1. 2008 by The Education Trust, Inc. THE NATIONAL CONTEXT FOR COURSE REDESIGN: Why We Need to Improve Access and Success in Higher Education NCAT 2 nd Annual Redesign Alliance Conference Orlando, FL March, 2008

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.

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

6. 2008 by The Education Trust, Inc. College-Going Increasing for Recent* High School Grads at All Income Levels ** Due to small sample sizes, 3-year averages used for Low-income category * Percent of high school completers who were enrolled in college the October after completing high school Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Table 29-1, http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp

7. 2008 by The Education Trust, Inc. Immediate* College-Going Increasing for All Racial/Ethnic Groups: 1980 to 2005 Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Table 29-1, http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp * Percent of high school completers who were enrolled in college the October after completing high school

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 1980-2005, 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.

12. Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom Achieving High Income Students Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

13. 2008 by The Education Trust, Inc. But access isn’t the only issue: There’s a question of access to what…

14. 2008 by The Education Trust, Inc.

15. And what about graduation?

16. 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%

17. 2008 by The Education Trust, Inc. And from 2-year institutions? Lower still.

18. 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. Success defined as obtaining Associates Degree or transferring to a 4-year institution.

19. 2008 by The Education Trust, Inc. The result? Increases in college completion not commensurate with increases in college going.

20. 2008 by The Education Trust, Inc. College Going vs. Completion of BA or Higher, White Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3 http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp, http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp http://nces.ed.gov/programs/coe/2006/section3/indicator29.asphttp://nces.ed.gov/programs/coe/2006/section3/indicator31.asp 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 25-29 year-olds with a BA or higher +19 +10

21. 2008 by The Education Trust, Inc. 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 25-29 year-olds with a BA or higher College Going vs. Completion of BA or Higher, African American Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3 http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp, http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp http://nces.ed.gov/programs/coe/2006/section3/indicator29.asphttp://nces.ed.gov/programs/coe/2006/section3/indicator31.asp +20 +5.5

22. 2008 by The Education Trust, Inc. 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 25-29 year-olds with a BA or higher College Going vs. Completion of BA or Higher, Latino Source: U.S. Dept. of Education, NCES, The Condition of Education, 2006, Tables 29-1 and 31-3 http://nces.ed.gov/programs/coe/2006/section3/indicator29.asp, http://nces.ed.gov/programs/coe/2006/section3/indicator31.asp http://nces.ed.gov/programs/coe/2006/section3/indicator29.asphttp://nces.ed.gov/programs/coe/2006/section3/indicator31.asp +10 +3.3

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

26. 2008 by The Education Trust, Inc. Some Americans Are Much Less Likely to Graduate From College: B.A. Rates by Age 24 Source: “Family Income and Higher Education Opportunity 1970 to 2003,” in Postsecondary Education Opportunity, Number 156, June 2005. 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.

27. 2008 by The Education Trust, Inc. These gaps threaten the health of our democracy. But they are also especially worrisome given which groups are growing…and which aren’t.

28. 2008 by The Education Trust, Inc. There is Rapid Growth Among Groups Who Already Are Under-Represented 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 Industrialized Nations in Overall Postsecondary Degree Attainment (B.A. & A.A.) Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.www.oecd.org/edu/eag2007 United States (38%)

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

32. 2008 by The Education Trust, Inc.... and the U.S. is one of only two countries where there is no increase in college attainment among younger workers. Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.www.oecd.org/edu/eag2007 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. US 15 Year-Olds Rank Near Middle Of The Pack Among 32 Participating Countries: 1999

54. 2008 by The Education Trust, Inc. PISA 2003: US 15 Year-Olds Rank Near The End Of The Pack Among 29 OECD Countries Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results. NCES 2005-003

55. 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/

56. 2008 by The Education Trust, Inc. U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

57. 2008 by The Education Trust, Inc. U.S. Ranks 23 rd out of 29 OECD Countries in the Math Achievement of the Highest- Performing Students* * Students at the 95 th Percentile Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

58. 2008 by The Education Trust, Inc. U.S. Ranks 23 rd out of 29 OECD Countries in the Math Achievement of High-SES Students Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at http://www.oecd.org/ http://www.oecd.org/

59. 2008 by The Education Trust, Inc. Even in problem-solving, something we consider an American strength…

60. 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

61. 2008 by The Education Trust, Inc. So yes, preparation is part of the problem.

62. 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.

63. 2008 by The Education Trust, Inc.

64. Maximum Pell Grant Coverage of Cost of College

65. 2008 by The Education Trust, Inc.

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

67. 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.

68. 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.

69. 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.

70. 2008 by The Education Trust, Inc.

72. Today? Fully 60% of the institutional aid granted by 4-year public colleges and universities goes to students with NO financial need.

73. 2008 by The Education Trust, Inc. These patterns hold even for our most prestigious public universities. Flagships and other Public Research Extensive Universities

74. 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.

75. 2008 by The Education Trust, Inc. Big increases in spending on high income students

76. 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

77. 2008 by The Education Trust, Inc. So it’s not all about the students. What colleges do is important.

78. 2008 by The Education Trust, Inc. Moreover, what colleges do also turns out to be very important in whether students graduate or not.

79. 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.

80. 2008 by The Education Trust, Inc. But graduation rates vary widely across the nation’s postsecondary institutions

81. 2008 by The Education Trust, Inc. Some of these differences are clearly attributable to differences in student preparation and/or institutional mission. But not all…

82. 2008 by The Education Trust, Inc. Some colleges are far more successful than their students’ “stats” would suggest.

83. 2008 by The Education Trust, Inc. Doc/Research Institutions With Similar Students Getting Different Results Median SAT Size% PellOverall 6 Yr-Grad Rate White/URM Grad Rate Gap Penn State119533,97519%83%-14% Univ of Wisconsin 124027,71112%76%-21% Texas A & M 118533,90114%75%-9% Univ of Washington 118525,05921%71%-11% Univ of Minnesota 114528,27316%54%-19%

84. 2008 by The Education Trust, Inc. Masters Level Institutions With Similar Students Getting Different Results Median SAT Size% PellOverall 6 Yr-Grad Rate URM 6-Yr Grad Rate Millersville U of PA 1055636919%66%46% SUNY at Plattsburgh 1045513033%59%52% NW MO State 1010504327%53%44% Northern Michigan U 1010783132%45%38%

85. 2008 by The Education Trust, Inc. Bac General/Masters Institutions With Similar Students Getting Different Results Median SAT Size% PellOverall 6 Yr-Grad Rate URM 6-Yr Grad Rate Elizabeth City (NC) 810203960%51%54% Kentucky State 825182749%39%44% Fayetteville State (NC) 865382055%38%39% U of Ark Pine Bluff 775291868%31% Coppin State (MD) 875269157%22%

86. 2008 by The Education Trust, Inc. College Results Online

87. 2008 by The Education Trust, Inc.

88. 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.

89. 2008 by The Education Trust, Inc. What can we do? Several high-leverage places to focus

90. 2008 by The Education Trust, Inc. First, let’s be clear: improving high schools is hugely important.

91. 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.

92. 2008 by The Education Trust, Inc. But let us also be clear that it doesn’t have to be that way. Some schools serving exactly the same students manage to produce much, much higher achievement.

93. 2008 by The Education Trust, Inc. Elmont Memorial Junior-Senior High School

94. 2008 by The Education Trust, Inc. Elmont Memorial Junior-Senior High School Elmont, New York 1,966 Students in Grades 7-12 75% African American 12% Latino Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

95. 2008 by The Education Trust, Inc. Elmont Memorial Higher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents English Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

96. 2008 by The Education Trust, Inc. Elmont Memorial Higher Percentage of Students Meeting Graduation Requirements than the State, Class of 2004 Regents Math Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/

97. 2008 by The Education Trust, Inc. University Park Campus School

98. 2008 by The Education Trust, Inc. University Park Campus School Worcester, Massachusetts 220 Students in Grades 7-12 9% African American 18% Asian 35% Latino 39% White 73% Low-Income Source: Massachusetts Department of Education School Profile, http://profiles.doe.mass.edu/

99. 2008 by The Education Trust, Inc. University Park Results: 2004 100% of 10 th graders passed MA high school exit exam on first attempt. 87% passed at advanced or proficient level. Fifth most successful school in the state, surpassing many schools serving wealthy students.

100. 2008 by The Education Trust, Inc. These schools, however, exceptions. We need them to be the rule.

101. 2008 by The Education Trust, Inc. Work on aligning standards, assessments and high school course requirements matters a lot. More than half of all states now headed down this path with the American Diploma Project.

102. 2008 by The Education Trust, Inc. But everybody in this room knows that policy alignment is only the first—and perhaps the easiest—step.

103. 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.

104. 2008 by The Education Trust, Inc. College faculty: great partners in this work.

105. 2008 by The Education Trust, Inc. What to do on the higher education side? Six suggestions.

106. 2008 by The Education Trust, Inc. 1. Get folks engaged in looking at their data. Yes, the numbers will often suggest the need for better preparation. But they will also typically show that we’re not doing so well even by the students who meet our definition of “prepared.”

107. 2008 by The Education Trust, Inc. NASH/EdTrust Math Success Initiative 9 Systems Analyzing Data on Student Success in Math Courses

108. 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

109. 2008 by The Education Trust, Inc. Some Initial Findings Large D, F, W rates in both remedial and first several credit-bearing courses; Large numbers of NON-remedial students not successful, even those who test into Calculus. 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. But 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.

110. 2008 by The Education Trust, Inc. Much more to learn—including how big the differences are among faculty members teaching different sections of same course--but clear indicators for action.

111. 2008 by The Education Trust, Inc. 2. Do a close analysis of student progression through your institutions and ACT on what you learn.

112. 2008 by The Education Trust, Inc. Two states in our network—KY and NV—have done such analyses, focused specifically on students with developmental needs. Conclusion: Student who take those courses immediately on entry are much more likely to succeed.

113. 2008 by The Education Trust, Inc. Both now have new policies.

114. 2008 by The Education Trust, Inc. University of Northern Iowa “Path Analysis”: Not enough sections of key courses. By adding just a few sections, unblocked clogged arteries…and student success went up.

115. 2008 by The Education Trust, Inc. #3. Learn from the high performers.

116. 2008 by The Education Trust, Inc. Almost every system and/or state has found some campuses that get better results. Important to understand what they are doing. Should be looking at the data by faculty member, as well, and working to understand teaching practices that work.

117. 2008 by The Education Trust, Inc. 4. Take on introductory courses.

118. 2008 by The Education Trust, Inc. Drop-Failure-Withdrawal Rates Mathematics 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

119. 2008 by The Education Trust, Inc. Drop-Failure-Withdrawal Rates Other Disciplines 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

120. 2008 by The Education Trust, Inc. Of course, some of this may be about preparation. But clearly not all…

121. 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%

122. 2008 by The Education Trust, Inc. Also, totally eliminated black/white gap in course outcomes. Same students. Same preparation. Different results.

123. 2008 by The Education Trust, Inc. #5. Set some stretch goals.

124. 2008 by The Education Trust, Inc. A lot of systems, campuses don’t set goals. At best, report increases or decreases. Those numbers can be seriously misleading. But they also don’t inspire or engage.

125. 2008 by The Education Trust, Inc. New NASH/EdTrust Access to Success Initiative: One example of an effort to set serious stretch goals, measure and report progress over time. Goal? By 2015 to reduce by at least half the gaps in college going and college success that separate low-income students and students of color from others.

126. 2008 by The Education Trust, Inc. #6. Finally, what about rethinking how we use our institutional aid dollars (even as we work to increase state and federal investments in need-based aid)?

127. 2008 by The Education Trust, Inc. Over the past few decades, role of higher education has been transformed from agent of opportunity and mobility, to another agent of stratification.

128. 2008 by The Education Trust, Inc. Sadly, even the colleges created to expand opportunity…don’t always do that. Illinois data: most of the students transferring from 2- to 4-year colleges were “ready” for those colleges as high school seniors!

129. 2008 by The Education Trust, Inc. Perhaps not surprising, given the relentless march of privilege in our society and the tendency of privileged people to demand ever more.

130. 2008 by The Education Trust, Inc. But…that’s not why most of us in higher education got into this business. Somehow, we’ve got to find a way to refocus our energies and our resources.

131. 2008 by The Education Trust, Inc. When our resources aren’t adequate to begin with, that requires a lot of very tough choices…

132. 2008 by The Education Trust, Inc. But acknowledging that the choices are tough is not the same as suggesting that we shouldn’t make them.

133. 2008 by The Education Trust, Inc. The Education Trust Download this Presentation And Subscribe to Equity Express www.edtrust.org Washington, DC: 202-293-1217 Oakland, CA: 510-465-6444