WORKSHOP
15 to Finish
Enrollment Intensity and
Student Achievement
Campaign
Advisor/Recruiter
Workshop
CSN, NSC, UNLV
March 28, 2013
Creating a Culture of Completion
Today’s Presentation
What:
15 to Finish Campaign
Why:
Data, data, data
How:
Campaign Toolkit; Advising Strategies
Campaign Endorsed in 2013 by
Board of Regents and your Presidents
2
U.S. Ranking Among Nations for 25-34 Year Olds
with an Associate’s Degree or Higher
1996
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Korea
United States
Netherlands
Canada
Norway
Spain
Australia
Denmark
Greece
New Zealand
United Kingdom
Belgium
Ireland
Italy
2010
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Korea
Japan
Canada
Russian Federation
Ireland
Norway
New Zealand
United Kingdom
Australia
Luxembourg
Israel
Belgium
France
United States
Among developed nations, the U.S. ranks 14th for its educated youth.
Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
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How it all began . . .
The Goal of the Obama Administration
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2
3
4
5
6
7
8
9
10
11
12
13
14
United States
Korea
Japan
Canada
Russian Federation
Ireland
Norway
New Zealand
United Kingdom
Australia
Luxembourg
Israel
Belgium
France
To be first among
nations by 2020, 60%
of 25-34 year olds in
the United States will
need to have a
postsecondary
credential.
Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013
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Percent of Adults 25 to 34
with an Associates Degree or Higher
NV
28.3%
50th
National Average: 40.1%
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Complete College America
For a strong economy, the skills gap must be closed.
58%
By 2020, jobs in Nevada requiring a
career certificate or college degree
28%
Nevada adults who currently have
an associate degree or higher
30%
The Skills Gap
Source: Time is the Enemy, Complete College America, 2011
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Creating a Culture of Completion
What we have already done
 Complete College America
 Strategic Directions




120 / 60 credit policy
Low Yield Program Policy
Excess Credit Policy
Access and Affordability
 New Funding Formula
 Performance Pool
 15 to Finish Campaign
A shift in focus from enrolling to graduating students . . .
but there is more work to be done.
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Shifting Gears
Promoting Student Completion through Policy
60/120 Credit Policy

Limiting the number of credits for an associates or bachelor’s
degree to 60 and 120 credits, respectively
Low Yield Policy

Requiring institutions to review programs on a regular
basis in the context of degree productivity. Institutions
must develop a plan for increasing productivity or
eliminate the low-yield program
Excess Credit Policy

Tough love policy – charging students a 50 percent surcharge
if they accumulate more than 150 percent of the credits
required for their degree program
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Is any of this making a difference?
34.6%
33.0%
31.1%
28.5%
24.6%
21.0%
19.9%
19.4%
19.3%
19.1%
17.1%
16.8%
15.4%
15.1%
14.8%
14.7%
14.3%
14.2%
13.9%
13.8%
13.5%
13.3%
13.2%
13.1%
12.8%
12.5%
12.5%
12.4%
12.3%
12.1%
12.0%
11.5%
11.2%
11.0%
10.6%
10.4%
10.2%
9.3%
9.2%
8.6%
7.7%
7.6%
7.4%
Percent Change in
Awards Conferred,
2010 thru 2012
Bottom Line:
YES!!! A 21% increase in awards
conferred in the first three years
of Complete College America
participation -- the policy
initiatives and campaigns
associated with CCA are making a
difference relative to other state
and the national average (13.5%)!
Making a Difference
Arizona
Alaska
Iowa
New Mexico
Virginia
Nevada
Hawaii
Utah
Oregon
Florida
Washington
Tennessee
Louisiana
Alabama
Mississippi
West Virginia
California
Nebraska
Arkansas
Colorado
United States
Maryland
Texas
South Carolina
South Dakota
Indiana
North Carolina
Missouri
Maine
Idaho
Ohio
Kentucky
Georgia
Montana
New Jersey
Kansas
Wisconsin
Minnesota
Connecticut
Michigan
Massachusetts
Oklahoma
New York
Delaware
Illinois
Vermont
Pennsylvania
Rhode Island
New Hampshire
Wyoming
North Dakota
5.3%
4.4%
4.2%
4.1%
1.9%
1.9%
1.1%
-3.7%
Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions File
Awards include 30+ credit certificates, associates degree, and bachelor’s degrees
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What: 15 to Finish Campaign
 Encourage full-time enrollment – 15 credits per semester
or 30 credits per year
o Complete a 4-year degree in 4 years
o Complete a 2-year degree in 2 years
 Finish college faster and start a career that provides
financial independence
o Meet Complete College America goals
 Use a mix of media to target 18-24 year olds and their
parents
o
o
o
o
Facebook
Public Service Announcements
Student Newspapers
Videos at college tours/fairs, high school senior parent
nights & senior events, in public places like dining
commons, student unions, etc…
 Student advising / Student orientation
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FOCUS OF CAMPAIGN
15 to Finish
Encouraging
students to enroll in
15 credits per term
OR
30 credits per year
Targeted Student Population:
 Ages 18 to 24
 Taking 12 to 14 credits
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Shift Focus to Benefits of
15 Hours/Semester = Full Time
Benefits include:
 Progress from freshman to
sophomore status after first year;
 More likely to graduate;
 Pay less in tuition and living
expenses;
 Gain additional years of earnings;
 Free up limited classroom space
for other students
Source: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student
Achievement by Dr. Nate Johnson. Fall 2012
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What is Full-Time?
For some purposes, “full-time” is less than 15 credits
per semester:
• Millennium Scholarship: 12 credits/semester
• IPEDS: 12 or more credits/semester
BUT, taking only 12 credits per semester, students
will:
• Take more than 4 years to complete a bachelor’s
and more than 2 years to complete an associates
degree
• Not achieve sophomore status after first year
(Sophomore = 30 credits at all institutions)
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National Perspective
Complete College America
The Power of 15 Credits: Enrollment Intensity
and Postsecondary Student Achievement;
April 2013
Findings:
 Students who enrolled full-time in their first year were
more than twice as likely to earn a degree as those
who took fewer.
 Regardless of academic preparedness or preparation,
work schedules, race, gender, or socioeconomic
categories, data shows that almost all students are
more likely to complete with a real full-time load.
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National Perspective
National Student Clearinghouse Research Center
Four-Year Public Institutions
Six-Year Outcomes and First Completion for Students who
Started at Four-Year Public Institutions by Enrollment Intensity
100%
90%
21.6%
13.8%
68.7%
24.6%
3.8%
80%
70%
15.0%
60%
63.5%
82.3%
26.0%
Not Enrolled
50%
49.4%
40%
Still Enrolled
Completed*
30%
10.8%
20%
20.4%
10%
To the extent
students can
go full-time
at any point,
increased
likelihood of
completing.
0%
Overall
Exclusively Full- Exclusively PartTime
Time
Mixed
Enrollment**
Part-time students far
less likely to graduate
*Completed: Includes students who completed at starting or different institution
**Mixed Enrollment: Both part-time and full-time during the study period
Source: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
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National Perspective
National Student Clearinghouse Research Center
Two-Year Public Institutions
Six-Year Outcomes and First Completion for Students who
Started at Two-Year Public Institutions by Enrollment Intensity
100%
To the extent
students can
go full-time
at any point,
increased
likelihood of
completing.
90%
41.2%
38.7%
68.3%
38.4%
80%
70%
60%
50%
3.7%
18.9%
25.1%
57.6%
Still Enrolled
40%
30%
Not Enrolled
39.9%
11.8%
20%
36.5%
Completed*
19.9%
10%
0%
Overall
Exclusively Full- Exclusively PartTime
Time
Mixed
Enrollment**
Part-time students far
less likely to graduate
*Completed: Includes students who completed at starting or different institution
**Mixed Enrollment: Both part-time and full-time during the study period
Source: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013
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National Perspective (continued)
National Center for Education Statistics
o Undergraduates enrolled full-time – 30 or more
credits completed in first year – are more likely to
graduate on time than students who completed
fewer credits per year.
Source: National Beginning Postsecondary
Student Survey, 2004-09
o Withdrawal rates are lower for full-time students.
One-third of part-time students withdrew in their
first year.
Source: NCES Report 2011-12
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Data: 2-year & CSN Graduation Rates
by Credit Load
CSN – Fall 2008 Cohort
< 12 Credits
Undergraduate
students who
are enrolled
full-time are
more likely to
graduate from
college.
12 - 14 Credits
15+ Credits
9.4%
2.3%
19.0%
88.6%
90.6%
97.7%
77.4%
81.0%
NSHE 2-Year Institutions – Fall 2008 Cohort
< 12 Credits
12 - 14 Credits
11.4%
2.6%
97.4%
% Graduated
% Not Graduated
15+ Credits
88.6%
22.6%
77.4%
NOTE: Fall 2008 cohort, first-time, degree seeking students, who earned a
certificate or associates degree at a community college within 200% time to degree;
Enrollment load based on first term.
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Data: 4-year & NSC Graduation Rates
by Credit Load
NSC – Fall 2004 Cohort
12 - 14 Credits
< 12 Credits
15+ Credits
15.8%
18.2%
88.6%
84.2%
100%
77.4%
81.8%
NSHE 4-Year Institutions – Fall 2004 Cohort
< 12 Credits
12 - 14 Credits
Undergraduate
students who
are enrolled
full-time are
more likely to
graduate from
college.
15+ Credits
21.0%
43.4%
79.0%
% Graduated
% Not Graduated
56.6%
58.1%
41.9%
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a
bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment
load based on first term.
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Data: 4-year & UNLV Graduation Rates
by Credit Load
UNLV – Fall 2008 Cohort
12 - 14 Credits
< 12 Credits
Undergraduate
students who
are enrolled
full-time are
more likely to
graduate from
college.
15+ Credits
20.5%
41.0%
88.6%
46.9%
59.0%
79.5%
53.1%
77.4%
NSHE 4-Year Institutions – Fall 2008 Cohort
< 12 Credits
12 - 14 Credits
15+ Credits
21.0%
58.1%
43.4%
79.0%
% Graduated
% Not Graduated
56.6%
41.9%
NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a
bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment
load based on first term.
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Data: 2-yr & CSN Graduation Rates
by Credit Load and Ethnicity
CSN – Fall 2008 Cohort
First-term Enrollment Load
< 12
12 – 14
15+
Minorities
2.3%
8.8%
17.8%
White Non-Hispanic
2.6%
10.3%
20.0%
NSHE 2-Year Institutions – Fall 2008 Cohort
First-term Enrollment Load
< 12
12 – 14
15+
Minorities
2.6%
11.3%
20.9%
White Non-Hispanic
2.8%
11.5%
23.3%
Regardless of race or ethnicity, undergraduate students who are
enrolled full-time are more likely to graduate from college.
NOTE: Fall 2008 cohort who earned a certificate or associates degree at a community college within 200% time to
degree. Enrollment load based on first term.
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Data: 4-yr & UNLV Graduation Rates
by Credit Load and Ethnicity
NSC – Fall 2004 Cohort
Cohort population too small to report
UNLV – Fall 2004 Cohort
First-term Enrollment Load
< 12
12 – 14
15+
Minorities
25.0%
36.9%
50.5%
White Non-Hispanic
17.4%
43.1%
54.8%
Regardless of
race or ethnicity,
undergraduate
students who are
enrolled full-time
are more likely to
graduate from
college.
4-Year Institutions – Fall 2004 Cohort
First-term Enrollment Load
< 12
12 – 14
15+
Minorities
23.1%
38.7%
53.5%
White Non-Hispanic
19.1%
45.9%
60.5%
NOTE: Fall 2004 cohort who earned a bachelor’s degree within 200% time to degree at a 4-year institution.
Enrollment load based on first term.
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Persistence Rates
Fall to Spring Persistence Rate
100%
80%
60%
40%
20%
85.3%
84.0%
83.6%
82.4%
65.2%
65.7%
0%
NSHE 2-Year Institutions
< 12
12 - 14
CSN
15+
NOTE: Analysis includes cohorts from Fall 2009, 2011, and 2012, first-time,
degree-seeking freshmen
Full-time students are significantly more likely to
persist to the next semester.
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Persistence Rates
Fall to Spring Persistence Rate
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
93.3%
94.0%
87.1%
91.0%
92.0%
86.3%
67.3%
71.4%
55.1%
NSHE 4-Year
Institutions
NSC
< 12
12 - 14
UNLV
15+
NOTE: Analysis includes cohorts from Fall 2009, 2011, and 2012, first-time,
degree-seeking freshmen
Full-time students are significantly more likely to
persist to the next semester.
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Data: Cohort GPA by Academic Preparation
Lacking other
data elements,
placement
into remedial
English and/or
mathematics
was used as a
proxy for
academic
preparation.
Remedial
English / Math Credit Load
Enrollment Groups
< 12
12 to < 15
College
15+
< 12
12 to < 15
Remedial
15+
NSHE
2-Year Institutions
CSN
GPA
(cohort)
GPA
(cohort)
2.61
2.68
2.78
2.30
2.38
2.60
2.61
2.62
2.69
2.27
2.37
2.57
Regardless of academic preparation, students enrolled full-time
have higher grade point averages.
NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.
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Data: Cohort GPA by Academic Preparation
Remedial
English / Math Credit Load
Enrollment Groups
< 12
12 to < 15
College
15+
< 12
12 to < 15
Remedial
15+
NSHE
4-Year Institutions
NSC
UNLV
GPA
(cohort)
GPA
(cohort)
GPA
(cohort)
2.37
2.75
2.98
2.05
2.40
2.53
2.13
2.37
2.54
1.77
2.42
2.94
2.37
2.74
2.92
2.15
2.37
2.57
Lacking other
data elements,
placement
into remedial
English and/or
mathematics
was used as a
proxy for
academic
preparation.
Regardless of academic preparation, students enrolled full-time
have higher grade point averages.
NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.
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Data: Target Population
The 15 to Finish campaign will target students ages 18 to 24.
% of First-Time, DegreeSeeking Freshmen that
are Ages 18-24
% of All
Degree-Seeking Students that
are Ages 18-24
CSN
81.4%
55.5%
NSC
83.7%
44.2%
UNLV
98.1%
74.2%
Distribution of Freshmen by Credit Load (Fall 2012)
CSN
NSC
UNLV
< 12
52.8%
23.0%
3.7%
12 to 14
40.7%
64.6%
59.4%
15+
6.5%
12.4%
36.9%
NOTE: First-time, degree-seeking freshmen, ages 18 to 24
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How: Deliverables and Timeline
Fall 2013
Academic Advisor Workshops
Fall 2013
Institutional Changes to Student Orientation
February 2014
Begin media campaign
Fall 2014
Semester of Impact
January 2015
Post-Campaign Data Review
March 2015
Post-Campaign Report to Board of Regents
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Campaign Toolkit
Web Site:
http://www.nevada.edu/15
Logos
Postcards
Poster
Student Handout
Video
Workshop presentations
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Advising Strategies
 Benefits to Students
• Long-term reduction in tuition and related costs if earn
degree sooner
• Less debt after graduation
• Better chance of completing
 Emphasize Different Approaches to Achieve Goal of 30
Credits Per Year
• “15 to Finish” (15 credits/semester)
• 12-12-6 (12 credits/semester plus summer courses)
• Winter and summer terms
 Other Institutional Support Approaches
• Block Scheduling
• Guided Pathways
 Campaign Tool Kit
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QUESTIONS?
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