© 2011 THE EDUCATION TRUST ACCESS TO SUCCESS: Lessons from Colleges and Universities on the...

© 2011 THE EDUCATION TRUST

ACCESS TO SUCCESS:Lessons from Colleges and Universities on the Performance Frontier

Colorado State University PuebloPueblo, CO April, 2011


Over past 25 years, we’ve made a lot of progress on the access side.


Source:

Immediate College-Going Up

19801982

19841986

19881990

19921994

19961998

20002002

20042006

20080%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Perc

enta

ge o

f Hig

h Sc

hool

Gra

duat

es E

nrol

led

in C

olle

ge th

e Fa

ll Aft

er G

radu

ation

NCES, The Digest of Education Statistics 2009, Table 201.


Most High School Grads Go On To Postsecondary Within 2 Years

Source: NCES, “Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Initial Postsecondary Experiences of the Sophomore Class of 2002 (NCES 2008-308).” 2007, Table 3.

Entered 2-Year Colleges 27.2%Entered Public 4-Year Colleges 26.8%Entered Private 4-Year Colleges 13.4%Entered less than 2-Year College 2.3%Total 69.7%


College-going is up for all groups.


Source:

Immediate* College-Going Increasing for All Racial/Ethnic Groups: 1980 to 2008

19801982

19841986

19881990

19921994

19961998

20002002

20042006

20080%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

African AmericanLatinoWhite

Perc

enta

ge o

f Hig

h Sc

hool

Gra

duat

es E

nrol

led

in C

olle

ge th

e Fa

ll Aft

er G

radu

ation


*Percent of high school completers who were enrolled in college the October after completing high school


Source:

College-Going Generally Increasing for All Income Groups

19801982

19841986

19881990

19921994

19961998

20002002

20042006

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Low Income High Income

Perc

enta

ge o

f Hig

h Sc

hool

Gra

duat

es E

nrol

led

in C

olle

ge th

e Fa

ll Aft

er G

radu

ation

NCES, The Condition of Education, 2009- Indicator 21: Supplemental Table A-21-1.

http://nces.ed.gov/pubs2010/2010152rev.pdf


But though college-going up for minorities, gains among whites have

been greater


Source:

All Groups Up in College-Going from 1980 to 2008, But Gaps Also Increase

African American

Latino

White

0 10 20 30 40 50

13

12

22

Percentage Point Increase in College-Going



And though college going up for low-income students, they still haven’t

reached rate of high income students in mid-seventies.


Source:

College-Going Rates by Family Income

Year Low Income

Middle Income

High Income

1977 28% 44% 66%

1987 37% 50% 74%

1997 57% 61% 82%

2007 58% 63% 78%

NCES, The Condition of Education 2009. Indicator 21- Table A21-1.

http://nces.ed.gov/programs/digest/d09/tables/dt09_201.asp


But access isn’t the only issue:

There’s a question of access to what…

© 2011 THE EDUCATION TRUST13

Distribution of Beginning Postsecondary Students by Institutional Type and Race/Ethnicity, 2003-04

Source: EdTrust Analysis of BPS:04/06, May 2010

American Indian

Hispanic

Black

White

Asian

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

14

26

26

10

6

47

44

44

42

40

27

17

17

30

37

5

9

12

16

15

8

4

2

2

2

For Profit Public 2-Year Public 4-Year Private 4-Year Other


And what about graduation?


Black and Latino Freshmen Complete College at Lower Rates Than Other Students

White Black Latino Asian American Indian0

10

20

30

40

50

60

70

80

60.2

40.1

48.9

67.1

38.3

Gra

duati

on R

ates

(%)

Overall rate: 57.2%

Source: NCES (April 2010). First Look: Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 and 2005 Cohorts; and Financial Statistics Fiscal Year 2008. http://nces.ed.gov/pubs2010/2010152rev.pdf

6 -Year Completion Rates for Fall 2002 Cohort at All 4-Year Institutions

http://www.census.gov/population/www/socdemo/educ-attn.html


And from 2-year institutions?

Lower still.


Low Completion Rates for All Students at Community Colleges

White Black Latino Asian American Indian0

10

20

30

40

50

60

70

80

24.5

14.4 16.8

26.520.2

Gra

duati

on R

ates

(%)

Overall rate: 22.0%


3 -Year Completion Rates for Fall 2005 Cohort at Public 2-Year Institutions

http://www.oecd.org/document/62/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html


The result?

Increases in college completion not commensurate with increases in

college going.


Source:

College Going vs. Completion of BA or Higher, White (Age 25-29)

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

White College-GoingWhite B.A. Attainment

NCES, The Digest of Education Statistics 2009, Table 201. and Current Population Survey, Table A-2. Percent of People 25 Years and Over Who Have Completed High School or College, by Race, Hispanic Origin and Sex: Selected Years 1940 to 2009.

+22

+13


Source:

College Going vs. Completion of BA or Higher, African American (Age 25-29)

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

African American College-Going


+13

+9


Source:

College Going vs. Completion of BA or Higher, Latino (Age 25-29)

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

Latino College-GoingLatino B.A. Attainment


+12

+5


Add it all up…


Different groups of young Americans obtain degrees at very

different rates.


Source:

Some Americans Are Much Less Likely to Graduate From College

25-29 Year Olds with B.A. or Higher

(2008)White 37%

African American 21%

Latino 12%

Current Population Survey, Table A-2. Percent of People 25 Years and Over Who Have Completed High School or College, by Race, Hispanic Origin and Sex: Selected Years 1940 to 2009.


Source:

Some Americans Are Much Less Likely to Graduate From College

B.A. Rate by Age 24 (2008)

Young People from Highest Income

Quartile77%

Young People from Lowest Income

Quartile10%

Postsecondary Education Opportunity, “Bachelor’s Degree Attainment by Age 24 by Family Income Quartiles, 1970 to 2008.


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.


Source:

Growth Differs Substantially by Group

Population Division, Population Projections, U.S. Census Bureau. Released 2008.

Millions

African American

Asian / Native Hawaiian / Pacific Islander

Latino

American Indian / Alaska Native

White

0 20000000 40000000 60000000 80000000 100000000

Projected Population Increase, 2010 to 2050

Data for all races exclude Hispanics.


Not surprisingly, our international lead is slipping away

We’re still relatively strong (although no longer in the lead) with all adults.


Source:

United States 4th Out of 30 OECD Countriesin Overall Postsecondary AttainmentCa

nada

Japa

nNew

Zeala

ndUni

ted

Stat

esFin

land

Kore

aAu

stra

liaNor

way

Belgi

umDe

nmar

kIre

land

Unite

d Ki

ngdo

mNet

herla

nds

Swed

enSw

itzer

land

Icelan

dSp

ainFr

ance

Luxe

mbo

urg

Germ

any

Gree

cePo

land

Aust

riaHu

ngar

yM

exico

Czec

h Re

publ

icIta

lyPo

rtuga

lSlo

vak R

epub

licTu

rkey

0%

10%

20%

30%

40%

50%

60%

Perc

enta

ge o

f Adu

lts A

ges 2

5-64

w

ith A

ssoc

iate

s Deg

ree

or H

ighe

r

OECD, Education at a Glance 2009, Table A1.3a, http://www.oecd.org/document/62/0,3343,en_2649_39263238_43586328_1_1_1_1,00.html

United States (40%)




Source:

United States Tied for 10th Out of 30 OECD Countries in Postsecondary Attainment of Younger Workers

Cana

daKo

rea

Japa

nNew

Zeala

ndIre

land

Norw

ayAu

stra

liaBe

lgium

Fran

ceDe

nmar

kSw

eden

Unite

d St

ates

Finlan

dSp

ainNet

herla

nds

Unite

d Ki

ngdo

mLu

xem

bour

gSw

itzer

land

Icelan

dPo

land

Gree

ceGe

rman

yHu

ngar

yPo

rtuga

lAu

stria

Italy

Mex

icoSlo

vak R

epub

licCz

ech

Repu

blic

Turk

ey

0%

10%

20%

30%

40%

50%

60%

Perc

enta

ge o

f Adu

lts A

ges 2

5-34

w

ith A

ssoc

iate

s Deg

ree

or H

ighe

r


United States (40%)




Source:

United States: Not Much Difference in Postsecondary Attainment Levels of Youngest and Oldest Generations

Kore

aJa

pan

Irelan

dFr

ance

Spain

Belgi

umPo

land

Cana

daLu

xem

bour

gNor

way

Denm

ark

Aust

ralia

Swed

enGr

eece

Portu

gal

New Ze

aland

Unite

d Ki

ngdo

mFin

land

Nethe

rland

sM

exico Italy

Switz

erlan

dIce

land

Slova

k Rep

ublic

Hung

ary

Turk

eyAu

stria

Czec

h Re

publ

icUni

ted

Stat

esGe

rman

y

0

10

20

30

40

50

60

Diff

eren

ce in

Per

cent

age

of A

dults

w

ith A

ssoc

iate

s Deg

ree

or H

ighe

r:

Ages

25-

34 C

ompa

red

to 5

5-64


United States (2)

http://www.trends-collegeboard.com/student_aid/5_1_tax_credits_and_deductions_b.html

http://www.trends-collegeboard.com/student_aid/5_1_tax_credits_and_deductions_b.html


WHAT’S GOING ON?

Many in higher education would like to believe that these patterns are mostly a function of lousy high schools and stingy

federal and state policymakers.


They are not all wrong.


Low Income and Minority Students Continue to be Clustered in Schools

where we spend less…


Source:

National Inequities in State and Local Revenue Per Student

GapHigh Poverty vs. Low Poverty Districts

–$773 per student

High Minority vs. Low Minority Districts

–$1,122 per student

Education Trust analyses based on U.S. Dept of Education and U.S. Census Bureau data for 2005-06


…expect less


Source:

Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools

A B C D0

10

20

30

40

50

60

70

80

90

100

87

56

41

21

35 34

22

11

Seventh Grade Math

Low-poverty schoolsHigh-poverty schools

Perc

entil

e –

CTBS

4

Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997


…teach them less


Source:

African American, Latino, Native American H.S. Grads Less Likely to Have Been Enrolled in Full College Prep Track

25%

46%

22% 21%

39%

0%

20%

40%

60%

80%

100%

African American Asian Latino Native American White

J. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute (2003)Note: 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.


…and assign them our least qualified teachers.


Source:

Core classes in high-poverty and high-minority secondary schools are more likely to be taught by out-of-field teachers

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

41%

30%

17% 16%

Perc

enta

ge o

f Cla

sses

Tau

ght b

y Te

ache

rs

With

Nei

ther

Cer

tifica

tion

nor M

ajor

The Education Trust, Core Problems: Out-of-Field Teaching Persists in Key Academic Courses and High-Poverty Schools, (2008)

Note: Data are for secondary-level core academic classes (Math, Science, Social Studies, English) across United States.High-poverty ≥75% of students eligible for free/reduced-price lunch. Low-poverty school ≤15% of students eligible. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.

High Poverty

Low Poverty

High Minority

Low Minority


Source:

Students at high-minority schools are more likely to be taught by novice teachers

Low Minority High Minority0%

10%

20%

30%

40%

50%

13%

22%

Perc

enta

ge o

f Nov

ice

Teac

hers

Analysis of 2003-2004 Schools and Staffing Survey data by Richard Ingersoll, University of Pennsylvania (2007)

Note: Novice teachers are those with three years or fewer experience. High-minority ≥ 75% students non-white. Low-minority ≤ 10% students non-white.


While we’re making some progress in addressing these problems in

elementary and middle schools…


Source:

4th Grade Reading:Record Performance with Gap Narrowing

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008150

160

170

180

190

200

210

220

230

240

250

9 Year Olds – NAEP Reading

African American Latino White

Aver

age

Scal

e Sc

ore

NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format


Source:

4th Grade Math:Record Performance with Gap Narrowing

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008150

160

170

180

190

200

210

220

230

240

250

9 Year Olds – NAEP Math


Aver

age

Scal

e Sc

ore



Source:

8th Grade Math: Progress for All Groups, Some Gap Narrowing

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008200

210

220

230

240

250

260

270

280

290

300



Aver

age

Scal

e Sc

ore



We have not yet turned the corner in our high schools.

Overall achievement levels are flat and gaps between groups are wider

today than they were in 1990.


Source:

Achievement flat in reading

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008240

250

260

270

280

290

300

310

320

330

340

285 286 285289 290 290 290 288 288 288

283 286

17 Year Olds Overall-NAEP

Aver

age

Scal

e Sc

ore

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format


Source:

Achievement flat in math

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008250

260

270

280

290

300

310

320

330

340

350

304300 298

302 305 307 306 307 308 305 306

17 Year Olds Overall-NAEP

Aver

age

Scal

e Sc

ore

National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format


Source:

12th Grade Reading: No Progress, Gaps Wider than 1988

1971* 1975* 1980* 1984* 1988* 1990* 1992* 1994* 1996* 1999* 2004 2008220

230

240

250

260

270

280

290

300

310

320

17 Year Olds – NAEP Reading


Aver

age

Scal

e Sc

ore



Source:

12 Grade Math: Results Mostly FlatGaps Same or Widening

1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008240

250

260

270

280

290

300

310

320

330

340



Aver

age

Scal

e Sc

ore



So yes, preparation is part of the problem.


Government support for financial aid is ALSO part of the problem.


In recent years, federal and state governments are spending more

on student aid.

But both have shifted their aid resources toward more affluent

students.


Total Cost of Attendance Covered by Maximum Pell Grant Award

Public 2-Year Public 4-Year Private 4-Year

99%

77%

36%

62%

36%

15%

1979-80 2006-07

Source: American Council on Education (2007). “ Status Report on the Pell Grant Program, 2007” cited in EdTrust (2010) Opportunity Adrift.


2%

9%

16%

15%59%

AGI Less than $25,000

$25,000-$49,999

$50,000-$74,999

$75,000-$99,999

$100,000-$160,000

Source: Trends in Student Aid 2009, The College Board, Table A21b. http://www.trends-collegeboard.com/student_aid/5_1_tax_credits_and_deductions_b.html

Distribution of Savings from Tuition Tax Deduction, 2007



Change in Distribution of State Grants Based on Need

Source: NASSGAP Report 2007-08: Undergraduate Grant Aid in Constant 2007-08 Dollars:1997-98 through 2007-08 (in millions of dollars).

83.3 %

16.6 %

1997-1998

72.5 %

27.4 %

2007-2008

Need-Based

Non-Need Based


So yes, government policy is part of the problem.


But colleges and universities are not

unimportant actors in this drama of shrinking opportunity, either.


For one thing, the shifts away from poor students in institutional aid money are MORE PRONOUNCED than the shifts in government aid.


Students from Families with Income < $40,000, 1995:56% of Institutional Aid,38% of students on Public 4-Year Campuses

56

38

0

20

40

60

1995

Pe

rce

nt

Share of InstitutionalGrant Aid

Percentage ofUndergraduatePopulation

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.


By 2003, Aid and Enrollment Had Declined For Students from Family Income < $40,000

56

3538

28

0

20

40

60

1995 2003

Pe

rce

nt

Share of InstitutionalGrant Aid

Percentage ofUndergraduatePopulation

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.




This is true even in our most prestigious public universities.

Flagships and other Public Research Extensive Universities


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.


Source:

Flagships and other REU’s: Big Increases in Institutional Aid for Students From Families Earning

More Than $80,000 Per Year

1995 20070

100

200

300

400

500

600

700

800

76

761.3

Education Trust Analysis of NPSAS data; amounts are in millions. Cut-off for high income is $80,000 per year.


Source:

Flagships give the same amount of aid to high-income students as they do to low-income students

“Opportunity Adrift,” The Education Trust, 2010.

Research-Extensive Universities (REUs) spend

about the same amount of money on students from families earning less than

$54,000 as they do on those from families earning

more than $80,400.

Family Income (2007)

Total Institutional

Grant Aid (2007)

$0 – 30,200 $394.2$30,201 - 54,000 $388.3$54,001 - 80,400 $368.4$80,401 – 115,400 $399.9$115,400 + $361.4


So it’s not all about the students or about government. What colleges do is important in who comes…and

who doesn’t.


Moreover, what colleges do also turns out to be very important in

whether students graduate or not.


Warning: I’m going to focus for the next

few minutes on IPEDS grad rates. Yes, we know those don’t tell us everything. But they do tell us

how we are doing with the easiest of our students.


Current College Completion Rates:4-Year Colleges

Fewer than 4 in 10 (36%) entering freshmen obtain a bachelor’s degree within 4 years

Within six years of entry, that proportion rises to just under 6 in 10 (57%)

If you go beyond IPEDS, and look at graduation from ANY institution, numbers grow to about two-thirds




But graduation rates vary widely across the nation’s postsecondary institutions

73

0- 2

.5%

2.6

- 7.5

%7.

6 -1

2.5%

12.6

- 17

.5%

17.6

- 22.

5%22

.6- 2

7.5%

27.6

- 32.

5%32

.6-3

7.5%

37.6

-42.

5%42

.6-4

7.5%

47.6

- 52.

5%52

.6- 5

7.5%

57.6

-62.

5%62

.6-6

7.5%

67.6

-72.

5%72

.6-8

2.5%

82.6

-87.

5%87

.6-9

2.5%

92.6

-97.

5%97

.6-1

00%

0

50

100

150

200

Num

ber o

f Ins

tituti

ons

Source: Ed Trust Analysis of College Results Online Dataset 2008


Some of these differences are clearly attributable to differences in

student preparation and/or institutional mission.


Indeed, with enough data on both institutions and students, we can find a way to “explain”

about 70% of the variance among institutions.


But…when you dig underneath the averages, one thing is very

clear:

Some colleges are far more successful than their students’

“stats” would suggest.


EdTrust experience:“Our graduation rates are about the same as other institutions that serve similar students.”




So, what do you learn?Some institutions that have same

mission, same focus and serve essentially same students…get

far better results.


Research InstitutionsSimilar Students, Different Results

MedianSAT Size % Pell % URM

Overall Grad Rate

URM Grad Rate

Penn StateUniversity

1,200 35,702 15.0% 7.4% 84.0% 69.9%

Indiana University

1,120 28,768 16.0% 6.9% 71.9% 53.5%

Purdue University

1,135 31,008 17.7% 6.8% 69.1% 52.3%

University of Minnesota

1,165 28,654 19.9% 7.5% 63.4% 43.8%




Overall Grad Rate

URM Grad Rate

Florida State University

1,160 28,874 26% 23% 68.7% 69.9%

University of Arizona

1,110 25,867 23% 26% 56% 44%




Overall Grad Rate

URM Grad Rate

University of Cal, Riverside

1075 14,452 43% 32% 65.9% 65%

University of Ill, Chicago

1085 15,171 35% 25% 50% 37%


Masters Institutions – LargeSimilar Students, Different Results

MedianSAT Size % Pell

Overall Graduation

Rate

University of Northern Iowa

1,085 9,946 23.8% 65.2%

Montclair State 1,015 10,908 26.5% 61.2%

EasternIllinois

1,010 9,798 23.7% 60.3%

University of Wisconsin Whitewater

1,030 8,690 20.3% 53.1%

Tennessee Technological University

1,045 7,014 29.8% 43.5%


Historically Black CollegesSimilar Students, Different Results


Overall Graduation Rate

Elizabeth City 845 2,423 69.9% 50.7%

Delaware State 835 3,057 47.8% 37.3%

University of ArkansasPine Bluff

775 2,768 73.5% 32.9%

Norfolk State 900 4,798 54.5% 30.8%

Coppin State N/A 2,800 72.6% 18.9%


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.

© 2011 THE EDUCATION TRUST© 2011 THE EDUCATION TRUST

Where is Colorado in All of This?


Source:

College Going Rate for Recent High School Graduates, 2008

Miss

issip

piNew

York

New Je

rsey

Geor

giaVi

rgin

iaNew

Mex

icoRh

ode I

sland

Delaw

are

Indi

ana

Kans

asLo

uisia

naPe

nnsy

lvani

aU.S

.Ohi

oAr

kans

asTe

nnes

see

Kent

ucky

Mich

igan

Wisc

onsin

Florid

aIlli

nois

Oklaho

ma

Mon

tana

Was

hing

ton

Verm

ont

Alas

ka

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Colle

ge C

ontin

uatio

n Ra

te

Postsecondary Education Opportunity

National Average = 63.3%


Source:

When High School Dropout Rate is Factored In, the Picture is Different

(HS Grad Rate x College Continuation Rate, 2008)

Sout

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Chan

ce fo

r Col

lege

by

Age

19

Postsecondary Education Opportunity



Source:

Six-Year College Graduation Rates, 2008M

assa

chus

etts

Mar

yland

Verm

ont

Conn

ectic

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lifor

nia

New Je

rsey

New H

amps

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Min

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Wyo

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Florid

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orgia

Oklaho

ma

North

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t Virg

inia

Mon

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nsas

New M

exico

Alas

ka

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Gra

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ate

NCHEMS Information Center, 2008


First-time, full-time freshmen completing a BA within 6 years


Source:

Six-Year College Graduation Rates White, 2007

Delaw

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aho

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aska

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Gra

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ate





Source:

Six-Year College Graduation Rates African American, 2007

Mas

sach

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sRh

ode I

sland

Wyo

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North

Car

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Ohio

Mich

igan

Oklaho

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akot

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ta

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Gra

duati

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ate





Source:

Six-Year College Graduation Rates Hispanic, 2007

Mas

sach

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sM

aryla

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nnec

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Mich

igan

Geor

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Gra

duati

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ate





Source:

Six-Year College Graduation Rates American Indian/Alaska Native, 2007

New H

amps

hire

Rhod

e Isla

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assa

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Miss

issip

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Florid

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ka

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Gra

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CSU Pueblo?





Overall attainment in Colorado?


Source:

Adults Ages 25-64 with at least a Bachelor’s Degree, 2008

Mas

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Perc

ent w

ith B

ache

lor’

s Deg

ree

or H

ighe

r




Source:

Adults Ages 25-64 with at least an Associate’s Degree, 2008

Mas

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esse

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siana

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0%

10%

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30%

40%

50%

60%

70%

80%

90%

100%Chart Title

Perc

ent w

ith C

olle

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es




Source:

Colorado: Distance to Leaders

Colorado International Leaders

40.00%

42.00%

44.00%

46.00%

48.00%

50.00%

52.00%

54.00%

56.00%

46%

55%


What can we do?


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


• 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


Some Important Lessons from Unusually Successful Institutions


1. They look at their data…and act.


Masters Institutions – LargeSimilar Students, Different Results



University of Northern Iowa

1,085 9,946 23.8% 65.2%

Montclair State 1,015 10,908 26.5% 61.2%

EasternIllinois

1,010 9,798 23.7% 60.3%

University of Wisconsin Whitewater

1,030 8,690 20.3% 53.1%

Tennessee Technological University

1,045 7,014 29.8% 43.5%


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.


“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


Successful institutions don’t just aim at the final goal—graduation—they concentrate on each step

along the way, especially the early ones.


Historically Black CollegesSimilar Students, Different Results



Elizabeth City 845 2,423 69.9% 50.7%

Delaware State 835 3,057 47.8% 37.3%

University of ArkansasPine Bluff

775 2,768 73.5% 32.9%

Norfolk State 900 4,798 54.5% 30.8%

Coppin State N/A 2,800 72.6% 18.9%


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.


2. They take on Introductory Classes


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


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


Of course, some of this may be about preparation. But clearly not

all…Course Redesign


Doctoral/Research UniversitiesSimilar Students, Different Results


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%


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% 120


Also, totally eliminated black/white gap in course outcomes.

Same students.Same preparation.Different results.


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.


3. They don’t hesitate to demand, require.


Alabama: faculty in redesigned courses reluctant to make weekly

lab time mandatory. But every time they backed off, results

dropped.


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.


San Diego State University and

University of Houston

Similar Institutions Similar enrollment percentages of Latinos Similar SAT


Different Results Over Time2002 Latino Graduation Rate

2006 Latino Graduation Rate

University of Houston

34.8% 41.1%

San Diego State

31.4% 54%


What do the folks at SDSU think made the difference?

1. Making services, supports more coherent.

2. Making what was optional, mandatory.


4. They assign clear responsibility for student

success.


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%


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.


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.


5. Their leaders make sure student success is a priority.


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.


In the end, the core difference is this:

These leaders are driven by what students need, not solely by

employee preferences.


6. They bring back the ones they lose.


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%


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


• 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.


In the end, no magic formula.Most of this is simply common

sense: it’s what high performing institutions of all sorts routinely

do.


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