Joe D. May President. Section 1:Introduction Section 2:Mission of the LCTCS Section 3:Access: Reaching the Citizens of Louisiana Section 4:Productivity:
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Section 1:Introduction Section 2:Mission of the LCTCS Section 3:Access: Reaching the Citizens of Louisiana Section 4:Productivity: Meeting the Needs of Louisiana Section 5:Capacity: Responding to Louisiana’s Changing Needs Section 6:Financial Resources: Funding the Future of Higher Education in Louisiana Section 7:Raising the Bar
“And so tonight, I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a 4-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school diploma. ” President Barack Obama February 24, 2009 Address to Joint Session of Congress
At only 65.9%, Louisiana has one of the nation’s lowest high school graduation rates. As the 45 th poorest state, roughly 15 percent of all families live below the poverty level while 27% of children live in poverty. While Louisiana has the 24 th gross state product, it is 46 th in per capita income. Last year, approximately 2,000 people from the Baton Rouge area with bachelor’s degrees left the state. Louisiana ranks 50 th in adult literacy.
Economic Development Workforce Development Basic Skills and Literacy Development General Educational Development Career Skills Development University-Level, Lower Division Educational Development Secondary School Vocational-Technical Educational Development Master Plan for Higher Education Louisiana Board of Regents 2001
... of Louisiana’s four “systems” of higher education, only one can be called a legitimate system. That exception is the Louisiana Community and Technical College System, created under Gov. Mike Foster... Baton Rouge Advocate July 12, 2009
The LCTCS is governed by a 17 member Board of Supervisors appointed by the Governor. The system consists of: 7 technical colleges 7 community colleges 2 technical community colleges
Postsecondary institutions that award associate degrees and certificates in career and technical fields that are aligned with local and regional workforce and economic development needs. These institutions are accredited by the Council on Occupational Education (COE).
Comprehensive, open admissions postsecondary institutions that offer AA and AS degrees for transfer to 4-year colleges and universities and award associate degrees and certificates in career and technical education fields aligned with local and regional workforce and economic development needs. These institutions are accredited by the Southern Association of Colleges and Schools (SACS).
Comprehensive, open admissions postsecondary institutions that offer AA and AS degrees for transfer to 4-year colleges and universities and award associate degrees and certificates in career and technical education fields aligned with local and regional workforce and economic development needs. These institutions were developed from technical colleges and are accredited by both the Council on Occupational Education (COE) and the Southern Association of Colleges and Schools (SACS).
“The Commission on Colleges of the Southern Association of Colleges and Schools is the regional body for the accreditation of degree-granting higher education institutions in the Southern states.” “The Commission’s mission is the enhancement of educational quality throughout the region and it strives to improve the effectiveness of institutions by ensuring that institutions meet standards established by the higher education community that address the needs of society and students.” SACS-COC Website: www.sacscoc.orgwww.sacscoc.org
Delgado* 1971 2009 BPCC 1983 2008 Nunez 1992 2009 BRCC 2004 2009 RPCC 2004 2009 SLCC 2007 Fletcher* 2009 LDCC 2009 SOWELA* In Process SACS-COC Accredited Colleges *Colleges that are COE accredited and either have or are pursuing SACS-COC accreditation
“The Council on Occupational Education serves as a quality assurance agency for post-secondary institutions that provide career and technical education programs. “ “The focus for COE is solely on institutions and programs geared toward career, occupational and technical education. The agency accredits those institutions that offer certification, associate's degrees and diploma-based programs. “ COE Website: www.council.orgwww.council.org
2006 Act 506 2006 40 LTC Campuses Organized into Regions 2007 COE Applications Prepared 2008 All 7 Regions are Separately Accredited
LOUISIANA’S WORKFORCE PIPELINE IS DRAMATICALLY OUT OF LINE WITH MARKET DEMANDS 100% Enter 4-year public or private universities Enter Tech & Community Colleges Directly enter job market after graduation Drop out or leave the state before graduation 100% 37 20 26 24 8 58 55 35 16 21 Supply trendDemand trend * Based on Louisiana high school class of 2004 **Based on 2014 projections from Bureau of Labor Statistics Source:Louisiana Workforce Commission; LED analysis 2004* 2014**
SELECTED MAJOR CONSTRUCTION PROJECTS 2009 – 2011 Forecast Selected Data from: August 2009
Annual openings projected by occupation* *Number of job openings based on employment projections for 2006-2016; analysis limited to occupations that require some postsecondary education Source:Louisiana Occupational Outlook; LED analysis Registered nurses Customer service representatives General and operations managers Elementary school teachers Bookkeeping / accounting clerks Licensed practical / vocational nurses Mfg. and wholesale sales reps Truck drivers Secretaries (excl. legal, medical & exec.) Welders, cutters, solderers, and brazers Executive secretaries Accountants and auditors Restaurant cooks Institution and cafeteria cooks Correctional officers and jailers Education / training required Vocational / 2- year 4-year 1, 990 1,530 1,250 1,060 1,010 900 840 830 740 570 540 530 500 490 Due to net growth Due to attrition loss TOP 15 GROWTH OCCUPATIONS*
SREB State 4-Year2-Year Percentage 2-Year to 4-Year North Carolina 152,801221,53859% Florida211,390301,01959% Texas342,102403,43854% SREB1,778,6091,686,19749% Louisiana109,49242,30828% West Virginia 47,36915,48725% Source: Southern Region Education Board Factbook on Higher Education Full Time Equivalent Enrollment in SREB States
Completion rates for LCTCS institutions are poised to dramatically improve. As the result of competing the accreditation process, there will be a dramatic expansion of Career and Technical Education program completers at these colleges. Act 356 will dramatically enhance the importance of students earning the AA degree prior to transfer.
BPCC @ NSU: BPCC provides courses on Northwestern's campus to approximately 200 students per semester. CALL: Center for Adult Learning in Louisiana. Initiative started by BPCC and NSU that leverages online resources, accelerated learning and portfolio assessment to enable working adults to complete college. NSU/BPCC @ Barksdale: Partnership that will provide access to thousands serving at the home of the Global Strike Command.
Recently developed a broad proposal based upon a cooperative model already in place that will ease transfer, meet regional workforce needs and share resources to increase efficiencies that includes: Shared office, classroom, and laboratory space between institutions. Joint admissions and cross-enrollment opportunities. Transfer Center at Nicholls staffed by Fletcher personnel. Shared faculty development programs.
Implementation of the 23 Act 391 projects ($174.0 million). Construction of LDCC’s campus and two new buildings at SOWELA ($56.0 million). Continued utilization of leased space. Increasing use of borrowed space from high school and community partners. Expanding relationships with universities. Growth of online enrollment. Recovered space from Hurricane Katrina.
Developed in recognition of state’s unorthodox approach to funding. Recognizes core operations. Acknowledges that programs differ in costs. Takes into account total revenue of institutions. Emphasizes the importance of workforce. Rewards research initiatives at 4-year institutions.
New funding formula was developed to recognize differences in institutions. This new formula was used to administer 1/3 of the cuts for FY 10. Approach did not take into account total funding of colleges. Approach did not take into account shifts in enrollment at colleges.
Created & Accredited 4 Community Colleges, 2 Technical Community Colleges, and 7 Louisiana Technical Colleges Aligned Programs with Workforce Needs Dramatically Improved Access and Participation Tripled Enrollment Added dozens of new programs
Align state policies to meet Louisiana's needs and priorities with a focus on: Increasing student access and success. Ensuring that students are prepared for the workforce needs of the state and its regions. Increasing the number of students who earn an associate’s degree and transfer to 4-year universities. Increasing the production of associate degrees and certificates in line with the state’s workforce and economic development needs.
Align the overall enrollment mix between 4-year and 2-year institutions to 50%/50% to better reflect the state's workforce needs. This would require naming community and technical colleges as the primary provider of One year certificates and associate degrees at public colleges and universities. Remedial and developmental studies programs and courses at public colleges and universities.
Fully implement Act 356 to ensure the seamless transfer of students. Develop an annual reporting process that establishes benchmarks and improvements in transfers while providing feedback to community colleges on student performance at the receiving institution. Develop and implement a system that guides students who are denied admission to a university and assists them in entering community and technical colleges.
Utilize TOPS program to encourage students to begin their academic careers at community colleges and transfer to 4-year institutions. Revise Go Grant policies to encourage more students to pursue their higher education goals at community and technical colleges.
Considerable progress has been made in developing a new funding formula, yet the results of the current year’s application of the formula has led to unintended consequences. Either the new formula should be fully implemented or separate funding formulas should be developed that align with the missions of each higher education system.
Develop and implement performance measures that reflect the mission of community and technical colleges that include the following: Job placement of completers. Performance of transfer students at 4-year universities. Completer passage rates on licensure and certification examinations. Personal goal attainment (student intent). Workforce foundational skills as measured by the ACT WorkKeys.