Agenda Item No. 10 Arkansas Transfer System ACT 182 of 2009 requires the AHECB to create a system that will fully transfer the Associate of Arts (AA),

Agenda Item No. 10

Arkansas Transfer System

ACT 182 of 2009 requires the AHECB to create a system that will fully transfer the Associate of Arts (AA), Associate of Science (AS), and Associate of Arts in Teaching (AAT).

ADHE staff collaborated with institutions in developing the new transfer policy.

Policy creates a seamless transfer of academic credit from a designated transfer degree program to a baccalaureate degree program without the receiving institution requiring additional lower-level general education credits.

Exceptions include if the lower-level general education course is required of the student’s major; it is a re-requisite for a course required of the major; it is required by an accrediting and/or licensure body; or the student earned a grade of “D” or “F” in the transfer course.

Agenda Item No. 11Program Viability Review

Agenda Item No. 12Academic Program Review

Institutions are required to review all academic programs over a 10-year period.

Findings from academic program reviews will be reported annually to the Coordinating Board beginning in 2012.

Agenda Item No. 13Arkansas Tech UniversityMaster of Science in Health Informatics

The Health Informatics program combines health care

delivery concepts with information technology and health information management.

The program prepares health care and information technology administrators for collaboration between hospitals, insurers and IT vendors.

Over 50 percent of the program will be offered by distance technology.

Agenda Item No. 14Black River Technical College Associate of Applied Science in Business Technology by Distance Technology

Business Technology is an existing program that will be offered by distance technology to provide access for students who cannot attend many classes on-campus.

At least 75 percent of the program will be offered by distance technology.

Agenda Item No. 15Pulaski Technical College Associate of Applied Science in Allied Health

The Allied Health program is a degree completion program offered in partnership with Baptist Health Schools Little Rock and St. Vincent Infirmary Medical Center School of Radiologic Technology.

The program includes options in dental assisting, surgical technology and radiography.

Other health career options may be added to the

curriculum.

Agenda Item No. 16Institutional Certification Advisory Committee Report and Resolutions

31 Initial Program Certifications

1 New Institution - Distance Delivery Drury University, Springfield, Missouri

1 Program Decertification

Programs by Distance DeliveryInitial Certification

Bryan College – 1 program (associate) Chamberlain College of Nursing – 1 program (master’s) DeVry University – 5 programs (2 associate, 3 bachelor’s) Drury University – 4 programs (bachelor’s) Franklin University – 6 programs (bachelor’s) Kaplan University – 5 programs (1 associate, 4 bachelor’s) University of Phoenix – 2 programs (1 master’s, 1 doctoral) Walden University – 7 programs (6 bachelor’s, 1 master’s)

Programs at Arkansas LocationsInitial Certification

Bryan College – 1 program (associate) University of Phoenix – 1 program (master’s)

New Institution - Drury University, Springfield, MissouriInitial Certification – Distance Delivery

Bachelor of Business Administration Bachelor of Science in Health Services Bachelor of Science in Instructional Technology Bachelor of Science in Organizational Studies

Decertification - Missouri Southern State University, Joplin, Missouri Bachelor of Science in Business Administration

Agenda Item No. 19

Economic Feasibility of Loan for University of Arkansas Community College at Batesville

Relevant Information

College Savings Bond Revolving Loan Fund

$1,000,000 for 10 years @ 0.45% Proceeds from this issue will be used in

conjunction with higher education bond funds to construct a Nursing and Allied Health Facility.

Relevant Financial Information

Estimated Local Tax Revenue . . . . . . . . . . . . $1,133,500

Maximum Annual Debt Service

($1,133,500/120%) . . . . . . . . . . . . . . . . . . . . . 944,583

Existing Debt Service . . . . . . . . . . . . . . . . . . . . 509,833

Estimated Debt Service for Proposed Issue . . . . 102,492

Amount Remaining for Additional Debt Service . . $332,258

Agenda Item No. 20

Proposed Changes to Higher Education Bond Projects

Proposed Changes to Higher Education Bonds

Southeast Arkansas College Library and Classrooms new construction project to also

include equipping and furnishing.

Phillips Community College of the University of Arkansas Grand Prairie Center for Arts & Health Sciences- Stuttgart

Campus revised to $1,102,017.56 Agriculture, Food, and Life Center- DeWitt Campus revised

to $565,380.65 Ohio Street and Pillow-Thompson project revised to

$172,601.79

Henderson State University Renovations of Technology Center & Related Buildings

project to also include academic equipment purchases.

Agenda Item No. 21

Economic Feasibility of Bond Issue for Arkansas State University-Beebe

Relevant Information

$11.95 million for 30 years @ 4.75%

Auxiliary purposes

Proceeds will be used to construct and furnish a 248-bed student housing complex

Relevant Financial Information

Projected Net Housing Revenue . . . . . . . . . . . . . . . . . . . $677,748 Other Auxiliary Profits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368,629 Total Net Revenue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,046,377 Maximum Annual Debt Service

($1,046,377/120%) . . . . . . . . . . . . . . . . . . . . . . . . 871,981

Existing Auxiliary Debt Service . . . . . . . . . . . . . . . . . . . . . 103,682

Estimated Debt Service for Proposed Issue . . . . . . . . . . . . 731,738

Net Auxiliary Revenue Remaining for Additional Debt Service . . . . . . . . . . . . . . . . . . . . .

$36,561

Agenda Item #4Agency Updates

ADHE New Staff Members

• Lisa has worked in the financial aid profession for the last 20 years at the Arkansas Student Loan Authority.

•Lisa will be administering all of the teacher and nursing programs for the Dept. of Higher Education.

Cedric Konyaole, Institutional Research Specialist

Lisa Smith, Assistant Coordinator for Financial Aid

•Cedric Previously worked for Philander Smith College as the network administrator and instructor.

•He holds a bachelor’s degree in Mathematics and Computer Sciences from Philander Smith College and Masters in Information Quality from UALR.

Jackie Holloway, Senior Associate Director for Institutional Finance

• Over 20 years of experience in accounting.

• 17 Years with the State.

• A CPA and holds a BS in accounting from UALR, an MBA from ASUJ, and a specialist degree from ASUJ.

• Worked with ASUJ for 9 years as payroll manager and later as budget director.

• For the last 6 ½ years, Jackie has been a faculty member in the business department at NPCC teaching Accounting.

Applications as of 1/25/10 15,198 student accounts created. Produced 25,175 applications (several multiple). 23,485 are from programs that are directly administered by ADHE Applications by program

Academic Challenge Scholarship 11,178 Traditional Students 5,932 Non-Traditional Students 5,246

GO! Opportunities Grant 6,358 Governor's Scholars Program 5,061 Workforce Improvement Grant 999 Teacher Opportunity Program 591 Arkansas Single Parent Scholarship Fund 428 Arkansas Geographical Critical Needs Minority Teacher Scholarship 231 Military Dependents Scholarship 95

Lottery Scholarship Management

• Universal Application $800,000 for development (one time cost)– $650,000 spent so far– May request a supplemental appropriation if the Lottery

bill revisions to definitions/rules are significant.• Management of the scholarship $732,666

– 6 positions: 2 FA , 2 Research, 1 IT, 1 Finance

• 3 are filled and 3 are currently advertised.– Considered a lottery expense

It is our hope that the Arkansas Academic Challenge Lottery Scholarship will:

Increase college going rates Increase student successPrepare more students for high wage high demand jobsBenefit Arkansas’s economy

Outreach to High School students:SayGoCollegeCareer Coaches Education Renewal Zones Next MagazineConcurrent Enrollment

The Lottery Act requires students to complete remediation within the first 30 hours of coursework.

Impact of Lottery Scholarships on Budgets of Colleges and Universities

1. State funding covers less than half of the cost.

2. If state support is reduced, the student’s burden is increased.

3. Lottery revenues change who pays the cost of college– it will not impact higher education budgets.

4. Increased student enrollment without increases in state financial support stresses the ability of colleges to meet student demand.

Financing Higher Education

Students, Parents,Scholarships,Loans

College Tuition

State and other funding sources

Lottery Scholarship

70% in 1980’s

Arkansas needs more graduates, but as with most good things it comes at a price.

Lottery Scholarship Related Request by the Institutions

• At the Presidents Executive Council meeting the institutions have indicated a need for additional financial aid positions above those in the “B” Book recommendations because of the onslaught of financial aid requests resulting from the Lottery Scholarships

Only change in the executive recommendation from FY 2010 budget is 2.3% for COLA related to the new pay plan.

85% of the budget is in people

8 % of the budget is in fixed costs such as rent, utilities, IT servicesThe overall budget was reduced $144,000 (5%) for 2010

Other Higher Education Funding Sources

• Say Go College/College Access (Currently $1,063,000, ? in 2011) -- Federal and WR Foundation

• NTNM (Currently $65,000, $0 in 2011)• NCLB (Currently $760,000, Most likely the same in 2011)• Career Pathways (Currently $12,000,000, Most likely the

same in 2011) • Perkins ($352,000, Most likely the same in 2011)• Achieving the Dream ($75,000, Most likely the same in

2011)• Stimulus –coordinate and distribute stimulus spending at

campuses, (no funding for the agency)

Arkansas Higher Education is Changing

123,139

138,809

173,974

100,000

110,000

120,000

130,000

140,000

150,000

160,000

170,000

180,000

En

roll

men

t

Academic Year

Annual Unduplicated Enrollment, Public Institutions Only

Enrollment

41 percent increase in enrollment

Credit Hours Taken Are Increasing

2,266,770

2,780,099

3,331,478

2,000,000

2,200,000

2,400,000

2,600,000

2,800,000

3,000,000

3,200,000

3,400,000

AY1997 AY1998 AY1999 AY2000 AY2001 AY2002 AY2003 AY2004 AY2005 AY2006 AY2007 AY2008 AY2009

SS

CH

Academic Year

SSCH of Public Institutions

47 percent increase in credit hours

Credentials Awarded are Increasing

15,531 15,498 15,857

16,674 16,942

18,132

19,840 20,162

21,608

22,475

23,543

25,019

27,833

15,000

17,000

19,000

21,000

23,000

25,000

27,000

29,000

AY1997 AY1998 AY1999 AY2000 AY2001 AY2002 AY2003 AY2004 AY2005 AY2006 AY2007 AY2008 AY2009

Cre

den

tial

s

Academic Year

Credentials Awarded, Public Institutions Only

79 % increase in credentials

234 % Certificate of Proficiency

31 % BA/BS degrees

192 % Technical Certificates

120 % Associates Degrees

49 % Masters degrees93 % Doctoral degrees

Purchasing power of the revenues from all sources in 2008-09 was approximately 9% less than it was in 1998-99.

The state’s contribution to the student’s education has declined from 61.6% to 48.7% of the total revenue available. In terms of purchasing power, the state’s funding per FTE student, in 1998-99 dollars has declined from $5,064 to $3,645, a decline in state support of 28% in ten years.

Conversely, the student’s contribution, in 1998-99 dollars, has increased from $2,549 to $3,361, or 32%.

1. Strengthening the Arkansas Education Pipeline

2. Improving Preparation 3. Decreasing Remediation 4. Accessing Financial Aid5. Increasing Retention and

Graduation6. Enhancing Funding and

Governance 7. Addressing Data Needs8. Supporting Economic

Development 9. Issues for Further Study

Senator Jimmy Jeffress

Legislation• Developed a Universal scholarship web application. (L)• Limit tuition-based scholarships cap lowered to 20% with

repercussions in 2012. (L)• The seamless transfer of credits earned in completing an AA/AS

degrees to the universities. (L)• Established a remediation course exit standard. (L)• Greater openness of college activities --Developed a

Comprehensive Accountability Report . (L)• Lottery scholarship expands scholarship offering for Arkansans (L)

– Traditional and nontraditional students included– Encourages fulltime enrollment and speed to graduation.

• Expanded Go Grant to adults. (L)

Higher Education Coordinating Board Action• 10 percent of current formula based upon course completion. (Policy)• Doubled degrees needed to be produced to meet academic

productivity threshold. (Policy) • Altered the academic program review process. (Policy)• Develop a financial condition report that shows how higher education

spends money. (Policy)• Changed the metric to determine if an institution was financially

viable to borrow funds. (Policy)• Extensive professional development on student success

strategies/enrollment management. (Action)• SayGoCollege initiative. (Grants)• Career Coaches initiative. (Grants)• Adult- friendly campuses. (Grants)

Jim [email protected]

501-371-2030

mailto:[email protected]

Arkansas Higher Education Coordinating Board

Agenda Item 5: Annual Report on Fall EnrollmentJanuary 29, 2010

Presented byRick Jenkins, Associate Director

Planning and Accountability

Enrollment is IncreasingTotal Fall Enrollment

140,955

145,425

150,020

155,352

164,997

140,000

145,000

150,000

155,000

160,000

165,000

170,000

Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009

Fall Term

En

roll

men

t

6.2 percent growth

Total Enrollment by Institution Type, Fall 2009

Total Fall Enrollment for Five Years, All Sectors

80,320 82,397 84,297 86,137 89,908

47,099 49,048 51,228 54,26359,582

13,536 13,980 14,495 14,952 15,507

0

25,000

50,000

75,000

100,000


Fall Term

Tota

l Enr

ollm

ent

4-Year Universities 2-Year Colleges Private Institutions

Total Enrollment Percentage by Institution Type

Percent of Enrollment by Institution Type

57.0% 56.7% 56.2% 55.4% 54.5%

33.4% 33.7% 34.1% 34.9% 36.1%

9.6% 9.6% 9.7% 9.6% 9.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%


Fall Term

Enr

ollm

ent P

erce

nt

4-Year Universities 2-Year Colleges Private Institutions

Total Enrollment Growth by Institution Type, Fall 2009

4.4%

11.9%

9.8%

26.5%

3.7%

14.6%

6.2%

17.1%

0.0%

10.0%

20.0%

30.0%

1-Year Growth 5-Year Growth

4-Year Universities 2-Year Colleges Private Institutions Total, All Institutions

Annual Unduplicated Enrollment, AY2005 - AY2009

Annual Unduplicated Enrollment

94,937 98,013 100,168 102,451 104,964

70,731 73,811 75,640 78,703 82,781

165,668171,824 175,808

181,154187,745

50,000

100,000

150,000

200,000

AY2005 AY2006 AY2007 AY2008 AY2009

Academic Year

Enr

ollm

ent

4-Year Universities 2-Year Colleges State Total

TIME PERIODPERCENT GROWTH

AY2005 – AY2006 1.8%

AY2006 – AY2007 0.9%

AY2007 – AY2008 3.6%

AY2008 – AY2009 4.5%

4.5 percent growth in FTE from AY2008 to AY2009

Annual FTE

68,279 69,411 70,327 71,716 74,023

32,719 33,410 33,468 35,856 38,358

100,998 102,822 103,795107,572

112,381

30,000

60,000

90,000

120,000

AY2005 AY2006 AY2007 AY2008 AY2009

Academic Year

FT

E

4-Year Universities 2-Year Colleges Public Totals

Gender: The females in higher education significantly outnumber the males, although the male population is increasing very slightly.

Gender (Percent Male)

42.3 42.1 42.5 42.8 43.0

36.335.7 35.5 35.7

37.1

42.743.5 43.8 43.8 44.0

40.3 40.1 40.2 40.441.0

30.0

40.0

50.0

2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall

Fall Term

Per

cen

t M

ale

4-Year Universities 2-Year Colleges Private Institutions State Total

Race/Ethnicity

Old Race Categories 2005 Fall New Race Categories 2009 Fall

Asian or Pacific Islander 1.4% Asian Only 1.5%

Black 17.8% Black Only 17.8%

Hispanic 1.9% Hispanic of Any Race 3.0%

American Indian or Alaska Native 1.1% Amer. Indian or Alaska Native Only 1.0%

White 74.3% White Only 68.8%

Native Hawaiian or Pacific Islander Only 0.1%

Two or More Races 2.3%

Non-Resident Alien 1.8% Non-Resident Alien 2.4%

Unknown 1.6% Unknown/Did Not Answer 3.2%

TOTAL 100.0% TOTAL 100.0%

Because of the IPEDS required change in Race/Ethnicity codes, it is difficult to compare Race/Ethnicity status from past years to Academic Year 2010. IPEDS categorized Hispanic as an ethnicity, not a race, which is now reported as “Hispanic of Any Race.” And, IPEDS is allowing the reporting of multiple races. This requires the use of two (2) new categories and five (5) re-defined categories.

Attend Status

Attend Status, Percent of Full-Time Students

72.7

47.5

82.2

65.2

71.5

49.2

78.3

64.1

40

50

60

70

80

90

4-Year Universities 2-Year Colleges Private Institutions State Total

Institution Type

Per

cen

t F

ull-

Tim

e

2005 Fall 2009 Fall

The percent of full-time students has dropped at each institution type, except for 2-Year Colleges.

Distance Education Continues to Grow

1. 3,693 classes (up from 3,326 the previous year) were delivered via distance learning in the 2009 Fall term - growth of 11.0 percent.

2. There were 64,512 enrollments (up from 53,799 the previous year) in these courses - growth of 19.9 percent.

3. The University of Arkansas at Little Rock led all institutions with 444 courses followed by Pulaski Technical College with 414 courses available through distance education.

4. Statewide, 37,937 different (unduplicated) students enrolled in distance learning courses in fall 2009 – growth of 5,895 students or 18.4 percent.

5. The average enrollment was 17.5 students per class. 6. Students were enrolled in an average of 1.7 distance education

courses. 7. There are a total of 40 degree programs offered 100% via distance

education.

Summary

• Enrollment continues to increase at all levels with the 2009 Fall term being a very good semester for enrollment.

• Most enrollment growth can primarily be attributed to 2-Year Colleges.

• SSCH and FTE have also increased. • Alternative delivery methods, such as distance

education, are becoming more popular as enrollment in these courses continues to increase.


Agenda Item 6: Annual Report on Remediation

January 29, 2010

Presented by:Rick Jenkins, Associate Director

Planning and Accountability

What is a Remedial Student?First-Time Entering students that meet two criteria:

1. not meeting the board’s cut-off score (on ACT, SAT,

Compass and ASSET tests); AND

2. being assigned to developmental-level coursework

Note: There is no time frame for high school graduation – any and all first-time students are included in ADHE’s calculation.

Please do not confuse ADHE’s methodology above with that required by Act 970 of 2009 (students must have graduated from high school within the last two (2) years) or with Lottery requirements (the student must have graduated from high school within the last year).

Placement of First-Time Entering Tested Students, Fall 2009 (Public Institutions Only)

21,689 First-Time Tested Students in Fall 2009.The remediation rate is up 3.3 percentage points from last year

and down 0.2 percentage points from 2005 Fall.

Remediated Students Non-Remediated Students

54.6%45.4%

Percentage of Tested Students Assigned to Remediation in at Least One Subject

Percentage Assigned to Remediation in at Least One Subject

44.3% 45.4% 45.6% 44.6% 43.9%41.3%

39.2% 39.5% 39.1% 40.4%

81.8% 80.4% 79.9% 79.8% 80.3% 79.8%77.9% 76.7%

74.2% 75.8%

56.8% 57.9% 58.4% 57.4% 56.7%54.4%

52.1% 52.8% 51.3%54.6%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

2000Fall

2001Fall

2002Fall

2003Fall

2004Fall

2005Fall

2006Fall

2007Fall

2008Fall

2009Fall

Fall Term

Perc

en

t R

em

ed

iate

d

Universities Colleges Total

Students Assigned to Remediation by Subject, Fall 2009

Remediated Students by Subject Area

48.2% 48.5% 48.6% 49.7% 49.7%47.1%

44.4% 45.1%42.8%

46.1%

33.1% 34.1% 35.1% 34.2% 33.6%31.9% 31.0% 31.8% 30.8%

33.7%

27.7% 28.9%31.4% 31.2% 30.4% 29.1% 28.6% 28.6% 27.1%

29.1%20%

30%

40%

50%

60%

2000Fall

2001Fall

2002Fall

2003Fall

2004Fall

2005Fall

2006Fall

2007Fall

2008Fall

2009Fall

Fall Term

Pe

rce

nta

ge

Math English Reading

Percentage in Remedial Mathematics

Mathematics has dropped 1.0 percentage points since 2005 Fall, but increased by 3.3 percentage points since 2008 Fall.

Percentage in Remedial Mathematics

37.4% 37.8% 37.5%39.6% 38.2%

34.9%32.7% 33.0% 32.0%

33.8%

69.7%67.8% 67.1% 67.5%

70.8% 70.6%67.9% 66.7%

63.1% 64.4%

48.2% 48.5% 48.6% 49.7% 49.7%47.1%

44.4% 45.1%42.8%

46.1%

20%

30%

40%

50%

60%

70%

80%

2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall

Fall Term

Per

cen

tag

e

4-Year Univesities 2-Year Colleges Total

Percentage in Remedial English

English has increased 1.8 percentage points since 2005 Fall and increased by 2.9 percentage points since 2008 Fall.

Percentage in Remedial English

22.9% 23.4% 23.4% 23.4% 23.7%22.1% 21.7% 22.5% 22.1% 23.1%

53.4% 53.4% 54.7%52.9% 51.9% 50.8% 49.7% 48.4% 47.2%

49.7%

33.1% 34.1% 35.1% 34.2% 33.6%31.9% 31.0% 31.8% 30.8%

33.7%

20%

30%

40%

50%

60%

70%

80%


Fall Term

Per

cen

tag

e


Percentage in Remedial Reading

Reading is the same rate as 2005 Fall, but has increased 2.0 percentage points since 2008 Fall.

Percentage in Remedial Reading

20.5% 21.6% 22.0% 22.2% 22.1% 20.7% 20.2% 21.1% 20.5% 21.5%

53.4% 53.4% 54.7%52.9% 51.9% 50.8% 49.7% 48.4% 47.2%

49.7%

27.7% 28.9%31.4% 31.2% 30.4% 29.1% 28.6% 28.6%

27.1%29.1%

20%

30%

40%

50%

60%

70%

80%


Fall Term

Per

cen

tag

e


Number of Subjects Remediated

Number of Subjects Remediated

37.2%

28.2%

34.6%

29.4%

32.5%

38.1%

20%

30%

40%

One Subject Only Two Subjects Only All Three Subjects

Number of Subjects Requiring Remediation

Perc

ent o

f Rem

edia

ted

Stud

ents

4-Year Universities 2-Year Colleges

Why Did Remediation Rates Rise?

• The Economy (weak economic conditions tend to cause an increase in enrollment as adults enroll to improve their job skills)

• More Older Students Enrolling (a past ADHE report for the WICHE program showed that students age 25 or older experience a 90.1 percent remediation rate [2009 Fall])– There was an increase of 720 students Age 25 or Older

from 2008 Fall to 2009 Fall that required remediation and this constituted 53.9 percent (720 / 1,337) of the increase in remedial students.

Summary• Although remediation rates had been steadily

decreasing over the last 10 years, the overall remediation rate for the 2009 Fall term increased by 3.3 percentage points.

• Mathematics continues to be the subject in which more students require remediation.

• A substantial majority of remediated students require assistance in 2 or more subject areas – 62.8 percent for 4-Year Universities and 70.6 percent for 2-Year Colleges.

Agenda Item No. 7

Update on ACT 971 of 2009


Arkansas_cnty.shp12 - 2526 - 4950 - 74

Reading Remediation Rates by CountyFall 2007

% Needing Remediation

First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.


English Remediation Rates by CountyFall 2007





Math Remediation Rates by CountyFall 2007




Unduplicated Remediation Rates by CountyFall 2007


Arkansas Public Universities Six-Year Graduation Rates (2001 Cohort)

25.2%

22.3%

28.8%

19.2%

29.5%

58.9%

45.9%

0.0% 70.0%

Reading*

English *

Math *

Math, Reading and English

Any Remediation

Not Remediated

Fall Cohort

A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

Arkansas Public Community Colleges Three-Year Graduation Rates (2004 Cohort)

10.8%

11.5%

14.1%8.9%

14.6%

36.7%

21.2%

0.0% 50.0%

Reading*

English *

Math *

Math, Reading and English

Any Remediation

Not Remediated

Fall Cohort

A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

Cost of Remediation

$53,800,000Equivalent to the combined budget of seven of Arkansas’s community colleges.

2007-08 - $65.7 million with $24 million (36%) of those expenditures subsidized by state general revenues.

AN ACT TO REQUIRE CLEAR EXIT STANDARDS FOR ALL REMEDIAL COURSES TAKEN AT STATE-

SUPPORTED INSTITUTIONS OF HIGHER EDUCATION; TO IMPROVE THE TEACHING

TECHNIQUES OF REMEDIAL COURSES; AND FOR OTHER PURPOSES.

Representatives: J. Roebuck, D. Hutchinson, M. Burris, Carnine, Clemmer, Cole, Nickels, Saunders, G. Smith, Stewart, Abernathy

Senators : G. Baker, Madison

HB 1990/ Act 971

• The board, in collaboration with state-supported institutions of higher education, shall develop by institution uniform measurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses to be implemented no later than the fall semester of 2010.

Other aspects of the Act 971• The board shall work with state-supported institutions of higher

education to:– (A) Develop innovative alternatives to traditional instruction and delivery

methods for remedial courses; and– (B) Provide professional development opportunities to help remedial

education faculty gain knowledge in best practices and trends in the instruction and delivery of remedial education.

• ADHE efforts so far• Met with developmental education faculty organization• Dean Association• Chief Academic Officers/Presidents• AHECB • Trustees • Several individual faculty • Professional development

– 3 best practices in assessment workshops between Nov 09 and May 10-- Student success conference – with special presentations on developmental students-- January 12 –Achieving the Dream on redesigning the curriculum

• Support for this approach from AATYC, ASU system and UA system

• The board shall report to the House

Committee on Education and the Senate Committee on Education by February 1, 2010 on the progress made in addressing the requirements in subdivision (d)(1) of this section.

Exit Assessments Campuses will be using

Institution English Math Reading

4-YearASUJ Compass Compass Compass/Nelson-DennyATU Compass Compass CompassHSU Compass Compass CompassSAUM Compass Compass CompassUAF Compass and Essay MyMathTest CompassUAFS Asset Asset AssetUALR Compass * CompassUAM Asset Asset AssetUAPB Compass Compass CompassUCA Compass Compass Compass

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Exit Assessments Campuses will be using

The memo highlights a significant change in its implementation.

students should not be barred from enrolling in college-level courses based on their developmental course post-test score for Fall 2010.

all students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 using an examination comparable to the ACT.

Students that do not attain a score comparable to an ACT of 19 will not be required by ADHE to undergo further developmental instruction—that decision will be at the discretion of the institution awarding the developmental course credit.

The memo highlights There may come a time where we, as an academic community, are comfortable with utilizing an exit assessment to determine course progression. It should be based upon research over the next few years relating to modifications of our remedial education courses and subsequent student success. ADHE will collect data to determine the number of developmental students who meet the ACT 19 threshold upon exiting the developmental courses for the purposes of guiding our future conversations.

Post-testing developmental education and the early taking of developmental coursework for Lottery Scholarship recipients will lead to better prepared students and higher retention and graduation rates.

1. Strengthening the Arkansas Education Pipeline

2. Improving Preparation 3. Decreasing Remediation 4. Accessing Financial Aid5. Increasing Retention and Graduation6. Enhancing Funding and Governance 7. Addressing Data Needs8. Supporting Economic Development 9. Issues for Further Study

Senator Jimmy Jeffress

Jim [email protected]

501-371-2030

mailto:[email protected]

Arkansas Higher Education Arkansas Higher Education Coordinating BoardCoordinating Board

Agenda Items #8-9Financial Aid Programs

January 29, 2010

Tara Smith

Coordinator for Student Financial Aid

State Teacher Education Program

• Known as the “STEP”

• Created by Act 1215 of 2009

• Creation resulted from the consolidation of three (3) financial aid programs targeting teachers –

1. State Teacher Assistance Resource (STAR)

2. Minority Teacher Scholars Program

3. Minority Masters Fellows Program


• STEP will assist with the repayment of federal student loans for up to three (3) years for eligible teachers

• The State Teacher Education Program recipients may receive:– $3,000 per year for teaching in a public school located in a

geographical shortage area OR in a subject shortage area– $6,000 per year for teaching in a public school located in a

geographical shortage area AND in a subject shortage area

• Additional $1,000 per year for a minority teacher who teaches in a public school located in Arkansas.


Subject Shortage Areas:– Foreign Language– Gifted & Talented– Library Media– Math– Middle Childhood– Science– School Counselor– Special Education

• Geographic Shortage Areas:– Most disadvantaged

counties in our state that are designated as Tier IV counties


State Teacher Education Program• BLR Review Adjustments

– Rule 2 – Eligibility Criteria• Delete F. c. – refers to eligibility for minority teachers• Move race category language to Rule 4, I. C. where

language for eligibility for minority teachers is located.

– Rule 4 – Loan Repayment criteria• Add language to section I. C. to include the following – “An

additional loan repayment for federal student loans in the amount of one thousand dollars ($1,000) per year for each year a certified minority teacher, who graduated from a teacher education program after April 2004, teaches in a public school located in a geographical area of the state designated as having a critical shortage of teachers and/or in a subject matter designated as having a critical shortage of teachers.

Teacher Opportunity Program

• Known as “TOP”

• Changes made due to Act 1214 of 2009

• Program that is designed to provide an incentive for teachers to return to college to pursue additional college coursework related to his or her job

Teacher Opportunity ProgramProgram changes:

– Program was restructured to provide reimbursements instead of forgivable loans

– Reimbursement provided first to teachers seeking completion of a dual teacher’s license in a subject shortage area

– If further funds are available, other employed teachers & administrators can seek reimbursement for out of college coursework

Award Amount:

– Reimbursement for up to six (6) semester credit hours taken during each academic year in which application is made

Teacher Opportunity Program

• BLR Review Adjustments– Rule 2 – Eligibility Criteria

• Include language in Section III. A. & IV. A. that classroom teacher includes media specialist/librarian, guidance counselor and administrator

– Rule 5 – Reimbursement Amount• Strike though language under Section II. that states, “though

not to exceed $3,000 during the fiscal year”. This language should only apply to Dual Licensure recipients.

– Rule 8 – Definitions• Add “An administrator” to the definition of Classroom Teacher

Documents

Agenda Item No. 10 Arkansas Transfer System ACT 182 of 2009 requires the AHECB to create a system that will fully transfer the Associate of Arts (AA),