improving college access and success: lessons from institutions on the performance frontier
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IMPROVING COLLEGE ACCESS AND SUCCESS: Lessons from Institutions on the Performance Frontier. Statewide Education Forum Baton Rouge, Louisiana February, 2007. - PowerPoint PPT PresentationTRANSCRIPT
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IMPROVING COLLEGE ACCESS AND SUCCESS: Lessons from Institutions on the Performance Frontier
Statewide Education ForumBaton Rouge, Louisiana February, 2007
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You’ve come here today to talk together about how you can improve both access to and success within higher
education in Louisiana.And, given the numbers, many of
you are especially concerned about changing patterns for low-
income students and African Americans.
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At this meeting, you’ll be discussing mounting
initiatives aimed at both overall increases and at
cutting in half the gaps—in both access and success—
that separate these students from other young
Louisianans.
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For some of you, at least, there’s a very big question: what does all of this have to
do with me?
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Isn’t improving college going and college success—
especially among low-income and minority students—mostly about better high
school preparation and more generous student financial
aid?
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Yes, these things matter and they matter a lot.But it turns out that what you
do matters a lot, too.
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This morning:• Review the data on achievement
and attainment patterns, K-16;• Identify some institutions that are
exceptions to those patterns;• Share what we’re learning from
those institutions about action steps that really matter.
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First, some good news.After more than a decade of fairly flat achievement and stagnant or growing gaps, we appear to be
turning the corner.
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NAEP Reading, 9 Year-Olds:Record Performance for All
Groups
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rage
Sca
le S
core
African American Latino White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic ProgressNote: Long-Term Trends NAEP
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NAEP Math, 9 Year-Olds: Record Performance for All
Groups
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rage
Sca
le S
core
African American Latino White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic ProgressNote: Long-Term Trends NAEP
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Bottom Line:When We Really Focus on
Something, We Make Progress
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Clearly, much more remains to be done in elementary and
middle schoolToo many youngsters still
enter high school way behind.
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But at least we have some traction on these
problems.
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The Same is NOT
True of High School
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Age 17: Math and Science NAEP Long-Term Trends
280285290295300305310315
1986 1990 1992 1994 1996 1999 2004
Scal
e Sc
ore
MathScience
Source: NAEP 2004 Trends in Academic Progress and NAEP 1999 Trends in Academic Progress.Note: Long-Term Trends NAEP
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Age 17: Reading and Writing NAEP Long-Term Trends
250255260265270275280285290295300
1984 1988 1990 1992 1994 1996 1999 2004
Scal
e Sc
ore
READINGWRITING
Source: NAEP 2004 Trends in Academic Progress.Note: Long-Term Trends NAEP
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Gaps between groups wider today than in 1990
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NAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rage
Sca
le S
core
African American Latino White
21 29
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic ProgressNote: Long-Term Trends NAEP
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NAEP Math, 17 Year-Olds
220
240
260
280
300
320
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rage
Sca
le S
core
African American Latino White
20 28
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic ProgressNote: Long-Term Trends NAEP
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Value Added in High School Declined During
the Nineties
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Value Added Declining in High School Math...
36 36 34
2530354045505560
Scal
e Sc
ore
Gain
Age 17 in 1990 Age 17 in 1994 Age 17 in 1996
Scale Score Growth, From Age 13 to Age 17
Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP
Note: Scale score gains reflect the difference between the scale scores of 17-year-olds and the scale scores of 13-year-olds four years prior.
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... Still
36
29
2530354045505560
Math
Scal
e Sc
ore
Gain
Grade 12 in 1996 Grade 12 in 2000
Scale Score Growth, From Grade 8 to Grade 12
Source: NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
Note: Scale score gains reflect the difference between the scale scores of 12 th Graders and the scale scores of 8th Graders four years prior.
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Reading: Students Entering High School Better Prepared, But Leaving
Worse
211 212
46 48
33 28
0
290
1984-1992 1988-1996
NA
EP S
cale
Sco
re G
ains Ages 13-17 Growth
Ages 9-13 GrowthAge 9 Score
Total= 290 Total= 288
Source: NCES, 1999. Trends in Academic Progress. Data from Long Term Trend NAEP
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Hormones?
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Students in Other Countries Gain far More in
Secondary School TIMSS
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PISA
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PISA 2003: US 15 Year-Olds Rank Near The End Of The
Pack Among 29 OECD Countries
U.S. RANK READING 20TH MATH 24TH SCIENCE 19TH
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003
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2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics
300
350
400
450
500
550
Finl
and
Kor
eaN
ethe
rland
sJa
pan
Can
ada
Bel
gium
Sw
itzer
land
New
Zea
land
Aus
tralia
Cze
ch R
epub
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ark
Fran
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any
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Mex
ico
Aver
age
Scal
e Sc
ore
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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Problems are not limited to our high-poverty and high-
minority schools . . .
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U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6)
in Math
0
2
4
6
8
10
Bel
gium
Kor
eaJa
pan
Finl
and
Net
herla
nds
New
Zea
land
Sw
itzer
land
Aus
tralia
Can
ada
Cze
ch R
epub
licIc
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enm
ark
Sw
eden
OE
CD
Ave
rage
Aus
tria
Ger
man
yFr
ance
Slo
vak
Rep
ublic
Nor
way
Irela
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dLu
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bour
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tate
sIta
lyTu
rkey
Spa
inP
ortu
gal
Gre
ece
Mex
ico
Perc
ent o
f Stu
dent
s
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-
Performing Students*
300
350
400
450
500
550
600
650
700
Belg
ium
Japa
nK
orea
Sw
itzer
land
Net
herla
nds
New
Zea
land
Finl
and
Aust
ralia
Can
ada
Cze
ch R
epub
licD
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ark
Sw
eden
Ger
man
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EC
D A
VER
AG
EA
ustri
aIc
elan
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ance
Slo
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Rep
ublic
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way
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Luxe
mbo
urg
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nite
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Italy
Turk
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gal
Gre
ece
Mex
ico
Aver
age
Scal
e Sc
ore
* Students at the 95th PercentileSource: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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U.S. Ranks 23rd out of 29OECD Countries in the Math
Achievement of High-SES Students
300
350
400
450
500
550
600
Bel
gium
Net
herla
nds
Finl
and
Cze
ch R
epub
licC
anad
aJa
pan
Kore
aS
witz
erla
ndA
ustra
liaG
erm
any
New
Zea
land
Fran
ceD
enm
ark
Sw
eden
Aust
riaH
unga
ryO
EC
D A
VE
RA
GE
Slo
vak
Rep
ublic
Luxe
mbo
urg
Irela
ndIc
elan
dP
olan
dN
orw
ayU
nite
d S
tate
sS
pain
Por
tuga
lIta
lyG
reec
eTu
rkey
Mex
ico
Aver
age
Scal
e Sc
ore
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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Problems not limited to math, either.
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PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD
Countries
300
350
400
450
500
550
600
Kor
eaFi
nlan
dJa
pan
New
Zea
land
Aus
tralia
Can
ada
Bel
gium
Sw
itzer
land
Net
herla
nds
Fran
ceD
enm
ark
Cze
ch R
epub
licG
erm
any
Sw
eden
Aus
tria
Icel
and
Hun
gary
OE
CD
Ave
rage
Irela
ndLu
xem
bour
gS
lova
k R
epub
licN
orw
ayP
olan
dS
pain
Uni
ted
Sta
tes
Por
tuga
lIta
lyG
reec
eTu
rkey
Mex
ico
Aver
age
Scal
e Sc
ore
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003
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More than half of our 15 year olds at problem-solving level
1 or below.
Source: OECD Problem Solving for Tomorrow’s World. 2004
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One measure on which we rank high?
Inequality!
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*Of 29 OECD countries, based on scores of students at the 5th and 95th percentiles.
PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD Countries
Rank in Performance Gaps Between Highest and Lowest Achieving
Students *
Mathematical Literacy 8th
Problem Solving 6th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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These gaps begin before children arrive at the
schoolhouse door.But, rather than organizing our
educational system to ameliorate this problem, we organize it to
exacerbate the problem.
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How?
By giving students who arrive with less, less in school, too.
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Some of these “lesses” are a result of choices that policymakers make.
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Nation:Inequities in State and Local
Revenue Per StudentGap
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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Not Just K-12: In higher education, we spend less per student in the
institutions where most low-income students start.
Expenditures per student
2 Year Colleges $9,183
4 Year Colleges $27,973
Source: NCES Digest of Education Statistics, 2003
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But some of the “lesses”–indeed, perhaps the most
devastating ones—are a function of choices that
educators make.
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Choices we make about what to expect of whom…
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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
Schools87
35
56
34 41
22 21
11
0
100
Per
cent
ile -
CTB
S4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
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Choices we make about what to teach whom…
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Source: CCSSO, State Indicators of Science and Mathematics Education, 2005
Fewer Latino students are enrolled
in Algebra 1 in Grade 8
2429
0
50
2003
Perc
ent E
nrol
led
LatinoWhite
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Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolled
in Algebra 2
45
62
0
80
1998
Perc
ent E
nrol
led
LatinoWhite
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And choices we make about Who
teaches whom…
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More Classes in High-Poverty, High-Minority Schools Taught By Out-of-
Field Teachers34%
19%
29%
21%
0%
50%
Perc
ent o
f Cla
sses
Tau
ght b
y O
ut
of F
ield
Tea
cher
s
*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*
Teachers20%
11%
21%
10%
0%
25%
Perc
ent o
f Tea
cher
s W
ho A
re
Inex
perie
nced
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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Results are devastating.
Kids who come in a little behind, leave a lot behind.
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By the end of high school?
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African American and Latino 17 Year-Olds Do Math at Same Levels
As White 13 Year-Olds
0%
100%
200 250 300 350
Average Scale Score
Perc
ent o
f Stu
dent
s
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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African American and Latino 17 Year-Olds Read at Same Levels As
White 13 Year-Olds
0%
100%
150 200 250 300 350
Average Scale Score
Perc
ent o
f Stu
dent
s
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
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And these are the students who remain in
high school.What do those numbers look
like?
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Students Graduate From High School At Different Rates
* 4-Year Graduation Rates
55%
72%
53%
78%
0%
100%
Perc
ent
of S
tude
nts
Gra
duat
ing
in 4
Yea
rs
African American Asian Latino White
Source: Jay P. Greene and Marcus A. Winters, The Manhattan Institute, 2006. Leaving Boys Behind: Public High SchoolGraduation Rates.
Data is for the class of 2003.
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True, Among High School Graduates, College-Going is
Increasing
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Immediate College-Going Increasing for All Groups:
1980 to 2002
0102030405060708090
100
Year
Perc
ent G
oing
to C
olle
ge
African American Latino White
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.
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College Going Increasing for High School Grads at All Income Levels
0102030405060708090
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Low* Middle High
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166.
*Due to small sample sizes, 3-year averages used for Low-income category
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But though college going up for minorities, gains among whites have been greater
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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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Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom
Achieving High Income Students Achievement Level (in quartiles)
Low-Income
High-Income
First (Low) 36% 77% Second 50% 85% Third 63% 90% Fourth (High) 78% 97%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64
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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) 59%
41% 41%
64%
0%
10%
20%
30%
40%
50%
60%
70%
White Black Latino AsianSource: 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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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, Whites
0102030405060708090
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
White College-Going White Completion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
19
10
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College Going vs. Completion of BA or Higher, Blacks
0102030405060708090
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Black BlackCompletion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
21
7
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College Going vs. Completion of BA or Higher, Hispanics
0102030405060708090
1980
1981
1982
1983
1984
1985
1986
1987
1988
1989
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000
Hispanic Hispanic Completion
Source: US Department of Commerce, Bureau of Census, October Current Population Surveys, 1972-2000, in US DOE, NCES, The Condition of Education 2002, p.166 and 174.
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Internationally?After decades of leading all other
developed countries in both college going and college
completion, we are no longer first in either.
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Moreover, while college graduates have stronger literacy and quantitative
skills than non-graduates…
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2003 NAAL Prose Literacyby Educational Attainment
133
39
14
44
53
4
31
0%
20%
40%
60%
80%
100%
High School Graduate College Graduate
Perc
ent o
f Adu
lts
ProficientIntermediateBasicBelow Basic
Source: National Center for Education Statistics, 2005. Available at : http://nces.ed.gov/NAALSome college refers to adults who attended a post-secondary institution but did not obtain a degree
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2003 NAAL Quantitative Literacy
by Educational Attainment
244
42
22
29
43
5
31
0%
20%
40%
60%
80%
100%
High School Graduate College Graduate
Perc
ent o
f Adu
lts
ProficientIntermediateBasicBelow Basic
Source: National Center for Education Statistics, 2005. Available at : http://nces.ed.gov/NAALSome college refers to adults who attended a post-secondary institution but did not obtain a degree
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Too few are proficient, too many are basic or below, and
in both categories the numbers are getting worse.
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2003 NAAL Percent of College Graduates Proficient
40 373131
2531
0
20
40
60
80
100
Prose Document Quantitative
Perc
ent o
f Adu
lts
19922003
Source: National Center for Education Statistics, 2005. Available at : http://nces.ed.gov/NAAL
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2003 NAAL Percent of College Graduates Basic
10 9
2114 11
22
0
20
40
60
80
100
Prose Document Quantitative
Perc
ent o
f Adu
lts
19922003
Source: National Center for Education Statistics, 2005. Available at : http://nces.ed.gov/NAAL
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ADD IT ALL UP...
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Of Every 100 White Kindergartners:
94 Graduate from high school
66 Complete at least some college
34 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info
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Of Every 100 African American Kindergartners:
89 Graduate from High School
51 Complete at Least Some College
18 Obtain at Least a Bachelor’s Degree
(25-to 29-Year-Olds)
Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info
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Of Every 100 Latino Kindergartners:
62 Graduate from high school
31 Complete at least some college
10 Obtain at least a Bachelor’s Degree
(25-to 29-Year-Olds)Source: US Department of Commerce, Bureau of the Census. March Current Population Surveys, 1971-2003, in The Condition of Education 2005. http://nces.ed.gov/programs/coe/2005/section3/indicator23.asp#info
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Of Every 100 American Indian/Alaskan Native
Kindergartners:
(25 Years Old and Older)
Source: U.S. Census Bureau, We the People: American Indians and Alaska Natives in the United States. Data source: Census 2000, www.census.gov/population/www/socdemo/race/censr-28.pdf
71 Graduate from high school
30 Complete at least some college
12 Obtain at least a Bachelor’s Degree
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College Graduates by Age 24
Young People From High Income Families
75%
Young People From Low Income Families
9%
Source: Tom Mortenson, Postsecondary Educational Opportunity.
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So What Can We Do?
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Many educators have concluded that we can’t do
much.
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What We Hear Many K-12 Educators Say:
• They’re poor;• Their parents don’t care;• They come to schools without
breakfast; • Not enough books• Not enough parents . . .
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The Postsecondary Equivalent?
• They enter without the necessary skills;
• They have to work to support their families;
• Their peers and families don’t support and value their struggle…
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But if they are right, why are low-income students and
students of color performing so high in some schools…
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M. Hall Stanton ElementaryPhiladelphia, Pennsylvania
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M. Hall Stanton ElementaryPhiladelphia, Pennsylvania
• 487 students in grades K-6• 100% African American• 86% Low-Income
Source: Philadelphia School District, https://sdp-webprod.phila.k12.pa.us/school_profiles/servlet/
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Rapid Improvement at StantonGrade 5 Reading Over Time
12
70
57 61
0
20
40
60
80
100
2002 2006
Perc
ent P
rofic
ient
or A
dvan
ced
StantonPennsylvania
Source: School Information Partnership, http://www.schoolmatters.com Pennsylvania Department of Education, http://www.pde.state.pa.us
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Rapid Improvement at StantonGrade 5 Math Over Time
21
83
53
67
0
20
40
60
80
100
2002 2006
Perc
ent P
rofic
ient
or A
dvan
ced
StantonPennsylvania
Source: School Information Partnership, http://www.schoolmatters.com Pennsylvania Department of Education, http://www.pde.state.pa.us
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Capitol View ElementaryAtlanta, Georgia
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Capitol View ElementaryAtlanta, Georgia
• 252 students in grades K-5• 95% African American• 88% Low-Income
Source: Georgia Governor’s Office of Student Achievement, http://reportcard2006.gaosa.org/
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High Achievement at Capitol View
2006 Grade 5 Reading100 100 100
8172 73
0
20
40
60
80
100
Overall AfricanAmerican
Low-Income
Perc
ent M
eets
or E
xcee
ds
Capitol ViewGeorgia
Source: Georgia Governor’s Office of Student Achievement, http://reportcard2006.gaosa.org/
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High Achievement at Capitol View
2006 Grade 5 Math100 100 100
8983 83
0
20
40
60
80
100
Overall AfricanAmerican
Low-Income
Perc
ent M
eets
or E
xcee
ds
Capitol ViewGeorgia
Source: Georgia Governor’s Office of Student Achievement, http://reportcard2006.gaosa.org/
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Elmont Memorial Junior-Senior High School
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Elmont Memorial Junior-Senior High School
Elmont, New York
• 1,966 Students in Grades 7-12• 75% African American• 12% Latino
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
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Elmont MemorialHigher Percentage of Students Meeting
Graduation Requirements than the State, Class of 2004 Regents English
99 99 100 100 9985
74 72 75
88
0
20
40
60
80
100
All AfricanAmerican
Latino Poor Non-Poor
Perc
ent M
eetin
g G
radu
atio
n R
equi
rem
ents
ElmontNew York
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
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Elmont MemorialHigher Percentage of Students Meeting
Graduation Requirements than the State, Class of 2004 Regents Math
96 95 94 94 96
83
68 68 72
86
0
20
40
60
80
100
All AfricanAmerican
Latino Poor Non-Poor
Perc
ent M
eetin
g G
radu
atio
n R
equi
rem
ents
ElmontNew York
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
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University Park Campus School
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University Park Campus School
Worcester, Massachusetts• 220 Students in Grades 7-12• 9% African American• 18% Asian• 35% Latino• 39% White• 73% Low-Income
Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/
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University Park Results: 2004
• 100% of 10th graders passed MA high school exit exam on first attempt.
• 87% passed at advanced or proficient level.
• Fifth most successful school in the state, surpassing many schools serving wealthy students.
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University ParkHigher Percentage of Students at Proficient and
Advanced than the State2005 Grade 10 Math
1511
2437
27
5335
0%
20%
40%
60%
80%
100%
University Park Massachusetts
Perc
ent o
f Stu
dent
s
AdvancedProficientNeeds ImprovementWarning/Failing
Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/
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Guess What?Also very big differences in
college results…even among those who serve “same”
kinds of students.
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Higher education institutions graduation rates
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Some of these differences are clearly attributable to
differences in student preparation and/or
institutional mission.But not all…
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Some colleges are far more successful than their
students’ “stats” would suggest.
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Doc/Research Institutions With Similar Students Getting
Different ResultsMedian SAT
Size % Pell
Overall 6 Yr-Grad Rate
White/URM Grad Rate Gap
Penn State 1195
33,975
19%
83% -14%
Univ of Wisconsin
1240
27,711
12%
76% -21%
Texas A & M
1185
33,901
14%
75% -9%
Univ of Washington
1185
25,059
21%
71% -11%
Univ of Minnesota
1145
28,273
16%
54% -19%
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Masters Level Institutions With Similar Students Getting Different
ResultsMedian SAT
Size % Pell Overall 6 Yr-Grad Rate
URM 6-Yr Grad Rate
Millersville U of PA
1055 6369
19% 66% 46%
SUNY at Plattsburgh
1045 5130
33% 59% 52%
NW MO State
1010 5043
27% 53% 44%
Northern Michigan U
1010 7831
32% 45% 38%
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Bac General/Masters Institutions With Similar Students Getting
Different ResultsMedian SAT
Size % Pell Overall 6 Yr-Grad Rate
URM 6-Yr Grad Rate
Elizabeth City (NC)
810 2039 60% 51% 54%
Kentucky State
825 1827 49% 39% 44%
Fayetteville State (NC)
865 3820 55% 38% 39%
U of Ark Pine Bluff
775 2918 68% 31% 31%
Coppin State (MD)
875 2691 57% 22% 22%
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College Results Online
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Bottom Line:At Every Level of Education, What We Do Matters A Lot!
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MOVING FORWARD
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1. Improving Preparation: Four things higher education
can do
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A. Don’t be bashful about pressing for all students to
graduate high school “college ready.”
High impact schools aim high for all students. Even when they start with high dropout rates, they aim
students toward college and careers.
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That’s Good, Because Education Pays: 2000 U.S. Median Earnings
$15,000
$21,000 $22,700
$28,200
$36,000
$0
$20,000
$40,000
Less ThanHigh School
High SchoolGraduate
Some College AssociateDegree
BaccalaureateDegree
2000
U.S
. Med
ian
Earn
ings
Source: U.S. Census Bureau, 2000 Public Use Microdata Samples (based on the 2000 Decennial Census)
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Growing Need for Higher Levels of Education:
Projections of Education Shortages and Surpluses in 2012
-4,000,000 -3,000,000 -2,000,000 -1,000,000 0 1,000,000 2,000,000 3,000,000 4,000,000
Less Than HighSchool
High School
Associates Degree
Some College
Shortage Surplus
Source: Analysis by Anthony Carnevale, 2006 of Current Population Survey (1992-2004) and Census Population Projection Estimates
Bachelor’s Degree
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NEW STUDY FROM ACT:College ready, workforce
training ready=same thing
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B. Add your voice to the movement to make the
“college prep” curriculum the default curriculum for all
students.
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Single biggest predictor post-high school success is
QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM
Source: Cliff Adelman, 2006, The Toolbox Revisited, U.S. Department of Education.
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High School Curriculum Intensity is a Strong Predictor of Bachelor’s Degree
Completion82
9
0
20
40
60
80
100
Most Intense Curriculum Least Intense Curriculum
Perc
ent o
f Stu
dent
s C
ompl
etin
g a
Bac
helo
r's D
egre
e
Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.
Curriculum quintiles are composites of English, math, science, foreign language, social studies, computer science, Advanced Placement, the highest level of math, remedial math and remedial English classes taken during high school.
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College prep curriculum has benefits far beyond
college.
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Students of all sorts will learn more...
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Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Low Quartile Students Gain More From College
Prep Courses*19
16
28
20
0
30
Math Reading
NELS
Sco
re G
ain
Vocational College Prep
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They will also fail less often...
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Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
1623
47
31
0
50
Quartile I (Lowest) Quartile 2
Perc
ent E
arni
ng "
D"
or "
F"
College Prep Low Level
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles
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And they’ll be better prepared for the
workplace.
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Leading districts, states making college prep the
default curriculum.Texas, Indiana, Arkansas,
Michigan, Oklahoma, Kentucky, Kansas.
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C. Getting All Students in Courses With the Right
Labels Isn’t Enough.
Higher education can be strong partner in quality assurance strategies.
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Fertile ground for P-16 work:High quality assignments,
lessons, units, end-of-course assessments.
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D. Good teachers matter big time.
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LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH EFFECTIVE TEACHERS: One Year Growth
14
53
0
10
20
30
40
50
60
low highSanders and Rivers, Cumulative and Residual Effects of Teachers on Future Academic Achievement, 1998.
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Cumulative Teacher Effects On Students’ Math Scores in
Dallas (Grades 3-5)76
27
0102030405060708090
100
Aver
age
Perc
entil
e Ra
nk
Dallas StudentsAssigned to 3Highly EffectiveTeachers in aRow
Dallas StudentsAssigned to 3IneffectiveTeachers in aRow
Source: Heather Jordan, Robert Mendro, and Dash Weerasinghe, The Effects of Teachers on Longitudinal Student Achievement, 1997.
Beginning Grade 3Percentile Rank= 55
Beginning Grade 3Percentile Rank= 57
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But some students don’t get their fair share of strong
teachers.
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More Classes in High-Poverty, High-Minority Schools Taught By Out-of-
Field Teachers34%
19%
29%
21%
0%
50%
Perc
ent o
f Cla
sses
Tau
ght b
y O
ut
of F
ield
Tea
cher
s
*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*
Teachers20%
11%
21%
10%
0%
25%
Perc
ent o
f Tea
cher
s W
ho A
re
Inex
perie
nced
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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Does any of this matter to college preparation?
Teacher Quality in Illinois and Its
Impact on College Readiness
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College Readiness at High Poverty, High Minority Schools by TQI
26%
3%
73%
38%
0
10
20
30
40
50
60
70
80
Lowest TQI Upper Middle TQI
Perc
ent o
f Stu
dent
s
More/Most Ready
Not/Least Ready
Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. http://ierc.siue.edu/documents/College%20Readiness%20-%202005-3.pdf
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Percent of Students More/Most Ready by High School TQI and
Highest Math Level
6 616
11
25
48
18
42
67
20
52
76
21
57
81
0102030405060708090
Algebra II Trigonometryor other
advancedmath
Calculus
Perc
ent o
f Stu
dent
s
Lowest 10%11-25%Lower Middle TQIUpper Middle TQIHighest TQI
Presley, J. and Gong, Y. (2005). The Demographics and Academics of College Readiness in Illinois. http://ierc.siue.edu/documents/College%20Readiness%20-%202005-3.pdf
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Because of pioneering work of Blue Ribbon Commission, Louisiana already out ahead on building necessary data systems, looking at value-
added by source college. But it’s important for you to ACT
on what you learn here.
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So far, talked mostly about how you can help spur and support improvements in
high schools.
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But while those efforts take root, there are many, many things you can do to turn
your numbers around now.
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2. Improving Access and Success in College. Five
places to focus.
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A. Leadership Matters
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A lot of campuses add learning communities,
“freshman experiences”, learning centers and the
like…and then wonder why their numbers don’t improve.
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These things can help.
But student access and success must become a high priority for all academic units.
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That’s why presidential and provost leadership is so
important.Leadership role can’t simply
be “delegated down.”
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B. Helps to set stretch goals on student success, track progress, reward results.
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And the data need to be used.
Factor in presidential evaluation in CSU, ULS, USG,
UMS.
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C. Take a look at how you are deploying institutional
aid.
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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
36%
84%
00.10.20.30.40.50.60.70.80.9
1975 2005
EastWest
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But the shifts away from poor students in institutional aid
money are MORE PRONOUNCED than the shifts
in government aid.
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Are you truly meeting legitimate need of low-
income students or shifting precious resources to
compete for high-income students?
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D. Momentum matters. It is critically important to identify and fix “choke points” in student
progression—courses where availability and/or
disproportionate failureis blocking student progression.
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Best examples: University of Northern Iowa; also, Univ of Alabama and others in NCAT
course redesign initiative.
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E. Go after students who left in good standing without a
degree, and invite them back.
e.g. University of New Mexico Graduation Project.
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The Education TrustDownload this Presentation
www.edtrust.orgWashington, DC: 202-293-1217
Oakland, CA: 510-465-6444