Engaging Students by Engaging Data

J.  Noah  Brown  President  and  CEO  of  ACCT  

Gabriel  Rench  Vice  President  of  Higher  EducaAon  

Information Gap Many young people simply don’t know how a college education can help them gain a solid career, so they’re hesitant to enroll. Others sign up, but drop out later.

WHY?

National EIS Results •  The average graduate with an associate’s degree

will receive $10,700 more each year than they would have with just a high school diploma. •  This adds up to $470,800 in higher income

over a working lifetime.

•  Students will receive a cumulative $4.80 back in future higher wages for every $1 they spend. •  This yields a return on investment of $3.80.

Becoming Employable

Becoming Employable

COMMUNITY COLLEGE TRENDS - AT A GLANCE Enrollment •  6.7 million credit students were enrolled in community college in Fall 2013. 1

•  61% of those students were enrolled part-time. 1

•  43.6% of public two-year students receive federal financial aid. 3

Completion •  22% of degree or certificate seeking students enrolled in two-year public colleges

complete within 150% time of normal program length (cohort year 2008). 2

•  More than half of exclusively full-time students (57.6 percent) complete within six years (cohort year 2007). 4

Remediation •  40.8% of community college students have at some point taken remedial

coursework. 3

•  20.8% of community college students enrolled in AY 2011 – 12 were enrolled in a remedial course. 3

•  These are the highest rates for all sectors of postsecondary education. 3 1.  NCES (2014) Enrollment in Postsecondary Institutions, Fall 2013; Financial Statistics, Fiscal Year 2013; and Employees in Postsecondary

Institutions, Fall 2.  NCES (2013) Enrollment in Postsecondary Institutions, Fall 2012; Financial Statistics, Fiscal Year 2012; Graduation Rates, Selected

Cohorts, 2004-09; and Employees in Postsecondary Institutions, Fall 2012 3.  NPSAS:12 4.  NCES (2013) Completing College: A National View of Student Attainment Rates

POSTSECONDARY RATINGS The Administration is currently working on a Postsecondary Institution Ratings System (PIRS) to be released for the upcoming school year. It includes three main pillars:

– ACCESS – such as percentage of students receiving Pell

– AFFORDABILITY – such as average tuition and net price

– OUTCOMES – such as graduation and

transfer rates, and earnings

5  

6  

7  

8  Millions  

Enrollment  Trends  for  Two-­‐Year  Public  Ins9tu9ons  (NCES)  

3%  5%  7%  9%  11%  

Yearly  Unemployment  Rate  (BLS)  

STATE DISINVESTMENT IN HIGHER EDUCATION

•  Between  2003  through  2012,  state  funding  for  all  public  colleges  decreased  by  12%  overall.  1  

•  With  an  increased  enrollments  and  decreased  funding,  the  median  state  funding  per  student  declined  by  24%.      

•  Over  the  same  Ame  period  tuiAon  at  public  colleges  increased  by  54%.    

•  During  the  recent  recession  45  states  cut  funding  for  two-­‐year  public  insAtuAons.  2  

•  Of  those  states,  10  decreased  funding  by  more  than  30  %,  and  another  14  states  cut  funding  between  20%  and  30%.    

 

•  31  states  cut  funding  for  two-­‐year  insAtuAons  at  a  higher  percentage  than  four-­‐year  insAtuAons.    

       1. GAO  (2014)  Higher  EducaAon  State  Funding  Trends  and  Policies  on  Affordability  2. CAP  (2014)  A  Great  Recession,  a  Great  Retreat  

Information Gap They’re afraid of wasting their time and wracking up debt for an uncertain career—and who can blame them?

CAREER: Information GapYoung people struggle to connect their aspirations to real career options.

Often fail to find the education they need to get them there.

Closing the Gap Student success—from college to career—goes up when colleges clearly demonstrate two things:

1)  The connection between their programs and solid employment

2)  The return on investment that students will gain by attending school

North Central State College

Tri County Technical College

Engaging Students by Engaging Data

1)  Use data to show the connection between your programs and good careers so students know what

they can do with a particular degree. 2)  Use data to demonstrate the value of education so

that students will know they’re getting a solid return on investment.

Gabriel Rench

gabriel@economicmodeling.com 208.892.5576

economicmodeling.com