Presentation on theme: "University of Nevada, Las Vegas University of Nevada, Reno Nevada State College College of Southern Nevada Great Basin College Truckee Meadows Community."— Presentation transcript:
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
Today’s Presentation 2 graduating more and more students A heavy lift – graduating more and more students remedial placement Supporting change through data – remedial placement and enrollment ACT ACT in the junior year of high school – what does that mean for the Class of 2016 entering NSHE institutions? affordability Ensuring access through affordability
3 U.S. Ranking Among Nations for Year Olds with an Associate’s Degree or Higher Among developed nations, the U.S. ranks 14 th for its educated youth. Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
4 To be first among nations by 2020, 60% of year olds in the United States will need to have a postsecondary credential. How it all began... The Goal of the Obama Administration Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
Percent of Adults 25 to 34 with an Associates Degree or Higher (2012) 5 National Average: 41.1% Educational Attainment NV 30.1% 50th
6 For a strong economy, the skills gap must be closed. Complete College America 58% 28% 30% By 2020, jobs in Nevada requiring a career certificate or college degree Nevada adults who currently have an associate degree or higher The Skills Gap Source: Time is the Enemy, Complete College America, 2011
7 Complete College America Complete College America is an alliance of states committed to significantly increasing the number of students successfully completing college and achieving degrees and credentials of value in the labor market and closing attainment gaps for traditionally underrepresented populations by Member states The CCA Alliance 33 states and the District of Columbia
NSHE’s Campaign to Create a Culture of Completion Complete College America Strategic Directions 120 / 60 credit policy Low Yield Program Policy Excess Credit Policy New Funding Formula 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. What we have already done 8 College Readiness!
9 Has all this work made a difference? Source: NCHEMS, NCES, IPEDS , Completions File Awards include 30+ credit certificates, associates degrees, and bachelor’s degrees Changing Nevada Percent Change in Awards Conferred, 2010 thru 2012 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!
year Percent Change Certificates (30+ credits) % Skills Certificates -- Associates degrees2,9363,0543,3773,8113, % Bachelor’s degrees6,0586,2316,2516,5316,6259.6% Total9,4079,75310,18411,10310, % Number of Degrees and Certificates Awarded 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 Certificates Skills Certificates Less than 30 Credit Hours CSN1,489 GBC171 TMCC534 WNC293 TOTAL2,487 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
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 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
Placement Rates Recent 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 16
Enrollment of Placed Students - English CSN 36.4% Placed (N=1,753) Summer, Fall, or Spring ( ) immediately following high school graduation 17 “Placed” below college level under institutional placement mechanism
Enrollment of Placed Students - Math CSN 40.1% Placed (N=1,928) Summer, Fall, or Spring ( ) immediately following high school graduation 18 “Placed” below college level under institutional placement mechanism
Placement Rates by Race/Ethnicity Recent high school graduates placed below college-level in English and/or Mathematics 19
Placement Rates by Millennium Status Recent high school graduates placed below college-level in English and/or Mathematics 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 conditions o ACT English score of 18 o ACT Math score of 22 12 th 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
22 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 to Finish Shift Focus to Benefits of Full-Time Enrollment 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 FINISH Undergraduate students who are enrolled full-time are more likely to graduate from college. 23 NSHE 2-Year Institutions – Fall 2008 Cohort NSHE 4-Year Institutions – Fall 2004 Cohort 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.
24 Graduation Rates by Credit Load and Ethnicity NSHE 2-Year Institutions – Fall 2008 Cohort First-term Enrollment Load < 1212 – Minorities 2.6%11.3%20.9% White, Non-Hispanic 2.8%11.5%23.3% 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. 4-Year Institutions – Fall 2004 Cohort First-term Enrollment Load < 1212 – Minorities23.1%38.7%53.5% White, Non-Hispanic19.1%45.9%60.5% Enrollment Intensity
25 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 Enrollment Intensity
26 Access and Affordability Why is the Issue of Affordability so Important? Ensuring Access 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
27 Percent of Median Family Income Needed to Pay for College 2-Year Institutions, Source: NCES, IPEDS Access and Affordability Nevada: 18.9% Nation: 13.5% Nevada: 16.8% Nation: 12.9%
28 Percent of Income from the Lowest Quintile Needed to Pay for College 2-Year Institutions, Source: NCES, IPEDS Access and Affordability Nevada: 62.4% Nation: 49.9% Nevada: 53.4% Nation: 46.4%
29 College Participation Source: Postsecondary Education Opportunity, September 2013 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 Florida5.2% District of Columbia5.9% Nevada6.4% West Virginia7.1% Utah7.4% South Dakota7.8% 2-Year U.S. Rate15.0% How Accessible are Nevada’s Access Institutions?
30 Financial Aid How can K-12 help with college affordability? Talk with students and their families early o 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
31 Financial Aid FAFSA Free Application for Federal Student Aid o 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 : $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
32 Conclusion The Road to College Destination: Graduation One day at a time One policy at a time student One student at a time