Presentation on theme: "Sharon Long, Clayton State University Mary Ellen Dallman, University System of Georgia Cindy Sproehnle, Gateway Community & Technical College Suzanne McGurk,"— Presentation transcript:
Sharon Long, Clayton State University Mary Ellen Dallman, University System of Georgia Cindy Sproehnle, Gateway Community & Technical College Suzanne McGurk, The College Board
To compete in the global economy, the US must address the critical need to have a population where 60% of the population will have degrees/diplomas by 2020currently we average 40% Bachelors Degree Associates Degree 1-Year Certificate
1. #15 in the World in % Population with College Degrees #1 in 1970about the same number of graduates 2. Large Student Debt without Finishing College http://www.completecollege.org/ *Bill & Melinda Gates Foundation Carnegie Corporation of NY Ford Foundation Lumina Foundation for Education W.K. Kellogg Foundation
The Alliance of States Pledges to: -Increase significantly the number of students completing college, who -Achieve degrees and credentials with value in the labor market, and -Close attainment gaps for traditionally underrepresented populations Members of the Alliance of States: ArkansasLouisianaOklahoma ArkansasLouisianaOklahoma ColoradoMaineOregon ColoradoMaineOregon ConnecticutMarylandPennsylvania ConnecticutMarylandPennsylvania FloridaMassachusettsRhode Island FloridaMassachusettsRhode Island GeorgiaMinnesotaSouth Dakota GeorgiaMinnesotaSouth Dakota HawaiiMississippiTennessee HawaiiMississippiTennessee IdahoMissouriTexas IdahoMissouriTexas IllinoisNevadaUtah IllinoisNevadaUtah IndianaNew MexicoVermont IndianaNew MexicoVermont KentuckyOhioWest Virginia KentuckyOhioWest Virginia Time is Money
Of 100 Students Who Enroll in a Public College or University 2-Year Public College4-Year Public College Full-TimePart-TimeFull-TimePart-Time Enroll in College 3717442 Sophomores 206361 Grad on Time 40110 Grad 150% time 31140 Grad 200% time 2130 Total Grads92280 Graduate by 4 years: 11Graduate by 8 years: 28
Assigning college credit for learning gained outside the classroom while maintaining a commitment to quality
CLEP AP & IB DSST Departmental Exams ACE CREDIT Portfolio Assessments Other Innovations
Credit for languages not covered by CLEP Brigham Young University http://flats.byu.edu David Johnston, Gainesville State College
Materials for about 60 languages awarding up to 12 credit hours per subject area Listening & reading comprehension and grammatical accuracy Achievement tests, not global proficiency measure students performance against 3-4 beginning courses Up to 2½ hours to complete a test Not nationally normed, but used by many colleges and universities
Promote CLEP to all students who may benefit to ensure retention, progression, and graduation (RPG) Promote CLEP first before other PLAsemails & videos Expand CLEP acceptance to match course offerings Remove artificial barriers (rules) Embrace CLEP transfer credit within your stateother states have done it!
Georgias Adult Learning Consortium Began as a Pilot in 2008 Expanded through an RFP process each year Grown to 13 institutions Ranging in size from 2,700 to 27,000 students Operates from Working Principles & Agreements
Funded by the US Dept. of Education: College Access Challenge Grant
#2. Adheres to Council for Adult and Experiential Learnings Ten Standards for Assessing Learning I.Credit awarded for learning II.Based on public standards for the level of learning IV.Determinations made by experts http://www.cael.org/home
# 3.Use nationally recognized, standardized PLA options # 4.Accept assessed and transcripted courses within the ALC # 5. Join the Servicemembers Opportunities Colleges (SOC) Consortium
# 8. CLEP policy Accept all available CLEP tests Use ACE-recommended passing scores Accept transcripted CLEP credit without requiring original score reports
Completion by Performance Shortening the Time to Degree Transfer and Articulation Agreements Student-centered transfer portal Prior Learning Assessment 50% increase: policies and practices 20% increase: credits earned through PLA
University System of Georgias A dult L earning C onsortium
Nationally recognized credit by exam More than seven million exams taken since 1967 2,900 colleges and universities award credit for CLEP 181,500 exams administered in 2010–11 54,000 exams administered to military service members in 2010-11 CLEP Exam fee = $80 for civilians CLEP Exam fee = free for active duty personnel DANTES funds full cost for military service members and spouses, study materials provided GI Bill allows for vets to seek reimbursement for CLEP test fees
About the CLEP Exams Structure 33 computer-based exams Mostly multiple-choice, essays, and listening sections for foreign languages Most are approximately 90 minutes in length Scoring Immediate score reports (except exams with essays). Exams are scored on a scale of 20–80. The American Council on Education (ACE) recommends a credit-granting score of 50 for CLEP exams. A score of 50 is equivalent to a grade of C Development More than 600 faculty contribute to the development of and standard-setting for CLEP examinations Standing faculty committees oversee ongoing test development, shape content, review data, set exam policies
Long-standing policy, integrated into advising If a student achieves the score listed on an AP, IB or CLEP exam, state universities and community colleges must award the minimum recommended credit for the course or course numbers listed, even if they do not offer the course. Up to 45 total credit-by-exam credits may be awarded. Institutions must use the course number listed, unless it would be advantageous for the student to award a specific course number with equal credit 30 of 33 exams accepted; scores of 50 for credit awards Over $16 Million in tuition saved last year
The California State University system of 23 universities enrolling 417,112 students passed a policy of System-wide Credit for External Examinations in 2010. The goal of the policy is two-fold: To ensure fair treatment to students seeking validation of prior learning To relieve enrollment capacity pressures
Kentucky Council on Postsecondary Education passed a Dual Credit Policy for all Kentucky Public Postsecondary institutions on April 20, 2012 that ensures uniformity and transparency for all students seeking proper acceptance of their prior learning. 32 of 33 CLEP exams are included - Credit awarded must fulfill program requirements or general education requirements (not elective credit) Primarily ACE recommended scores Credit is articulated and guaranteed to transfer Institutions may alter how credit transfers only if it benefits the student
Under development – to include CLEP and AP Development of standards started with two-year institutions Four-year institutions currently reviewing and providing feedback All 33 exams included with ACE recommendations used for scores and credit awards Institutions can opt out of awarding for any CLEP exam but they must honor all CLEP credit awarded by other institutions and transferred in as part of the Tennessee Transfer Pathways
In May 2012, Gov. Patrick signed the Valor Bill which calls for a state-wide credit by examination policy with a special emphasis on veterans and military personnel. Active-duty members would be able to complete the requirements for approximately 33 different entry-level course areas, paving the way for more advanced coursework upon their return home. Again, by recognizing the training theyve received and the skills theyve obtained, we can save them both time and money in furthering their college career. The policy development has not yet formally started.
In 2011, College Credit for Heroes Legislation calls for a policy to maximize academic and workforce education credits to veterans and military service members for military experience, education, and training obtained during military service. No development in process at this time.
Follow ACE recommendations for CLEP awards. Credit awarded must fulfill program requirements or general education requirements (not elective credit). Ensure transferability. Allow some language that gives the institution grounds to make adjustments to the credit awards when it is in the best interest of the student. Avoid artificial barriers in policy like Credit limits, large fees to post credit, restrictions on testing, arbitrary deadlines.