%
41.2% 38.7% 68.3% 38.4%
Six-Year Outcomes and First Completion for Students who Started at Two-Year Public Institutions by Enrollment In-
tensity
Not EnrolledStill EnrolledCompleted*
National Student Clearinghouse Research CenterTwo-Year Public Institutions
Part-time students far less likely to graduate
*Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study periodSource: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
National Perspective
26
National Center for Education Statisticso Undergraduates enrolled full-time – 30 or more
credits completed in first year – are more likely to graduate on time than students who completed fewer credits per year.
Source: National Beginning Postsecondary Student Survey, 2004-09
o Withdrawal rates are lower for full-time students. One-third of part-time students withdrew in their first year.
Source: NCES Report 2011-12
Enrollment Intensity
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.
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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.
28
Graduation Rates by Credit Load and Ethnicity
NSHE 2-Year Institutions – Fall 2008 CohortFirst-term Enrollment Load
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.