Serving
Today’s
College
Student in a
High Risk
Environment
Pierce College
June 8, 2012
Terri M. Manning,
Ed.D.
Central Piedmont
Community College
Do You Agree With These
Statements?
 Students
today are less prepared than
they used to be.
 Students have different expectations than
they used to.
 Teaching in community colleges is harder
today than it used to be.
At Your Tables, Take 10
Minutes (list 1)
 And
answer these questions?
 What
makes it so hard?
 What can you control and what can’t you
control?
 If you were to give advice to “community
college teacher preparation programs,
what new courses would you recommend
they add/require?
Take 10 minutes
 You
just spent the morning working on
learning outcomes.
 I always ask faculty “do you think students
fail or drop your course because they
cannot master the learning you require in
the course?” The sizable majority say “NO,
absolutely not. They could learn it if they
wanted.”
 So what’s the problem. What are the
issues, what skills do they not have? What is
it that keeps them from doing well in your
courses? (list 2)
Biggest Issues Facing Higher
Education
 National
accountability movement
(distracting from student success)
 Students getting poorer
 The economy
 Cuts to state budgets impacting
productivity
 Lack of appropriate “requirements” for
students
Issues, Cont.
 Changing
demographics (gender, race,
language)
 Focus on “career education” not
“education”
 Opinion that everyone is college material
 Aging out of faculty
 Students getting younger
 Bricks vs. clicks
1. Accreditation and Accountability
 Becoming
a huge distraction to the student
success agenda if it isn’t done right.
 The point of it is – good institutions who are serious
about students success regularly assess where
their students are, how they are doing and if they
are accomplishing the outcomes we set out for
them. If they are not, we must do something to
improve the teaching/learning process.
 Problem – colleges try to find the “trick” that will
appease their accrediting agencies and do a
very “fluffy” job of assessment – and worse on
using results to improve programs.
Accreditation and Accountability
 So
the psychology faculty says “okay, we’ll put
one multiple choice question on our final and that
will be our learning outcomes assessment.”
 Good assessment changes the culture and
practice.
 You are lucky to have an entire morning to work
on this.
 Good job and good luck.
2. Students getting poorer
National Federal Pell Grant Data
1979-1980
1989-1990
1999-2000
2009-2010
Number
Submitting
Valid Apps
4,186,716
6,165,309
8,527,162
16,542,423
Pell Grant
Recipients
2,537,875
3,322,151
3,763,710
8,094,024
Total
Expenditures
$2,357,222,000
$4,777,844,232 $7,208,500,491 $29,992,440,234
Students by Family Income
Pell Recipients by Family Income
PUBLIC
$0
$1 - 6,000
$6,001 - 9,000
$9,001 - 15,000
$15,001 - 20,000
$20,001 - 30,000
$30,001 - 40,000
$40,001 - 50,000
$50,001 - 60,000
$60,001 +
TOTAL
4 YEAR
173,140
265,240
158,491
325,068
248,411
375,774
283,512
201,946
102,427
58,395
2,192,404
2 YEAR
298,698
387,994
225,795
470,185
347,287
489,556
310,356
190,685
90,832
40,277
2,851,665
All Types
Total
800,246
1,124,461
625,928
1,268,115
943,730
1,360,924
917,317
601,370
298,844
153,089
8,094,024
How Much Can Their Family
Pay Toward Their Education
Students by Earned Family Contribution 2009-10 year
All Types
PUBLIC
EFC
4 YEAR
2 YEAR
TOTAL
AUTO ZERO
904,470
1,528,838
4,008,212
0
373,091
490,226
1,445,582
1 - 200
99,909
71,075
248,124
201 - 400
41,614
40,423
126,988
401 - 600
38,397
40,223
122,841
601 - 800
38,776
41,639
124,535
801 - 1,000
40,083
42,704
128,204
3. The Economy
and Budget Cuts
No
where is this more of an issue
than in California
Causing grossly underprepared
students to flock to community
colleges – very needy
Causing boom in enrollment while
states have less money and cut
funding
Best Predictor of Headcount Growth for CPCC
The MSA and CSA Unemployment Rates
MSA Unemployment Rate
CSA Unemployment Rate
15.00%
14.00%
CPCC Total Headcount
65,000
64,000
13.00%
63,000
12.00%
62,000
11.00%
61,000
10.00%
9.00%
60,000
8.00%
59,000
7.00%
58,000
6.00%
57,000
5.00%
56,000
4.00%
2009
2008
2007
2006
2005
2004
2003
2002
2001
2000
1999
2009
2008
2007
2006
2005
2004
2003
52,000
2002
0.00%
2001
53,000
2000
1.00%
1999
54,000
1998
2.00%
1998
55,000
3.00%
High Numbers of
Unprepared Students
 Nationally
- of those who enter high school, only
about 70% will graduate (70 of 100)
 81% of high school students expect to attend
college.
 But of those who graduate, only half are
academically prepared for postsecondary
education (35 of 100)
 80% of the fasted growing jobs require some
secondary education
 1/3 of all freshmen take remedial courses (42% in
CCs, 20% in 4-year)
 Economic conditions are driving lesser prepared
students back to college
Alliance for Excellent Education, Issue Brief, August 2006
Cost of
Remedial Education
5. Changing Demographics
Changes
in faculty
Changes in students
Changes in society
Large Numbers
of Part-time Faculty
 One
study found that part-time faculty
represented the following:
 57.5%
of undergraduate courses at community
colleges
 38.4% at public four-year schools that offer
bachelor's and master's degrees
 41.8% at public doctorate-granting universities
 Often
underprepared faculty are teaching
our most underprepared students (late
registrations.)

USAToday 12/4/2008
Large Numbers of
Part-time Students
% Attending
Part-time
United States
1998
2007
Two-year Colleges
62.2%
59.4%
Four-year
Colleges/Universities
28.2%
26.2%
All Undergraduates
39.6%
37.4%
Graduate Enrollment
57.4%
49.2%
Southern Region Education Board,
http://www.sreb.org/page/1132/index_of_tables.html
Complexity of Student’s Lives

Four of more of these characteristics make students
more at-risk for academic failure (4% traditional
university students and 24% of community college
students).








financial independence (don’t live with parents)
work at least part-time
delayed entry into college after high school (older
age at onset)
have dependents at home
are single parents
have no high school diploma (more GEDs)
come from lower income families of origin (poorer
performing high schools)
Are first generation college students

Source Pope 2006; Coley 2000, NCES 1996
Diverse Populations
More International Students
 In
2007-08 international student enrollment
grew by 7% to a record of 623,805 in US
higher education institutions.
 Annually, my college has 5,000 to 7,500
international students – from as many as165
countries – speaking as many as 900
languages.
Source: America.gov
http://www.america.gov/st/educenglish/2008/November/200811171600491CJsamohT0.646908.html
Increased Diversity
Growth in Minority Enrollment
Growth in
Enrollment 1997 to Growth in BS/BA
2007
Rates 1997 to 2007
Black &
Hispanic Hispanic All Races Hispanic Black
USA
16%
49%
21%
45%
40%
Growth in
AA/AS/AAS Rates
1997 to 2007
White Hispanic Black
White
58%
23%
15%
11%
Higher Education Enrollment as a Percentage of Total
Enrollment by Race and Gender 1976-2006 in the US
Source: Southern Regional Education Board
What Some Colleges Are Doing With
Males, Particularly Minority Males
 Determining
the greatest social barriers impacting
male students
 Determining the greatest academic barriers
impacting male students
 Working on student skills, leadership skills and
making connections with the college
 Dedicating space and staff to work with male
students
 Creating special programs to address male needs
 Taking a serious look at academic programs – do
we offer programs that are of interest to males
6. Focus on Career Education
Rather than Education
We
have a large number of
illiterate individuals in the
workforce
Businesses are going overseas
because of lack of a skilled
workforce
The world has flattened due
to outsourcing, trade
agreements and
technology.
What is a “Flat World”?
• One where technology and collaborative
economies have created an entirely new
playing field.
• Increased competition and requirements
for not only new skill sets but a much more
self-reliant, creative and innovative mind set.
Flat World Indicators
• Collaboration and competition for increasingly
different kinds of work from diverse corners of the
world
• Connectivity into a single global network which has
the possibility of ushering in an amazing era of
prosperity and innovation
• World shaped by individuals instead of corporations
• Era driven by non-western, non-white countries such
as China and India
• Shift from manual labor to skilled labor moving
overseas
7. Is Everyone
Really
College
Material”
ACT Percent
College Ready Class of 2009
Only 23% of all students were considered “college-ready”
in all four subjects.
The Difference in Equity and Equality
Equality = everyone is treated
the same …as in all (men)
are created equal…..
Equality sets up the powerful
expectation that everyone
deserves the same
opportunity to influence
the course of their lives, and to
benefit from the fruits of a
good society.
Equity = everyone has different
needs and requirements and
should be treated accordingly. It
takes into account the idea of
quality or ideal treatment – of
being just, impartial, and fair. In
order for students to have an
equal opportunity and the
potential to obtain equal benefits
in life, they need additional help of
assistance at the beginning or at
some point along the way.



I am a parent of three children. I say to
people “I love my children equally” and “I
treat them all the same.” During elementary
school, two of those children do very well in
school. The third has great difficulty with
math and reading.
To treat them with “equality,” I would spend
the same amount of time and energy on
homework with each child.
To treat them “equitably,” I would give the
two children doing well in school the time
and energy it takes for them to continue
doing well. I would get a tutor for the third
child, spend extra time with his teacher
discussing ways to help him and spend
many more hours helping him learn and
complete his homework. I am trying to
improve his skills so he has an equal chance
of success as do my other two children.
Equity vs.
Equality
Problem with
Equity in Higher Education




It upsets people that we select out certain groups and give
them “preferential treatment.” Is that what we are really doing?
One way we do this is with developmental education. Those
faculty are trained to work with students who have
developmental delays and learning difficulties in subject areas.
They understand that these students need extra help to have as
“equal” a chance of success as other students. Without help,
they will not succeed.
But what about minority male mentoring programs or women’s
support centers? These programs simply state “we understand
some of these students need extra help and we are going to try
to give it to them so they have an equal chance of success”.
7. Faculty Aging
Out and Students Getting Younger
4,500,000
births
4,300,000
4,100,000
3,900,000
3,700,000
3,500,000
3,300,000
3,100,000
2,900,000
(Millennials)
(Boomers)
(Xers)
2,700,000
19
40
19
52
19
55
19
58
19
61
19
64
19
67
19
70
19
73
19
76
19
79
19
83
19
86
19
89
19
92
19
95
19
98
20
01
20
04
2,500,000
Generations Living
in America in 2009
 Veterans

37 million living
 Baby

1925-1942
Boomer 1943 – 1965
79 million living
 Generation

61 million living
 Millennials

X – 1966-1981
– 1982 – 2002
105 million living
 Generation
 About
Z 2003-2022
21 million so far
Numbers in the Workforce
24.2%
8. Bricks vs. Clicks
Moving to Online & Hybrid Courses
 Success
rate varies depending on subject
but typically 10-20% fewer A-C grades
compared to face-to-face classes
 We haven’t really evaluated if they are
effective for all students
 We are not looking at the difference
learning outcomes between the two
teaching methods
 We are not doing a good job of evaluating
teaching in these courses
Moving to Online &Hybrid Courses
 Still
a new methodology
 We are not orienting them and assessing
reading and technology skills in many
places – but we let them enroll if they
choose
 Many take online courses because they
think it will be easier
 We need to decide what is appropriate
and not appropriate to offer online – just
because we can doesn’t mean we
should
Take 10 minutes…..
 Now,
after all that…….
 If you had the power to determine what
steps students went through, what they
received, what “boot camp” we put
them through when they were admitted
to Pierce, what would you require to
better “orient” them? (list 3)
Take 10 minutes
 Still
having that same power…….
 What would you mandate for your
faculty in regard to:
 Faculty development
 Classroom methodology
 What they require of students
 How they treat students (list 4)
Spellings Commission
Recommendations
 Recommended
and universities:
–
–
–
that America’s colleges
embrace a culture of continuous innovation
and quality improvement
develop new pedagogies, curricula and
technologies to improve learning, particularly in
the areas of science and mathematics
develop a national strategy for lifelong learning
designed to keep our citizens and our nation at
the forefront of the knowledge revolution
“The knowledge revolution –
refers to a global-scale paradigm shift ……. that is
about a fundamental socioeconomic change
from adding value by producing things which is,
ultimately limited, to adding value by creating
and using knowledge which can grow indefinitely.
The nature of the final form of the revolution is not
yet known, but it will be very different from the
industrial society from which it emerged. “
http://en.wikipedia.org/wiki/Knowledge_Revolution
Many Saw It Coming….
 The
main part of intellectual education is
not the acquisition of facts but learning
how to make facts live.

Oliver Wendell Holmes, Jr. (1835-1941)
 The
only person who is educated is the one
who has learned how to learn and
change.

Carl Rogers (1902-87)
Saw it coming……
 “The
principle goal of education is to
create men who are capable of doing
new things, not simply of repeating what
other generations have done -- men who
are creative, inventive and discoverers.”

Jean Piaget (1896-1980)
 “We
live in a moment of history where
change is so speeded up that we begin to
see the present only when it is already
disappearing”

R. D. Laing (Scottish Psychologist, 1927-1989)
Teaching Has Changed
Students
today are being taught by
“content specialists” in a day when all
possible content is on the internet.
“Sheer information is no longer a major
piece of the value-added of higher
education.”
Elizabeth
Renker, The Origins of American
Literature Studies: An Institutional History,
2007.
Top Ten Skills for the Future
 Influencing
people, including effective
salesmanship and leadership.
 Gathering information through various media
and keeping it organized.
 Using quantitative tools, e.g., statistics, graphs,
or spreadsheets.
 Asking and answering the right questions,
evaluating information, and applying
knowledge.
 Solving problems, including identifying
problems, developing possible solutions, and
launching solutions.
The Futurist Update (Vol. 5, No. 2), an e-newsletter from the World Future Society, quotes Bill
Coplin on the “ten things employers want [young people] to learn in college”
Top Ten Skills…..
Work
ethic, including self-motivation
and time management.
Physical skills, e.g., maintaining one's
health and good appearance.
Verbal (oral) communication,
including one-on-one and in a group
Written communication, including
editing and proofing one's work.
Working directly with people,
relationship building, and team work.
The Futurist Update (Vol. 5, No. 2), an e-newsletter from the World Future Society, quotes Bill
Coplin on the “ten things employers want [young people] to learn in college”
What Some Colleges Are Doing
1.


Better Orientation (mandatory students don’t do optional)
A detailed orientation - never online
An orientation to placement testing






Explain types of questions.
The better you do, the further you go into the test.
A score in math from 43 to 55 means you will have to
take 3 developmental math classes and will keep you
out of your major courses for 4 semesters.
Now – would you like to practice?
Would you like to attend a
refresher session on math?
Effective orientation to distance
education
What Colleges are Doing
2. Support activities
a)
b)
c)
d)
Offer supplemental instruction, service learning
opportunities, tutoring, and study groups.
Create a series of success workshops
(offered through the tutoring center, library or
student success center) and require students
attend a set number of them as part of their
grade.
Create learning communities or linked classes.
Implement an Early Alert System to ensure that
struggling students get help not just a warning.
Colleges, cont.
Curriculum and pedagogy
3.
Focus on developmental and
gatekeeper/gateway courses
a)
b)
c)
Make instruction more related to real life
experiences.
Use techniques such as
active/collaborative learning, mini
learning communities in the class, and
computer-assisted labs.
Focus on strengths rather than deficits
Curriculum and Pedagogy, cont.
d)
e)
f)
Establish learning competencies and
share them with students.
Allow retesting in courses with sequential
content so students can master it. When
students fail the first test in math – why do
we let them go on?
Institute “class conferencing” in classes –
instructors meet with students individually
on a regular basis.
Curriculum and Pedagogy,
cont.
g)
h)
Creating common learning
outcomes, syllabi and exit exams to
make sure all are mastering the same
content
Use grading rubrics for all assignments
and give students a copy beforehand
(know what’s expected.)
Issues with Gateway Courses
 Program
faculty have a sense of
responsibility for all their majors – getting
them through the curriculum – a set of
courses to obtain the credential.
 Gateway faculty teach the one/two
course(s) and never see the students
again. Often see themselves as responsible
for just their course.
 Students come to us today needing to
learn process and application skills.
Connections
 How
do we take students’ current skills, attitudes
and behaviors and move them toward the threshold
of where we want them to be?
 How can you connect “college skills or good
student skills” to the content of your course?
 What skills are most critical to being a “master
student?”
 How many times do we emphasize a skill before it
becomes a habit for students
 Best place – general education core (gatekeeper)
 This will take collaboration among all the faculty and
student services staff.
What Colleges are Trying
4. Faculty development
a) Offer professional development for faculty who
teach gatekeeper courses.
b) Let the faculty with great success teach these
workshops.
1) Focus on retention techniques, improving
academic skills and student engagement
2) Reading apprenticeship
5. Working on Policy Change
a)
Look at each policy in light of its impact on
student success. Determine what policies we
should have and don’t.
Colleges Trying, cont.
6. Next Steps
Faculty across disciplines work together to
increase the basic skills.
1)
2)
3)
4)
How do the paralegal faculty
teach students to become
better writers?
How do the culinary faculty
improve computational skills?
How do the Nursing faculty improve
critical thinking skills in students
Communication between gen ed faculty
and program faculty
Things to Keep in Mind
 When
students exit your course with
deficiencies – they enter someone else’s
course with them – we are passing the
deficient student along for someone else to
deal with.
 Developmental faculty teach students the
basic skills based of the content of the course –
such as writing in ENG 090 - and ENG 111
faculty improve those skills then pass them
along to the programs.
 Program faculty should say “thank you very
much, we’ll take it from here” - then
continuously and in every course, reinforce
those skills.
Students Don’t Do Optional
 We
know better than they do what they need
 We shouldn’t let them out without the skills we
believe they should have
 We need to take an inventory as to what
those skills should be in this day and time
 If we believe they need orientation – make
them go
 If we believe they need developmental
courses immediately and shouldn’t take
college level course until they do – make
them take them
Education is Rooted in History
 We
hold on to past methods and strategies
 Higher education in America was based on the
German University
 With the exception of some added technology,
classrooms haven’t changed much
 But …. students have changed dramatically
 Expectations of employers and society has
changed

Used to say “Give us an education person and we
can train them.” They still say that but “educated”
means something different.
 Knowledge
and practice changes daily
Looking Ahead --- Quote
I
am entirely certain that twenty years
from now we will look back at
education as it is practiced in most
schools today and wonder that we
could have tolerated anything so
primitive.
John W. Gardner (1921 --)
When will we bite the bullet and
do what is good for students?
 Things
that are best for them:
 They
should all receive a credential of
some sort
 To
do that they have to make regular
progress
 Take placement tests and make up their
deficiencies
 We are doing them no favor letting them in
and setting them up to fail
Two most common
enrollment patterns of
community college students
1……….
0……….
1= attend fulltime
0= attend part-time
. = term of no enrollment
Unemployment and
Weekly Earnings by Education Level
Our own faculty and staff
have to believe that there
is value in retaining
students….. And more
importantly – there is true
value in receiving the
associates degree
They transfer and intend to
get the BA/BS… but do they?
Institution Name
Graduation Graduation Graduation Graduation
rate total
rate total rate total rate total
cohort 2010 cohort 2009 cohort 2008 cohort 2007
California State UniversityLos Angeles
37
34
31
31
California State UniversityNorthridge
48
44
41
41
University of CaliforniaLos Angeles
90
89
89
90
We Have to Pay Attention to
Cost
We
have done a cost study
several years where we are able
to determine the instructional
costs per credit hour generated
by course
Course Discipline
Social Sciences
Communications
Cost per credit Cost per credit
hour in 2008-9 hour in 2009-10
$38.46
$44.02
$58.02
$54.64
English or Humanities
$41.59
$42.53
Math
Science
Spanish
Music
$37.28
$42.66
$41.04
$63.82
$39.60
$44.74
$38.57
$56.70
Art
$56.05
$54.69
Computer Information
Systems
$49.16
$48.35
We Looked at Entire Degree
Programs
•
•
•
•
These represent the ideal pathway
for prepared students
They enter, take general education
courses and then advance to the
program courses
They graduate in 2-4 years
But is that really what happens
Accounting (A25100) Program Requirements
2008-09
Course
Hours
Cost per
Credit
Hour
Total Cost
required courses
ACC120
4
ACC121
4
ACC129
3
ACC130
3
ACC149
2
ACC150
2
ACC220
4
ACC221
4
ACC225
3
ACC240
3
ACC269
3
BUS115
3
BUS121
3
BUS225
3
CIS110
3
ECO251
3
$60.95
$60.95
$60.95
$60.95
$60.95
$60.95
$60.95
$60.95
$60.95
$60.95
$60.95
$50.08
$60.95
$60.95
$49.16
$49.86
FTE
repay
Course
$100.84
required courses
$243.80
$403.36
$243.80
$403.36
$182.85
$302.52
$182.85
2
COE112
2
3
ENG 111
3
ENG 114
3
MAT 161
3
COM 231
3
HUM
3
Total
72
Cost to CPCC
Cost/hr
Total Cost
FTE repay
$99.77
3
$232.70
$698.11
$299.31
SUR 111
7
$232.70
$1,628.93
$698.39
$302.52
SUR 122
6
$232.70
$1,396.22
$598.62
$121.90
$201.68
SUR 123
7
$232.70
$1,628.93
$698.39
$121.90
$201.68
SUR 134
5
$232.70
$1,163.52
$498.85
$243.80
$403.36
SUR 135
4
$232.70
$930.82
$399.08
$243.80
$403.36
$182.85
$302.52
SUR 137
1
$232.70
$232.70
$99.77
$182.85
$302.52
SUR 210
2
$232.70
$465.41
$199.54
$182.85
$302.52
SUR 211
2
$232.70
$465.41
$199.54
$150.24
$302.52
BIO 163
5
$44.74
$223.70
$498.85
$182.85
$302.52
BIO 175
3
$44.74
$134.22
$299.31
$182.85
$302.52
$147.48
$302.52
$149.58
$302.52
ENG 111
3
$42.53
$127.59
$299.31
ENG 112
3
$42.53
$127.59
$299.31
COM 110
3
54.64
$163.92
$299.31
ECO 151
3
$56.25
$168.75
$299.31
CIS 111
3
48.35
$145.05
$299.31
MAT 121
3
$39.60
$118.80
$299.31
PSY 150
3
44.02
$132.06
$299.31
Gen Ed
$60.95
$60.95
$121.90
$201.68
$121.90
$201.68
$49.86
$41.59
$41.59
$37.28
$58.02
$41.59
$149.58
$302.52
$124.77
$302.52
$124.77
$302.52
$111.84
$302.52
$174.06
$302.52
HUM
3
$42.53
$127.59
$299.31
$124.77
$302.52
BUS 137
3
$67.65
$202.95
$299.31
$3,999.90
$7,260.48
Total
72
$10,282.26
$7,183.44
Gen Ed
ECO252
hrs
SUR 110
technical electives
ACC140
Surgical Technology (A45740) Program Requirements
2009-2010
profit
$3,260.58
Cost to CPCC
loss
($3,098.82)
Factors Making the Greatest
Difference
•
•
•
•
Class size – the larger the classes, the lower the
cost per credit hour
Tenure of faculty – faculty salaries go up the
longer they remain at the college
Equipment needs – high equipment/supply
cost pushes up the cost
Newness of the program – start-up costs are
huge for some programs and they incur all the
costs in the first few years – then it evens out
We participated in a cost
study with CCRC looking at
student pathways
•
•
•
•
All first-time in college students who entered in
the Fall 2005 – tracked for five years.
They were able to look at the cost of all
courses taken by each student at the college
over that five year period.
Each course was individually costed out by
credit hour generated.
They were able to look at the pathway the
student had taken.
What is a Student Pathway?
•
•
•
•
What route do they take through your
institution?
Do they commit early, stop out, drop out,
repeat multiple courses, leave with 21 hours
and transfer, spend three years in
developmental???
Do they ever complete a credential?
JBL and CCRC through Completion by Design
have the most complete longitudinal data set
for community colleges – it includes course CIP
codes, GEO codes and transfer data on all
students.
Definitions, cont.
•
•
•
•
•
•
•
•
A developmental student – all who tested into
developmental
A college-ready student – all students who did not have to
take developmental
LAS major – Liberal Arts and Sciences declared majors
Business major – business declared majors
Allied health major – all students declared in health programs
LAS concentrator – Liberal Arts and Sciences majors who
accumulated at least 9 hours in the major discipline
CTE concentrator – career and technical education majors
who accumulated at least 9 hours in the major discipline
Non-concentrator – all program majors who did not
accumulated at least 9 hours in the major discipline
•
The concentrator is a persistent student making progress
Pathway Costs (PC) for Sub-groups
Pathway Instructional Costs:
2005-06 First Time in College Student Sub-groups after 5 Years
PC per dev ed student
$2,290
PC per college-ready
$2,760
$2,280
PC per LAS major
PC per business major
$2,520
PC per allied health major
$3,510
PC per LAS concentrator
$3,230
PC per CTE concentrator
PC per non-concentrator
$5,040
$1,500
Source: Belfield & Crosta (2012)
But How About Cost per Completer?
•
This measures the cost of completions based on the actual
student history at your college. Completion is the outcome.
•
Each pathway was weighted according to whether the
student completed - got an associate degree, certificate, or
transferred with a certain number of credits
•
The highest value was given to associates degree completers,
partial credit for transferring with a certain number of credits
•
Zero weight for students who drop out, are still enrolled after 5
years without an award, or who transfer to get the same award
at a different institution
•
Outcomes are expressed in terms of completions or AA
degree equivalents per cohort
How Much is it
Costing CPCC per Completer?
•
Again we are looking at the following cohorts:
•
•
•
•
•
•
•
•
•
All developmental students
All college ready students
All liberal arts and sciences majors
All business majors
All allied health majors
All liberal arts and science concentrators
All career and technical education concentrators
All non-concentrators
We are looking at all the costs associate with the
courses taken over five years for everyone in the
cohort divided by the number of completers in that
cohort
Program Costs for Outcome-adjusted
Associates Degrees
Outcome-Adjusted Pathway Instructional Cost (PCAA):
2005-06 First Time in College Students after 5 Years
PCAA per dev ed student
PCAA per college-ready
PCAA per LAS major
$17,690
$10,850
$17,290
$20,590
PCAA per business major
PCAA per allied health major
PCAA per LAS concentrator
PCAA per CTE concentrator
$18,120
$13,930
$19,650
$41,850
PCAA per non-concentrator
Source: Belfield & Crosta (2012)
A Quick Comparison for CPCC
Cost per
Student
Cost per
Completion
Developmental Students
$2,290
$17,690
College ready students
$2,760
$10,850
LAS major
$2,280
$17,290
Business major
$2,520
$20,590
Allied Health major
$3,510
$18,120
LAS concentrator
$3,230
$13,930
CTE concentrator
$5,040
$19,650
Non-concentrator
$1,500
$41,850
The swirling non-concentrator student costs the least per
student to educate while at the college but more than twice
the cost per completion when com pared to any other group.
The Point of Knowing This
 Can
we intervene?
 At what point can students be
redirected?
 Is there a pattern we can discern?
What About Pierce Students
In
Fall 2006, approximately 3,000
new students begin their higher
education career
48% are female
75% are under 20 years old
Over 1/3 are Latino
Over 75% are LAUSD graduates from
the previous year
For every 100 of
those students in fall 2006
9
were gone before the end of that term
(dropped out)
 67 came back in spring 2007
 55 came back in fall 2007
 41 were still enrolled at the end of two years
 5 earned certificates or degrees by the end of the
3rd year
 So



where are they?
22 are still enrolled
2 are certified to transfer
61 are unaccounted for
Latino Students
 12.1
million Latino students in K-12
 By 2020, 1 of 4 children in schools will be
Latino
 In 2009, 73.4% of Latino seniors graduated
(+7.4% in 10 years)
 Of the 1.1 million projected to not
graduate from the class of 2012, 330,000
(27%) are projected to be Latino students
 At Pierce: Success in many gatekeeper
courses is about 20% lower for Latino
students than majority students
Your policies and practices
are set up to deliver the
exact results you are
getting.
Your Last 10 Minute Exercise
When
students walk out of Pierce
(as graduates) what do we want
them to know, do, appreciate, etc.
(list 5)
How do we take students’ current
skills, attitudes and behaviors (from
list 2) and move them toward the
threshold of where we want them to
be?
When it come
to your
students…….
have realistic
expectations –
but have
expectations
Contact Information
Terri
Mulkins Manning
terri.manning@cpcc.edu
(704) 330-6592
This
presentation will be posted.