Mississippi Summit
Jackson, Mississippi
February, 2008
2008 by The Education Trust, Inc.
COLLEGE ACCESS AND SUCCESS:
Where Are We? What Do We Need to
Do?
Over past 25 years, we’ve made
a lot of progress on the access
side.
2008 by The Education Trust, Inc.
Immediate College-Going Up
100
90
80
70
60
50
40
30
20
19
8
19 0
8
19 1
1982
8
19 3
8
19 4
8
19 5
1986
8
19 7
8
19 8
1989
9
19 0
9
19 1
1992
9
19 3
9
19 4
1995
9
19 6
9
19 7
9
19 8
2099
0
20 0
0
20 1
2002
0
20 3
0
20 4
05
10
0
Year
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.
2008 by The Education Trust, Inc.
Percent Going to College
Recent High School Graduates
Most High School Grads Go On To
Postsecondary Within 2 Years
Entered Public 2-Year
Colleges
Entered 4-Year Colleges
Total
45%
4%
75%
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.
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Other Postsecondary
26%
College-going up for all
groups.
2008 by The Education Trust, Inc.
90
80
70
60
50
40
30
20
10
19
80
19
81
19
82
19
83
19
84
19
85
19
86
19
87
19
88
19
89
19
90
19
91
19
92
19
93
19
94
19
95
19
96
19
97
19
98
19
99
20
00
20
01
20
02
20
03
20
04
0
Low**
Middle
High
* Percent of high school completers who were enrolled in college the October after completing high school
**Due to small sample sizes, 3-year averages used for Low-income category
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
2008 by The Education Trust, Inc.
Percent Going to College
College-Going Increasing for Recent* High
100 School Grads at All Income Levels
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
0
20 4
05
80
70
60
50
40
30
20
10
0
Year
African American
Latino
White
* 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
2008 by The Education Trust, Inc.
Percent Going to College
Immediate* College-Going Increasing for
All Racial/Ethnic Groups:
100
1980 to 2005
90
But though college-going up for
minorities, gains among whites
have been greater
2008 by The Education Trust, Inc.
50
40
30
20
23.4
13
10
1.7
0
Black
Hispanic
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
White
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Percentage Point Increase in
College Going, 1980-2005
All Groups Up In College-Going from
1980-2005, But Gaps Also Increase
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And though college going up for
low-income students, they still
haven’t reached rate of high
income students in midseventies.
2008 by The Education Trust, Inc.
Highest Achieving Low-Income Students Attend
Postsecondary at Same Rate as Bottom Achieving
High Income Students
LowIncome
36%
50%
63%
78%
HighIncome
77%
85%
90%
97%
Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES
Condition of Education 1997 p. 64
2008 by The Education Trust, Inc.
Achievement
Level (in quartiles)
First (Low)
Second
Third
Fourth (High)
But access isn’t the only
issue:
2008 by The Education Trust, Inc.
There’s a question of access to
what…
2008 by The Education Trust, Inc.
2008 by The Education Trust, Inc.
And what about graduation?
Black and Latino Freshmen Complete College
at Lower Rates
(6 Year Rates; All 4-Year Institutions)
70%
60%
64%
59%
50%
41%
Overall
rate: 55%
41%
40%
20%
10%
0%
White
Black
Latino
Asian
Source: U.S. DOE, NCES, 1995-96 Beginning Postsecondary Students Longitudinal Study, Second FollowUp (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.
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30%
And from 2-year institutions?
2008 by The Education Trust, Inc.
Lower still.
California Community Colleges:
Success Rates for Degree-Bound Freshmen*
35%
33%
30%
27%
25%
18%
20%
15%
10%
5%
0%
Asian
Shulock, Nancy.
White
Black
Excludes students who did not complete at least 10 credits.
Latino
2008 by The Education Trust, Inc.
15%
The result?
2008 by The Education Trust, Inc.
Increases in college completion
not commensurate with increases
in college going.
90
80
70
60
50
40
30
20
10
0
+19
+10
Year
White College-Going
White Completion
•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
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
2008 by The Education Trust, Inc.
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
04
Percent
College Going vs. Completion of BA or Higher,
White
100
80
70
60
50
40
30
20
10
0
+20
+5.5
Year
Black College-Going
BlackCompletion
•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
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
2008 by The Education Trust, Inc.
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
04
Percent
College Going vs. Completion of BA or Higher,
100
African American
90
100
90
80
70
60
50
40
30
20
10
0
+10
Year
Hispanic College-Going
Hispanic Completion
•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
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
2008 by The Education Trust, Inc.
+3.3
19
8
19 0
8
19 1
8
19 2
8
19 3
8
19 4
8
19 5
8
19 6
8
19 7
8
19 8
8
19 9
9
19 0
9
19 1
9
19 2
9
19 3
9
19 4
9
19 5
9
19 6
9
19 7
9
19 8
9
20 9
0
20 0
0
20 1
0
20 2
0
20 3
04
Percent
College Going vs. Completion of BA or Higher,
Latino
Add it all up…
2008 by The Education Trust, Inc.
Different groups of young
Americans obtain degrees at very
different rates.
2008 by The Education Trust, Inc.
Some Americans Are Much Less
Likely to Graduate From College
2008 by The Education Trust, Inc.
Some Americans Are Much Less
Likely to Graduate From College:
B.A. Rates by Age 24
75%
Young People From
Low SES Families
9%
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.
Source: “Family Income and Higher Education Opportunity 1970 to 2003,”
in Postsecondary Education Opportunity, Number 156, June 2005.
2008 by The Education Trust, Inc.
Young People From
High SES Families
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.
There is Rapid Growth Among Groups
Who Already Are Under-Represented
White
Native American
Latino
African American
0
2
4
6
8
12
10
Millions
Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020
Source: U.S. Census Bureau, Population Projections
2008 by The Education Trust, Inc.
Asian
Not surprisingly, our international
lead is slipping away
2008 by The Education Trust, Inc.
We’re still relatively strong
(although no longer in the lead)
with all adults.
50
45
40
35
30
25
20
15
10
5
0
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
2008 by The Education Trust, Inc.
Ca
na
da
Ja
Un
p
it e
d S an
t at
e
Fi n s
lan
De
d
nm
a
N o rk
rw
Au ay
str
al ia
Ko
re
Ice a
Ne
l
th e a nd
rla
n
Be ds
l giu
m
S
Un
it e wed
e
dK
i ng n
do
m
Ire
l
Sw
a
itze nd
rla
nd
Sp
Lu
xem a in
bo
Ne
w Z urg
ea
la n
Fra d
n
Ge ce
rm
an
Gr y
ee
c
Au e
st
Hu ria
ng
ar
Po y
l an
Slo
Me d
vak
x
Re i co
Cz
p
ec
h R ubl ic
ep
ub
lic
Ita
ly
Po
rt u
ga
Tu l
rke
y
Percent of Adults Ages 25-64 with
Associates Degree or Higher
U.S.: 3rd Out of 30 Industrialized
Nations in Overall Postsecondary
Degree Attainment (B.A. & A.A.)
United States (38%)
50
20
10
0
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
2008 by The Education Trust, Inc.
Ca
na
da
Ja
pa
n
Ko
re a
No
rw
a
Ire y
la
Be nd
l giu
m
De
nm
ark
Sp
a in
Un Fra n
it e
d S ce
ta
Au tes
str
al
Fi n ia
la
Sw n d
e
Lu
xem de n
bo
ur
Ice g
N
la
Un eth e nd
r
it e
d K la nds
in
Sw gd o
m
it
Ne zerla
w Z nd
ea
la n
Po d
l an
Gr d
e
Ge ece
rm
an
Au y
s
Hu tria
ng
Po ary
rt u
ga
Slo
l
vak Mexi
Re co
pu
bl ic
Cz
ec
h R Ita ly
ep
ub
li
Tu c
rke
y
Percentage (Ages 25-34) with
Associates Degree or Higher
But the U.S. is 9th out of 30 countries
in the percentage of younger workers
with A.A. degree or higher
60
United States (39%)
40
30
Difference in Percentage of Workforce
with Associates Degree or Higher:
Ages 25-34 Compared to 45-54
40
35
30
25
20
15
10
5
0
-5
United States (0)
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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Ko
re
Fra a
nce
Ire
lan
d
Sp
Lu
xem a in
bo
urg
Ja
pa
Po n
la
Be nd
l giu
Ca m
na
d
No a
rw
Po ay
rt u
g
Sw al
ed
De e n
nm
ark
Au
str
al ia
Un
it e Icela
dK
n
i ng d
do
Gr m
ee
Ne
th e ce
rla
nd
s
Ita
Me ly
xi c
Fi n o
Ne
w Z lan d
ea
la
Hu nd
ng
ar
Tu y
rke
Au y
st
S
Slo witze ria
rla
vak
Re nd
Cz
p
ec
h R ubl ic
e
p
Un
it e ub lic
dS
ta
Ge tes
rm
an
y
. . . and the U.S. is one of only two countries
where there is no increase in college
attainment among younger workers.
To reach top performing countries
80
60
BA + AA
40
55
20
38
0
U.S. Attainment
Top Performers
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
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Percent of Adults Ages 25-64
100
WHAT’S GOING ON?
2008 by The Education Trust, Inc.
Many in higher education would like to
believe that this is mostly about lousy
high schools and stingy federal and
state policymakers.
They are not all wrong.
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Low Income and Minority
Students Continue to be
Clustered in Schools where we
spend less…
Nation:
Inequities in State and Local Revenue
Per Student
Gap
-$907 per
student
High Minority vs. Low
Minority Districts
-$614 per
student
Source: The Education Trust, The Funding Gap 2005. Data are for 2003
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High Poverty vs. Low
Poverty Districts
…expect less
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Students in Poor Schools Receive
‘A’s for Work That Would Earn ‘Cs’
in Affluent Schools
100
87
Percentile - CTBS4
Seventh Grade Math
56
41
34
35
21
11
0
A
B
Grades
Low-poverty schools
C
D
High-poverty schools
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE,
1997.
2008 by The Education Trust, Inc.
22
…teach them less
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Fewer Latino students are enrolled
in Algebra 2
80
Percent Enrolled
62
45
0
1998
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
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Latino
White
African American, Latino & Native American
high school graduates are less likely to have
been enrolled in a full college prep track
50
46
25
22
21
Latino
Native
American
0
African
American
Asian
White
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
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.
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percent in college prep
39
…and assign them our least
qualified teachers.
2008 by The Education Trust, Inc.
Percent of Classes Taught by Out
of Field Teachers
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
50%
34%
29%
19%
21%
High poverty Low poverty
High 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.
*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.
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0%
Poor and Minority Students Get
More Inexperienced* Teachers
21%
20%
11%
10%
0%
High poverty Low poverty
High minority Low minority
*Teachers with 3 or fewer years of experience.
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low povertybottom 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
Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.
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Percent of Teachers Who Are
Inexperienced
25%
2008 by The Education Trust, Inc.
While we’re making some
progress in addressing these
problems in elementary
schools…
NAEP Reading, 9 Year-Olds:
Record Performance for All Groups
230
210
190
170
150
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Average Scale Score
250
NAEP Math, 9 Year-Olds:
Record Performance for All Groups
230
210
190
170
150
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
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Average Scale Score
250
We have not yet turned the
corner in our high schools.
2008 by The Education Trust, Inc.
Gaps between groups are wider
today than they were in 1990.
NAEP Reading, 17 Year-Olds
300
21
280
29
260
240
220
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2008 by The Education Trust, Inc.
Average Scale Score
320
NAEP Math, 17 Year-Olds
300
28
20
280
260
240
220
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
African American
Latino
White
Note: Long-Term Trends NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
2008 by The Education Trust, Inc.
Average Scale Score
320
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.
US 15 Year-Olds Rank Near
Middle Of The Pack Among 32
Participating Countries: 1999
U.S. RANK
15TH
19TH
14TH
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READING
MATH
SCIENCE
PISA 2003: US 15 Year-Olds Rank
Near The End Of The Pack Among
29 OECD Countries
U.S. RANK
20
TH
24
TH
19
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.
NCES 2005-003
2008 by The Education Trust, Inc.
READING
MATH
SCIENCE
TH
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
e
M exi c
o
Tu rke
y
Greec
Ita ly
Cana d
a
Bel giu
m
Switz e
rla nd
New Z
e ala n
d
Aus tra
l ia
Cze ch
Re pub
lic
Ic ela n
d
Denm
ark
Fra nc
e
Swed
en
Aus tria
Germ
any
Ire lan
d
OECD
Avera
ge
Slo va
c k Re
pub lic
Norwa
y
Lu xem
bo urg
Pol an
d
Hung a
ry
Spa in
Unit ed
St ates
Port ug
al
J apan
Neth e
rla nds
Kore a
Fi nlan
d
350
300
2008 by The Education Trust, Inc.
Average Scale Score
2003: U.S. Ranked 24th out of 29
OECD Countries in Mathematics
550
500
450
400
m
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
M exi c
o
Port ug
al
Greec
e
Spa in
Tu rke
y
Ita ly
Pol an
d
Lu xem
bo urg
Hung a
ry
Unit ed
St ates
Ire lan
d
Neth e
rla nds
New Z
e ala n
d
Switz e
rla nd
Aus tra
l ia
Cana d
a
Cze ch
Re pub
lic
Ic ela n
d
Denm
ark
Swed
en
OECD
Avera
ge
Aus tria
Germ
any
Fra nc
e
Slo va
k Rep
ubl ic
Norwa
y
Fi nlan
d
J apan
Kore a
Bel giu
2
0
2008 by The Education Trust, Inc.
Percent of Students
U.S. Ranks Low in the Percent of Students in the
Highest Achievement Level (Level 6)
in Math
10
8
6
4
U.S. Ranks 23rd out of 29 OECD Countries in
the Math Achievement of the HighestPerforming Students*
700
650
Average Scale Score
600
550
500
450
350
* Students at the 95th Percentile
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
Port u
gal
Gree
ce
Mexi
co
Tu rk
ey
Ita ly
d
Aust
ral ia
Cana
da
Cze c
h Re
pub li
c
Denm
ark
Swed
en
Germ
any
OEC
D AV
ERA
GE
Aust
ria
Icela
nd
Fra n
ce
Slo va
k Re
p ubl i
c
Norw
ay
Hung
ary
Lu xe
mbo
urg
Ire lan
d
Pol a
nd
Unit e
d St a
tes
Spa i
n
Fi nla
n
Bel g
iu m
Japa
n
Kore
a
Switz
erla n
d
Neth
erla n
ds
New
Ze ala
nd
300
2008 by The Education Trust, Inc.
400
erla n
d
400
350
300
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
2008 by The Education Trust, Inc.
Ire lan
d
Icela
nd
Pol a
nd
Norw
ay
Unit e
d St a
tes
Spa i
n
Port u
gal
Ita ly
Gree
ce
Tu rk
ey
Mexi
co
Aust
ral ia
Germ
any
New
Ze ala
nd
Fra n
ce
Denm
ark
Swed
en
Aust
ria
Hung
ary
OEC
D AV
ERA
GE
Slo va
k Re
p ubl i
c
Lu xe
mbo
urg
Switz
Japa
n
Kore
a
Bel g
iu m
Neth
erla n
ds
Fi nla
nd
Cze c
h Re
pub li
c
Cana
da
Average Scale Score
U.S. Ranks 23rd out of 29
OECD Countries in the Math Achievement of
High-SES Students
600
550
500
450
Even in problem-solving,
something we consider an
American strength…
2008 by The Education Trust, Inc.
e
400
350
300
2008 by The Education Trust, Inc.
Source: NCES, 2005, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.
NCES 2005-003
M exi c
o
Tu rke
y
Greec
Ita ly
Ire lan
d
Lu xem
bo urg
Slo va
k Rep
ubl ic
Norwa
y
Pol an
d
Spa in
Unit ed
St ates
Port ug
al
Hung a
ry
OECD
Avera
ge
Ic ela n
d
Swed
en
Aus tria
New Z
e ala n
d
Aus tra
l ia
Cana d
a
Bel giu
m
Switz e
rla nd
Neth e
rla nds
Fra nc
e
Denm
ark
Cze ch
Re pub
lic
Germ
any
J apan
Fi nlan
d
Kore a
Average Scale Score
PISA 2003: Problem-Solving, US
Ranks 24th Out of 29 OECD Countries
600
550
500
450
So yes, preparation is part of
the problem.
2008 by The Education Trust, Inc.
And so is government support for
financial aid.
2008 by The Education Trust, Inc.
Both the federal government and state
governments have shifted more and
more of their aid resources toward
more affluent students.
2008 by The Education Trust, Inc.
Maximum Pell Grant
Coverage of Cost of College
0.9
84%
0.8
0.7
0.6
0.5
36%
0.3
0.2
0.1
0
1975
2005
2008 by The Education Trust, Inc.
0.4
East
West
2008 by The Education Trust, Inc.
But
colleges and universities are not
unimportant actors in this drama of
shrinking opportunity, either.
2008 by The Education Trust, Inc.
.
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.
Students from Families with Income < $40,000, 1995:
56% of Institutional Aid,
38% of students on Public 4-Year Campuses
60
38
Share of Institutional
Grant Aid
Percentage of
Undergraduate
Population
20
0
1995
Note: These numbers reflect outcomes students in four-year public colleges.
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
2008 by The Education Trust, Inc.
Percent
40
56
By 2003, Aid and Enrollment Had Declined
For Students from Family Income < $40,000
60
38
Percent
40
56
Share of Institutional
Grant Aid
35
28
20
0
1995
2003
Note: These figures are for students in four-year public colleges.
Source: National Postsecondary Student Aid, (2003-2004) data analysis conducted by Jerry Davis for the Education Trust
2008 by The Education Trust, Inc.
Percentage of
Undergraduate
Population
2008 by The Education Trust, Inc.
2008 by The Education Trust, Inc.
This is true even in our most
prestigious public universities.
2008 by The Education Trust, Inc.
Flagships and other Public
Research Extensive Universities
They could choose to cushion the
effects of increased cost on poor
students. But they don’t.
2008 by The Education Trust, Inc.
Flagships spend more money on
aid than their students receive
from either federal or state
sources.
Big increases in spending on high
income students
2008 by The Education Trust, Inc.
Typical institutional grant recipient in lowincome family now gets LESS than typical
grant recipient in high income family
2008 by The Education Trust, Inc.
So it’s not all about the students.
What colleges do is important.
2008 by The Education Trust, Inc.
2008 by The Education Trust, Inc.
Moreover, what colleges do also
turns out to be very important in
whether students graduate or
not.
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.
2008 by The Education Trust, Inc.
But graduation rates vary widely
across the nation’s postsecondary
institutions
2008 by The Education Trust, Inc.
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…
Some colleges are far more
successful than their students’
“stats” would suggest.
2008 by The Education Trust, Inc.
Doc/Research Institutions With Similar
Students Getting Different Results
Median Size
SAT
% Pell Overall 6 White/URM
Yr-Grad
Grad Rate
Rate
Gap
1195 33,975 19% 83%
-14%
Univ of
Wisconsin
Texas
A&M
Univ of
Washington
Univ of
Minnesota
1240 27,711 12% 76%
-21%
1185 33,901 14% 75%
-9%
1185 25,059 21% 71%
-11%
1145 28,273 16% 54%
-19%
2008 by The Education Trust, Inc.
Penn State
Masters Level Institutions With Similar
Students Getting Different Results
Median
SAT
% Pell
Overall 6
Yr-Grad
Rate
URM 6-Yr
Grad Rate
1055 6369 19%
66%
46%
1045 5130 33%
59%
52%
1010 5043 27%
53%
44%
1010 7831 32%
45%
38%
2008 by The Education Trust, Inc.
Millersville
U of PA
SUNY at
Plattsburgh
NW MO
State
Northern
Michigan U
Size
Bac General/Masters Institutions With
Similar Students Getting Different Results
% Pell
Overall 6
Yr-Grad
Rate
URM 6-Yr
Grad Rate
810
2039
60%
51%
54%
825
1827
49%
39%
44%
865
3820
55%
38%
39%
775
2918
68%
31%
31%
875
2691
57% 22%
22%
2008 by The Education Trust, Inc.
Elizabeth
City (NC)
Kentucky
State
Fayetteville
State (NC)
U of Ark
Pine Bluff
Coppin
State (MD)
Median Size
SAT
College Results Online
2008 by The Education Trust, Inc.
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.
2008 by The Education Trust, Inc.
Mississippi:
What do the numbers tell us?
2008 by The Education Trust, Inc.
8th grade
2008 by The Education Trust, Inc.
Highest grade for which National
Assessment data are available by
state.
sa
ch
Veuset
Mormonts
Ne
w H Mntan t
a
N am ai n
So ew pshi e
uth Jer re
D se
NoMinnakot y
r th es a
Da ota
k
Pe
nn Oota
s
Co ylv hio
n n an
ec ia
ticu
Ka Iowat
Ne ns
b r as
Vir aska
Co gin
lo ia
Or rado
W eg
Deyomion
l aw ng
a
Ida r e
M
Wa ar v ho
sh lan
in d
I gt
Nendiaon
Wi w Y na
sc ork
on
si
I
l
Mi lino n
Ke ssouis
ntu ri
Na
c
tio
na Ut ky
l P ah
u
Te blic
F x
Mi lor idas
Ok chig a
l ah an
om
No GAlas a
r th eo ka
r
Te Caro gia
nn lin
e
Rh Arkasse a
S o od ns e
uth e I as
Ca slan
We A rolin d
st rizo a
V
Lo irginna
u
Alaisiania
b a
Ne ama
Ca va
l i f da
Ne H ornia
w a
Mi M ewaii
ss xic
iss o
i pp
i
Ma
s
280
230
220
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Average Scale Score
2007 NAEP Grade 8 Reading
Average Overall Scale Scores by State
Proficient Scale Score: 281
270
260
250
240
sa Haw
ch aii
Co usett
l or s
Vir ado
gi
Ala nia
De sk
l aw a
Or ar e
M eg
Ne ar yl on
w J an
er s d
T e ey
Ari xas
zo
Ne Nev na
P e w M ad a
nn exi
sy co
lva
nia
Ke Iow
Wa ntu a
c
s
Co hing ky
nn t on
e
Gecticu
o t
Ka r gia
Ne nsa
wY s
or
Mi Oh k
nn i o
es
Flo ota
ri
Na
tio Illi da
na no
l
is
N e P ubl
i
Ok br ask c
l ah a
o
Ind ma
S o M i an
a
ut is
No h Ca souri
r th ro
We Ca lina
st rolin
V
a
Lo irgini
Te uisi a
Rh nne ana
od sse
Mi e Isl e
ss an
i
d
Ca ssipp
lif
i
Ala ornia
Ark bam
a a
Mi nsa
Wi chiga s
sc
on n
sin
280
240
230
220
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Ma
s
Average Scale Score
2007 NAEP Grade 8 Reading
Average African American Scale Scores by State
Proficient Scale Score: 281
270
260
250
Ma
ss
a
Ne chu
Cow Jesetts
nn r s
Maecticey
Co r vlanut
l or d
a
De Texdo
la a
Mo war s
N e nt a e
w Y na
Mi O ork
nn hi
Ve esoto
r a
Vir mon
Pe K gin t
So nns ansaia
uth ylv s
D an
Geakotia
or a
Na Ne Illingia
tio br ois
na as
l P ka
Alaublic
sk
a
I
o
wa
Ne
M
w M ai
No Hamissone
u
r
Noth Capshirri
r th ro e
Da lina
O
Wa r ekota
s g
Wi hing on
sc ton
o
Ari nsin
Wy zon
om a
Flo ing
ri
So
I da
uth Inddaho
C a i an
Rh Mic rolina
o d hi a
Te e Isgan
nn l a
Arkess nd
Ca ansee
Ok lifor as
l ah ni a
om
Ne
w M Ut a
a
Ke exich
n
L t o
Mi ouisucky
ss ian
iss a
N e i ppi
v
H ad
We Ala awaa
st bam ii
Vir a
gi n
ia
280
230
220
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Average Scale Score
2007 NAEP Grade 8 Reading
Average White Scale Scores by State
Proficient Scale Score: 281
270
260
250
240
280
240
230
220
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
M
Mo ain
So Ve ntane
uth rm a
NeNor th Da ont
w H D kot
a m a ko a
ps ta
Ma
h
ss
ac Ida ire
h h
Wy use o
De omi tts
Mi lawang
n
Ne nesor e
br a t a
sk
a
Ka Iowa
Pe O nsa
nn r eg s
s
o
Keylvann
ntu ia
M c
Ok isso ky
lah uri
om
a
U
Vir tah
Co gin
lo ia
Indrado
NeMar yiana
w J lan
er s d
Wa
e
sh Ohi y
i
N e ngt o
w on
FloYork
r
Illinida
Na
tio T ois
na ex
Arkl Pubas
a li
Ge nsa c
T
N o en or g s
r n
i
Weth C essea
a
st rol e
WiVirgi ina
So Losconnia
uth uis sin
C a i an
rol a
in
A
l
a a
CoMich ska
nn iga
ec n
Mi Haticut
Ne ssis wai
Rh w M sippi
od ex i
e ic
Ala Isla o
b n
Ari amad
N zon
Ca eva a
lifo da
rni
a
Average Scale Score
2007 NAEP Grade 8 Reading
Average Poor Scale Scores by State
Proficient Scale Score: 281
270
260
250
sa
ch
NoMinnuset
r th es ts
D ot
V e a ko a
rm ta
N e N e K an ont
w w sa
SoHamJer s s
uth ps ey
Da hire
Vir kota
M gin
Wyonta ia
Co omina
l or ng
a
M do
Pe Ma ain
nn r yla e
sy nd
lva
Wi Te nia
sc xas
o
Indnsin
i an
a
I
o
wa
Wa
O
sh hi
ing o
t
No Ne Ida on
r th br a ho
Ca sk
r a
Or olina
eg
DeAlas on
So Con lawaka
uth ne r e
Ca cticu
Mi rolin t
ss a
ou
ri
Na
tio Il Utah
na lin
o
Nel Pub is
w
Ke Yolic
nt rk
Floucky
Mi r id
ch a
Ari igan
Ge zona
O
Rh kla or gia
od ho
e m
Ark Isla a
T e an n d
n s
Lo ness as
uis ee
N e i ana
We Cal vad
st iforn a
Vir ia
Ne H ginia
w Maw
e aii
MiAlabaxico
ss m
iss a
i pp
i
250
240
230
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Ma
s
Average Scale Score
2007 NAEP Grade 8 Math
Average Overall Scale Scores by State
Proficient Scale Score: 299
300
290
280
270
260
250
240
230
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Co
l or
a
Or do
eg
Ala on
s
Te ka
Vir xas
g
Ka inia
No A nsas
r th rizo
Ca na
De rolin
la a
So Ma war e
u
r
Ma th C ylan
d
a
ss
ac rolin
N e hu s a
e
Ne w Je tts
w rs
Wa M ex ey
sh ico
in
Ge gton
Mi or g
nn i a
es
Flo ota
r id
Na
tio Indi a
na an
l
a
Lo P ubl
u
ic
Ne isian
wY a
or
Ok Oh k
l ah i o
om
a
I
o
Pe Kent wa
nn uc
Co sylva ky
nn nia
ec
Ne ticut
Ark vada
T e an s
n n as
Ca esse
lifo e
rn
Illin ia
M
o
Mi isso is
s
Rh siss uri
o
i
We de I ppi
st slan
V
Wi irgin d
sc ia
Ala onsin
b
Mi ama
c
Ne higa
br a n
sk
a
Average Scale Score
2007 NAEP Grade 8 Math
Average African American Scale Scores by State
Proficient Scale Score: 299
300
290
280
270
260
sa
ch
Ma use
r y tts
Ne T land
w ex
Mi Jer sas
n
Conesoey
lo ta
Vir rado
No K gin
r
i
Noth Caansaa
r th ro s
l
DeDakoina
law ta
Co Ala ar e
P n s
So enn necti ka
uth syl cut
C van
So Wisarolinia
uth con a
D si
Ve akotn
N rm a
Wa ebr ont
sh ask
ing a
Illinton
Na M O ois
tio on hio
na t a
Nel Pubna
w lic
IndYork
Wy ia
o na
Or ming
Ne
w H A ego
amrizonn
ps a
Flo hire
r id
a
Ge Iow
M or g a
Caisso ia
lifo uri
rn
Ida ia
Ma ho
i ne
Ne MichUtah
Rh w M iga
od ex n
e
Lo Islaico
u
Ark isia nd
an n a
Te Nev sas
n n ad
Ke essea
O ntu e
Mi klahocky
ss m
Alaissip a
p
We Hbam i
st aw a
Vir ai
gi n i
ia
250
240
230
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Ma
s
Average Scale Score
2007 NAEP Grade 8 Math
Average White Scale Scores by State
Proficient Scale Score: 299
310
300
290
280
270
260
250
240
230
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
No
r th
D
Ve ako
rm ta
o
K
a
Ma
nsant
s
So sachMains
uth us e
Da etts
ko
WyTex ta
om as
Mi Idaing
nn ho
e
M
on sota
Ne
w H In tan
am di a a
De pshna
law ire
ar e
So
I
o
uth Or wa
C a ego
Ma roli n
No Ne r yla na
r th w Y nd
Ca or
rol k
ina
Wa Vir gOhio
sh in
Co ingt ia
l o
Pe Kenorad n
nn tu o
sy ck
l va y
nia
AlaUtah
Ne Missska
w o
Wi Jer uri
sc sey
Na
o
tio Flonsin
na r id
Nel Pub a
Lo br as lic
Okuisia ka
la n
Ark homa
a a
Ari nsas
Ge zon
or g a
i
T
I
l
We enn linoa
e
st ss is
V e
Mi irgin e
ch ia
Ne igan
Ne Havada
w w
CaM ex aii
M li ic
Rh issisforni o
o s a
Code Isippi
nn lan
Alaectic d
b a ut
ma
Average Scale Score
2007 NAEP Grade 8 Math
Average Poor Scale Scores by State
Proficient Scale Score: 299
300
290
280
270
260
Some recent progress, especially
in math at lower grades
2008 by The Education Trust, Inc.
NAEP Grade 4 Math
Movement Out of Below Basic, Overall, 2000-2007
Top States
26%
Mississippi
25%
Georgia, Hawaii
22%
National Average
17%
Range
26% to 8%
Rankings are for the 40 states with Overall data in both 2000 and 2007.
Data refer to the percentage point difference between the percent of students at Below
Basic in 2007 and 2000.
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
Arkansas
NAEP Grade 4 Math
Movement Out of Below Basic, African American, 2000-2007
Top States
33%
Arkansas, Kentucky
32%
MS, OH, SC, VA, WV
29%
National Average
28%
Range
33% to 15%
Rankings are for the 32 states with African American data in both 2000 and 2007.
Data refer to the percentage point difference between the percent of students at Below
Basic in 2007 and 2000.
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2008 by The Education Trust, Inc.
California
High School, College
2008 by The Education Trust, Inc.
Ne
wY
uth
o
Ca rk
rol
No
i na
r th
Ca
Ma
rol
ina
ss
ac
hu
se
tts
Ind
ia
Ne
w M na
ex
ico
Co
nn
ec
ticu
Mi
t
ss
iss
i pp
i
Wy
om
i ng
Mi
ch
iga
n
Wi
sc
on
sin
Co
l or
ad
o
Ke
ntu
Rh
ck
y
od
eI
sla
nd
Illin
ois
Lo
uis
i an
a
Flo
r id
a
Ok
l ah
om
a
Mi
ss
ou
ri
Ha
wa
ii
Ari
zon
a
Ida
ho
Ala
sk
Wa
a
sh
ing
t on
Uta
h
30
20
10
0
Source: Postsecondary.org
2008 by The Education Trust, Inc.
So
College Continuation Rate
100
College Going Rate for Recent
High School Graduates:
Mississippi Top Third (2004)
90
80
70
60
50
40
30
20
10
0
2008 by The Education Trust, Inc.
Source: Postsecondary.org
Wi
sc
nsa
s
on
sin
Ind
i an
a
Co
l or
ad
o
Ark
an
sa
s
Illin
ois
Mi
ss
ou
Rh
ri
od
eI
sla
nd
Ne
wY
We
ork
st
Vir
gi n
ia
Ma
i ne
Ida
ho
Ke
ntu
ck
y
Ve
rm
on
t
Te
So
xa
uth
s
Ca
rol
i na
Mi
ss
iss
i pp
i
Or
eg
on
Ca
lifo
rni
Te
a
nn
es
se
e
Ala
sk
a
s
a
ett
us
Ka
ch
Iow
90
sa
100
Ma
s
Da
k
ota
Mi
nn
es
ota
No
r th
Chance for College
But When High School Dropout Rate is
Factored In, State Performance Drops
to Bottom Quarter
(HS Grad. Rate x College Continuation Rate, 2004)
80
70
60
50
40
De
l aw
ar e
Ma
r yl
an
Rh
d
od
eI
sla
nd
Ve
rm
on
t
Vir
gin
ia
Ca
lifo
rni
a
Illin
ois
Mi
nn
es
ota
Ne
wY
ork
Ma
So
i ne
uth
Ca
rol
i na
Or
eg
on
Ne
br a
sk
a
Ka
nsa
s
Co
l or
ad
Mi
o
ss
iss
i pp
Te
i
nn
es
No
se
e
r th
Da
ko
ta
Uta
So
uth
h
Da
ko
ta
Ida
We
ho
st
Vir
gi n
ia
Lo
uis
i an
Ne
a
wM
ex
ico
Ala
sk
a
20
10
0
Source: Ed Trust Analysis of IPEDS data. First-time, full-time freshmen completing a BA within 6 years.
2008 by The Education Trust, Inc.
Graduation Rate
Six-Year College Graduation Rates:
Mississippi Middle Third (2005)
80
70
60
50
40
30
rni
a
i an
a
Mi
ss
ou
ri
Ve
rm
on
t
Ne
br a
sk
a
Ala
ba
ma
Ke
ntu
ck
y
Ne
wY
ork
Te
nn
es
se
e
Ark
an
sa
Mi
s
ss
iss
i pp
i
Ari
zon
So
uth
a
Da
ko
ta
Ma
i ne
Mo
nt a
Ne
na
wM
ex
ico
Ida
ho
Ind
30
20
10
0
2008 by The Education Trust, Inc.
Source: Ed Trust Analysis of IPEDS data
Oh
io
Illin
ois
Wi
sc
on
sin
De
l aw
ar e
Te
xa
s
Mi
ch
Ne
iga
wH
n
am
ps
hi r
Ne
e
wJ
er s
ey
Ca
lifo
Graduation Rate
Overall Six-Year Graduation Rates
for Largest Public University:
Mississippi Bottom Quarter, 2005
100
90
80
70
60
50
40
Vir
an
d
s
ia
lan
ylv
nn
s
xa
i
s
zon
a
Ne
br a
sk
a
Ne
wY
ork
Or
eg
on
Ne
va
da
Ne
wM
ex
ico
Ala
sk
a
ota
es
Ari
Mi
nn
sa
ma
a
i pp
an
ba
iss
Mi
ss
Ark
Ala
30
20
10
0
2008 by The Education Trust, Inc.
Source: Ed Trust Analysis of IPEDS data
Iow
gin
ia
Ne
wJ
er s
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Graduation Rate
Six-Year Graduation Rates for African
Americans at Largest
Public University:
Mississippi Below Average, 2005
100
90
80
70
60
50
40
ch
us
ett
s
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l or
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a
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sk
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a
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uth Ohio
Ca
rol
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Ok
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ba
ma
Mi
ss
iss
i pp
i
Ke
ntu
ck
y
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an
sa
s
Ma
ss
a
10
0
Source: NCHEMS - calculated using data from U.S. Census Bureau
2008 by The Education Trust, Inc.
% w/ College Degrees
Adults Ages 25-64 with at least
Associate’s Degrees:
Mississippi Bottom Quarter
60
50
40
30
20
ch
us
ett
Co
s
nn
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ia
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ch
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xa
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ho
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a
Ar
izo
na
So
uth Ohio
Ca
rol
i na
Ind
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a
ss
iss
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We ntuck
y
st
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gi n
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% w/ BA Degrees
20
10
0
Source: Postsecondary.org – Educational Attainment by State 1977 to 2007
2008 by The Education Trust, Inc.
Ma
s
Adults 25+ with at least
Bachelor’s Degrees
Mississippi Bottom Quarter
60
50
40
30
Looking ahead?
2008 by The Education Trust, Inc.
The College Educated Population In Mississippi:
Today and Tomorrow
46%
50%
37%
40%
30%
29%
20%
10%
0%
Mississippi
USA
Current
Current
USA
Best-
Projected
Performing
2025
Nations, Current
Source: NCHEMS; estimates calculated using data from US Census Bureau; http://www.makingopportunityaffordable.org/adding-it-up/p04/
2008 by The Education Trust, Inc.
Percent of Adults Ages 25-64 with
College Degrees
55%
What can we do?
Several high-leverage places to
focus
2008 by The Education Trust, Inc.
First, let’s be clear:
improving high schools is
hugely important.
2008 by The Education Trust, Inc.
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.
But let us also be clear that it
doesn’t have to be that way.
2008 by The Education Trust, Inc.
Some schools serving exactly the
same students manage to produce
much, much higher achievement.
Elmont Memorial Junior-Senior
High School
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
2008 by The Education Trust, Inc.
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
100
99
99
100
100
99
88
85
74
80
72
75
60
Elmont
New York
40
20
0
All
African
American
Latino
Poor
Non-Poor
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
2008 by The Education Trust, Inc.
Percent Meeting Graduation Requirements
Elmont Memorial
Higher Percentage of Students Meeting Graduation
Requirements than the State,
Class of 2004 Regents English
100
96
95
94
96
94
86
83
80
68
68
72
60
Elmont
New York
40
20
0
All
African
American
Latino
Poor
Non-Poor
Source: New York State School Report Card, http://www.emsc.nysed.gov/irts/reportcard/
2008 by The Education Trust, Inc.
Percent Meeting Graduation Requirements
Elmont Memorial
Higher Percentage of Students Meeting Graduation
Requirements than the State,
Class of 2004 Regents Math
University Park Campus School
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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/
2008 by The Education Trust, Inc.
•
•
•
•
•
•
University Park Results: 2004
2008 by The Education Trust, Inc.
• 100% of 10th 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.
These schools, however,
exceptions.
2008 by The Education Trust, Inc.
We need them to be the rule.
American Diploma Project
2008 by The Education Trust, Inc.
Work on aligning standards,
assessments and high school
course requirements matters a
lot.
2008 by The Education Trust, Inc.
But everybody in this room
knows that policy alignment is
only the first—and perhaps the
easiest—step.
To get students to these standards,
teachers will need:
2008 by The Education Trust, Inc.
• 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.
This is particularly fertile ground
for high school/college
collaboration.
2008 by The Education Trust, Inc.
What to do on the higher
education side?
2008 by The Education Trust, Inc.
Six suggestions.
1. Get folks engaged in looking
at their data.
2008 by The Education Trust, Inc.
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.”
NASH/EdTrust Math Success
Initiative
2008 by The Education Trust, Inc.
9 Systems Analyzing Data on
Student Success in Math Courses
Participating Systems
• Kentucky Council on
Postsecondary Ed
• University of
Louisiana System
• Mississippi
Institutions of Higher
Learning
• Nevada System of
Higher Education
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• State Univ System of
Florida
• University System of
Georgia
• University of Hawaii
System
• Purdue University
• State University of
New York
Some Initial Findings
2008 by The Education Trust, Inc.
• 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.
2008 by The Education Trust, Inc.
Much more to learn—including
how big the differences are
among faculty members--but
clear indicators for action.
2008 by The Education Trust, Inc.
2. Do a close analysis of student
progression through your
institutions and ACT on what you
learn.
Conclusion: Student who take those
courses immediately on entry are
much more likely to succeed.
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.
Both now have new policies.
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By adding just a few sections,
unblocked clogged arteries…and
student success went up.
2008 by The Education Trust, Inc.
University of Northern Iowa “Path
Analysis”:
Not enough sections of key
courses.
#3. Learn from your own high
performers.
2008 by The Education Trust, Inc.
Should be looking at the data by faculty
member, as well, and working to
understand teaching practices that
work.
2008 by The Education Trust, Inc.
Almost every system has found
some campuses that get better
results. Important to understand
what they are doing.
4. Take on introductory
courses.
2008 by The Education Trust, Inc.
Drop-Failure-Withdrawal Rates
Mathematics
Georgia State U
Louisiana State U
Rio CC
U of Alabama
U of Missouri-SL
UNC-Greensboro
UNC-Chapel Hill
Wayne State U
Source: National Center for Academic Transformation
45%
36%
41%
60%
50%
77%
19%
61%
2008 by The Education Trust, Inc.
•
•
•
•
•
•
•
•
Drop-Failure-Withdrawal Rates
Other Disciplines
Calhoun CC
Chattanooga State
Drexel U
IUPUI
SW MN State U
Tallahassee CC
U of Iowa
U of New Mexico
U of S Maine
UNC-Greensboro
Source: National Center for Academic Transformation
Statistics
Psychology
Computing
Sociology
Biology
English Comp
Chemistry
Psychology
Psychology
Statistics
35%
37%
51%
39%
37%
46%
25%
39%
28%
70%
2008 by The Education Trust, Inc.
•
•
•
•
•
•
•
•
•
•
Of course, some of this may be
about preparation. But clearly
not all…
2008 by The Education Trust, Inc.
College Algebra Course Redesign:
UNIVERSITY OF ALABAMA
SUCCESS RATES
• 47.1%
• 40.6%
•
•
•
•
•
•
•
•
•
•
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
50.2%
60.5%
63.0%
78.9%
76.2%
2008 by The Education Trust, Inc.
• Fall 1998
• Fall 1999
Also, totally eliminated
black/white gap in course
outcomes.
2008 by The Education Trust, Inc.
Same students.
Same preparation.
Different results.
#5. Set some stretch goals.
2008 by The Education Trust, Inc.
A lot of systems, campuses don’t
set goals. At best, report
increases or decreases.
2008 by The Education Trust, Inc.
Those numbers can be seriously
misleading. But they also don’t
inspire or engage.
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.
2008 by The Education Trust, Inc.
New NASH Access to Success
Initiative: One example of an
effort to set serious stretch goals,
measure and report progress
over time.
#6. How about teacher
preparation?
2008 by The Education Trust, Inc.
This area, too, is a place where
folks in higher ed can just throw
up their hands.
2008 by The Education Trust, Inc.
“Until those K-12 people raise salaries to a
decent level and don’t hire anybody who can
fog a mirror, there’s no way that we can raise
our standards.”
But, some higher ed leaders
aren’t throwing up their hands.
2008 by The Education Trust, Inc.
• Louisiana: Blue Ribbon Commission;
• North Carolina: System Leadership on
Teacher Pay Issues.
2008 by The Education Trust, Inc.
2008 by The Education Trust, Inc.
#7. Finally, what about mounting
a big effort to increase needbased state aid, as well as
rethinking how we use our
institutional aid dollars?
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.
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.
But…that’s not why most of us in
higher education got into this
business.
2008 by The Education Trust, Inc.
Somehow, we’ve got to find a way
to refocus our energies and our
resources.
The Education Trust
2008 by The Education Trust, Inc.
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