1. Decoding the Future of Developmental Education

2. Agenda What is the CCHE? What do we focus on? Why does it matter?
Role of Developmental Education
What’s New? 2

3. Colorado Commission on Higher Education
An 11-member, bipartisan council appointed by the governor, with at least one member from each Congressional district
Coordinating body, not a regulatory entity
Responsibilities include:
State institutional funding
State student financial aid
Long-range planning
COMMISSIONERS
Monte Moses, Chair
Luis Colon, Vice Chair
John Anderson
Mary Beth Buescher
Maia Babbs
Renny Fagan
Cassie Gannett
Jeanette Garcia
Vanecia Kerr
Tom McGimpsey
Paula Sandoval 3

4. CCHE Advisory Committee
LEGISLATIVE ADVISORS Senator Nancy Todd, Senate Minority Appointment Senator Owen Hill, Senate Majority Appointment Senator Chris Holbert, Senate Majority Appointment Representative Jeni Arndt, House Majority Appointment Representative Mike Foote, House Majority Appointment Representative Kevin Priola, House Minority Appointment
SUBJECT MATTER ADVISORS Mr. Wayne Artis, Faculty Representative Mr. Mark Cavanaugh, IHEC Representative Mr. Steve Kreidler, CFO Representative Dr. Barbara Morris, Academic Council Representative Ms. Misti Ruthven, K-12 Representative Ms. Melissa Wagner, Parent Representative Vacant, Student Advisor 4

5. Our Institutions
Public institutions: 31 public institutions of higher education (established by the Colorado General Assembly and the Colorado Constitution)
13 four-year and research institutions
15 two-year institutions
3 area technical colleges
Private occupational schools: More than 350 private occupational schools
Private institutions: More than 85 degree-granting private colleges and religious training institutions 5

6. Our Enrollment 6

7. What Do We Focus On?

8. Colorado’s Higher Education Challenges
Workforce needs – We won’t have enough educated Coloradans to fill our state’s jobs in 2020.
Education pipeline – Fewer than 25 percent of Colorado 9th-graders earn a college degree.
Completion gaps – The fastest-growing segments of our population are least likely to earn a degree.
Shifting financial burden – The share of college costs paid by students has doubled in 10 years. 8

9. CCHE’s Master Plan #1 Increase Attainment #2 Improve Student Success
#3 Reduce Gaps
#4 Restore Fiscal Balance 7

10. State economic and workforce goals
Meeting the Challenges
Increase percent of Coloradans with postsecondary credentials
State economic and workforce goals
66%
Increase attainment
Improve student success
Reduce attainment gaps
Restore fiscal balance
2025
48%
2012 10 9

11. A Focus on Performance TODAY PAST
Emphasis on ACCESS: Who’s getting to campus?
TODAY
Emphasis on COMPLETION: Who’s earning a postsecondary credential? 10

12. The National Landscape
60%
of adults with high quality degrees or credentials by the year 2025

13. States with Attainment Goals
The National Landscape
States with Attainment Goals

14. The National Landscape
55 million New Jobs by 2020 (Projection)
Source: Georgetown Center on Education and the Workforce
Graduate or professional
11%
No college
38%
Bachelors
24%
Associate
12%
Some college, no degree
18%

15. The Colorado Landscape Source: US Census and American Community Survey
Current Educational Attainment

16. Comparison between National and Colorado

17. Closing the Attainment Gap
Earning a postsecondary credential is increasingly necessary to be competitive for jobs in today’s economy.
It is estimated that by 2020, 74 percent of Colorado’s jobs will require some form of postsecondary education.
36.4% CO College Attainment Gap between Whites and Hispanics –one of the worst in the nation
21% Gap in CO college enrollment between Hispanic and White high school graduates placing us in the bottom quartiles of states.
16% attainment gap between CO high school Hispanic and White graduates attending a four year IHE

18. The Colorado Attainment Gap

19. DHE’s Top Strategic Priority
Closing The Attainment Gap
Latino/Hispanic students are the fast-growing population in Colorado yet the least likely to go to college
The majority of jobs in Colorado’s most dynamic sectors will require two-year or four-year credentials.
By closing the gap, we’ll foster an engaged and educated workforce population that will power Colorado’s 21st century economy. 11

20. Meeting Our Attainment Goal
Creating opportunities for equal access and success in higher education among historically underrepresented student populations, such as students of color, low-income, and/or adults 25 years or older.
No path will get us to our goal without focusing on underrepresented populations
and
adult learners.

21. How We’re Meeting These Goals
Into College
Through College
Before High School
High School
Getting into College
Getting through College
After Graduation
Data and research reports
College In Colorado
Colorado Challenge
College Invest
Guided Pathways to Success
Colorado Opportunity Scholarship Initiative
Reverse Transfers
Gear Up
Supplemental Academic Instruction
College Assist
Concurrent Enrollment
Interagency partnerships: BEL Commission, CO Departments of Education, Corrections; Colorado Workforce Development Council; healthcare policy, financing, non-profits and foundations; businesses.
Guaranteed Transfer Pathways
Prior Learning Assessment
FAFSA Completion
Oversight of Private Schools
Financial Policies 12 15

22. Why Does It Matter?

23. 74%
Colorado’s jobs will require some form of postsecondary education by 2020

24. Why Higher Education Matters
Colorado
Community
Personal
Personal benefits
Earn more Healthier lifestyles
Vote more Value education for children
Community benefits
Attracts better jobs
Lowers unemployment & incarceration rates
Reduces health costs
Statewide benefits
Employs 56 percent of all state employees
Fosters an educated, engaged workforce whose skills align with Colorado’s shifting economy 13

25. The Role of Developmental Education in Completion & Academic Success

26. Highlights
Overall, the percentage of the 2014 high school graduates placed into remediation in at least one subject was 35.4%, a slight increase from the previous year of 34.2%.
7,472 students were not college ready and required at least one remedial course (an increase from last year’s number of 6,926 students).
About 38.6 percent of college female students were not college ready compared to 31.7 percent of college matriculated males.
At two-year institutions, 82 percent of Black, non-Hispanic students required developmental education. At four-year institutions, 52.5 percent of Black, non-Hispanic students required developmental education.
At two-year institutions, almost 70 percent of Hispanic students required developmental education. At four-year institutions, 39 percent of Hispanic students required developmental education.
Of Free and Reduced Lunch program participants, 53.4 percent were not college ready compared to 31.4 percent of non-FRL students who were not college ready.
For the second year, remedial students had higher first year retention rates than non remedial students at community colleges.
More than 62 percent of all remedial courses were completed successfully, an increase from the previous year.

29. Remedial Education by Gender
38.6 percent of college female students were not college ready compared to 31.7 percent of college matriculated males.
36 percent of college females not college ready in 2014
31 percent of college males not college ready in 2014

30. Gap between African American and White = 31.8 points
Gap between Hispanic and White = 19.5 points

31. Gap between African American and White = 34 points
Gap between Hispanic and White = 20.6 points

32. Remedial Education by Free and Reduced Lunch status
Of Free and Reduced Lunch program participants, 53.4 percent were not college ready compared to 31.4 percent of non-FRL students who were not college ready.
51.3 percent of FRL participants not college ready in 2014
27.6 percent of non-FRL participants not college ready in 2014

33. Academic Success
(61.9% last year)

34. Remedial Cost
Combined, the estimated cost to the state and estimated tuition cost to the student for remedial courses amount to approximately $39.3 million in FY This is a $7.8 million dollar savings from last year due to fewer students taking remedial courses and fewer courses being offered.

35. Colorado Community College Developmental Education Redesign

36. Colorado Community College Developmental Education Redesign
Problem
The longer it takes for a student to complete development education, the less likely they are to complete a degree/certification

37. Colorado Community College Developmental Education Redesign
Solution
What students were supposed to learn in HS
What students need to learn to be successful in college course

38. Evidence
Research shows that “shortening time it takes to complete developmental education increases the likelihood they will earn a degree, certificate or transfer.”

39. Supplemental Academic Instruction
This is what the state calls “co-requisite developmental education.” The following are implementing it to various scales:
Colorado Community College System
Aims Community College
Metropolitan State University of Denver
Fort Lewis College
University of Northern Colorado
Western State Colorado University
Will be soon: Colorado Mesa University and Adams State University
Benefits of 4-year institutions offering SAI:
Their students can stay on campus and don’t have to go to a community college for dev ed coursework.
Though 4-year institutions cannot receive College Opportunity Fund (COF) state dollars for developmental courses (those below 100 level) they can receive COF for SAI.
And, of course, all students at every type of institution benefit from SAI because they don’t waste time and money on unnecessary dev ed coursework.

40. CCHE Remedial Policy Revision – What’s Coming
Each student is afforded appropriate opportunities to enter directly into college-level English and mathematics courses; or to receive the appropriate co-requisite, supplemental academic instruction (SAI) or other alternatives to developmental education, such as summer boot camps and refresher courses; or, as a last resort, non-college level developmental education.

41. CCHE Remedial Policy Revision – What’s Coming
Students who place into co-requisite supplemental academic instruction or non-college level developmental education have the opportunity to complete the college-level English and mathematics courses required of their programs within the students’ first 30 semester credit hours.

42. CCHE Remedial Policy Revision – What’s Coming
After students have successfully completed (with a C- or higher) developmental education coursework, then the students enroll in the appropriate, subsequent college-level course the following semester.

43. CCHE Remedial Policy Revision – What’s Coming
Institutions integrate advising and other student supports early on in the placement process.

44. Thank You!