1. Implementing the Cherry Commission Recommendations Within Michigan’s Current Fiscal Climate A Public Forum Presented by Western Michigan University’s Higher Education Leadership PhD Students Wednesday, December 7, 2005

2. Implementing the Cherry Recommendations Who we are: –Doctoral students in WMU’s Higher Education Leadership program –Members of EDLD 6890 “Advanced Policy Analysis and Enactment” –Administrators, faculty, and professionals representing 12 different HE institutions across the state (see handout for complete information)

3. Implementing the Cherry Recommendations The “Charge”: –To research the best practices, possible approaches, and potential supports and barriers to implementing the Cherry Commission Recommendations in public and private HE institutions in Michigan. –To synthesize our best recommendations for moving forward toward the goals set by the commission.

4. The Context of This Presentation: –We addressed only those recommendations that require direct action or collaboration by HE institutions – we stuck with what we can affect. –We worked within the state’s current fiscal, legislative, and oversight structure – no “pie in the sky”! –We started our work with respect for the commission’s work, and assumed that the recommendations were feasible. Implementing the Cherry Recommendations

5. Presentation Overview The “State of the Policy” one year later. Our research and recommendations for action –Preparation issues –Coordinated pathways through postsecondary education leading to completion –Community and economic impacts Open Discussion

6. The State of the Policy – Accomplishments so far… All Michigan students will take the ACT as part of the state’s high school assessment program Credit Amnesty – Currently reviewing retention and completion issues; promoting “Return to Learn” for adults New Merit Scholarship proposed - students must complete at least two years of post secondary education to receive $4,000

7. $ 2 billion 21 st Century Jobs Fund – signed into law Fall, 2005 Credit transfer – Michigan Association of College Registrars and Admissions Officers (MACRAO) has created transfer/articulation agreements and initiated the creation of “transfer wizard” The State of the Policy – Accomplishments so far…

8. Our Framework from the HE Perspective Student Success is the goal Preparation + Coordinated Pathways  Completion & student success The recommendations we addressed fit within and around this framework

9. Preparation High School Curriculum and ACT Dual Enrollment Developmental Education

10. Dual Enrollment – The Issue Also known as Credit Based Transition In 2003-04, only 1.7% of all Michigan high school students took part in dual enrollment opportunities. When combined with the number of students enrolled in AP courses, only 7.2% of Michigan high school students participate in these Credit Based Transition programs. The Cherry Commission has set a goal of 50% participation by 2015.

11. Dual Enrollment – The Findings StateDual Enrollment Participation Rate Total Dual Enrollment Participation AP Participation Total Participation Washington 10% (% of eligible high school students) 4.91% (% of all high school students) 15,610 (03-04) +6% over previous year 2004 - 20,29235,902 (11.3% of all high school students) Minnesota 2.7 % (% of all high school students) 7,713 (04-05) +4% over previous year 2004- 17,43725,168 (9 % of all high school students Utah 16.48% (% of all high school students) 23,384 (03-04) +6.5% over the previous year 2004 - 14,06837,452 (26.4% of all high school students) Michigan 10.2% (% of eligible high school students) 1.7% (% of all high school students) 9,002 (03-04) +5.6% over the previous year 2004 - 28,16637,168 (7.2% of all high school students)

12. Dual Enrollment – Recommendations The number of college courses offered at high schools or on-line should be maximized Tuition should be paid directly by the state with no conditions attached to the college or high school district and be a flat fee. When funding becomes available, Middle College High Schools should be developed on the campuses of the other 27 community colleges Admissions policies should be left to the individual postsecondary institutions.

13. Developmental / Remedial Education The Issues According to the Cherry Commission 68% (48,000) of Michigan's high school graduates are under-prepared for higher education. Proportionately the number for African Americans and Hispanics is even higher. This number does not include the “Return to Learn” students (estimated to be 1.5 million) who will likely require some type of remediation

14. Developmental / Remedial Education Findings Annual Cost of Developmental Education in Michigan: –Community Colleges: $65-$80 million annually –Four Year Colleges: $17-$24 million annually Mackinaw Center for Public Policy Over time, new high school curricular standards should mitigate the need for remedial education at the post- secondary level, HOWEVER, In order to meet the commission’s goals, ALL postsecondary institutions must address developmental and remedial education.

15. Developmental & Remedial Education Recommendations Key components of an effective Developmental Program include 1.Identification & Placement 2.Delivery 3.Evaluation & Assessment Benefits of Developmental / Remedial Education include – greater access, higher retention and higher completion rates.

16. Coordinated Pathways through Higher Education Transfer and Articulation CC Baccalaureate University Centers

17. Transfer and Articulation – The Issues CCs serve as “stepping stone” to HE, primarily because of cost. But new transfer trends go beyond CC to 4- year, and need to be supported. 42% of students enrolling in CCs express desire to earn 4-yr degree; transfer rates are only 22%. Significant barriers to transfer still exist.

18. Transfer and Articulation – The Findings MACRAO & Transfer Agreement 40 year transfer agreement among participating public and private universities and colleges. Has taken on new vigor as a result of the commission’s work. Facilitates transfer from CC to 4-yr institutions, and transfer among 2-years and 4-years. Allows transferability of up to 30 credits to meet general education requirements of participating colleges. MACRAO member institutions are working to strengthen the Transfer Agreement.

19. Transfer and Articulation – Recommendations M-TENS: MACRAO Transfer Equivalency Navigation System – centralized web-based system. One Michigan college or university will host the M-TENS site. State funding support is needed to purchase server, develop software, and maintain the system.

20. Community College Baccalaureate Degrees – The Issues How to improve access to 4–year degrees in “critical needs” professions? In areas underserved by 4-year colleges and universities? One option is granting Community Colleges limited authorization to offer bachelors degree programs. States that offer CCB’s include Florida, Utah, Nevada, Arkansas, and Texas. –Others such as Arizona have considered and rejected the idea

21. Community College Baccalaureate – Findings The start-up costs of such programs are typically $1,000,000 to $2,000,000 per community college. The ongoing cost of CCB programs is considerably higher than a normal CC program. CC Presidents would prefer to partner with a four-year university to deliver BA degrees (2003 survey). Degree opportunities are already available in MI at suitable CC locations through partnerships with 4-year institutions.

22. Community College Baccalaureate Recommendations IF the state wants to authorize CC baccalaureates, start with degrees having professional accreditation, since they are already accepted programs with strict standards (e.g., nursing). Authorize on a school-by-school basis. Require documented unmet student and employer demand to justify the need. Require periodic review and reauthorization as demands change.

23. University Centers – The Issues Access – Large geographic areas in the state underserved by 4-year institutions. Access to 4-year institutions for adult learners and many poorer students is limited by distance, cost, and work responsibilities. Students express wish to finish their education where they start it.

24. University Centers – The Findings Multiple configurations bring 4-year degrees to students through community colleges or independently run centers. Close geographic proximity. Most programs fit personal time schedules. Usually a cost savings for the student. Quality of programs is strong overall. Studies have found: * A high degree of student satisfaction. * Increased continuation of postsecondary education. * The elimination of obstacles preventing the continuation or completion of educationalprograms.

25. University Centers – Recommendations Michigan’s universities and colleges (all independent of each other) must engage in collaboration. Based on a region/community’s needs, institutions must offer the programs they “do” best. Programs should address specific degree/certification needs of a region/community. State should provide incentives for University Center collaborations, rather than CC bachelors programs.

26. Focusing on Completion – the Issues Completion provides a big picture look at student success, but the state has few mechanisms to assess long-term completion. Long-term trend nationally in completion rates steady since 1970’s – around 50%. The way that completion rates are calculated leaves MANY students uncounted and unaccounted for. Data driven decision-making can not be effective without complete and accurate information – how do we know when we have achieved the goals set by the commission?

27. Completion – The Findings Parental education is the first step – “pushy parents” help their kids reach completion. They need accurate information. Retention is next step – Institutions must focus on first year experience and year to year retention strategies. Data tracking is critical – we must know where students go pre-K through 20 in order to complete the cycle of preparation and coordinated pathways.

28. Develop a state-wide educational campaign that: –Recognizes the critical role parents play in “pushing” high school students to pursue and attain a college degree. –Helps parents understand the economic importance of college completion. –Helps residents become better informed consumers regarding the actual costs, the programs to select, graduation rates, student support, and institutional strengths of schools in the state. Completion – Recommendations

29. Institutions (2 and 4 year, public and private) share best practices on first-year experience and retention. No one loses when students are retained. Develop or buy a State-wide Integrated Data System (PreK-20). –Multiple measures are needed to accurately assess completion rates and student success. –An integrated data system would improve data tracking for all students, including part-time and transfer students. Currently, five states have integrated data systems that could provide models the state could fund and implement quickly.

30. Strengthening Economic Development of MI through Higher Education – The Issues Job growth in the future will be in radically different areas from our past economy. –Post-secondary training required. –Higher skill set and knowledge base needed. The link between post-secondary education and economic growth is well documented and needs to be fostered.

31. Strengthening Economic Development of MI through Higher Education – Recommendations Coordinated communication and subsequent initiatives between: –Dept. of Labor & Economic Growth –Michigan Economic Development Corp. –Michigan Dept. of Education –Michigan Community College Association –President’s Council –Michigan Municipal League –Michigan Townships Association –Michigan Association of Counties Need an overarching “clearing house” for initiatives – many happening without the knowledge and input of other relevant “stakeholders” and potential partners.

32. Concluding Recommendations The State and HE institutions can work collaboratively on key “levers” for maximizing the commission’s recommendations: preparation, student tracking, better information, and more communication are key levers. Dual enrollment expansion is possible, but needs a different funding model and more realistic goals. Preparation by HE institutions should include recognition of need to address remedial and developmental education. State should also support this necessity, especially at CCs, which are already overburdened.

33. Concluding Recommendations Support for transfer and articulation should be a priority. MACRAO already working well on M- TENS, and should be further supported. University Centers are already in place and should be further expanded, instead of authorizing bachelors degrees at CCs.

34. Concluding Recommendations Completion should be supported through state-wide, system-wide database. Educational campaign to parents in the state to help them be informed advocates for their children. Enhance retention strategies through sharing best practices within and across 2-year, 4-year, public, and private institutions.

35. Concluding Recommendations Identify and bring more stakeholders into the dialog linking community and economic needs to HE programming. Invest in key “critical needs” educational areas and “critical processes” for maximum impact. Celebrate, publicize, and reward accomplishments.

36. Thank You! Your comments and discussion are welcome! Also don’t forget to sign up to receive our final report. For more information, contact Dr. Andrea Beach: andrea.beach@wmich.edu andrea.beach@wmich.edu (269-387-1725)