1. Improving educational policy and practice through research www.educationalpolicy.org Strengthening the Court Reporters’ Educational System Dr. Watson Scott Swail Philadelphia, PA April 2, 2005

2. Improving educational policy and practice through research www.educationalpolicy.org Why Retention is an Important Issue Retention stable at 50 percent Retention stable at 50 percent Issues of cost and quality Issues of cost and quality Federal and state intervention Federal and state intervention

3. Improving educational policy and practice through research www.educationalpolicy.org Some Background about Retention in US Postsecondary Education One quarter of all students who enter postsecondary education for the first time end up at another institution before attaining a postsecondary degree. One quarter of all students who enter postsecondary education for the first time end up at another institution before attaining a postsecondary degree. Almost half (46 percent) of first-time students who left their initial institution by the end of the first year never came back to postsecondary education. Almost half (46 percent) of first-time students who left their initial institution by the end of the first year never came back to postsecondary education. Students who attend full-time or whose attendance was continuous were much more likely to achieve their degree goals than other students. However, only about two-thirds of students were continuously enrolled. Students who attend full-time or whose attendance was continuous were much more likely to achieve their degree goals than other students. However, only about two-thirds of students were continuously enrolled.

4. Improving educational policy and practice through research www.educationalpolicy.org Some Background about Retention in US Postsecondary Education 50 percent of four-year students who did not delay entry into PSE earned their degree at their first institution, compared to only 27 percent of students who were delayed entrants. 50 percent of four-year students who did not delay entry into PSE earned their degree at their first institution, compared to only 27 percent of students who were delayed entrants. 42 percent of students whose first-year grade point average was 2.25 or less left postsecondary education permanently. 42 percent of students whose first-year grade point average was 2.25 or less left postsecondary education permanently.

5. Improving educational policy and practice through research www.educationalpolicy.org Why Students Leave Academic Preparedness Academic Preparedness Campus Climate Campus Climate Commitment to Educational Goals and the Institution Commitment to Educational Goals and the Institution Social and Academic Integration Social and Academic Integration Financial Aid Financial Aid

6. Improving educational policy and practice through research www.educationalpolicy.org Age Distribution of Court Reporters (NCRA Members Only)

7. Improving educational policy and practice through research www.educationalpolicy.org Age Distribution of Students (NCRA Members Only)

8. Improving educational policy and practice through research www.educationalpolicy.org Age Distribution of the Court Reports (NCRA Members Only)

9. Improving educational policy and practice through research www.educationalpolicy.org Cost of Student Attrition Institutional Institutional Individual Individual Societal Societal

10. Improving educational policy and practice through research www.educationalpolicy.org Cognitive Factors Social Factors Institutional Factors The Student Experience

11. Improving educational policy and practice through research www.educationalpolicy.org Social Factors Institutional Factors The Student Experience Academic Rigor Quality of Learning Aptitude Content Knowledge Critical-Thinking Ability Technology Ability Study Skills Learning Skills Time Management Academic-Related Extracurricular Activities

12. Improving educational policy and practice through research www.educationalpolicy.org Institutional Factors The Student Experience Academic Rigor Quality of Learning Aptitude Content Knowledge Critical-Thinking Ability Technology Ability Study Skills Learning Skills Time Management Academic-Related Extracurricular Activities Financial Issues Educational Legacy Attitude Toward Learning Religious Background Maturity Social Coping Skills Communication Skills Attitude Toward Others Cultural Values Expectations Goal Commitment Family Influence Peer Influence Social Lifestyle

13. Improving educational policy and practice through research www.educationalpolicy.org Financial Aid The Student Experience Academic Rigor Quality of Learning Aptitude Content Knowledge Critical-Thinking Ability Technology Ability Study Skills Learning Skills Time Management Academic-Related Extracurricular Activities Financial Issues Educational Legacy Attitude Toward Learning Religious Background Maturity Social Coping Skills Communication Skills Attitude Toward Others Cultural Values Expectations Goal Commitment Family Influence Peer Influence Social Lifestyle Recruitment & Admissions Student Services Academic Services Curriculum & Instruction

14. Improving educational policy and practice through research www.educationalpolicy.org

15. Improving educational policy and practice through research www.educationalpolicy.org Cognitive Factors Social Factors Institutional Factors The Student Experience

16. Improving educational policy and practice through research www.educationalpolicy.org Five Components of the Student Retention Framework

17. Improving educational policy and practice through research www.educationalpolicy.org The current status of the reporter education system 1. Not enough schools; online learning only option for rural students; CC programs only look at numbers; private schools focus more on student needs. 2. Firms may settle for reporter with lesser skills because of lack of qualified reporters. 3. Schools been unable to recruit students with aptitude and ability to achieve and succeed. How do we know what type of person will succeed. 4. Feel that proprietary schools don’t care as much about students 5. Recruiting without qualification is a “deadly issue.” 6. Our theory approval system is antiquated, and outsourced to institutions.

18. Improving educational policy and practice through research www.educationalpolicy.org The current status of the reporter education system 7. Branding is a major problem/challenge. In the world, people think we are a “dying” business. Technology taking over (perception). 8. This is a competency-based profession and education system; pass or fail, which “crashes” the graduation rate. 9. At one point had “role models” teaching; in one school, teachers were those who failed the test… We need to know who our educators are in the field. 10. Our most promising students are those who are intellectually engaged. Students who are enthusiastic, but have to wade through a long road of training that is not intellectually demanding. 11. Students come in with an unrealistic picture of what the field has to offer.

19. Improving educational policy and practice through research www.educationalpolicy.org Specific challenges in the court reporting / captioning profession 1. We haven’t looked at how the industry has changed and adapted the program; we have added pieces but not taken out (KISS) 2. Not enough motivation within educational system. 3. Tuition is a challenge for students, forcing them to extend their education (time to degree) 4. WE burden students with way too much information/technical when they don’t need it or are ready for it. 5. Recruitment policies: court reporting takes an intellectual type of student/professional. We have to get the word out… 6. Adult students don’t have the same mental talents. 7. Being able to motivate those who are self-motivated. 8. This was a full-time, bread-winning profession; then it was marketed as a part-time profession.

20. Improving educational policy and practice through research www.educationalpolicy.org NCRA’s current and future role in the education system 1. Create minimum standards for recruitment to guide or assist schools; 2. Create pilot projects to test education models. (test theories; learning). 3. Create training (intensive) for new professionals; work with firm owners to develop curriculum; 4. Figure out way to help schools motivate students; use our own experience to develop models. We need to identify these “effective practices” model. 5. Teach schools the business of teaching & learning. 6. What is the special aptitude of court reports that leads to success. Perhaps create inventory for admissions process (developed from survey about attributes). This info can also be used to market court reporting broadly.

21. Improving educational policy and practice through research www.educationalpolicy.org NCRA’s current and future role in the education system 7. Economic analysis of the “cost” of student departure. 8. Mentoring boot camp to teach people how to mentor the entire student body, and those who do so on small group or individual level. Mentors for new professionals. 9. We’ve never targeted career counselors at colleges and universities. 10. Emphasize teacher trainings; professional development; so they can see what the profession is like, not just isolated in the school. 11. We’ve allowed vendors to determine “who we are.” We need to recreate our image. 12. We have an obligation to provide skills trainings, not only to new professionals, but extended to teaching the teachers.

22. Improving educational policy and practice through research www.educationalpolicy.org NCRA’s current and future role in the education system 13. Develop online qualifying test. Aptitude, personality, as well as punctuation, etc. 14. Is there something we can do to help with accreditation process for NCRA schools? 15. NCRA should expand the teacher training program (provide more incentive to become certified instructors). 16. NCRA: put the word out where firm members could come to glut areas (e.g., Texas) for recruitment.

23. Improving educational policy and practice through research www.educationalpolicy.org Top Ten Considerations 1. Rely on proven research. 2. Suit the particular needs of the campus. 3. Institutionalize and become a regular part of campus service. 4. Involve all campus departments and all campus personnel. 5. Take into consideration the dynamics of the change process and provide extensive and appropriate retraining of staff. 6. Focus on students. 7. Ensure that the program is fiscally responsible. 8. Support institutional research in the monitoring of programs and students. 9. Be patient. 10. Be sensitive to students’ needs and target the most needy student populations.

24. Improving educational policy and practice through research www.educationalpolicy.org