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20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
THE NATIONAL CONTEXT FOR COURSE REDESIGN:
Why We Need to Improve Access and Success in Higher Education
NCAT 2nd Annual Redesign Alliance Conference
Orlando, FL March, 2008
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Over past 25 years, we’ve made a lot of progress on the access
side.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Immediate College-Going Up
0
10
20
30
40
50
60
70
80
90
100
Year
Per
cent
Goi
ng to
Col
lege
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.
Recent High School Graduates
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
Most High School Grads Go On To Postsecondary Within 2 YearsEntered Public 2-Year Colleges
26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
College-going up for all groups.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
College-Going Increasing for Recent* High School Grads at All Income Levels
0
10
20
30
40
50
60
70
80
90
10019
8019
8119
8219
8319
8419
8519
8619
8719
8819
8919
9019
9119
9219
9319
9419
9519
9619
9719
9819
9920
0020
0120
0220
0320
04
Per
cen
t G
oin
g t
o C
oll
ege
Low** Middle High
**Due to small sample sizes, 3-year averages used for Low-income category
* Percent of high school completers who were enrolled in college the October after completing high school
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Table 29-1, http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp
20
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by T
he
Ed
uca
tion
Tru
st, Inc.
Immediate* College-Going Increasing for All Racial/Ethnic Groups:
1980 to 2005
0102030405060708090
100
Year
Pe
rce
nt
Go
ing
to
Co
lle
ge
African American Latino White
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Table 29-1, http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp
* Percent of high school completers who were enrolled in college the October after completing high school
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
But though college-going up for minorities, gains among whites
have been greater
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
All Groups Up In College-Going from 1980-2005, But Gaps Also Increase
13
1.7
23.4
0
10
20
30
40
50
Black Hispanic White
Perc
enta
ge P
oin
t In
crease
in
College G
oin
g, 1980-2
005
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
And though college going up for low-income students, they still haven’t reached rate of high
income students in mid-seventies.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
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
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
But access isn’t the only issue:
There’s a question of access to what…
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
And what about graduation?
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
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 Asian
Source: 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%
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
And from 2-year institutions?
Lower still.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
California Community Colleges:Success Rates for Degree-Bound Freshmen*
33%
27%
15%18%
0%
5%
10%
15%
20%
25%
30%
35%
Asian White Black Latino
Shulock, Nancy. Excludes students who did not complete at least 10 credits. Success defined as obtaining Associates Degree or transferring to a 4-year institution.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
The result?
Increases in college completion not commensurate with increases
in college going.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
College Going vs. Completion of BA or Higher, White
0102030405060708090
10019
8019
8119
8219
8319
8419
8519
8619
8719
8819
8919
9019
9119
9219
9319
9419
9519
9619
9719
9819
9920
0020
0120
0220
0320
04
Year
Pe
rce
nt
White College-Going White Completion
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3 http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp , http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp
•Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25-29 year-olds with a BA or higher
+19
+10
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
0102030405060708090
100
Year
Pe
rce
nt
Black College-Going BlackCompletion
•Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25-29 year-olds with a BA or higher
College Going vs. Completion of BA or Higher, African American
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3 http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp , http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp
+20
+5.5
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
0102030405060708090
100
Year
Pe
rce
nt
Hispanic College-Going Hispanic Completion
•Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25-29 year-olds with a BA or higher
College Going vs. Completion of BA or Higher, Latino
Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3 http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp , http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp
+10
+3.3
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Add it all up…
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
Different groups of young Americans obtain degrees at very
different rates.
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
Some Americans Are Much Less Likely to Graduate From College
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Some Americans Are Much Less Likely to Graduate From College:
B.A. Rates by Age 24
Young People From High SES Families
75%
Young People From Low SES Families
9%
Source: “Family Income and Higher Education Opportunity 1970 to 2003,”in Postsecondary Education Opportunity, Number 156, June 2005.
SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
These gaps threaten the health of our democracy.
But they are also especially worrisome given which groups are growing…and which aren’t.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
There is Rapid Growth Among Groups Who Already Are Under-Represented
0 2 4 6 8 10 12
African American
Asian
Latino
Native American
White
Millions
Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020
Source: U.S. Census Bureau, Population Projections
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Not surprisingly, our international lead is slipping away
We’re still relatively strong (although no longer in the lead)
with all adults.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
U.S.: 3rd Out of 30 Industrialized Nations in Overall Postsecondary Degree Attainment (B.A. & A.A.)
05
101520253035404550
Can
ada
Japa
nU
nite
d S
tate
s Fi
nlan
dD
enm
ark
Nor
way
Aus
tralia
Kor
eaIc
elan
dN
ethe
rland
sB
elgi
umS
wed
en
Uni
ted
Kin
gdom
Irela
ndS
witz
erla
ndS
pain
Luxe
mbo
urg
New
Zea
land
Fr
ance
G
erm
any
Gre
ece
Aus
tria
Hun
gary
P
olan
dM
exic
o
Slo
vak
Rep
ublic
Cze
ch R
epub
lic
Italy
Por
tuga
l Tu
rkey
Per
cen
t o
f A
du
lts
Ag
es 2
5-64
wit
h
Ass
oci
ates
Deg
ree
or
Hig
her
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (38%)
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
But the U.S. is 9th out of 30 countries in the percentage of younger workers
with A.A. degree or higher
0
10
20
30
40
50
60
Can
ada
Japa
nK
orea
Nor
way
Irela
ndB
elgi
umD
enm
ark
Spa
inFr
ance
U
nite
d S
tate
s A
ustra
liaFi
nlan
dS
wed
en
Luxe
mbo
urg
Icel
and
Net
herla
nds
Uni
ted
Kin
gdom
Sw
itzer
land
New
Zea
land
P
olan
dG
reec
eG
erm
any
Aus
tria
Hun
gary
P
ortu
gal
Mex
ico
Slo
vak
Rep
ublic
Italy
Cze
ch R
epub
lic
Turk
ey
Pe
rce
nta
ge
(A
ge
s 2
5-3
4)
wit
h
As
so
cia
tes
De
gre
e o
r H
igh
er
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (39%)
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by T
he
Ed
uca
tion
Tru
st, Inc.
. . . and the U.S. is one of only two countries where there is no increase in college attainment among younger workers.
-5
0
5
10
15
20
25
30
35
40
Kor
eaFr
ance
Ire
land
Spa
inLu
xem
bour
g Ja
pan
Pol
and
Bel
gium
Can
ada
Nor
way
Por
tuga
l S
wed
en
Den
mar
k A
ustra
liaIc
elan
d
Uni
ted
Kin
gdom
Gre
ece
Net
herla
nds
Italy
M
exic
oFi
nlan
dN
ew Z
eala
nd
Hun
gary
Tu
rkey
A
ustri
aS
witz
erla
nd
Slo
vak
Rep
ublic
Cze
ch R
epub
lic
Uni
ted
Sta
tes
Ger
man
y
Dif
fere
nc
e in
Pe
rce
nta
ge
of
Wo
rkfo
rce
w
ith
As
so
cia
tes
De
gre
e o
r H
igh
er:
A
ge
s 2
5-3
4 C
om
pa
red
to
45
-54
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (0)
20
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by T
he
Ed
uca
tion
Tru
st, Inc.
To reach top performing countries
3855
0
20
40
60
80
100
U.S. Attainment Top Performers
Per
cen
t o
f A
du
lts
Ag
es 2
5-64
BA + AA
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
WHAT’S GOING ON?
Many in higher education would like to believe that this is mostly about lousy high schools and stingy federal and
state policymakers.
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
They are not all wrong.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Low Income and Minority Students Continue to be
Clustered in Schools where we spend less…
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Nation:Inequities in State and Local Revenue
Per Student
Gap
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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by T
he
Ed
uca
tion
Tru
st, Inc.
…expect less
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
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 -
CT
BS
4
A B C DGrades
Seventh Grade Math
Low-poverty schools High-poverty schools
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
…teach them less
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolled
in Algebra 2
45
62
0
80
1998
Per
cen
t En
rolle
d
Latino
White
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
African American, Latino & Native American high school graduates are less likely to have
been enrolled in a full college prep track
25
46
22 21
39
0
50
AfricanAmerican
Asian Latino NativeAmerican
White
per
cen
t in
co
lleg
e p
rep
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
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
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
…and assign them our least qualified teachers.
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field
Teachers
34%
19%
29%
21%
0%
50%
Per
cen
t o
f C
lass
es T
aug
ht
by
Ou
t o
f 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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08
by T
he
Ed
uca
tion
Tru
st, Inc.
Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
Perc
en
t o
f T
each
ers
Wh
o A
re
Inexp
eri
en
ced
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
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
While we’re making some progress in addressing these
problems in elementary schools…
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
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
rag
e S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
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
rag
e S
cale
Sco
re
African American Latino White
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
We have not yet turned the corner in our high schools.
Gaps between groups are wider today than they were in 1990.
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08
by T
he
Ed
uca
tion
Tru
st, Inc.
NAEP Reading, 17 Year-Olds
220
240
260
280
300
320
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
21 29
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
NAEP Math, 17 Year-Olds
220
240
260
280
300
320
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
Ave
rag
e S
cale
Sco
re
African American Latino White
20 28
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
And no matter how you cut the data, our performance relative to other
countries isn’t much to brag about.
20
08
by T
he
Ed
uca
tion
Tru
st, Inc.
US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999
U.S. RANKREADING 15TH
MATH 19TH
SCIENCE 14TH
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by T
he
Ed
uca
tion
Tru
st, Inc.
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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by T
he
Ed
uca
tion
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st, Inc.
2003: U.S. Ranked 24th out of 29 OECD Countries in Mathematics
300
350
400
450
500
550
Fin
lan
dK
ore
aN
eth
erla
nds
Japa
nC
ana
daB
elgi
um
Sw
itzer
land
New
Ze
ala
ndA
ustr
alia
Cze
ch R
epu
blic
Icel
and
Den
mar
kF
ranc
eS
wed
en
Aus
tria
Ger
man
yIr
ela
ndO
EC
D A
vera
geS
lova
ck R
epu
blic
Nor
way
Luxe
mbo
urg
Pol
and
Hun
gar
yS
pain
Uni
ted
Sta
tes
Por
tuga
l
Italy
Gre
ece
Tu
rkey
Mex
ico
Ave
rag
e S
cale
Sco
re
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results , data available at http://www.oecd.org/
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he
Ed
uca
tion
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st, Inc.
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
giu
m
Kor
ea
Japa
nF
inla
nd
Net
her
land
sN
ew Z
eal
and
Sw
itzer
land
Aus
tral
iaC
ana
daC
zech
Re
pub
licIc
ela
ndD
enm
ark
Sw
ede
nO
EC
D A
vera
geA
ustr
iaG
erm
any
Fra
nce
Slo
vak
Rep
ublic
Nor
way
Ire
land
Pol
and
Luxe
mbo
urg
Hun
gar
yU
nite
d S
tate
s
Italy
Tu
rkey
Spa
inP
ortu
gal
Gre
ece
Mex
ico
Per
cen
t o
f S
tud
ents
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
20
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by T
he
Ed
uca
tion
Tru
st, Inc.
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
Bel
giu
mJa
pan
Kor
ea
Sw
itzer
land
Net
her
land
sN
ew Z
eal
and
Fin
lan
dA
ustr
alia
Can
ada
Cze
ch R
epu
blic
Den
mar
kS
wed
en
Ger
man
yO
EC
D A
VE
RA
GE
Aus
tria
Icel
and
Fra
nce
Slo
vak
Rep
ublic
Nor
way
Hun
gar
yLu
xem
bour
gIr
ela
ndP
olan
dU
nite
d S
tate
sS
pain
Italy
Tu
rkey
Por
tuga
lG
reec
eM
exic
o
Ave
rag
e S
cale
Sco
re
* 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
giu
mN
eth
erla
nds
Fin
lan
dC
zech
Re
pub
licC
ana
daJa
pan
Kor
ea
Sw
itzer
land
Aus
tral
iaG
erm
any
New
Ze
ala
ndF
ranc
eD
enm
ark
Sw
ede
nA
ustr
iaH
ung
ary
OE
CD
AV
ER
AG
ES
lova
k R
epub
licLu
xem
bour
gIr
ela
ndIc
ela
ndP
olan
dN
orw
ayU
nite
d S
tate
sS
pain
Por
tuga
lIta
lyG
reec
eT
urk
eyM
exic
o
Ave
rag
e S
cale
Sco
re
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/
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Even in problem-solving, something we consider an
American strength…
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PISA 2003: Problem-Solving, US Ranks 24th Out of 29 OECD Countries
300
350
400
450
500
550
600
Kor
ea
Fin
lan
dJa
pan
New
Ze
ala
ndA
ustr
alia
Can
ada
Bel
giu
mS
witz
erla
ndN
eth
erla
nds
Fra
nce
Den
mar
kC
zech
Re
pub
licG
erm
any
Sw
ede
nA
ustr
iaIc
ela
ndH
ung
ary
OE
CD
Ave
rage
Ire
land
Luxe
mbo
urg
Slo
vak
Rep
ublic
Nor
way
Pol
and
Spa
inU
nite
d S
tate
sP
ortu
gal
Italy
Gre
ece
Tu
rkey
Mex
ico
Ave
rag
e S
cale
Sco
re
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003
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So yes, preparation is part of the problem.
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And so is government support for financial aid.
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%
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1975 2005
East
West
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But colleges and universities are not
unimportant actors in this drama of shrinking opportunity, either.
.
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For one thing, the shifts away from poor students in institutional
aid money are MORE PRONOUNCED than the shifts in
government aid.
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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.
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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.
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Today?Fully 60% of the institutional aid
granted by 4-year public colleges and universities goes to students
with NO financial need.
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These patterns hold even for our most prestigious public
universities.Flagships and other Public
Research Extensive Universities
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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.
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Big increases in spending on high income students
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Typical institutional grant recipient in low-income family now gets LESS than typical
grant recipient in high income family
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So it’s not all about the students. What colleges do is important.
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Moreover, what colleges do also turns out to be very important in
whether students graduate or not.
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Current College Completion Rates:4-Year Colleges
• Approximately 4 in 10 entering freshmen obtain a Bachelor’s degree within 4 years;
• Within six years of entry, that proportion rises to about 6 in 10.
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But graduation rates vary widely across the nation’s postsecondary
institutions
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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 Results
Median 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 Results
Median 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 Results
Median 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:
• So yes, we have to keep working to improve our high schools;
• But we’ve got to focus on improving our colleges, too.
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What can we do?Several high-leverage places to
focus
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First, let’s be clear:improving high schools is
hugely important.
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Far too many of our high schools—especially those serving concentrations of poor and
minority students—don’t prepare their students for much of
anything.
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But let us also be clear that it doesn’t have to be that way.
Some schools serving exactly the same students manage to produce much, much higher achievement.
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Elmont Memorial Junior-Senior High School
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Elmont Memorial Junior-Senior High SchoolElmont, 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 99
85
74 72 75
88
0
20
40
60
80
100
All AfricanAmerican
Latino Poor Non-Poor
Pe
rce
nt
Me
eti
ng
Gra
du
ati
on
Re
qu
ire
me
nts
Elmont
New 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 6872
86
0
20
40
60
80
100
All AfricanAmerican
Latino Poor Non-Poor
Pe
rce
nt
Me
eti
ng
Gra
du
ati
on
Re
qu
ire
me
nts
Elmont
New 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 SchoolWorcester, 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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These schools, however, exceptions.
We need them to be the rule.
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Work on aligning standards, assessments and high school course requirements matters a
lot.
More than half of all states now headed down this path with the
American Diploma Project.
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But everybody in this room knows that policy alignment is only the first—and perhaps the
easiest—step.
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To get students to these standards, teachers will need:
• Robust curriculum materials;
• Help designing powerful units, assignments;
• Help mastering the array of teaching strategies necessary to get all learners to much higher standards;
• Better data on how their students are doing along the way.
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College faculty: great partners in this work.
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What to do on the higher education side?
Six suggestions.
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1. Get folks engaged in looking at their data.
Yes, the numbers will often suggest the need for better preparation. But they will also
typically show that we’re not doing so well even by the students who meet our definition
of “prepared.”
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NASH/EdTrust Math Success Initiative
9 Systems Analyzing Data on Student Success in Math Courses
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Participating Systems
• State Univ System of Florida
• University System of Georgia
• University of Hawaii System
• Purdue University• State University of
New York
• Kentucky Council on Postsecondary Ed
• University of Louisiana System
• Mississippi Institutions of Higher Learning
• Nevada System of Higher Education
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Some Initial Findings• Large D, F, W rates in both remedial and first several credit-
bearing courses;• Large numbers of NON-remedial students not successful, even
those who test into Calculus.• Preparation matters. Students who have higher ACT math
subscores, for example, more likely to be successful. BUT prep levels only explain a small part of success (ACT around one-third; SAT even less).
• Math coursework taken during senior year important. But many students taking courses below Algebra 1.
• In many cases, students who test as non-ready have success rates in non-remedial courses equal to those in the remedial courses designed for them. (California Community Colleges, too.)
• Wide differences in these rates even among comparable institutions.
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Much more to learn—including how big the differences are
among faculty members teaching different sections of same
course--but clear indicators for action.
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2. Do a close analysis of student progression through your
institutions and ACT on what you learn.
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Two states in our network—KY and NV—have done such
analyses, focused specifically on students with developmental
needs.
Conclusion: Student who take those courses immediately on entry are much
more likely to succeed.
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Both now have new policies.
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University of Northern Iowa “Path Analysis”:
Not enough sections of key courses.
By adding just a few sections, unblocked clogged arteries…and
student success went up.
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#3. Learn from the high performers.
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Almost every system and/or state has found some campuses that get better results. Important to
understand what they are doing.
Should be looking at the data by faculty member, as well, and working to
understand teaching practices that work.
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4. Take on introductory courses.
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Drop-Failure-Withdrawal RatesMathematics
• 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
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Drop-Failure-Withdrawal RatesOther Disciplines
• 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
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Of course, some of this may be about preparation. But clearly
not all…
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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%
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Also, totally eliminated black/white gap in course
outcomes.Same students.
Same preparation.
Different results.
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#5. Set some stretch goals.
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A lot of systems, campuses don’t set goals. At best, report increases or decreases.
Those numbers can be seriously misleading. But they also don’t
inspire or engage.
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New NASH/EdTrust Access to Success Initiative: One example of an effort to set serious stretch goals, measure and report progress over time.
Goal?By 2015 to reduce by at least half the gaps in
college going and college success that separate low-income students and students of
color from others.
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#6. Finally, what about rethinking how we use our institutional aid
dollars (even as we work to increase state and federal
investments in need-based aid)?
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Over the past few decades, role of higher education has been
transformed from agent of opportunity and mobility, to
another agent of stratification.
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Sadly, even the colleges created to expand opportunity…don’t
always do that.Illinois data: most of the students
transferring from 2- to 4-year colleges were “ready” for those colleges as high
school seniors!
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Perhaps not surprising, given the relentless march of privilege in our society and the tendency of
privileged people to demand ever more.
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But…that’s not why most of us in higher education got into this
business.Somehow, we’ve got to find a way
to refocus our energies and our resources.
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When our resources aren’t adequate to begin with, that requires a lot of very tough
choices…
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But acknowledging that the choices are tough is not the same as suggesting that we
shouldn’t make them.
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The Education TrustDownload this Presentation
And Subscribe to Equity Express
www.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444
