1. The Value of Assessments: What does it mean for you? Institute for the Study of Transfer Students Ft. Worth, Texas - January 26, 2004

2. Our Mission The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity in education.

3. Value of Assessment…………………. Challenges: Increased attrition rates Faculty frustration=low student performance Student dissatisfaction Poor course efficiencies Disproportionate enrollment in courses Institutional quality Financial stability of institution decreases Internal and external pressures (state mandates) Student demand unmet ….……What does this mean for you?

4. Increase enrollment through retention Informed placement= student success in and out of the classroom Ease Transition Enhance Persistence to degree completion Accountability= attainable outcomes Graduating students Institutional quality= enhanced academic environment with standards of excellence Equity= access and opportunity Value of Assessment…………………. ….……What does this mean for you?

5. National Landscape

6. Public two-year institutions or community college46% Public four-year institutions 26% Private four-year institutions 15% Private for-profit institutions or vocational programs of less than four years10% Other institutions 3% Camara, Wayne; The College Board: College Persistence, Graduation, Remediation; RN-19, March 2003 Enrollment in Postsecondary Education by Institutional Type: Students who entered Higher Education in 1995-1996: American Higher Education

7. 56 percent of undergraduates are women. 33 percent of undergraduates are racial or ethnic minorities. 43 percent of undergraduates are age 24 or older. 80 percent work, and 39 percent work full- time. National Education Longitudinal Study (NELS). 8 th graders in 1988, followed up in 1994 and 2000.

8. Average In-State Tuition/Fees for Public four-year: $ 4,694, up $ 579 from 2002-2003, an increase of 14.1% Average Tuition/Fees for Private four-year: $ 19,710, up $ 1,114 from 2002-2003, an increase of 6% Southwest Public four year averages: $ 3,576 (lowest) Middle States Public four-year averages: $ 6,350 (highest) New England Private four-year averages: $ 25, 093 (highest in nation) In constant 2003 dollars from 1994-2004: Public four-year: average tuition/fees rose: 47% ($ 1,506) Private four-year: average tuition/fees rose: 42% ($ 5,866) Cost of Education The College Board: Trends in College Pricing 2003.

9. Who can afford an education? Of the published charges at a public four-year institution in 2003, the share of income required to cover the cost: Highest Income: ($ 99,000 +): 5 % of their income Middle Income: 19% of their income Lowest Income: 71% of their income The College Board: Trends in College Pricing 2003.

10. Community Colleges Community College Survey of Student Engagement; 2004 Who are the students….. 50% of all undergraduates in a public post-secondary institution is in a community college 64% of those students are Part-Time Average age of students in community colleges: 29 years old 33% have children living at home 47% work more than 20 hours per week Enrollment Growth during the 1990’s Community College: 14% All of Higher Education: 9%

11. Community Colleges Aspirations…. 59% of students primary goal is to obtain an Associates Degree 53% of students primary goal is to transfer to a four-year institution 21% of students list transferring to a four-year institution as second goal 45% report lack of finances would be a likely reason for dropping out Satisfaction…. 95% would recommend their college to a friend or family 86% rate experience as ‘good’ or ‘excellent’ 69% feel college provides the support they need to succeed 42% feel they get the financial support they need to afford college Community College Survey of Student Engagement; 2004

12. Community Colleges: The Student’s Reality…. 50% of students do not make it to 2 nd year of study 50% of all first-time students in community colleges are assessed as under- prepared (remediation) 1/3 rd of all students in higher education require remedial education 1998 remediation costs $ 2 billion annually in public higher education 53% of students cite transferring as a primary goal 25% of students actually do transfer from their school 36% of students report that they rarely or never use academic advising/planning services 49% report that they rarely or never use career counseling services 25% of students that entered a public-two year college in 1995-1996 had attained a credential by 2001. Community College Survey of Student Engagement; 2004

13. Four year institutions… 83% of all freshman in 1995-1996 were ‘traditional college students’ (high school graduates who enroll college full-time immediately after high school) tending a four year institution. 64% attained a bachelor’s in six year or less versus 55% of all freshman First generation students are less likely to enroll in a four-year college than students with at least one parent who has a bachelor’s degree; if they enroll they are less likely to persist to a degree three years later 40% of all seniors who completed the NSSE survey attended college at one or more different institutions before enrolling in the school from which they were about to graduate in 2004. Amongst the senior transfer students, they were more likely to: Enroll part-time drive to campus spend time caring for dependents first-generation (neither parent graduated from college be a student of color work at a job off campus National Survey of Student Engagement, 2002

14. Four year institutions… Percentage of Undergraduates at Four-year Institutions with Nontraditional Characteristics: 1999-2000 National Education Longitudinal Study (NELS). 8th graders in 1988, followed up in 1994 and 2000

15. Knocking At The College Door 3.2 million high school graduates, forecast for 2008-2009-- -8% higher than today. Most significant growth in the number of public high school graduates is the South. 1990-91: 779,040 2001-02: 904,294 (16% increase) 2009-10: over 1 million High School Graduation Growth Rates by State 2008-2009: Nevada--35.93%; Arizona--21.26%; Florida--21.02% 2013-2014: Nevada—62.225; Arizona—32.25%; Florida--21.96% More minority students than ever - almost 43% of enrollment by 2007-2008 (a 23% increase in five years.) Who is Knocking on the College Door. Dec. 2003; WICHE; College Board; ACT

16. Knocking At The College Door: The New Minority The West is projected to be a minority majority region for the class of 2010 The South will follow suit in 2015 11 states and the District of Columbia will be minority majority by the class of 2014: Arizona, California, Florida, Georgia, Hawaii, Maryland, Mississippi, Nevada, New Mexico, North Carolina, Texas What’s driving the trend: A surge in Hispanic and Asian/Pacific Islander student enrollment Who is Knocking on the College Door. Dec. 2003; WICHE; College Board; ACT

17. Knocking At The College Door: Family Income Data The South is expected to have the highest proportion of graduates in the lowest income group (under $ 20,000); nearly 1 in every 5 graduates in the class of 2007 About 17 percent of graduates in the West will be from this income group The Midwest and Northeast will see about 13 percent each Who is Knocking on the College Door. Dec. 2003; WICHE; College Board; ACT

18. The Challenges We Face Today…. Today’s high school freshman class will be the biggest graduating class ever. The next two classes: Even bigger The challenges: How can we prepare them for a competitive college environment? How can higher education prepare itself for their arrival?

19. connect to college success SAT ACCUPLACER CLEP

20. SAT Changes for the Class of 2006 VerbalChange name to critical reading; Eliminate analogies; Add short paragraph reading passages. MathExpand math content to include topics from third-year college-preparatory math (which most people know as Algebra II); Eliminate quantitative comparisons. WritingMultiple-choice grammar and usage Student-written essay (SAT only). Time frameNew SAT in March 2005 DiagnosticsWorking toward addition of diagnostics to the SAT.

21. Current SATNew SAT 3 hours3 hours 45 minutes Critical Reading 75 minutes Two 30-minute sections and one 15-minute section 70 minutes Two 25-minute sections and one 20-minute section Math 75 minutes Two 30-minute sections and one 15-minute section 70 minutes Two 25-minute sections and one 20-minute section Writing 60 minutes 35-minute multiple choice (one 25-minute section and one 10-minute section) and one 25 minute essay Variable Section 30 minutes25 minutes Time Specifications

22. Test Scores Maintain Equivalence, Comparability, and Trend Data… Between the old verbal and new critical reading sections. Between the old and new math sections. Current SATNew SAT Critical Reading V 200–800CR 200–800 MathM 200–800 Writing (Subscores) W 200–800 (Essay 2–12 ) (Multiple-choice 20– 80)

23. Summary: Survey of Admissions Directors Reasons for Reading Candidates’ New SAT Essays Reason for UsePercent To provide additional information about a candidate’s writing skills 78% To compare and verify an application essay46 To use as an additional placement essay32 To replace an application essay(s)19 To replace an essay currently used for placement16 Other7

24. CLEP Age Breakdown of CLEP Candidates (03-04)

25. CLEP Education Level of CLEP Candidates (03-04)

26. Highest Volume CLEP Exams (03-04), 2004

27. CLEP Research Says: Students who earn credit via CLEP during orientation programs persist to 2nd semester of first year 15% higher than students who did not take CLEP; 19% higher to 2nd year of study Students who earn credit via CLEP are more likely to than their peers to complete a bachelor’s degree in four years Students who earn credit via CLEP perform as well or better in subsequent courses than students who completed the introductory course Exempted CLEP students have a higher cumulative GPA than students who did not take CLEP

28. How Can CLEP Help Transfer Students? Establishes standardization for coursework at all institutions Allows military and transient students to complete degree programs Helps alleviate overcrowded introductory level courses Provides alternative to returning students who have taken coursework that has expired By helping students accelerate their college degree and advance to more challenging courses more quickly By providing a cost-effective means of earning college credit at time when college tuition is rising at unprecedented rate

30. ACCUPLACER Reading, Sentence Skills Arithmetic, Elem. Algebra, College Level Math WritePlacer Plus ACCUPLACER ESL Reading Skills, Sentence Meaning, Language Use, Listening, WritePlacer ESL

31. Who do we serve…… Over 1000 institutions of higher education and secondary education 60% 2 year 35% 4 year 5% high schools Over 5.2 million exams administered in 03-04

32. Why ACCUPLACER…… Computer Adaptive Testing Internet based; 24/7 Reliable System performance (5 years on internet) Immediate System enhancements Ability to test at off-site locations ATB approved Cost Effective

33. How Can ACCUPLACER Help Transfer Students? One-Stop-Shop Placement; Advisement; Registration Immediate Results Transfer with scores: reduce testing Early awareness of remediation needs. Measure of a student’s “Ability to Benefit”

34. WE connect students to college success