University of Nevada, Las Vegas

University of Nevada, Reno

Nevada State College

College of Southern Nevada

Great Basin College

Truckee Meadows Community College

Western Nevada College

Desert Research Institute

Creating a Culture of Completion through College

Readiness

For Presentation at Great Basin College / Elko County School District

Partnership Meeting

October 16, 2014

Today’s Presentation

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A heavy lift – graduating more and more students Supporting change through data – remedial

placement and enrollment ACT in the junior year of high school – what does

that mean for the Class of 2016 entering NSHE institutions?

Ensuring access through affordability

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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 (2012)

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National Average: 41.1%Educ

ation

al A

ttai

nmen

t

NV30.1%50th

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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

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Complete College America

Complete College America is an alliance of states

committed to significantly increasing the number of

students successfully completing college and achieving degrees and

credentials of value in the labor market and closing

attainment gaps for traditionally underrepresented

populations by 2020.Member states

The CCA Alliance33 states and the District of Columbia

NSHE’s Campaign to Create a Culture of Completion

Complete College America

Strategic Directions

120 / 60 credit policy Low Yield Program Policy Excess Credit Policy

New Funding Formula

Performance Pool

Access and Affordability

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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College Readiness!

9

Has all this work made 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 degrees, and bachelor’s degrees

Changing NevadaPercent 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 states

and the national average!

2007-08 2008-09 2009-10 2010-11 2011-125-year

Percent Change

Certificates (30+ credits) 301 341 390 623 540 49.5%Skills Certificates -- -- -- -- -- --Associates degrees 2,936 3,054 3,377 3,811 3,853 31.2%

Bachelor’s degrees 6,058 6,231 6,251 6,531 6,625 9.6%

Total 9,407 9,753 10,184 11,103 10,985 16.8%

Number of Degrees and Certificates Awarded

Note: Figures do not include master’s, doctoral, first-professional degrees and post-baccalaureate certificates. Bachelor’s degrees with second majors are counted only once.Source: IPEDS

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Awards Conferred

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Skills Certificates2012-13

Skills CertificatesLess than 30 Credit Hours

CSN 1,489

GBC 171

TMCC 534

WNC 293

TOTAL 2,487

Certificates of less than 30 credit hours Provide preparation necessary to take state, national or

industry recognized certificationso Examples: American Welding Society, National Institute for

Automotive Service Excellence, Commission on Dietetic Registration

Portable and stackable credentials

Creating a Culture of Completion

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Ensuring that students are prepared for the rigors of college level coursework remains one of NSHE’s greatest challenges

One key to remediation is to get it done quickly and get students in the college level course in their first year of enrollment

College Readiness!

NSHE Remedial Enrollment Rate

2008 2009 2010 2011 2012 20130%

5%

10%

15%

20%

25%

30%

35%

40%

35.5%32.6% 34.1% 33.9% 31.6%

27.8%

Percent of Recent High School Graduates Enrolled in Remediation Immediately Following Graduation

Summer and Fall 2013 Enrollments Only

Fewer students enrolling in remedial courses does not mean fewer students need remediation. 13

Reporting Changes

New and Improved Methodology Remedial rates based on placement

The percent of students “placed” into a remedial English and/or mathematics course in summer, fall or spring immediately following high school graduation based on the institutions’ placement protocols

Students who are “placed” into a remedial course may not immediately enroll the course

New method captures students who need remediation (based on placement), not just those who enroll in a remedial course

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Reporting Changes

Providing a broader picture . . . including enrollment rates Captures all the remedial enrollment options

Remedial courses Skills labs, co-requisite/stretch courses and technical courses – not

captured in the historical methodology

Captures students enrolled in ANY lab or course at ANY institution To eliminate the effects of “swirling” on enrollment rates, the new

methodology captures students placed at one institution who have chosen to enroll in a remedial course at another NSHE institution -- first enrollments only captured

Rate includes recent high school graduates enrolled in summer, fall or spring

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2013-14 Placement RatesRecent High School Graduates Placed Below College-Level in English and/or Mathematics

System-wide Placement

Rate: 55.6%

English only Math only Math and English

CSN GBC TMCC WNC 2-Year Institutions

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

14.0%2.6% 4.6% 1.7%

11.2%

17.7%

15.0%

29.1%42.9% 21.2%

22.4%

36.5%

43.5%

6.9%25.1%

54.1%57.5%

51.5%

77.2%

54.1%

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Enrollment of Placed Students - English

CSN GBC TMCC WNC0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

18.9%

44.2%

70.1% 75.6%36.1%

1.0%

13.8%39.4%

1.2%

31.2%

15.4%

28.7% 24.4%

No English College Level Co-Req Remedial

WNC8.6%

Placed (N=41)

TMCC48.1% Placed

(N=494)

GBC39.1% Placed

(N=104)

CSN36.4% Placed

(N=1,753)

Summer, Fall, or Spring (2013-14) immediately following high school graduation

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“Placed” below college level

under institutional placement mechanism

Enrollment of Placed Students - Math

CSN GBC TMCC WNC0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

30.2%*

69.4% 70.6%*61.3%*

7.8%

17.5%0.9%

13.9%62.0%

13.1%

27.2% 24.8%

1.3%

No Math College Level Co-Req Remedial*includes skills labs

WNC49.8%Placed

(N=238)

TMCC72.6%Placed

(N=746)

GBC51.5%Placed

(N=137)

CSN40.1%Placed

(N=1,928)

Summer, Fall, or Spring (2013-14) immediately following high school graduation

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“Placed” below college level

under institutional placement mechanism

2013-14 Placement Rates by Race/EthnicityRecent high school graduates placed below college-level in English and/or Mathematics

American In

dian or Alask

a Native

Asian

Black or A

frica

n American

Hispanics

of any ra

ce

Native Hawaiian/P

acific I

slander

White

Two or more

race

s0%

10%

20%

30%

40%

50%

60%

70%58.7%

45.6%

66.1% 64.8%58.2%

48.7%54.1%

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2013-14 Placement Rates by Millennium StatusRecent high school graduates placed below college-level in English and/or Mathematics

Millennium Scholars

non-Millennium Scholars

Overall Rate (all students)

0%

10%

20%

30%

40%

50%

60%

70%

46.2%

65.0%

55.6%

20

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College Readiness Assessment

ACT in the Junior Year of High School

What does ACT in the Junior year mean for students continuing on to an NSHE institution?

NSHE Placement Policy Exemption from remediation under certain

conditionso ACT English score of 18o ACT Math score of 22

12th grade conditionso Enroll in English and math in Senior year of high school

Enroll in an NSHE institution in the year immediately following high school graduation

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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 studentsSource: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student Achievement, Dr. Nate Johnson, Fall 2012

15 to FinishShift Focus to Benefits of Full-Time Enrollment

Enro

llmen

t Int

ensi

ty

Graduation Rates by Credit Load

% Graduated

% Not Graduated

NOTE: 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.

15 TO FINISHUndergraduate students who are enrolled full-time are

more likely to graduate from

college.

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NSHE 2-Year Institutions – Fall 2008 Cohort

< 12 Credits

97.4%

2.6%

12 - 14 Credits

88.6%

11.4%

15+ Credits

22.6%

77.4%

NSHE 4-Year Institutions – Fall 2004 Cohort

< 12 Credits

79.0%

21.0%

12 - 14 Credits

56.6%

43.4%

15+ Credits

58.1%

41.9%

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.

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Graduation Rates by Credit Load and Ethnicity

NSHE 2-Year Institutions – Fall 2008 Cohort

First-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 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Fall 2008 cohort students 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.

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%

Enrollment Intensity

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Policy Considerations Related to 15 to Finish

Governor Guinn Millennium Scholarship Minimum enrollment required

o 6 credits at the 2-year institutionso 12 credits at the 4-year institutions

Maximum funding per semestero 12 credit max funded each semester

Enro

llmen

t Int

ensi

ty

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Access and AffordabilityWhy is the Issue of Affordability so Important?

Ensuring Accesso NSHE and the State will not meet CCA goals in the

long run if affordability is not maintained

Tuition and Fees versus Total Cost of Attendanceo For too long public dialogue on affordability

focused on the base registration fee – NSHE fees are “cheap” relative to other western states

What can school districts do to support affordabilityo Encourage students to complete the FAFSAo Opening doors to other forms of financial aid

starts with filling out the FAFSA

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Percent of Median Family Income Needed to Pay for College 2-Year Institutions, 2011-12

Source: NCES, IPEDS

Acce

ss a

nd A

fford

abili

ty

KansasArkansas

New MexicoNorth Dakota

WyomingOklahoma

UtahMontana

TexasLouisiana

GeorgiaNebraska

AlaskaMissouriMaryland

WisconsinNorth Carolina

ConnecticutVirginiaHawaii

South CarolinaMississippiTennessee

MassachusettsMinnesota

ArizonaMichiganKentucky

IdahoUnited StatesWest VirginiaSouth Dakota

IllinoisWashington

IndianaColorado

IowaNew Jersey

CaliforniaMaineFlorida

AlabamaDelaware

Rhode IslandPennsylvania

New YorkOhio

OregonVermont

New HampshireNevada

9.710.010.110.110.3

10.610.710.8

11.511.611.8

12.112.112.212.312.512.512.512.612.612.7

13.113.213.213.313.313.313.413.413.5

14.014.014.114.114.214.414.514.6

15.015.015.015.115.3

15.815.8

16.316.7

16.917.9

18.618.9

2011-12Nevada: 18.9%Nation: 13.5%

2008-09Nevada: 16.8%Nation: 12.9%

KansasNorth Dakota

UtahArkansasMontanaWyomingOklahomaNebraska

WisconsinIdahoAlaska

South DakotaMinnesota

MissouriNew Mexico

MarylandTexasIowa

North CarolinaVirginiaHawaii

LouisianaTennessee

South CarolinaGeorgia

MaineWest VirginiaConnecticut

IndianaArizona

WashingtonUnited States

VermontDelawareColoradoMichigan

FloridaMississippi

PennsylvaniaIllinois

KentuckyMassachusetts

New JerseyRhode Island

AlabamaCalifornia

OregonNew Hampshire

NevadaOhio

New York

30.332.232.733.133.734.5

36.036.1

39.240.140.941.642.143.043.043.143.6

44.545.446.046.847.247.347.347.447.848.348.448.548.848.9

49.950.450.450.651.1

52.552.853.053.353.554.2

55.457.157.958.759.4

61.562.462.5

67.5

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Percent of Income from the Lowest Quintile Needed to Pay for College2-Year Institutions, 2011-12

Source: NCES, IPEDS

Access and Affordability

2011-12Nevada: 62.4%Nation: 49.9%

2008-09Nevada: 53.4%Nation: 46.4%

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Colle

ge P

artic

ipati

on

Source: Postsecondary Education Opportunity, September 2013

Nevada: Among the Lowest in the Nation for

2-Year College Participation Rates for Students from Low Income Families

Select Participation Rates: 2-Year Institutions, 2012

Florida 5.2%

District of Columbia 5.9%

Nevada 6.4%

West Virginia 7.1%

Utah 7.4%

South Dakota 7.8%

2-Year U.S. Rate 15.0%

How Accessible are Nevada’s Access Institutions?

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Fina

ncia

l Aid

How can K-12 help with college affordability?

Talk with students and their families earlyo Family Savings: even a small amount of savings can

influence a student’s expectations of attending college

o Financial Literacy: for the entire family (and talk about the specifics sooner)

o FAFSA (Free Application for Federal Student Aid): provide supports for seniors in the early spring of their senior year

o Millennium Scholarship: ensure students are on track to qualify throughout high school

o Other Scholarships: find creative ways to encourage students to apply (e.g. classroom assignments or extra credit, personal essay competitions) and focus on deadlines

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Financial AidFAFSA

Free Application for Federal Student Aido Like opening a college savings account and

completing the ACT or SAT, simply filling out the FAFSA can change a student’s likelihood of attending college

o Complete as early as possible after January 1 of the student’s senior year

o Pell Grant Maximum Award for 2014-15: $5,730

o Beyond the Pell Grant, FAFSA data is used to award federal loans, federal and state work study, state grants, and some scholarships

o Each NSHE institution has staff members who offer financial aid outreach

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Conc

lusi

onThe Road to College

Destination: Graduation

One day at a time

One policy at a time

One student at a time

Questions!

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