Presentation on theme: "Developmental Education Political Advocacy Workshop Karen Lemke Adams State College CoADE April 9 th, 2011."— Presentation transcript:
Developmental Education Political Advocacy Workshop Karen Lemke Adams State College CoADE April 9 th, 2011
Context NADE 2011 Political Advocacy workshops and visit to Capitol Hill in Washington, DC This presentation combines the notes from two presentations there: – Jeffrey Leptak-Moreau, Brown Mackie College – Dr Sue Cain, Kentucky Council on Postsecondary Education Disclaimer
Why is policy advocacy important? Public policy defines the key issues for improving our education system. In Colorado, who knows better about Developmental Education than us? We have an obligation to share our stories, our data with decision makers to help shape the future.
The top 10 Education Policies for State Operating Support 2.College Completion and Educational Attainment 3.College Readiness 4.Tuition Costs and Related Policies 5.Student Financial Aid Program Financing 6.Student Enrollment Capacity 7.Data System Development 8.Economic and Workforce Development 9.Political Climate 10.Regulatory Frameworks AASCU (January, 2011)
Questions What are the top five industries/economic engines that Colorado has targeted to bring to the state? To develop in the state? What degrees/skills will these industries require of the people they hire? How can colleges anticipate these needs and develop appropriate certification programs, degrees?
In 5 years… 38% of jobs will go to people holding a BA/BS 10% to AA holders 18% to people with some college 26% to high school graduates only 8% to people without a HS diploma
Colorado Paradox Colorado outranks the nation with the greatest number of degree holders per capita, yet only one in five Colorado ninth-grade students will earn a college degree, ranking the state in the bottom quartile nationwide. David Svaldi, president of ASC
Other policy issues… Infrastructure and capital improvements Concealed weapons Undocumented students (DREAM act) Veterans enrollment services For-profit colleges
When advocating for College and Career Readiness Policies, what do we need to say? All students need to be ready for some kind of additional training after high school. Our students will be competing with students from Japan, China and India. Rigorous standards push students to succeed. Students need core standards like English/language arts and literacy and mathematics skills employers and educators value. Additionally students need skills in communication, teamwork, critical thinking and problem solving. About 30% of incoming students at 4-year, and 60% at 2-year, institutions require Dev Ed coursework. Achieve (September, 2010)
Conceptualizing the Developmental Education Policy Challenge Developmental Education is said to be wedged between two ideological stances: – Adherence to democratic principles of access and opportunity. – Loyalty to high academic standard as a measure of quality.
Critical Policy Questions How do we pay for developmental education coursework and services? In what type of institutions should developmental education and remediation programs be offered? How can we measure the effectiveness of developmental education programs? (photo example)
Solutions to the Policy Challenges Align postsecondary education with P-12 institutions and systems. Assessing and placing students in developmental education. Changing admissions and enrollment policies. Paying attention to effective reform efforts.
When advocating for college and career readiness policies… What we should do… – Be bold. – Use terminology like preparing graduates for education and training after high school. Recognize the impact of workforce certifications as well as degrees and credentials. – Explain what we mean by college readiness. Does CO have a definition? – Have a bipartisan coalition of advocates. – Know the economic impact of readiness. What job opportunities are created when we have an educated citizenry? – Stress a broad-based, rigorous curriculum.
Continued… Use college and career readiness requirements as the new baseline to crease a level playing field for all students. Include life skills like time, financial and resource management. Let our graduates make the argument. Explain student support services. Create a common message for teachers, students, families, and staff. Be an optimist grounded in reality.
When advocating, what NOT to do… Be defensive. Use popular educational jargon. Indulge in a debate about high schools not preparing students. Say readiness is a cure for drop-out rates. Promote a one-size fits-all programallow diversity and personalization of programming. Oversell the benefits of high school graduation requirements. Be afraid to talk about global competition.
Essential Steps and Model Policies for College Completion Agendas Essential steps – Be prepared to lead, measure, act, and innovate. – Set state and campus completion goals. – Uniformly measure progress and success. – Shift to performance funding. – Reduce time to degree and accelerate success. – Transform your developmental education programs and services. – Restructure delivery modes and services. Complete College America (2011)
What policies promote Readiness? Define college readiness (or define readiness for entering training or college after high school) and create consistent messages promoting readiness. Promote accelerated learning opportunities such as dual credit, dual enrollment, Advanced Placement, International Baccalaureate, and early college programs. Promote and support secondary intervention programming. Promote and support college and career readiness advising. Promote postsecondary persistence through bridge programming, accelerated learning opportunities, and student support and intervention systems.
Whom to contact? US Senators – Bennet, Michael F. - (D - CO) Class III 458 RUSSELL SENATE OFFICE BUILDING WASHINGTON DC (202) Web Form: bennet.senate.gov/contact/ Bennet, Michael F. bennet.senate.gov/contact/ – Udall, Mark - (D - CO) Class II 328 HART SENATE OFFICE BUILDING WASHINGTON DC (202) Web Form: markudall.senate.gov/?p=contact Udall, Mark markudall.senate.gov/?p=contact US Representatives – Coffman, Mike, Colorado, 6th Coffman, Mike – DeGette, Diana, Colorado, 1st DeGette, Diana – Gardner, Cory, Colorado, 4th Gardner, Cory – Lamborn, Doug, Colorado, 5th Lamborn, Doug – Perlmutter, Ed, Colorado, 7th Perlmutter, Ed – Polis, Jared, Colorado, 2nd Polis, Jared – Tipton, Scott, Colorado, 3rd Tipton, Scott State Representatives Local officials, including mayors, deans, college presidents
Final thoughts… Build relationships with decision makers so they know who you are when you need to ask for things Ask, dont just educate