2008 by the education trust, inc. college access and success: can we do more? oklahoma enrollment...
TRANSCRIPT
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COLLEGE ACCESS AND SUCCESS: Can We Do More?
Oklahoma Enrollment Management ConferenceFebruary, 2009
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Over past 25 years, we’ve made a lot of progress on the access
side.
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Immediate College-Going Up
Source: U.S. Dept. of Education, NCES, The Digest of Education Statistics 2002 (2003), Table 183 AND U.S. Census Bureau, Current Population Survey Report, October 2002.
Recent High School Graduates
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Most High School Grads Go On To Postsecondary Within 2 Years
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
Entered Public 2-Year Colleges 26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
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College-going is up for all groups.
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Immediate* College-Going Increasing for All Groups: 1980 to 2006
Source: Condition of Education 2008 Table 24-1. http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902* Percent of high school completers who were enrolled in college the October after completing high school
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College-Going Generally Increasing for All Income Groups
Source: U.S Dept. of Education, NCES, The Condition of Education, 2008, Table 24-1
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But though college-going up for minorities, gains among whites
have been greater
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All Groups Up In College-Going from 1980-2006, But Gaps Also Increase
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
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And though college going up for low-income students, they still haven’t reached rate of high
income students in mid-seventies.
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College-Going Rates by Family Income
YearLow
IncomeMiddle Income
High Income
1976 39% 41% 63%
1986 34% 49% 71%
1996 49% 63% 78%
2006 51% 61% 81%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 24.
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But access isn’t the only issue:
There’s a question of access to what…
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And what about graduation?
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Black and Latino Freshmen Complete College at Lower Rates
(6 Year Rates; All 4-Year Institutions)
Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second Follow-Up (BPS: 96/01) in U.S. DOE, NCES, Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later. Table 7-6 on page 163.
Overall rate: 55%
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And from 2-year institutions?
Lower still.
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California Community Colleges:Success Rates for Degree-Bound Freshmen*
Shulock, Nancy. Excludes students who did not complete at least 10 credits.
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The result?
Increases in college completion not commensurate with increases
in college going.
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College Going vs. Completion of BA or Higher, White
(Age 25-29)
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+11
Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higherSources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)
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College Going vs. Completion of BA or Higher, African American (Age 25-29)
+7
+12
Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higherSources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)
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College Going vs. Completion of BA or Higher, Latino
(Age 25-29)
+6
+2
Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higherSources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)
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Gaps WidenCompletion of BA or Higher for All Groups
(Age 25 to 29): 1980 to 2007
Source: 1980 to 2005, Current Population Survey, 2003 to 2007 Annual Social and Economic Supplement to Current Population Survey
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Add it all up…
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Different groups of young Americans obtain degrees at
very different rates.
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Some Americans Are Much Less Likely to Graduate From College
25-29 Year Olds with B.A. or
Higher
White 35.5%
Black 19.5%
Latino 11.6%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 25.
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Some Americans Are Much Less Likely to Graduate From College
Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to 2003”
Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.
B.A. Rate by Age 24
Young People from High SES Families
75%
Young People from Low SES Families
9%
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These rates threaten health of our democracy.
But even for those who don’t care much about that, they are particularly
worrisome, given which groups are growing…and which aren’t.
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Growth Differs Substantially by Group
Source: U.S. Census Bureau, Population Projections
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Not surprisingly, our international lead is slipping away
We’re still relatively strong (although no longer in the lead)
with all adults.
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U.S: 3rd Out of 30 OECD Countriesin Overall Postsecondary Attainment
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (38%)
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U.S. tied for 9th out of 30 OECD nations in the percentage of younger workers with
an associates degree or higher
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (39%)
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U.S. is one of only two OECD nations where today’s young people are not better educated than their parents
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (0)
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To reach top performing countries
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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WHAT’S GOING ON?
Many in higher education would like to believe that this is mostly about lousy high schools and stingy federal and
state policymakers.
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They are not all wrong.
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Low Income and Minority Students Continue to be
Clustered in Schools where we spend less…
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Nation:Inequities in State and Local Revenue
Per Student
Gap
High Poverty vs. Low Poverty Districts
-$907 per student
High Minority vs. Low Minority Districts
-$614 per student
Source: The Education Trust, The Funding Gap 2005. Data are for 2003
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…expect less
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Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.
Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’
in Affluent Schools
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…teach them less
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Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolled
in Algebra 2
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African American, Latino & Native American high school graduates are less likely to have
been enrolled in a full college prep track
per
cen
t in
co
lleg
e p
rep
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language
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…and assign them our least qualified teachers.
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More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field
Teachers
*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes.Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey .
High poverty Low poverty High minority Low minorityNote: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.
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Poor and Minority Students Get More Inexperienced* Teachers
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
*Teachers with 3 or fewer years of experience.
High poverty Low poverty High minority Low minority
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students
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While we’re making some progress in addressing these
problems in elementary schools…
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NAEP Reading, 9 Year-Olds:
Record Performance for All Groups
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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NAEP Math, 9 Year-Olds: Record Performance for All Groups
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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We have not yet turned the corner in our high schools.
Gaps between groups are wider today than they were in 1990.
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NAEP Reading, 17 Year-Olds
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Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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NAEP Math, 17 Year-Olds
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Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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And no matter how you cut the data, our performance relative to other
countries isn’t much to brag about.
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2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21st
U.S.A.
Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
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PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD Countries
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003
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So yes, preparation is part of the problem.
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And so is government support for financial aid.
Both the federal government and state governments have shifted more and more of their aid resources toward
more affluent students.
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Maximum Pell Grant Coverage of Cost of College
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But colleges and universities are not
unimportant actors in this drama of shrinking opportunity, either.
.
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For one thing, the shifts away from poor students in institutional
aid money are MORE PRONOUNCED than the shifts in
government aid.
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Students from Families with Income < $40,000, 1995:56% of Institutional Aid,38% of students on Public 4-Year Campuses
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
Note: These numbers reflect outcomes students in four-year public colleges.
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By 2003, Aid and Enrollment Had Declined For Students from Family Income < $40,000
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
Note: These figures are for students in four-year public colleges.
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This is true even in our most prestigious public universities.
Flagships and other Public Research Extensive Universities
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Flagships spend more money on aid than their students receive
from either federal or state sources.
They could choose to cushion the effects of increased cost on poor
students. But they don’t.
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Big increases in spending on high income students
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Typical institutional grant recipient in low-income family now gets LESS than typical
grant recipient in high income family
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Today, almost 60% of institutional aid dollars in 4-year public colleges go to students
with NO FINANCIAL NEED!
Source: Sandy Baum, The College Board, 2008
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So it’s not all about the students. What colleges do is important.
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Moreover, what colleges do also turns out to be very important in whether students graduate or
not.
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Current College Completion Rates:4-Year Colleges
• Approximately 4 in 10 entering freshmen obtain a Bachelor’s degree within 4 years;
• Within six years of entry, that proportion rises to about 6 in 10.
• If you go further, to look at graduation from ANY institution, numbers grow to about two-thirds.
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But graduation rates vary widely across the nation’s postsecondary
institutions
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Some of these differences are clearly attributable to differences
in student preparation and/or institutional mission.
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Increased Competitiveness of Institutions Results in Increased Graduation Rates for All, but African-
American and Latino Students Still Lag Behind
Source: Ed Trust analysis of NCES’ IPEDS data 2005The Education Trust, 2008
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Indeed, with enough data on both institutions and students, we can find a way to “explain”
about 70% of the variance among institutions.
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But…when you dig underneath the averages, one
thing is very clear:
Some colleges are far more successful than their students’
“stats” would suggest.
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Warning: I’m going to focus on graduation rates for first-
time, full-time freshmen here.No, not perfect measure. For many institutions, the IPEDS
cohort represents only small part of their graduates. Some
institutions do other things well…but not often.
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College Results Online
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So, what do you learn?Some institutions that have same mission, same focus and serve essentially same
students…get far better results.
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Research InstitutionsSimilar Students, Different Results
MedianSAT Size % Pell % URM
Overall Grad Rate
URM Grad Rate
Penn StateUniversity
1,190 33,684 18.5% 7.4% 84.2% 68.8%
University of Wisconsin
1,260 27,869 13.7% 5.9% 76.7% 57%
University of Washington
1,200 24,540 23.2% 8.7% 74.3% 63.7%
Purdue University
1,145 30,579 18.4% 6.6% 66.4% 52.4%
University of Minnesota
1,165
28,910 18.4% 7.2% 60.7% 41.4%
Source: College Results Online 2005 data
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Research Universities: More Poor and Minority Students
Similar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell % URM
Overall Grad Rate
URM Grad Rate
Temple University
1,090 22,022 34.4% 21.8% 57.3% 55.3%
East Carolina
1,040 16,464 29.6% 17.4% 54.4% 58.1%
San Diego State
1,080 23,088 31.2% 24.2% 53% 39.3%
University of N. Texas
1,100 21,648 26.7% 23.9% 43.4% 41.4%
Middle Tennessee State
1,030
18,324 28% 14.6% 40.2% 38.8%
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Masters Institutions – LargeSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell
Overall Graduation
RateUniversity of Northern Iowa
1,045 10,167 26.5% 65%
Montclair State
1,045 10,664 27.1% 58.3%
Western Illinois
990 10,639 28.9% 55.4%
University of Wisconsin Whitewater
1,030 8,844 21% 50%
Southern Illinois Edwardsville
1,045 9,803 29.1% 44.8%
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Historically Black CollegesSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell
Overall Graduation
RateElizabeth City 835 2,390 65.6% 48.8%
Delaware State
810 3,111 52.1% 35.1%
University of ArkansasPine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State
2,968 67.1% 20.2%
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Research Universities, PrivateSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell % URM
Overall Grad Rate
URM Grad Rate
Princeton 1,480 4,761 8.2% 16.1% 97% 92.1%
Notre Dame
1,385 8,265 10.1% 13% 95% 89%
Brown 1,435 6,013 12.3% 14.6% 95.1% 92.9%
Tufts 1405 5,764 11.4% 13.2% 89.7% 80%
Bucknell 1,310
3,579 11.2% 5.2% 89.5% 82.9%
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Bottom Line:
• So yes, we have to keep working to improve our high schools;
• But we’ve got to focus on improving our colleges, too.
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What can we do?
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First, let’s be clear:improving high schools is
hugely important.
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Far too many of our high schools—especially those serving concentrations of poor and
minority students—don’t prepare their students for much of
anything.
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Surely not in Oklahoma, right?
Aren’t almost all of our kids proficient?
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Oklahoma State Test 4th Grade Reading 2005
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NAEP 4th Grade Reading: Oklahoma, 2005
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Oklahoma State Test 8th Grade Math 2005
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NAEP 8th Grade Math: Oklahoma, 2005
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2007 NAEP Grade 4 Reading Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
National Average
Proficient Scale Score: 238
OKLAHOMA
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2007 NAEP Grade 4 Reading Average Native American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average
OKLAHOMA
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2007 NAEP Grade 4 Reading Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average
OKLAHOMA
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2007 NAEP Grade 4 Reading Average Latino Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average OKLAHOMA
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2007 NAEP Grade 4 Reading Average White Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National Average OKLAHOMA
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2007 NAEP Grade 8 Math Average Overall Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average OKLAHOMA
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2007 NAEP Grade 8 Math Average Native American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
OKLAHOMA
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2007 NAEP Grade 8 Math Average African American Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
OKLAHOMA
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2007 NAEP Grade 8 Math Average Latino Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average OKLAHOMA
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2007 NAEP Grade 8 Math Average White Scale Scores by State
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National Average
OKLAHOMA
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Work on aligning standards, assessments and high school course requirements matters a
lot.
American Diploma Project
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But everybody in this room knows that policy alignment is only the first—and perhaps the
easiest—step.
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To get students to these standards, teachers will need:
• Robust curriculum materials;
• Help designing powerful units, assignments;
• Help mastering the array of teaching strategies necessary to get all learners to much higher standards;
• Better data on how their students are doing along the way.
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This is particularly fertile ground for high school/college
collaboration.
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Chicago “Pot-holes” Study
• Importance of establishing “college culture” in high schools;
• Propensity of even high achieving first-generation students to choose colleges they could have attended without cracking a book;
• Need for high schools to “push” students through the selection, application and aid process, even as colleges “pull” them.
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What to do on the higher education side?
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In recent years, many studies:
• George Kuh, Vince Tinto
• Pell Institute: Demography is Not Destiny
• AASCU: Student Success in State Colleges and Universities and Hispanic Student Success
• Institute for Higher Education Policy: Increasing Student Success at Minority-Serving Institutions
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• Policy Analysis for California Education: Beyond Access: How the First Semester Matters for Community College Students
• MDRC: Community College Success;• Excelencia;• Education Sector: Graduation Rate Watch:
Making Minority Student Success a Priority;• Education Trust: One Step from the Finish
Line and Choosing to Improve
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Some Important Lessons from Unusually Successful
Institutions
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1. They look at their data…and act.
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Masters Institutions – LargeSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell
Overall Graduation
RateUniversity of Northern Iowa
1,045 10,167 26.5% 65%
Montclair State
1,045 10,664 27.1% 58.3%
Western Illinois
990 10,639 28.9% 55.4%
University of Wisconsin Whitewater
1,030 8,844 21% 50%
Southern Illinois Edwardsville
1,045 9,803 29.1% 44.8%
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• Student complaint…• Critical Path Analysis…• Course availability: major problem. Too
few sections of courses required for the major were creating choke points…which, in turn, created other choke points.
• Answer: added more sections. Often, only one was enough to make the difference.
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Also created two new tools for students:
• Degree audit tool allows students to map out careers, majors, see what happens when change major;
• New online Course Template. Students see how changes affect graduation. Shows what happens if veer from “critical path course.”
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“The moral of this story is that when you get a complaint, don’t assume it is the student’s fault. Investigate, if you find it is a real problem, try to solve it for that student and you will probably solve it for a lot of students.”
Aaron Podolefsky,
Provost, Northern Iowa
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Another Example of Looking at the data—and acting:
Two states in our P-16 network—KY and NV—have done analyses of student progression, focused
specifically on students with developmental needs.
Conclusion: Student who take those courses immediately on entry are much
more likely to succeed.
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Both now have new policies.
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2. They pay attention to the details, especially leading
indicators.
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Successful institutions don’t just aim at the final goal—
graduation—they concentrate on each step along the way,
especially the early ones.
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Historically Black CollegesSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell
Overall Graduation
RateElizabeth City 835 2,390 65.6% 48.8%
Delaware State
810 3,111 52.1% 35.1%
University of ArkansasPine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State
2,968 67.1% 20.2%
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Elizabeth City State
• Attendance mandatory. Faculty members monitor; call when absent.
• Faculty advisors track absences, mid-term grades. Expected to meet with students in trouble.
• Deans, Provost monitor the data—and ACT when involves one faculty member.
• Everybody on campus assumes responsibility for acting on warning signs.
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Technology can play a role.
University of Alabama
Tide Early Alert System flags students with excessive
absences, D’s, F’s or withdrawals at six week point.
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3. They take on Introductory Classes
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NASH CEO Session
Looking at D’s, F’s, W’s in Math
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NASH/EdTrust Math Success Initiative
9 Systems Analyzing Data on Student Success in Math Courses
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Participating Systems
• State Univ System of Florida
• University System of Georgia
• University of Hawaii System
• Purdue University• State University of
New York
• Kentucky Council on Postsecondary Ed
• University of Louisiana System
• Mississippi Institutions of Higher Learning
• Nevada System of Higher Education
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Some Initial Findings• Large numbers of remedial students not successful—either
withdraw or fail.• Large D, F, W rates in first several credit-bearing courses• Preparation matters. Students who have higher ACT math
subscores, for example, more likely to be successful. BUT prep levels only explain a small part of success (ACT around one-third; SAT even less).
• Math coursework taken during senior year important. Many students taking courses below Algebra 1.
• In many cases, students who test as non-ready have success rates in non-remedial courses equal to those in the remedial courses designed for them. (California Community Colleges, too.)
• Wide differences in these rates even among comparable institutions.
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Drop-Failure-Withdrawal RatesMathematics: 2000
• Georgia State U 45%• Louisiana State U 36%• Rio CC 41%• U of Alabama 60%• U of Missouri-SL 50%• UNC-Greensboro 77%• UNC-Chapel Hill 19%• Wayne State U 61%
Source: National Center for Academic Transformation
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Drop-Failure-Withdrawal RatesOther Disciplines: 2000
• Calhoun CC Statistics 35%• Chattanooga State Psychology 37%• Drexel U Computing 51%• IUPUI Sociology 39%• SW MN State U Biology 37%• Tallahassee CC English Comp 46%• U of Iowa Chemistry 25%• U of New Mexico Psychology 39%• U of S Maine Psychology 28%• UNC-Greensboro Statistics 70%
Source: National Center for Academic Transformation
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Of course, some of this may be about preparation. But clearly
not all…Course Redesign
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Doctoral/Research UniversitiesSimilar Students, Different Results
Source: College Results Online 2005 data
MedianSAT Size % Pell % URM
Overall Grad Rate
URM Grad Rate
Ohio University
1,065 16,465 28.5% 5.3% 70.9% 58.7%
University of Alabama
1,065 16,405 24.1% 13.7% 62.9% 58.6%
University of Tennessee
1,125 19,255 22.8% 10.7% 57.2% 54.5%
Ball State 1,040 16,513 22.8% 8.5% 54.2% 43.7%
Northern Illinois
1,030
17,228 28.5% 19.6% 53.3% 38.7%
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College Algebra Course Redesign:UNIVERSITY OF ALABAMA
SUCCESS RATES • Fall 1998• Fall 1999
• Fall 2000• Fall 2001• Fall 2002• Fall 2003• Fall 2004
• 47.1%• 40.6%
• 50.2%• 60.5%• 63.0%• 78.9%• 76.2%
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Also, totally eliminated black/white gap in course
outcomes.Same students.
Same preparation.
Different results.
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And didn’t just close gaps in course outcomes.
In 2001, black freshmen at Alabama graduated at a rate 9
points below white freshmen. By the class of 2006, black students were graduating at a rate 2 points
HIGHER than white students.
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4. They don’t hesitate to demand, require.
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Alabama: faculty in redesigned courses reluctant
to make weekly lab time mandatory. But every time
they backed off, results dropped.
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Same pattern with idea of monitoring attendance,
mandatory participation in study sessions….
The successful institutions, though, tend to do exactly that.
They don’t leave things to chance.
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San Diego State University and
University of Houston
• Similar Institutions
• Similar enrollment percentages of Latinos
• Similar SAT
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Different Results Over Time
2002 Latino Graduation Rate
2006 Latino Graduation Rate
University of Houston
34.8% 41.1%
San Diego State
31.4% 54%
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What do the folks at SDSU think made the difference?
1. Making services, supports more coherent.
2. Making what was optional, mandatory.
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5. They assign clear responsibility for student
success.
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Black/White Graduation Rate Gaps:Similar Institutions
Black/White Grad Rate Gap
Florida State University 3%
The University of Texas at Austin -5%
University of Central Florida -7%
Louisiana State University -8%
University of Missouri Columbia -15%
Texas A&M -17%
University of Wisconsin Madison -22%
Michigan State University -24%
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Florida State CARE Initiative• Many black students come from local school
districts;• Care program works with them in high school;• Admission standards relaxed, but summer
transition program required;• ONGOING SUPPORT, MONITORING ON
CAMPUS;• Example: special sections of freshman math
courses, smaller and meet every day.
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CARE reports to VPs for Student Affairs AND
Undergraduate Education
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Results?
• CARE students entering SAT: 940(average success nationally: 56%)
• Non-CARE students entering SAT: 1204 (average success nationally: 73%)
• But at Florida State, CARE students persist to second year at higher rate than non CARE students; and,
• CARE students graduate at exactly same rate.
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6. Their leaders make sure student success is a priority.
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AASCU Study: At Successful Institutions, Presidents:
• Articulate a clear vision—and use numbers;• Create vehicle for taking stock;• Act strategically—rarely programmatically;• Monitor and report on progress;• Constantly “walk the talk”.
Pell Institute Report: Emphasizes importance of acting. Faculty committees get discouraged when recommendations aren’t acted on.
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Delivery is the important part, though.
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7. They bring back the ones they lose.
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University of New Mexico
Median SAT: 1010
% Pell: 31.4%
White: 49.8%
African American: 2.8%
Latino: 33.6%
American Indian: 6.6%
Overall 6 year grad rate: 41.6%
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The Graduation Project
• Founder: David Stuart, Assoc Provost• Insight: A lot of the students who leave
without a degree leave pretty close—and in good standing.
• Core idea of project: Track them down and invite them back.
• Criteria: 2.0 gpa or better, at least 98 credits
• Universe: 3000
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• Used credit company to track them down
• Offer: – shortened (and free) application for re-admission, – degree summary showing exactly which courses
short, – priority enrollment in those courses, and – help with problems along the way.
– Result: Of those 3000, 1800 now have degrees and 59 have graduate degrees.
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The Education Trustwww.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444