Increasing Access Through Transfer September 21-23, 2009 Increasing Access Through Transfer September 21-23, 2009

The Challenge

In a nutshell Less than 70% of minority students persist to the bachelor’s degree six years after graduating from high school. Better than 60% of students obtaining the associate degree persist through bachelor degree attainment.

The following are major markets, grouped by the predicted year in which each area will return to pre-recession job levels 2010 / 2011 Austin San Antonio Dallas-Fort Worth Houston Kansas City Oklahoma City

2012 / 2013 AtlantaBaltimoreBostonCharlotteColumbusDenverIndianapolisJacksonvilleMemphisBirmingham Las Vegas Louisville Miami-Fort Lauderdale Minneapolis-St. Paul Pittsburgh Portland, Ore.

2014 / 2015 BuffaloChicagoCincinnati Los Angeles Phoenix St. Louis ClevelandDetroitHartfordMilwaukeeProvidence

Thirty-five states are projecting budget shortfalls of more than 10 percent in fiscal year 2010, (National Conference of State Legislators) 45 states are projecting a shortfall of at least 1 percent. 45 states are projecting a shortfall of at least 1 percent. State budgets will face gaps of at least $180- billion for fiscal year Stimulus funds helped to alleviate states' fiscal problems in 2009 (The Center on Budget and Policy Priorities )

Critical Factors

Students Graduate From High School At Different Rates * 4-Year Graduation Rates Source: Jay P. Greene and Greg Forster, “Public High School Graduation and College Readiness Rates in the United States,” Manhattan Institute for Policy Research, September 2003.

Nation: Inequities in State and Local Revenue Per Student Gap High Poverty vs. Low Poverty Districts -$868 per student High Minority vs. Low Minority Districts -$797 per student Source: The Funding Gap, 2004, by Kevin Carey. Data are for 2002

High School Curriculum Intensity is a Strong Predictor of Bachelor’s Degree Completion Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, Curriculum quintiles are composites of English, math, science, foreign language, social studies, computer science, Advanced Placement, the highest level of math, remedial math and remedial English classes taken during high school.

Strategies that work for Latino/Minority Students Create a culture of evidence Disaggregate and use data On an annual basis, create institutional profiles by race/ethnicity and gender Share student data with faculty, staff, and students Apply lessons learned in improving services Source: Modeling Hispanic-Serving Institutions (HSIS): Campus Practices that Work for Latino Students – Excellence in Education report 2008

Essential Elements of Engagement Clear, consistent expectations for student effort & success Clear pathways to student success Appropriate calibration of challenge and support Easy access to resources and services that are “student-centered”. A campus climate that communicates “every student matters” Shared responsibility for educational quality and student success. An ethos of “positive relenlessness”

Solutions

ABC’s of Successful Programs Strong, concise articulation agreement Commitment of key administrators Established peer to peer faculty relationships Periodic review and program assessment conferences Will to overcome any and all obstacles ۩ Create reverse transfer agreements

What Can Colleges Do? Utilize culturally responsive instructional approaches. Establish mentoring and life skills coaching programs. Provide relevant and practical information updates throughout the contact. Engage in productive after school, weekend and summer programs (giving students something meaningful to do) Establish a culture of trust, belief in one’s self and success. Reinforce positive behaviors (role modeling, shadowing, internship activities, informal exchanges).

More Effective Institutions Will: Have an institutional focus on student retention and outcomes, not just enrollment. Have targeted support for underperforming students. Have well-designed, well-aligned, and proactive student support services. Have support for faculty development focused on improving teaching. Experiment with ways to improve the effectiveness of instruction and support services. Use institutional research to track student outcomes and improve program impact. Manage the institution in ways that promote systemic improvement in student success.

The Pell Institute Suggests That Major Gains Can Be Realized if Colleges: Have educational innovations, including courses to help students adjust to college life, and academic support through tutoring, group study, supplemental instruction, and mastery of courses. Have focus on retention and graduation rates, setting ambitious goals well beyond current performance. Have intentional academic planning for students through “intrusive” advising, orientation courses, and academic reviews for students in trouble. Provide small class sizes Have special programs that provide advising and academic support to students, especially those at academic risk. Have a dedicated faculty, most of whom teach full time and are easily accessible to students.

“The significant problems we face cannot be solved at the same level of thinking we were at when we created them. Einstein

References

Thank You! Andrew C. Jones, Ed.D Executive Vice Chancellor of Educational Affairs P: F: