EDUCATING THE 75%: THE IMPORTANCE, NEEDS AND

DIFFICULTIES OF ADULT DEGREE PROGRAMS AND THEIR STUDENTS

Presented by Rita Serotkin, Nicole Cornett Arnold, Carrie Moran, Sharna Newton, &

Ferris Wilkins

February 22, 2012Durham, NC

WHY NOW? Meeting the President’s challenge

The Goal: Only about 27% in the US have completed college. To double the number of college graduates by 2020, another 12-15,000,000 associate and bachelor degrees need to be earned.

The Problem: In only half the states do more than 50% of first-year students at community

colleges return for a second year.* In 27 states, less than half of first-time, full-time (FTFT) college students

complete a bachelor's degree in 5 years* In 24 states, less than half of FTFT students complete a bachelor's

degree in 6 years In NO state do more than 70% of FTFT students complete a degree within

5 or 6 years. Given the falling or level numbers of 18-24 year olds, it is anticipated that

only 30% of the new degrees will be from “traditional” students; 70% will need to be “nontraditionals.”**

*Measuring Up. http://measuringup.highereducation.org/**Pathways to Success. p. 12. http://www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf

SIX-YEAR GRADUATION RATES  OF BACHELOR'S STUDENTS -

2009

“In only a few states do large majorities of first-time, full-time students graduate from four-year institutions within five or six years…[but]…in no state do more than 70% of students complete a degree within five or six years of enrollment.”Downloaded 2/19/2012 from NCHEMS Information Center website: http://www.higheredinfo.org/dbrowser/index.php?submeasure=27&year=2009&level=nation&mode=map&state=0

PERSISTENCE & COMPLETION BY ENROLLMENT INTENSITY & 6-YEAR

OUTCOMES* (1995-2001) Part-Time

Full-Time Mixed

Attained degree or certificate (any) 15% 64% 46%

Earned Bachelor’s 0 44% 20%Earned Associate’s 2% 8% 14%Earned Certificate 13% 12% 12%Still enrolled 12% 7% 23%Left, no degree 73% 28% 30%Left after 1 year 46% 12% 3%% over age 30 46% 14% 19% * Data taken from Chen & Carroll, 2007

 PERSISTENCE & ACHIEVEMENT: NC compared to top states

NCTop States

in US% of population with less than a high school diploma 18% 16%% of population with bachelor’s degree or higher 27% 35%1st year community college student persistence to year 2 49% 63%1st year 4-yr student persistence to year 2 80% 83%1st-time, full-time students completing bachelor’s degree within 5 years of starting 57% 66%

1st –time full-time students completing bachelor’s degree within 6 years of starting 59% 68%Data Downloaded from http://measuringup.highereducation.org Data Downloaded from: http://www.census.gov/compendia/statab/cats/education.html andDownloaded from: http://nces.ed.gov/programs/digest/d10/tables/dt10_011.asp D2/19/12

Students age 25+ increased from 28% to 41% between 1970 and 1998 and now make up 47% of all new and returning students on many campuses (Association for Nontraditional Students in Higher Education ).

6.8 million college students are age 25 or older and 3.74 million are first-generation students (NCES, 2007)

Students age 35+ in degree-granting institutions increased from ~823,000 to ~2.9 million between 1970 and 2001 — doubling from 9.6% of total students to 19.2% (NCES).

“Quite simply, states cannot reach the target of having 60 percent of the adult population earn some type of college degree…by 2025 without a major commitment to increasing college completion among these students.” (Spence, p. 13)

ADULT STUDENTS: An increasingly critical population

Priscilla S. is a mother of three, grandmother of seven and great-grandmother of five. At 63, she was also one of the oldest students to receive a bachelor’s degree from Post University in 2011…Laid off from her job at age 59, she reinvented her life.

“Everything happened for me from age 59 to 63. Don't tell me you're too old. You are never too old as long as you have breath in your body. It's never too late for you to do what you think you can't do. Every day God gives you the chance to do what you want with your life. Don't let insecurities prevent you from living out your dream.”

Rowley, Laura (2012), Huff/Post50. Downloaded 2/18/2012

WHO ARE THEY & HOW DO THEY DIFFER FROM TRADITIONAL-AGE

STUDENTS?* Demographic Adult Traditional

Have families 44% 2% Low income 30% 2% Single parents 20% 7% Minority 14% 10% First generation 52% 29% Work >30 hrs/wk 54% 33% Certificate or 2-year 56% 34% BA enrollment 29% 55% For-profit programs 11% 5% Full-time study 39% 60%

*Data taken from Horn & Carroll, 2005

NCES AT-RISK CHARACTERISTICS: Define most nontraditional & adult students!

Delayed enrollment in college Attend part-time and often “stop out” Are financially independent of parents Work full-time while enrolled Have dependents other than a spouse Are single parents Lack a standard high school diploma First-generation college students

Pathways to Success. p. 3. http://www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf

BARRIERS TO ACCESS*Situational Institutional Dispositional

Financial/Cost/ Lack of aid

Academic program requirements

Lack of confidence/self-esteem

Lack of time Lack of articulation of transfer credits

Unfamiliarity with academic world

Family/work Responsibilities

Class schedules Anxiety/fear of failure

Family attitude/ support

Institutional complexity/ bureaucratic procedures

Worry over conflicting responsibilities

Medical/health Issues

Lack of interest/value of nontraditional students

Learning differences/ poor prior educational experiences

*Classification of barriers developed by Cross (1981).

BARRIERS TO PERSISTENCE/SUCCESS

Academic Psychological Background EnvironmentPoor academic advising/support

Stress Age Finances/ financial aid

Poor study habits

Commitment strength

Gender Work hours & responsibility

Absenteeism Competing priorities/“life”

Ethnicity Family responsibilities

Major/goal uncertainties

Reluctance to ask for help

Enrollment status (full-time/part-time)

Family & employer support

Course availability

Time management

Socioeconomic status

Transportation

Poor GPA Health Issues Dependents Child Care

GUILFORD CENTER FOR CONTINUING

EDUCATION (CCE): A case apart

Experienced. Oldest program for adults in NC (since 1953). Dedicated to adults. Support services, advisement, financial aid, &

an SGA, all housed in one building Flexible Scheduling. Day, evening, & weekend classes. More than

80% of CCE students work, yet 67% maintain a full-time load attending just 2 nights a week.

Generous transfer policy. 90% have transfer credit. Financial Aid. 67% Pell eligible; 84% receive federal aid. Unique. Focused on personal contact and connection. Recognized. Enrollment increased from 275 in 2002 to 1,300 in 2011-

2012. Graduation rates as high as 58%.

CCE STUDENT DEMOGRAPHICS

Female Male

67%33%

Transfer Readmits Unclassified New

57% 29% 10% 4%

Average Age 35 yrs Average # of Transfer Credits 49 Single Married Divorced/ Widowed First – Generation

49%36%14%

67%

Top 4 Transfer Colleges GTCC NC A&T UNCG Rockingham CC

35%6%5%5%

Employed Unemployed

72%28%

In State In-County (Guilford)

98% 72%

Caucasian People of Color

53%47%

Satisfied with Guilford & CCE Plan to graduate from Guilford Have declared a major

94% 97% 94%

.

CURRENT BEST PRACTICES FOR ADULT STUDENTS: Access

Publicity Online and media outreach Images of adult students Public information sessions

& open house events Recruitment through

employers, agencies, education & job fairs

Express Admissions Fridays

Calls always answered

Ease of Applying Online information &

application 5-minute application Transcripts requested No SAT/ACT Veterans liaison/

admissions counselor Day and evening

admission & financial aid appointments

Transfer evaluations

CURRENT BEST PRACTICES FOR ADULT STUDENT SUCCESS: Structural

Dedicated Facility for Adults Lounge Computers Canteen Day & evening hours of advisors, mentors, tutors Coordinated administrative functions and evening hours Adult student activities and family-friendly social events

Convenient ParkingClasses & Scheduling Small Class Size ▪ Year–round admission Flexible Class Schedules ▪ Year-round classes Full-time study leads to financial aid eligibility

CURRENT BEST PRACTICES FOR ADULT STUDENT SUCCESS: Programs

Summer Bridge programs

All-in-one Check-in Day New Student

Orientation Adult Transitions class Gateways to Success

class

Learning Strategies class

Full summer schedule Mentoring program Student Success

Workshops Online and hybrid class

pilot tests

CURRENT BEST PRACTICES FOR ADULT STUDENT SUCCESS: Resources

First registration with program advisement/ explanation

GPS binder at registration Adult Student Government

Association & activities Assigned financial aid

advisors Dedicated faculty

Faculty advisors Learning Commons—

tutoring, support services Support person Office for Student Success

Outreach to faculty and at-risk students

Tracking/interventionReferral to on/off campus

resources

CCE STUDENT PERSISTENCESpring to Fall Fall to Spring

2011-2012 75% 84%2010-2011 74% 84%2009-2010 74% 86%2008-2009 74% 84%2007-2008 71% 80%2006-2007 71% 81%2005-2006 76% 80%2004-2005 75% 81%2003-2004 74% 84%2002-2003 75% 82%2001-2002 71% 72%

Sharna Newton ‘08

Cheryl Brooks Poole ‘11

Carmisha Wright ‘12

MEET OUR STUDENTS

REFERENCES & RESOURCESAdvisory Committee on Student Financial Assistance

(2012). Pathways to Success: Integrating learning with life and work to increase national college completion. Washington, DC: A Report to the U.S. Congress and Secretary of Education. Downloaded from: http://www2.ed.gov/about/bdscomm/list/acsfa/ptsreport2.pdf

Berkner, L, et. al. (2007). Persistence and attainment of 2003-2004 beginning postsecondary students: After three years. Washington, DC: National Center for Education Statistics.

Chen, X. & Carroll, C.D. (2007). Part-time undergraduates in

postsecondary education 2003-2004. Washington, DC: National Center for Education Statistics.

Complete College America (2011). Time is the enemy. Washington, DC: Complete College America Alliance of States. This and other reports available at: http://www.completecollege.org.

Cross, K. P. 1981 Adults as Learners: Increasing participation and facilitating learning. San Francisco: Jossey-Bass.

Day, J. C and Newburger, E. E. (2002). The Big Payoff: Educational Attainment and Synthetic Estimates of Work-Life Earnings. Washington, DC: U.S. Census Bureau. Downloaded at: http://www.census.gov/prod.2002pubs/p23-210.pdf

DeAngelo, L., et al. (2011). Completing College: Assessing graduation rates at four-year institutions. Los Angeles: Higher Education Research Institute, UCLA.

Horn, L., Cataldi, E.F., Carroll, C.D. (2005). Waiting to attend: Undergraduates who delay their postsecondary enrollment. Washington, DC: National Center for Education Statistics.

Pusser, B., et. al. (2007). Returning to learning: Adults’ success in college is key to American’s future. Indianapolis: Lumina Foundation.

Measuring Up 2002: The state-by-state report card for higher education. San Jose, CA: National Center for Public Policy and Higher Education. Downloaded from: http://measuringup.highereducation.org/

References & Resources (cont’d)

References & Resources (cont’d)

Measuring Up 2008: The national report card on higher education. San Jose, CA: National Center for Public Policy and Higher Education. Downloaded from: http://measuringup.highereducation.org/

National Center for Educational Statistics. http://ies.ed.gov/National Center for Higher Education Management Systems.

Graduation Rates-2009. Downloaded from: http://www.higheredinfo.org/dbrowser/index.php?submeasure=27&year=2009&level=nation&mode=map&state=0

Spence, D., et al. (2010). No Time to Waste: Policy recommendations for increasing college completion. Atlanta: Southern Regional Education Board. Downloaded from: http://publications.sreb.org/2010/10E10_No_Time_to_Waste.pdf

US Census Bureau 2012 Statistical Abstract http://www.census.gov/compendia/statab/cats/education.html