Post on 25-Dec-2015
transcript
California State University, Sacramento
Levers of Change:Role of Financial Aid and
Institutional Reform in Promoting Student Success at
California Community Colleges
Nancy ShulockPresentation to College Access Foundation
San Francisco, CAMay 20, 2008
California State University, Sacramento
Key Points
California has a serious education problem Community Colleges are key to solving it –
degree completion must increase Financial aid is a key part of solution, but… Institutional reforms, coupled with aid, can
lead to systemic change
California State University, Sacramento
Percent of Adults with an Associate Degree or Higher by Age Group—Leading OECD Countries, the U.S., and
California
0%
10%
20%
30%
40%
50%
60%
Canada Japan Korea Spain France U.S. California
Per
cent
of
Adu
lts w
ith A
ssoc
iate
Deg
ree
or H
ighe
r
Age 55-64 Age 45-54 Age 35-44 Age 25-34
Source: Organisation for Economic Cooperation and Development, Education at a Glance 2007; Not shown on the graph are Belgium, Norway, Ireland and Denmark, which also rank ahead of the U.S. on attainment among young adults (attainment is increasing for younger populations as in the other countries)
California State University, Sacramento
California’s Performance is Lagging
Preparation35th and 49th in high school students taking advanced math
and science
Bottom 1/5 in 8th graders scoring “proficient” in all subject areas of the NAEP
Participation11th in percent of 18-64 year olds enrolled in college
40th in direct to college from high school
48th in full-time college enrollment
Completion46th in degrees per 100 undergraduates enrolled
California State University, Sacramento
California Community Colleges:Size and Governance
109 community colleges in 72 districts 2.6 million students per year – most part-time Over 70% of public undergraduates Locally elected boards – collective bargaining Weak state-level governance Highly regulated Highly politicized and resistant to change Multiple missions Low funding/lowest fees in the nation
California State University, Sacramento
0
200000
400000
600000
800000
1000000
1200000
CCC CSU UC
Latino, Black, Native American Students All Other Students
1,094,650
344,472
162,975
Community Colleges Enroll Most Undergraduates – and Large Portion of Latino and Black Populations
California State University, Sacramento
520,407 Students
Policies toPromote Access
314,034 Students
206,373 Students
Policy Barriers to Completion
Incoming CCC Students
1999-2000
238,352 Students
75,682 Students
Non-Degree-Seekers: 40%
Degree-Seekers: 60%
Job Skills: 49%
Basic Skills: 9%
Personal Enrichment: 42%Complete
Certificate, Degree or Transfer within 6 Years: 24%
Do Not Complete within 6 Years: 76%
California State University, Sacramento
Highest Completion Among Degree-Seekers
Transfer, 18%
AA/AS, 4%
Certificate, 2%
No Completion, 76%
California State University, Sacramento
Completion Rates Worse for Certain Groups
33% for Asian students27% for white students18% for Latino students15% for black students
27% for students age 17-19 21% for students in their 20s18% for students in their 30s16% for students age 40 or older
California State University, Sacramento
Enrollment Patterns Matter – Especially Full-Time
Figure 8: Certain Enrollment Patterns are Related to Higher Completion
0%5%
10%15%
20%25%30%
35%40%
45%50%
Full T imeMajority of
Terms
ContinuousEnrollment
OrientationCourse
Drop <20%Courses
Register Late<20% Courses
Perc
ent C
ompl
etin
g C
ert/D
egre
e/T
rans
fer
Followed Pattern Did not Follow Pattern
California State University, Sacramento
Financial Needs Are Great
Serious affordability problem – despite low fees Fees only 5% of college costs Low rates of financial aid receipt
About 25% - mostly just BOG fee waiver Only 11% receive Pell grants (mostly full-time) 100,000 eligible students apply but do not get Pell
State Cal-Grant program does not meet needs Remaining need after all aid
58% of CCC students
$5,097
California State University, Sacramento
Students Work too Much
Full-time attendance increases engagement, social integration
Working > 15-20 hours = lower GPA, fewer credits, less persistence
81.5% of CCC students work, 43% full time Average 32 hours per week
California State University, Sacramento
Time to Completion for CCC Students
Full-Time Completers
Part-Time Completers
Years to Completion 3.1 3.5
< 1 Yr 1.0% 2.7%
1 to 2 Yrs 14.2% 14.8%
2 to 3 Yrs 35.1% 18.4%
3 to 5 Yrs 40.9% 45.0%
> 5 Yrs 9.1% 19.2%
Source: IHELP analysis of 1999-00 cohort of first-time CCC students; represents time to completion for students who completed a certificate, degree, or transfer within 6 years; “full-time” defined as students who enrolled in 12+ units in the majority of terms they attended.
California State University, Sacramento
Policy Reforms are Needed
State policy
System policy
Institutional policy and practice
California State University, Sacramento
Successful Student Behaviors that Could be Encouraged by Financial Aid Conditions
Complete FAFSA (for federal aid) Enroll in orientation/college success course Meet with counselor, make academic plan Take assessment tests on initial enrollment Enroll for a minimum number of units Register for courses on time Maintain continuous enrollment Make forward academic progress
California State University, Sacramento
Reforms to College Financial Aid Practices That Would Increase Student Success
Incentives to students for completing FAFSA Financial aid application linked to enrollment process Services and materials in multiple languages More evening office hours; experienced staff at front desk More staff support for FAFSA follow-up Collaboration among faculty and student services staff Better information to students
Loans; benefits of full-time
California State University, Sacramento
Reforms to Other College Policies/PracticesThat Would Increase Student Success
Assess all degree-seeking students for college readiness Encourage early enrollment in remediation Require orientation class for all degree-seekers Require students to declare program goal by certain point Lay out clear pathways to credentials Give all students academic plans Institute “early alert” system Enact policies to encourage good academic patterns (timely
registration, course add/drop, book vouchers/loans)
California State University, Sacramento
Theory of Change
Financial aid grants leverage institutional change at campus level
Campuses push to remove system constraints
System understands need for state-level policy changes