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15 to FinishEnrollment Intensity andStudent Achievement Campaign
Advisor/Recruiter Workshop
CSN, NSC, UNLVMarch 28, 2013
WO
RK
SH
OP
Creating a Culture of Completion
Today’s Presentation
What: 15 to Finish Campaign
Why: Data, data, data
How: Campaign Toolkit; Advising Strategies
Campaign Endorsed in 2013 by Board of Regents and your Presidents
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1 Korea2 Japan3 Canada4 Russian Federation5 Ireland6 Norway7 New Zealand8 United Kingdom9 Australia
10 Luxembourg11 Israel12 Belgium13 France14 United States
1 Korea2 United States3 Netherlands4 Canada5 Norway6 Spain7 Australia8 Denmark9 Greece
10 New Zealand11 United Kingdom12 Belgium13 Ireland14 Italy
U.S. Ranking Among Nations for 25-34 Year Olds with an Associate’s Degree or Higher
1996 2010
Among developed nations, the U.S. ranks 14th for its educated youth.
Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
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1 United States2 Korea3 Japan4 Canada5 Russian Federation6 Ireland7 Norway8 New Zealand9 United Kingdom
10 Australia11 Luxembourg12 Israel13 Belgium14 France
To be first among nations by 2020, 60% of 25-34 year olds in
the United States will need to have a postsecondary
credential.
How it all began . . . The Goal of the Obama Administration
Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
Percent of Adults 25 to 34 with an Associates Degree or Higher
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NV 28.3%50th
National Average: 40.1%
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For a strong economy, the skills gap must be closed.
Complete College America
58%
28%
30%
By 2020, jobs in Nevada requiring a career certificate or college degree
Nevada adults who currently have an associate degree or higher
The Skills Gap
Source: Time is the Enemy, Complete College America, 2011
Creating a Culture of Completion
Complete College America
Strategic Directions
120 / 60 credit policy Low Yield Program Policy Excess Credit Policy Access and Affordability
New Funding Formula
Performance Pool
15 to Finish Campaign
A shift in focus from enrolling to graduating students . . . but there is more work to be done.
What we have already done
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Shifting GearsPromoting Student Completion through Policy
60/120 Credit Policy Limiting the number of credits for an associates or bachelor’s
degree to 60 and 120 credits, respectively
Low Yield Policy Requiring institutions to review programs on a regular
basis in the context of degree productivity. Institutions must develop a plan for increasing productivity or eliminate the low-yield program
Excess Credit Policy Tough love policy – charging students a 50 percent surcharge
if they accumulate more than 150 percent of the credits required for their degree program
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Is any of this making a difference?
North DakotaWyoming
New HampshireRhode IslandPennsylvania
VermontIllinois
DelawareNew York
OklahomaMassachusetts
MichiganConnecticut
MinnesotaWisconsin
KansasNew Jersey
MontanaGeorgia
KentuckyOhio
IdahoMaine
MissouriNorth Carolina
IndianaSouth Dakota
South CarolinaTexas
MarylandUnited States
ColoradoArkansasNebraskaCalifornia
West VirginiaMississippi
AlabamaLouisiana
TennesseeWashington
FloridaOregon
UtahHawaii
NevadaVirginia
New MexicoIowa
AlaskaArizona
-3.7%1.1%
1.9%1.9%
4.1%4.2%4.4%
5.3%7.4%7.6%7.7%
8.6%9.2%9.3%
10.2%10.4%10.6%11.0%11.2%11.5%
12.0%12.1%12.3%12.4%12.5%12.5%12.8%13.1%13.2%13.3%13.5%13.8%13.9%14.2%14.3%
14.7%14.8%15.1%15.4%
16.8%17.1%
19.1%19.3%19.4%19.9%
21.0%24.6%
28.5%31.1%
33.0%34.6%
Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions FileAwards include 30+ credit certificates, associates degree, and bachelor’s degrees
Making a D
ifferencePercent Change in Awards Conferred,
2010 thru 2012
Bottom Line: YES!!! A 21% increase in awards conferred in the first three years
of Complete College America participation -- the policy initiatives and campaigns
associated with CCA are making a difference relative to other state
and the national average (13.5%)!
What: 15 to Finish Campaign
Encourage full-time enrollment – 15 credits per semester or 30 credits per yearo Complete a 4-year degree in 4 yearso Complete a 2-year degree in 2 years
Finish college faster and start a career that provides financial independenceo Meet Complete College America goals
Use a mix of media to target 18-24 year olds and their parentso Facebooko Public Service Announcementso Student Newspaperso Videos at college tours/fairs, high school senior parent
nights & senior events, in public places like dining commons, student unions, etc…
Student advising / Student orientation10
FOCUS OF CAMPAIGN15 to Finish
Targeted Student Population: Ages 18 to 24 Taking 12 to 14 credits
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Encouraging students to enroll in 15 credits per term
OR 30 credits per year
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Benefits include: Progress from freshman to
sophomore status after first year; More likely to graduate; Pay less in tuition and living
expenses; Gain additional years of earnings; Free up limited classroom space
for other students
Source: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student Achievement by Dr. Nate Johnson. Fall 2012
Shift Focus to Benefits of15 Hours/Semester = Full Time
What is Full-Time?
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For some purposes, “full-time” is less than 15 credits per semester:
• Millennium Scholarship: 12 credits/semester• IPEDS: 12 or more credits/semester
BUT, taking only 12 credits per semester, students will:
• Take more than 4 years to complete a bachelor’s and more than 2 years to complete an associates degree
• Not achieve sophomore status after first year (Sophomore = 30 credits at all institutions)
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National Perspective
Complete College AmericaThe Power of 15 Credits: Enrollment Intensity
and Postsecondary Student Achievement; April 2013
Findings: Students who enrolled full-time in their first year were
more than twice as likely to earn a degree as those who took fewer.
Regardless of academic preparedness or preparation, work schedules, race, gender, or socioeconomic categories, data shows that almost all students are more likely to complete with a real full-time load.
To the extent students can go full-time at any point,
increased likelihood of completing.
National Perspective
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Overal
l
Exclu
sively
Full-
Time
Exclu
sively
Part-Ti
me
Mixe
d Enro
llment**
0%10%20%30%40%50%60%70%80%90%
100%
63.5%
82.3%
20.4%
49.4%
15.0%
3.8%
10.8%
26.0%
21.6% 13.8% 68.7% 24.6%
Six-Year Outcomes and First Completion for Students who Started at Four-Year Public Institutions by Enrollment In-
tensity
Not EnrolledStill EnrolledCompleted*
National Student Clearinghouse Research CenterFour-Year Public Institutions
Part-time students far less likely to graduate
*Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study periodSource: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
To the extent students can go full-time at any point,
increased likelihood of completing.
National Perspective
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Overal
l
Exclu
sively
Full-
Time
Exclu
sively
Part-Ti
me
Mixe
d Enro
llment**
0%10%20%30%40%50%60%70%80%90%
100%
39.9%
57.6%
19.9%
36.5%
18.9%3.7%
11.8%
25.1%
41.2% 38.7% 68.3% 38.4%
Six-Year Outcomes and First Completion for Students who Started at Two-Year Public Institutions by Enrollment In-
tensity
Not EnrolledStill EnrolledCompleted*
National Student Clearinghouse Research CenterTwo-Year Public Institutions
Part-time students far less likely to graduate
*Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study periodSource: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
National Perspective (continued)
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National Center for Education Statisticso Undergraduates enrolled full-time – 30 or more
credits completed in first year – are more likely to graduate on time than students who completed fewer credits per year.
Source: National Beginning Postsecondary Student Survey, 2004-09
o Withdrawal rates are lower for full-time students. One-third of part-time students withdrew in their first year.
Source: NCES Report 2011-12
Data: 2-year & CSN Graduation Rates by Credit Load
% Graduated
% Not GraduatedNOTE: Fall 2008 cohort, first-time, degree seeking students, who earned a certificate or associates degree at a community college within 200% time to degree; Enrollment load based on first term.
Undergraduate students who are enrolled full-time are
more likely to graduate from
college.
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CSN – Fall 2008 Cohort
88.6% 77.4%
NSHE 2-Year Institutions – Fall 2008 Cohort
< 12 Credits
2.3%
97.7%
12 - 14 Credits
9.4%
90.6%
15+ Credits
19.0%
81.0%
< 12 Credits
97.4%
2.6%
12 - 14 Credits
88.6%
11.4%
15+ Credits
22.6%
77.4%
Data: 4-year & NSC Graduation Rates by Credit Load
% Graduated
% Not Graduated
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.
Undergraduate students who are enrolled full-time are
more likely to graduate from
college.
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NSC – Fall 2004 Cohort
88.6% 77.4%
NSHE 4-Year Institutions – Fall 2004 Cohort
< 12 Credits
100%
12 - 14 Credits
15.8%
84.2%
15+ Credits
18.2%
81.8%
< 12 Credits
79.0%
21.0%
12 - 14 Credits
56.6%
43.4%
15+ Credits
58.1%
41.9%
Data: 4-year & UNLV Graduation Rates by Credit Load
% Graduated
% Not Graduated
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.
Undergraduate students who are enrolled full-time are
more likely to graduate from
college.
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UNLV – Fall 2008 Cohort
88.6% 77.4%
NSHE 4-Year Institutions – Fall 2008 Cohort
< 12 Credits
20.5%
79.5%
12 - 14 Credits
41.0%
59.0%
15+ Credits
53.1%
46.9%
< 12 Credits
79.0%
21.0%
12 - 14 Credits
56.6%
43.4%
15+ Credits
58.1%
41.9%
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Data: 2-yr & CSN Graduation Rates by Credit Load and Ethnicity
CSN – Fall 2008 Cohort
First-term Enrollment Load
< 12 12 – 14 15+
Minorities 2.3% 8.8% 17.8%
White Non-Hispanic 2.6% 10.3% 20.0%
NSHE 2-Year Institutions – Fall 2008 CohortFirst-term Enrollment Load
< 12 12 – 14 15+
Minorities 2.6% 11.3% 20.9%White Non-Hispanic 2.8% 11.5% 23.3%
NOTE: Fall 2008 cohort who earned a certificate or associates degree at a community college within 200% time to degree. Enrollment load based on first term.
Regardless of race or ethnicity, undergraduate students who are enrolled full-time are more likely to graduate from college.
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Data: 4-yr & UNLV Graduation Rates by Credit Load and Ethnicity
UNLV – Fall 2004 Cohort
First-term Enrollment Load
< 12 12 – 14 15+
Minorities 25.0% 36.9% 50.5%
White Non-Hispanic 17.4% 43.1% 54.8%
4-Year Institutions – Fall 2004 Cohort
First-term Enrollment Load
< 12 12 – 14 15+
Minorities 23.1% 38.7% 53.5%
White Non-Hispanic 19.1% 45.9% 60.5%
NOTE: Fall 2004 cohort who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.
Regardless of race or ethnicity, undergraduate
students who are enrolled full-time are more likely to
graduate from college.
NSC – Fall 2004 Cohort
Cohort population too small to report
Persistence Rates
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NSHE 2-Year Institutions CSN0%
10%20%30%40%50%60%70%80%90%
65.2% 65.7%
82.4% 83.6%
84.0% 85.3%
Fall to Spring Persistence Rate
< 12 12 - 14 15+
NOTE: Analysis includes cohorts from Fall 2009, 2011, and 2012, first-time, degree-seeking freshmen
Full-time students are significantly more likely to persist to the next semester.
Persistence Rates
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NSHE 4-Year Institu-tions
NSC UNLV0%
10%20%30%40%50%60%70%80%90%
100%
67.3% 55.1%71.4%
91.0% 86.3% 92.0%
93.3% 87.1%94.0%
Fall to Spring Persistence Rate
< 12 12 - 14 15+
NOTE: Analysis includes cohorts from Fall 2009, 2011, and 2012, first-time, degree-seeking freshmen
Full-time students are significantly more likely to persist to the next semester.
NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.25
NSHE 2-Year Institutions CSN
Remedial English / Math
Enrollment GroupsCredit Load GPA
(cohort)GPA
(cohort)
College< 12 2.61 2.61
12 to < 15 2.68 2.6215+ 2.78 2.69
Remedial< 12 2.30 2.27
12 to < 15 2.38 2.3715+ 2.60 2.57
Lacking other data elements,
placement into remedial English and/or mathematics was used as a
proxy for academic
preparation.
Regardless of academic preparation, students enrolled full-time have higher grade point averages.
Data: Cohort GPA by Academic Preparation
NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.
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NSHE 4-Year Institutions NSC UNLV
Remedial English / Math
Enrollment GroupsCredit Load GPA
(cohort)GPA
(cohort)GPA
(cohort)
College< 12 2.37 2.13 2.37
12 to < 15 2.75 2.37 2.7415+ 2.98 2.54 2.92
Remedial< 12 2.05 1.77 2.15
12 to < 15 2.40 2.42 2.3715+ 2.53 2.94 2.57
Lacking other data elements,
placement into remedial English and/or mathematics was used as a
proxy for academic
preparation.
Data: Cohort GPA by Academic Preparation
Regardless of academic preparation, students enrolled full-time have higher grade point averages.
Data: Target Population
The 15 to Finish campaign will target students ages 18 to 24.
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Distribution of Freshmen by Credit Load (Fall 2012)
NOTE: First-time, degree-seeking freshmen, ages 18 to 24
CSN NSC UNLV
< 12 52.8% 23.0% 3.7%
12 to 14 40.7% 64.6% 59.4%
15+ 6.5% 12.4% 36.9%
% of First-Time, Degree-Seeking Freshmen that
are Ages 18-24
% of All Degree-Seeking Students that
are Ages 18-24
CSN 81.4% 55.5%
NSC 83.7% 44.2%
UNLV 98.1% 74.2%
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How: Deliverables and Timeline
Fall 2013 Academic Advisor Workshops
Fall 2013 Institutional Changes to Student Orientation
February 2014 Begin media campaign
Fall 2014 Semester of Impact
January 2015 Post-Campaign Data Review
March 2015 Post-Campaign Report to Board of Regents
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Campaign Toolkit
Web Site:
http://www.nevada.edu/15
LogosPostcardsPosterStudent HandoutVideoWorkshop presentations
Advising Strategies
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Benefits to Students• Long-term reduction in tuition and related costs if earn
degree sooner• Less debt after graduation• Better chance of completing
Emphasize Different Approaches to Achieve Goal of 30 Credits Per Year
• “15 to Finish” (15 credits/semester)• 12-12-6 (12 credits/semester plus summer courses)• Winter and summer terms
Other Institutional Support Approaches• Block Scheduling• Guided Pathways
Campaign Tool Kit
QUESTIONS?
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