Creating a Culture of Completion through College Readiness

Creating a Culture of Completion through College Readiness

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 For Presentation at Great Basin College / Elko County School District Partnership Meeting October 16, 2014 Todays Presentation A heavy lift graduating more and more students Supporting change through data remedial placement and enrollment ACT in the junior year of high school what does that mean for the Class of 2016 entering NSHE institutions? Ensuring access through affordability 2 U.S. Ranking Among Nations for 25-34 Year Olds with an Associates Degree or Higher 1996 1 2 3 4 5 6 7 8 9 10 11

12 13 14 Korea United States Netherlands Canada Norway Spain Australia Denmark Greece New Zealand United Kingdom Belgium Ireland Italy 2010 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Korea Japan Canada Russian Federation Ireland Norway New Zealand United Kingdom

Australia Luxembourg Israel Belgium France United States Among developed nations, the U.S. ranks 14th for its educated youth. Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013 3 How it all began . . . The Goal of the Obama Administration 1 2 3 4 5 6 7 8 9 10 11 12 13 14 United States Korea Japan Canada Russian Federation Ireland Norway New Zealand United Kingdom Australia Luxembourg Israel Belgium France

To be first among nations by 2020, 60% of 25-34 year olds in the United States will need to have a postsecondary credential. Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013 4 Educational Attainment Percent of Adults 25 to 34 with an Associates Degree or Higher (2012) NV 30.1% 50th National Average: 41.1% 5 Complete College America For a strong economy, the skills gap must be closed. 58% By 2020, jobs in Nevada requiring a career certificate or college degree 28% Nevada adults who currently have an associate degree or higher 30% The Skills Gap

Source: Time is the Enemy, Complete College America, 2011 6 Complete College America Complete College America is an alliance of states The CCA Alliance committed to significantly 33 states and the District of Columbia increasing the number of students successfully completing college and achieving degrees and credentials of value in the labor market and closing attainment gaps for Member states traditionally underrepresented populations by 2020. 7 NSHEs Campaign to Create a Culture of Completion What we have already done Complete College America Strategic Directions 120 / 60 credit policy Low Yield Program Policy Excess Credit Policy New Funding Formula College Readiness! Performance Pool Access and Affordability 15 to Finish Campaign A shift in focus from enrolling to graduating students ... but there is more work to be done. 8

Has all this work made a difference? Ari 34.6% 33.0% 31.1% 28.5% Virg... 24.6% Ha Or Washin... Louis... Mississ... Califo... Arka... United St... Bottom Line: YES!!! A 21% increase in awards conferred in the first three years of Complete College America participation -- the policy initiatives and campaigns associated with CCA are making a difference relative to other states and the national average! T South Da... North Caro... M Geo New Je... Wisco... Connect... Massachus... New ... 5.3%

4.4% 4.2% 4.1% Illi... Pennsylv... New Hamps... North Da... Percent Change in Awards Conferred, 2010 thru 2012 Changing Nevada 21.0% 19.9% 19.4% 19.3% 19.1% 17.1% 16.8% 15.4% 15.1% 14.8% 14.7% 14.3% 14.2% 13.9% 13.8% 13.5% 13.3% 13.2% 13.1% 12.8% 12.5% 12.5% 12.4% 12.3% 12.1% 12.0% 11.5% 11.2%

11.0% 10.6% 10.4% 10.2% 9.3% 9.2% 8.6% 7.7% 7.6% 7.4% 1.9% 1.9% 1.1% -3.7% Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions File Awards include 30+ credit certificates, associates degrees, and bachelors degrees 9 Awards Conferred Number of Degrees and Certificates Awarded Certificates (30+ credits) Skills Certificates Associates degrees Bachelors degrees Total 2007-08 2008-09 301 -2,936 6,058 9,407 341 -3,054

6,231 9,753 2009-10 2010-11 2011-12 390 -3,377 6,251 10,184 623 -3,811 6,531 11,103 540 -3,853 6,625 10,985 5-year Percent Change 49.5% -31.2% 9.6% 16.8% Note: Figures do not include masters, doctoral, first-professional degrees and post-baccalaureate certificates. Bachelors degrees with second majors are counted only once. Source: IPEDS 10 Skills Certificates 2012-13 Skills Certificates Less 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 certifications o Examples: American Welding Society, National Institute for Automotive Service Excellence, Commission on Dietetic Registration Portable and stackable credentials 11 Creating a Culture of Completion Ensuring that students are prepared for the rigors of college level coursework remains one of NSHEs 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! 12 NSHE Remedial Enrollment Rate Percent of Recent High School Graduates Enrolled in Remediation Immediately Following Graduation Summer and Fall 2013 Enrollments Only 40%

35% 30% 25% 20% 35.5% 32.6% 34.1% 33.9% 31.6% 15% 27.4% 10% 5% 0% 2008 2009 2010 2011 2012 2013 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 Rates Recent High School Graduates Placed Below College-Level in English and/or Mathematics 90% System-wide Placement Rate: 55.6% 77.2% 80% 70% 60% 54.1%

54.1% 57.5% 43.5% 50% 40% 51.5% 6.9% 22.4% 25.1% 36.5% 30% 20% 10% 42.9% 17.7% 14.0% 0% CSN English only 29.1% 21.2% 15.0% 2.6% GBC 11.2% 4.6%

1.7% TMCC WNC Math only 2-Year Institutions Math and English 16 Enrollment of Placed Students - English Summer, Fall, or Spring (2013-14) immediately following high school graduation 100% 15.2% 90% 24.4% 28.7% 31.1% 80% 70% 60% 1.2% 13.9% 50% 40% CSN 36.4% Placed (N=1,753)

39.0% GBC 39.1% Placed (N=104) TMCC 48.1% Placed (N=494) WNC 8.6% Placed (N=41) 1.0% 36.0% 70.0% 75.6% 30% 44.8% 20% 10% 19.0% 0% CSN No English GBC College Level TMCC

WNC Co-Req Remedial Placed below college level under institutional placement mechanism 17 Enrollment of Placed Students - Math Summer, Fall, or Spring (2013-14) immediately following high school graduation 100% 13.8% 90% 80% 70% 24.7% 27.2% 17.4% 62.0% 60% 50% 0.9% 1.3% GBC 51.5% Placed (N=137) CSN

40.1% Placed (N=1,928) TMCC 72.6% Placed (N=746) 13.8% WNC 49.8% Placed (N=238) 40% 7.7% 68.8% 70.5% 30% 60.3% 20% 30.2% 10% 0% CSN *includes skills labs No Math GBC College Level TMCC Co-Req

Placed below college level under institutional placement mechanism WNC Remedial 18 2013-14 Placement Rates by Race/Ethnicity Recent high school graduates placed below college-level in English and/or Mathematics 70% 66.1% 64.8% 58.7% 60% 58.2% 54.1% 48.7% 50% 45.6% 40% 30% 20% 10% 0% er m A n

ica n ia d In Al r o as ka n ia s A ve ti Na B c la r ko Af n ir ca e Am n ir ca

H c ni a is p tiv a N ny a f so e w Ha ce a r n/ ii a a cifi a P de n s la I c r hi W

te Tw o o e or rm ce a r s 19 2013-14 Placement Rates by Millennium Status Recent high school graduates placed below college-level in English and/or Mathematics 70% 60% 50% 40% 30% 65.0% 55.6% 46.2% 20% 10% 0% 20 What does ACT in the Junior year mean for students continuing on to an NSHE institution? NSHE Placement Policy

Exemption from remediation under certain conditions o ACT English score of 18 o ACT Math score of 22 12th grade conditions o Enroll in English and math in Senior year of high school Enroll in an NSHE institution in the year immediately following high school graduation College Readiness Assessment ACT in the Junior Year of High School 21 15 to Finish Enrollment Intensity Shift Focus to Benefits of Full-Time Enrollment 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 students Source: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student Achievement, Dr. Nate Johnson, Fall 2012 22 Graduation Rates by Credit Load NSHE 4-Year Institutions Fall 2004 Cohort < 12 Credits 12 - 14 Credits 43.4% 21.0%

15 TO FINISH Undergraduate students who are enrolled full-time are more likely to graduate from college. 15+ Credits 58.1% 41.9% 56.6% 79.0% NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelors degree within 200% time to degree at a 4-year institution. Enrollment load based on first term. NSHE 2-Year Institutions Fall 2008 Cohort < 12 Credits 2.6% 97.4% % Graduated % Not Graduated 12 - 14 Credits 11.4% 88.6% 15+ Credits 22.6% 77.4% 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. 23

Graduation Rates by Credit Load and Ethnicity First-term Enrollment Load < 12 12 14 15+ Minorities 23.1% 38.7% 53.5% White, Non-Hispanic 19.1% 45.9% 60.5% NSHE 2-Year Institutions Fall 2008 Cohort First-term Enrollment Load < 12 12 14 15+ Minorities 2.6% 11.3% 20.9% White, Non-Hispanic

2.8% 11.5% 23.3% Regardless of race or ethnicity, undergraduate students who are enrolled full-time are more likely to graduate from college. NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelors 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. Enrollment Intensity 4-Year Institutions Fall 2004 Cohort 24 Enrollment Intensity Policy Considerations Related to 15 to Finish Governor Guinn Millennium Scholarship Minimum enrollment required o 6 credits at the 2-year institutions o 12 credits at the 4-year institutions Maximum funding per semester o 12 credit max funded each semester 25 Why is the Issue of Affordability so Important? o NSHE and the State will not meet CCA goals in the long run if affordability is not maintained Tuition and Fees versus Total Cost of Attendance o For too long public dialogue on affordability focused on the base registration fee NSHE fees are cheap relative to other western states What can school districts do to support

affordability o Encourage students to complete the FAFSA o Opening doors to other forms of financial aid starts with filling out the FAFSA Access and Affordability Ensuring Access 26 Percent of Median Family Income Needed to Pay for College 2-Year Institutions, 2011-12 Access and Affordability Ne 18.9 18.6 17.9 Ver Pennsylv... Dela... Flo Califo... Ind Illi... West Virg... I Mich... Minne... Tenne... South Caro... Virg... North Caro... Mary... Al Geo

T Wyo New Me... Ka 16.9 16.7 16.3 15.8 15.8 15.3 15.1 15.0 15.0 15.0 14.6 14.5 14.4 14.2 14.1 14.1 14.0 14.0 13.5 13.4 13.4 13.3 13.3 13.3 13.2 13.2 13.1 12.7 12.6 12.6 12.5 12.5 12.5 12.3 12.2 12.1 12.1

11.8 11.6 11.5 10.8 10.7 10.6 10.3 10.1 10.1 10.0 9.7 2011-12 Nevada: 18.9% Nation: 13.5% 2008-09 Nevada: 16.8% Nation: 12.9% Source: NCES, IPEDS 27 Percent of Income from the Lowest Quintile Needed to Pay for College 2-Year Institutions, 2011-12 New ... Ne Ala New Je... Kent... Pennsylv... Flo Colo... Ver Washin... Ind West Virg... Geo Tenne... Ha North Caro...

T New Me... Minne... Al Wisco... Okla... Mon Ka 2011-12 Nevada: 62.4% Nation: 49.9% 2008-09 Nevada: 53.4% Nation: 46.4% Source: NCES, IPEDS Access and Affordability Or 67.5 62.5 62.4 61.5 59.4 58.7 57.9 57.1 55.4 54.2 53.5 53.3 53.0 52.8 52.5 51.1 50.6 50.4 50.4

49.9 48.9 48.8 48.5 48.4 48.3 47.8 47.4 47.3 47.3 47.2 46.8 46.0 45.4 44.5 43.6 43.1 43.0 43.0 42.1 41.6 40.9 40.1 39.2 36.1 36.0 34.5 33.7 33.1 32.7 32.2 30.3 28 College Participation How Accessible are Nevadas Access Institutions? Nevada: Among the Lowest in the Nation for 2-Year College Participation Rates

for Students from Low Income Families Select Participation Rates: 2-Year Institutions, 2012 Florida 5.2% District of Columbia 5.9% Nevada 6.4% West Virginia 7.1% Utah 7.4% South Dakota 7.8% 2-Year U.S. Rate 15.0% Source: Postsecondary Education Opportunity, September 2013 29 How can K-12 help with college affordability? Financial Aid Talk with students and their families early o Family Savings: even a small amount of savings can

influence a students 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 30 FAFSA Free Application for Federal Student Aid o Complete as early as possible after January 1 of the students 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 Financial Aid o Like opening a college savings account and completing the ACT or SAT, simply filling out the FAFSA can change a students likelihood of attending college o Each NSHE institution has staff members who offer

financial aid outreach 31 The Road to College Destination: Graduation Conclusion One day at a time One policy at a time One student at a time 32 Questions! 33

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