1. 2008 by The Education Trust, Inc. COLLEGE ACCESS AND SUCCESS: Can We Do More? Oklahoma Enrollment Management Conference February, 2009

2. 2008 by The Education Trust, Inc. Over past 25 years, we’ve made a lot of progress on the access side.

3. 2008 by The Education Trust, Inc. Immediate College-Going Up Source: U.S. Dept. of Education, NCES, The Digest of Education Statistics 2002 (2003), Table 183 AND U.S. Census Bureau, Current Population Survey Report, October 2002. Recent High School Graduates

4. 2008 by The Education Trust, Inc. Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2. Entered Public 2-Year Colleges26% Entered 4-Year Colleges45% Other Postsecondary 4% Total75%

5. 2008 by The Education Trust, Inc. College-going is up for all groups.

6. 2008 by The Education Trust, Inc. Immediate* College-Going Increasing for All Groups: 1980 to 2006 Source: Condition of Education 2008 Table 24-1. http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902Condition of Education 2008 * Percent of high school completers who were enrolled in college the October after completing high school

7. 2008 by The Education Trust, Inc. College-Going Generally Increasing for All Income Groups Source: U.S Dept. of Education, NCES, The Condition of Education, 2008, Table 24-1

8. 2008 by The Education Trust, Inc. But though college-going up for minorities, gains among whites have been greater

9. 2008 by The Education Trust, Inc. All Groups Up In College-Going from 1980-2006, But Gaps Also Increase Source: U.S. Department of Education, NCES, The Condition of Education 2006.

10. 2008 by The Education Trust, Inc. And though college going up for low-income students, they still haven’t reached rate of high income students in mid- seventies.

11. 2008 by The Education Trust, Inc. College-Going Rates by Family Income Year Low Income Middle Income High Income 197639%41%63% 198634%49%71% 199649%63%78% 200651%61%81% Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 24.

12. 2008 by The Education Trust, Inc. But access isn’t the only issue: There’s a question of access to what…

13. 2008 by The Education Trust, Inc.

14. And what about graduation?

15. 2008 by The Education Trust, Inc. Black and Latino Freshmen Complete College at Lower Rates (6 Year Rates; All 4-Year Institutions) Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second Follow- Up (BPS: 96/01) in U.S. DOE, NCES, Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later. Table 7-6 on page 163. Overall rate: 55%

16. 2008 by The Education Trust, Inc. And from 2-year institutions? Lower still.

17. 2008 by The Education Trust, Inc. California Community Colleges: S uccess Rates for Degree-Bound Freshmen* Shulock, Nancy. Excludes students who did not complete at least 10 credits.

18. 2008 by The Education Trust, Inc. The result? Increases in college completion not commensurate with increases in college going.

19. 2008 by The Education Trust, Inc. College Going vs. Completion of BA or Higher, White (Age 25-29) +19 +11 Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)Condition of Education 2008

20. 2008 by The Education Trust, Inc. College Going vs. Completion of BA or Higher, African American (Age 25-29) +7 +12 Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)Condition of Education 2008

21. 2008 by The Education Trust, Inc. College Going vs. Completion of BA or Higher, Latino (Age 25-29) +6 +2 Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)Condition of Education 2008

22. 2008 by The Education Trust, Inc. Gaps Widen Completion of BA or Higher for All Groups (Age 25 to 29): 1980 to 2007 Source: 1980 to 2005, Current Population Survey, 2003 to 2007 Annual Social and Economic Supplement to Current Population Survey

23. 2008 by The Education Trust, Inc. Add it all up…

24. 2008 by The Education Trust, Inc. Different groups of young Americans obtain degrees at very different rates.

25. 2008 by The Education Trust, Inc. Some Americans Are Much Less Likely to Graduate From College 25-29 Year Olds with B.A. or Higher White 35.5% Black 19.5% Latino 11.6% Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 25.

26. 2008 by The Education Trust, Inc. Some Americans Are Much Less Likely to Graduate From College Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to 2003” Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES. B.A. Rate by Age 24 Young People from High SES Families 75% Young People from Low SES Families 9%

27. 2008 by The Education Trust, Inc. These rates threaten health of our democracy. But even for those who don’t care much about that, they are particularly worrisome, given which groups are growing…and which aren’t.

28. 2008 by The Education Trust, Inc. Growth Differs Substantially by Group Source: U.S. Census Bureau, Population Projections

29. 2008 by The Education Trust, Inc. Not surprisingly, our international lead is slipping away We’re still relatively strong (although no longer in the lead) with all adults.

30. 2008 by The Education Trust, Inc. U.S: 3 rd Out of 30 OECD Countries in Overall Postsecondary Attainment Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005. United States (38%)

31. 2008 by The Education Trust, Inc. U.S. tied for 9 th out of 30 OECD nations in the percentage of younger workers with an associates degree or higher Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005. United States (39%)

32. 2008 by The Education Trust, Inc. U.S. is one of only two OECD nations where today’s young people are not better educated than their parents Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005. United States (0)

33. 2008 by The Education Trust, Inc. To reach top performing countries Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.www.oecd.org/edu/eag2007

34. 2008 by The Education Trust, Inc. WHAT’S GOING ON? Many in higher education would like to believe that this is mostly about lousy high schools and stingy federal and state policymakers.

35. 2008 by The Education Trust, Inc. They are not all wrong.

36. 2008 by The Education Trust, Inc. Low Income and Minority Students Continue to be Clustered in Schools where we spend less…

37. 2008 by The Education Trust, Inc. Nation: Inequities in State and Local Revenue Per Student Gap High Poverty vs. Low Poverty Districts -$907 per student High Minority vs. Low Minority Districts -$614 per student Source: The Education Trust, The Funding Gap 2005. Data are for 2003

38. 2008 by The Education Trust, Inc. …expect less

39. 2008 by The Education Trust, Inc. Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997. Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in Affluent Schools

40. 2008 by The Education Trust, Inc. …teach them less

41. 2008 by The Education Trust, Inc. Source: CCSSO, State Indicators of Science and Mathematics Education, 2001 Fewer Latino students are enrolled in Algebra 2

42. 2008 by The Education Trust, Inc. African American, Latino & Native American high school graduates are less likely to have been enrolled in a full college prep track percent in college prep Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum. Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language

43. 2008 by The Education Trust, Inc. …and assign them our least qualified teachers.

44. 2008 by The Education Trust, Inc. More Classes in High-Poverty, High- Minority Schools Taught By Out-of-Field Teachers *Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes. Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey. High poverty Low povertyHigh minority Low minority Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or fewer of the students are eligible for free/reduced price lunch. High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are nonwhite.

45. 2008 by The Education Trust, Inc. Poor and Minority Students Get More Inexperienced* Teachers Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000. *Teachers with 3 or fewer years of experience. High poverty Low poverty High minority Low minority Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty- bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of minority students

46. 2008 by The Education Trust, Inc. While we’re making some progress in addressing these problems in elementary schools…

47. 2008 by The Education Trust, Inc. NAEP Reading, 9 Year-Olds: Record Performance for All Groups Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

48. 2008 by The Education Trust, Inc. NAEP Math, 9 Year-Olds: Record Performance for All Groups Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

49. 2008 by The Education Trust, Inc. We have not yet turned the corner in our high schools. Gaps between groups are wider today than they were in 1990.

50. 2008 by The Education Trust, Inc. NAEP Reading, 17 Year-Olds 21 29 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

51. 2008 by The Education Trust, Inc. NAEP Math, 17 Year-Olds 20 28 Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress Note: Long-Term Trends NAEP

52. 2008 by The Education Trust, Inc. And no matter how you cut the data, our performance relative to other countries isn’t much to brag about.

53. 2008 by The Education Trust, Inc. 2003: U.S. Ranked 24 th out of 29 OECD Countries in Mathematics Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

54. 2008 by The Education Trust, Inc. PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21 st U.S.A. Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/ Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average

55. 2008 by The Education Trust, Inc. PISA 2003: Problem-Solving, US Ranks 24 th Out of 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

56. 2008 by The Education Trust, Inc. So yes, preparation is part of the problem.

57. 2008 by The Education Trust, Inc. And so is government support for financial aid. Both the federal government and state governments have shifted more and more of their aid resources toward more affluent students.

58. 2008 by The Education Trust, Inc.

59. Maximum Pell Grant Coverage of Cost of College

60. 2008 by The Education Trust, Inc.

61. But colleges and universities are not unimportant actors in this drama of shrinking opportunity, either..

62. 2008 by The Education Trust, Inc. For one thing, the shifts away from poor students in institutional aid money are MORE PRONOUNCED than the shifts in government aid.

63. 2008 by The Education Trust, Inc. Students from Families with Income < $40,000, 1995: 56% of Institutional Aid, 38% of students on Public 4-Year Campuses Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust Note: These numbers reflect outcomes students in four-year public colleges.

64. 2008 by The Education Trust, Inc. By 2003, Aid and Enrollment Had Declined For Students from Family Income < $40,000 Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust Note: These figures are for students in four-year public colleges.

65. 2008 by The Education Trust, Inc.

67. This is true even in our most prestigious public universities. Flagships and other Public Research Extensive Universities

68. 2008 by The Education Trust, Inc. Flagships spend more money on aid than their students receive from either federal or state sources. They could choose to cushion the effects of increased cost on poor students. But they don’t.

69. 2008 by The Education Trust, Inc. Big increases in spending on high income students

70. 2008 by The Education Trust, Inc. Typical institutional grant recipient in low- income family now gets LESS than typical grant recipient in high income family

71. 2008 by The Education Trust, Inc. Today, almost 60% of institutional aid dollars in 4-year public colleges go to students with NO FINANCIAL NEED! Source: Sandy Baum, The College Board, 2008

72. 2008 by The Education Trust, Inc. So it’s not all about the students. What colleges do is important.

73. 2008 by The Education Trust, Inc. Moreover, what colleges do also turns out to be very important in whether students graduate or not.

74. 2008 by The Education Trust, Inc. Current College Completion Rates: 4-Year Colleges Approximately 4 in 10 entering freshmen obtain a Bachelor’s degree within 4 years; Within six years of entry, that proportion rises to about 6 in 10. If you go further, to look at graduation from ANY institution, numbers grow to about two-thirds.

75. 2008 by The Education Trust, Inc. But graduation rates vary widely across the nation’s postsecondary institutions

76. 2008 by The Education Trust, Inc. Some of these differences are clearly attributable to differences in student preparation and/or institutional mission.

77. 2008 by The Education Trust, Inc. Increased Competitiveness of Institutions Results in Increased Graduation Rates for All, but African- American and Latino Students Still Lag Behind Source: Ed Trust analysis of NCES’ IPEDS data 2005 The Education Trust, 2008

78. 2008 by The Education Trust, Inc. Indeed, with enough data on both institutions and students, we can find a way to “explain” about 70% of the variance among institutions.

79. 2008 by The Education Trust, Inc. But…when you dig underneath the averages, one thing is very clear: Some colleges are far more successful than their students’ “stats” would suggest.

80. 2008 by The Education Trust, Inc. Warning: I’m going to focus on graduation rates for first- time, full-time freshmen here. No, not perfect measure. For many institutions, the IPEDS cohort represents only small part of their graduates. Some institutions do other things well…but not often.

81. 2008 by The Education Trust, Inc. College Results Online

82. 2008 by The Education Trust, Inc.

83. So, what do you learn? Some institutions that have same mission, same focus and serve essentially same students…get far better results.

84. 2008 by The Education Trust, Inc. Research Institutions Similar Students, Different Results Median SATSize% Pell% URM Overall Grad Rate URM Grad Rate Penn State University 1,19033,68418.5%7.4%84.2%68.8% University of Wisconsin 1,26027,86913.7%5.9%76.7%57% University of Washington 1,20024,54023.2%8.7%74.3%63.7% Purdue University 1,14530,57918.4%6.6%66.4%52.4% University of Minnesota 1,16 5 28,91018.4%7.2%60.7%41.4% Source: College Results Online 2005 data

85. 2008 by The Education Trust, Inc. Research Universities: More Poor and Minority Students Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell% URM Overall Grad Rate URM Grad Rate Temple University 1,09022,02234.4%21.8%57.3%55.3% East Carolina 1,04016,46429.6%17.4%54.4%58.1% San Diego State 1,08023,08831.2%24.2%53%39.3% University of N. Texas 1,10021,64826.7%23.9%43.4%41.4% Middle Tennesse e State 1,03 0 18,32428%14.6%40.2%38.8%

86. 2008 by The Education Trust, Inc. Masters Institutions – Large Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell Overall Graduation Rate University of Northern Iowa 1,04510,16726.5%65% Montclair State 1,04510,66427.1%58.3% Western Illinois 99010,63928.9%55.4% University of Wisconsin Whitewater 1,0308,84421%50% Southern Illinois Edwardsvill e 1,0459,80329.1%44.8%

87. 2008 by The Education Trust, Inc. Historically Black Colleges Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell Overall Graduation Rate Elizabeth City 8352,39065.6%48.8% Delaware State 8103,11152.1%35.1% University of Arkansas Pine Bluff 7752,93175.3%30.3% Norfolk State 8804,72655.5%29.2% Coppin State 2,96867.1%20.2%

88. 2008 by The Education Trust, Inc. Research Universities, Private Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell% URM Overall Grad Rate URM Grad Rate Princeton 1,4804,7618.2%16.1%97%92.1% Notre Dame 1,3858,26510.1%13%95%89% Brown 1,4356,01312.3%14.6%95.1%92.9% Tufts 14055,76411.4%13.2%89.7%80% Bucknell 1,31 0 3,57911.2%5.2%89.5%82.9%

89. 2008 by The Education Trust, Inc. Bottom Line: So yes, we have to keep working to improve our high schools; But we’ve got to focus on improving our colleges, too.

90. 2008 by The Education Trust, Inc. What can we do?

91. 2008 by The Education Trust, Inc. First, let’s be clear: improving high schools is hugely important.

92. 2008 by The Education Trust, Inc. Far too many of our high schools—especially those serving concentrations of poor and minority students—don’t prepare their students for much of anything.

93. 2008 by The Education Trust, Inc. Surely not in Oklahoma, right? Aren’t almost all of our kids proficient?

94. 2008 by The Education Trust, Inc. Oklahoma State Test 4 th Grade Reading 2005

95. 2008 by The Education Trust, Inc. NAEP 4 th Grade Reading: Oklahoma, 2005

96. 2008 by The Education Trust, Inc. Oklahoma State Test 8th Grade Math 2005

97. 2008 by The Education Trust, Inc. NAEP 8 th Grade Math: Oklahoma, 2005

98. 2008 by The Education Trust, Inc. 2007 NAEP Grade 4 Reading Average Overall Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ National Average Proficient Scale Score: 238 OKLAHOMA

99. 2008 by The Education Trust, Inc. 2007 NAEP Grade 4 Reading Average Native American Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 238 National Average OKLAHOMA

100. 2008 by The Education Trust, Inc. 2007 NAEP Grade 4 Reading Average African American Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 238 National Average OKLAHOMA

101. 2008 by The Education Trust, Inc. 2007 NAEP Grade 4 Reading Average Latino Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 238 National Average OKLAHOMA

102. 2008 by The Education Trust, Inc. 2007 NAEP Grade 4 Reading Average White Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 238 National Average OKLAHOMA

103. 2008 by The Education Trust, Inc. 2007 NAEP Grade 8 Math Average Overall Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 299 National Average OKLAHOMA

104. 2008 by The Education Trust, Inc. 2007 NAEP Grade 8 Math Average Native American Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 299 National Average OKLAHOMA

105. 2008 by The Education Trust, Inc. 2007 NAEP Grade 8 Math Average African American Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 299 National Average OKLAHOMA

106. 2008 by The Education Trust, Inc. 2007 NAEP Grade 8 Math Average Latino Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 299 National Average OKLAHOMA

107. 2008 by The Education Trust, Inc. 2007 NAEP Grade 8 Math Average White Scale Scores by State Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/ Proficient Scale Score: 299 National Average OKLAHOMA

108. 2008 by The Education Trust, Inc. Work on aligning standards, assessments and high school course requirements matters a lot. American Diploma Project

109. 2008 by The Education Trust, Inc. But everybody in this room knows that policy alignment is only the first—and perhaps the easiest—step.

110. 2008 by The Education Trust, Inc. To get students to these standards, teachers will need: Robust curriculum materials; Help designing powerful units, assignments; Help mastering the array of teaching strategies necessary to get all learners to much higher standards; Better data on how their students are doing along the way.

111. 2008 by The Education Trust, Inc. This is particularly fertile ground for high school/college collaboration.

112. 2008 by The Education Trust, Inc. Chicago “Pot-holes” Study Importance of establishing “college culture” in high schools; Propensity of even high achieving first- generation students to choose colleges they could have attended without cracking a book; Need for high schools to “push” students through the selection, application and aid process, even as colleges “pull” them.

113. 2008 by The Education Trust, Inc. What to do on the higher education side?

114. 2008 by The Education Trust, Inc. In recent years, many studies: George Kuh, Vince Tinto Pell Institute: Demography is Not Destiny AASCU: Student Success in State Colleges and Universities and Hispanic Student Success Institute for Higher Education Policy: Increasing Student Success at Minority- Serving Institutions

115. 2008 by The Education Trust, Inc. Policy Analysis for California Education: Beyond Access: How the First Semester Matters for Community College Students MDRC: Community College Success; Excelencia; Education Sector: Graduation Rate Watch: Making Minority Student Success a Priority; Education Trust: One Step from the Finish Line and Choosing to Improve

116. 2008 by The Education Trust, Inc. Some Important Lessons from Unusually Successful Institutions

117. 2008 by The Education Trust, Inc. 1. They look at their data…and act.

118. 2008 by The Education Trust, Inc. Masters Institutions – Large Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell Overall Graduation Rate University of Northern Iowa 1,04510,16726.5%65% Montclair State 1,04510,66427.1%58.3% Western Illinois 99010,63928.9%55.4% University of Wisconsin Whitewater 1,0308,84421%50% Southern Illinois Edwardsvill e 1,0459,80329.1%44.8%

119. 2008 by The Education Trust, Inc. Student complaint… Critical Path Analysis… Course availability: major problem. Too few sections of courses required for the major were creating choke points…which, in turn, created other choke points. Answer: added more sections. Often, only one was enough to make the difference.

120. 2008 by The Education Trust, Inc. Also created two new tools for students: Degree audit tool allows students to map out careers, majors, see what happens when change major; New online Course Template. Students see how changes affect graduation. Shows what happens if veer from “critical path course.”

121. 2008 by The Education Trust, Inc. “The moral of this story is that when you get a complaint, don’t assume it is the student’s fault. Investigate, if you find it is a real problem, try to solve it for that student and you will probably solve it for a lot of students.” Aaron Podolefsky, Provost, Northern Iowa

122. 2008 by The Education Trust, Inc. Another Example of Looking at the data—and acting: Two states in our P-16 network— KY and NV—have done analyses of student progression, focused specifically on students with developmental needs. Conclusion: Student who take those courses immediately on entry are much more likely to succeed.

123. 2008 by The Education Trust, Inc. Both now have new policies.

124. 2008 by The Education Trust, Inc. 2. They pay attention to the details, especially leading indicators.

125. 2008 by The Education Trust, Inc. Successful institutions don’t just aim at the final goal— graduation—they concentrate on each step along the way, especially the early ones.

126. 2008 by The Education Trust, Inc. Historically Black Colleges Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell Overall Graduation Rate Elizabeth City 8352,39065.6%48.8% Delaware State 8103,11152.1%35.1% University of Arkansas Pine Bluff 7752,93175.3%30.3% Norfolk State 8804,72655.5%29.2% Coppin State 2,96867.1%20.2%

127. 2008 by The Education Trust, Inc. Elizabeth City State Attendance mandatory. Faculty members monitor; call when absent. Faculty advisors track absences, mid-term grades. Expected to meet with students in trouble. Deans, Provost monitor the data—and ACT when involves one faculty member. Everybody on campus assumes responsibility for acting on warning signs.

128. 2008 by The Education Trust, Inc. Technology can play a role. University of Alabama Tide Early Alert System flags students with excessive absences, D’s, F’s or withdrawals at six week point.

129. 2008 by The Education Trust, Inc. 3. They take on Introductory Classes

130. 2008 by The Education Trust, Inc. NASH CEO Session Looking at D’s, F’s, W’s in Math

131. 2008 by The Education Trust, Inc. NASH/EdTrust Math Success Initiative 9 Systems Analyzing Data on Student Success in Math Courses

132. 2008 by The Education Trust, Inc. Participating Systems State Univ System of Florida University System of Georgia University of Hawaii System Purdue University State University of New York Kentucky Council on Postsecondary Ed University of Louisiana System Mississippi Institutions of Higher Learning Nevada System of Higher Education

133. 2008 by The Education Trust, Inc. Some Initial Findings Large numbers of remedial students not successful— either withdraw or fail. Large D, F, W rates in first several credit-bearing courses Preparation matters. Students who have higher ACT math subscores, for example, more likely to be successful. BUT prep levels only explain a small part of success (ACT around one-third; SAT even less). Math coursework taken during senior year important. Many students taking courses below Algebra 1. In many cases, students who test as non-ready have success rates in non-remedial courses equal to those in the remedial courses designed for them. (California Community Colleges, too.) Wide differences in these rates even among comparable institutions.

134. 2008 by The Education Trust, Inc. Drop-Failure-Withdrawal Rates Mathematics: 2000 Georgia State U45% Louisiana State U36% Rio CC 41% U of Alabama60% U of Missouri-SL50% UNC-Greensboro77% UNC-Chapel Hill19% Wayne State U61% Source: National Center for Academic Transformation

135. 2008 by The Education Trust, Inc. Drop-Failure-Withdrawal Rates Other Disciplines: 2000 Calhoun CCStatistics35% Chattanooga StatePsychology37% Drexel UComputing51% IUPUI Sociology39% SW MN State UBiology37% Tallahassee CCEnglish Comp46% U of IowaChemistry25% U of New Mexico Psychology39% U of S MainePsychology28% UNC-GreensboroStatistics70% Source: National Center for Academic Transformation

136. 2008 by The Education Trust, Inc. Of course, some of this may be about preparation. But clearly not all… Course Redesign

137. 2008 by The Education Trust, Inc. Doctoral/Research Universities Similar Students, Different Results Source: College Results Online 2005 data Median SATSize% Pell% URM Overall Grad Rate URM Grad Rate Ohio University 1,06516,46528.5%5.3%70.9%58.7% University of Alabama 1,06516,40524.1%13.7%62.9%58.6% University of Tennessee 1,12519,25522.8%10.7%57.2%54.5% Ball State 1,04016,51322.8%8.5%54.2%43.7% Northern Illinois 1,03 0 17,22828.5%19.6%53.3%38.7%

138. 2008 by The Education Trust, Inc. College Algebra Course Redesign: UNIVERSITY OF ALABAMA SUCCESS RATES Fall 1998 Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 47.1% 40.6% 50.2% 60.5% 63.0% 78.9% 76.2%

139. 2008 by The Education Trust, Inc. Also, totally eliminated black/white gap in course outcomes. Same students. Same preparation. Different results.

140. 2008 by The Education Trust, Inc. And didn’t just close gaps in course outcomes. In 2001, black freshmen at Alabama graduated at a rate 9 points below white freshmen. By the class of 2006, black students were graduating at a rate 2 points HIGHER than white students.

141. 2008 by The Education Trust, Inc. 4. They don’t hesitate to demand, require.

142. 2008 by The Education Trust, Inc. Alabama: faculty in redesigned courses reluctant to make weekly lab time mandatory. But every time they backed off, results dropped.

143. 2008 by The Education Trust, Inc. Same pattern with idea of monitoring attendance, mandatory participation in study sessions…. The successful institutions, though, tend to do exactly that. They don’t leave things to chance.

144. 2008 by The Education Trust, Inc. San Diego State University and University of Houston Similar Institutions Similar enrollment percentages of Latinos Similar SAT

145. 2008 by The Education Trust, Inc. Different Results Over Time 2002 Latino Graduation Rate 2006 Latino Graduation Rate University of Houston 34.8%41.1% San Diego State 31.4%54%

146. 2008 by The Education Trust, Inc. What do the folks at SDSU think made the difference? 1. Making services, supports more coherent. 2. Making what was optional, mandatory.

147. 2008 by The Education Trust, Inc. 5. They assign clear responsibility for student success.

148. 2008 by The Education Trust, Inc. Black/White Graduation Rate Gaps: Similar Institutions Black/White Grad Rate Gap Florida State University3% The University of Texas at Austin-5% University of Central Florida-7% Louisiana State University-8% University of Missouri Columbia-15% Texas A&M-17% University of Wisconsin Madison-22% Michigan State University-24%

149. 2008 by The Education Trust, Inc. Florida State CARE Initiative Many black students come from local school districts; Care program works with them in high school; Admission standards relaxed, but summer transition program required; ONGOING SUPPORT, MONITORING ON CAMPUS; Example: special sections of freshman math courses, smaller and meet every day.

150. 2008 by The Education Trust, Inc. CARE reports to VPs for Student Affairs AND Undergraduate Education

151. 2008 by The Education Trust, Inc. Results? CARE students entering SAT: 940 (average success nationally: 56%) Non-CARE students entering SAT: 1204 (average success nationally: 73%) But at Florida State, CARE students persist to second year at higher rate than non CARE students; and, CARE students graduate at exactly same rate.

152. 2008 by The Education Trust, Inc. 6. Their leaders make sure student success is a priority.

153. 2008 by The Education Trust, Inc. AASCU Study: At Successful Institutions, Presidents: Articulate a clear vision—and use numbers; Create vehicle for taking stock; Act strategically—rarely programmatically; Monitor and report on progress; Constantly “walk the talk”. Pell Institute Report: Emphasizes importance of acting. Faculty committees get discouraged when recommendations aren’t acted on.

154. 2008 by The Education Trust, Inc. Delivery is the important part, though.

155. 2008 by The Education Trust, Inc. 7. They bring back the ones they lose.

156. 2008 by The Education Trust, Inc. University of New Mexico Median SAT: 1010 % Pell: 31.4% White: 49.8% African American: 2.8% Latino: 33.6% American Indian: 6.6% Overall 6 year grad rate: 41.6%

157. 2008 by The Education Trust, Inc. The Graduation Project Founder: David Stuart, Assoc Provost Insight: A lot of the students who leave without a degree leave pretty close—and in good standing. Core idea of project: Track them down and invite them back. Criteria: 2.0 gpa or better, at least 98 credits Universe: 3000

158. 2008 by The Education Trust, Inc. Used credit company to track them down Offer: –shortened (and free) application for re- admission, –degree summary showing exactly which courses short, –priority enrollment in those courses, and –help with problems along the way. –Result: Of those 3000, 1800 now have degrees and 59 have graduate degrees.

159. 2008 by The Education Trust, Inc. The Education Trust www.edtrust.org Washington, DC: 202-293-1217 Oakland, CA: 510-465-6444