[PPT] - Game Changers for College Student Success & Completion Yolanda PowerPoint Presentation

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@CCAPrezYolanda

Yolanda Watson Spiva, Ph.D.

President ywspiva@completecollege.org

Game Changers for College Student Success & Completion

#CompletionCulture

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ABOUT CCA

ABOUT CCA…

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Established in 2009, Complete College America is a bold national advocate for dramatically increasing college completion rates and closing equity gaps by working with states, systems, institutions, and partners to scale highly effective structural reforms and promote policies that improve student success. Our Mission

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Leading with a bold point of view on what works to close the equity gap in college completion

What We Do

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We believe colleges should meet the needs of every student—not a select few. We are working with and championing victories at MSIs and other institutions serving vulnerable communities. Our Focus

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Our History

Data-Driven Perspectives A Network of Change Agents

Over the last 10 years, we have made our mark through:

The Field’s Foremost Experts

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Stronger Than Ever

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THE ALL I ANCE

CCA Fellows Complete College Alliance Teams Campus Implementation Teams

Impatient Reformers and the Students They Serve

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Strategic Partners

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How We Do It

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(Full-Time Students)

2-Year Associate 4-Year Bachelor’s

On-Time Graduation Rates

2-Year Associate 4-Year Bachelor’s

(public)

13% 41%

ON TIME ON TIME

https://nces.ed.gov/programs/digest/d17/tables/dt17_326.10.asp

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(Full-Time Students)

2-Year Associate 4-Year Bachelor’s

150% Graduation Rates

2-Year Associate 4-Year Bachelor’s

(public)

24% 59%

IN 3 YEARS IN 6 YEARS

https://nces.ed.gov/programs/coe/pdf/coe_ctr.pdf

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Four-Year Myth

2 Years Standard

3.6

4 Years Standard

4.9

4 Years Standard

4.4

Time to Degree

(Full-Time Students)

2-Year Associate 4-Year Bachelor’s 4-Year Bachelor’s

(non-flagship) (flagship/ very high research) Four-Year Myth

2 Years Standard

3.6

4 Years Standard

4.9

4 Years Standard

4.4

Time to Degree

(Full-Time Students)

2-Year Associate 4-Year Bachelor’s 4-Year Bachelor’s

(non-flagship) (flagship/ very high research)

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Four-Year Myth

60 Credits

82.2

120 Credits

135

120 Credits

136.2

Excess Credits

(Full-Time Students)

2-Year Associate 4-Year Bachelor’s 4-Year Bachelor’s

(non-flagship) (flagship/ very high research)

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The Game Changers

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CCA Web Platform

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www.Co www.Complet pleteCo eColleg ege.o e.org

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Collaboration

Telling and emphasizing your story and successes Scaling projects at scale across state or institution Connecting with fellow Alliance members Using learnings from partners to inform best practices Advocating for institutional changes

How CCA Can Help!

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@CompleteCollege

QUESTIONS

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Maureen Hoyler, President Council for Opportunity in Education Rutgers University Student Access Forum February 18, 2020

TRIO Student Support Services and EOF How Do They Fit?

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Not Just Services ---

A Thoughtful Education Program that Understands Student

Background and Limitations of Educational Preparation and Utilizes the Full Resources of the University to Assure Outstanding Outcomes.

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TRIO – Set of Programs Authorized under the Higher Education Act of 1965

Non-Financial Obstacles to Access and Completion
Low-income students
First-generation students
Students with disabilities

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TRIO Student Support Services – Major Undergraduate Program Enrolls over 200,000 Students Annually

To increase persistence, graduation and transfer.
To foster an institutional climate supportive of the success of

these students.

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Services

1) Tutoring – directly or indirectly 2) Advice and assistance in course selection 3) Information on financial aid and financial planning services 4) Assistance in applying for financial aid 5) Assistance in preparing for, applying to, and receiving aid for graduate school 6) Personal and career counseling 7) Activities to expose students to a range of careers 8) Cultural programs 9) Mentoring

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Impact on Graduation

Comparing Student Outcomes Between Student Support Participants and nonparticipants in the 2004/09 Beginning Postsecondary Students Longitudinal Study Released by the U.S. Office of Postsecondary Education, May 2019 AIR (American Institute for Research) RTI International

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TRIO Appropriations from FY 2013- FY 2020

$0 $200,000,000 $400,000,000 $600,000,000 $800,000,000 $1,000,000,000 $1,200,000,000 2013 2014 2015 2016 2017 2018 2019 2020

$898.8 Million $838.3 Million $839.8 Million $795.9 Million $948.8 Million $1.06 Billion $1.01 Billion

$1.09 Billion

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The National Context

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0% 10% 20% 30% 40% 50% 60% 70% 1970 1980 1990 2000 2010 Fourth (Highest) Quartile Third Quartile Second Quartile First (Lowest) Quartile 2017

Bachelor’s degree attainment rate by age 24 by family income quartile, dependent family members (1970-2017) 13% 62%

BA Attainment for Lowest-Income Young People at 13%– an All-Time High

Cahalan, M., Perna, L. W., Yamashita, M., Wright-Kim, J. & Jiang, N. (2019). 2019 Indicators of Higher Education Equity in the United States: Historical Trend Report. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education, Council for Opportunity in Education (COE), and Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD).

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College Participation for Lowest Income HS Graduates is on the Rise

College continuation rate of recent high school graduates by family income (1970-2017) 63% 87%

20% 30% 40% 50% 60% 70% 80% 90% 100% 1970 1980 1990 2000 2010

Fourth (Highest) Income Quartile Third Income Quartile Second Income Quartile First (Lowest) Income Quartile Cahalan, M., Perna, L. W., Yamashita, M., Wright-Kim, J. & Jiang, N. (2019). 2019 Indicators of Higher Education Equity in the United States: Historical Trend Report. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education, Council for Opportunity in Education (COE), and Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD).

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Four-Year Sector: Lowest-Income Students Are Much Less Likely to Enroll in High-Graduation Rate Institutions

Pell grant recipients as a proportion of total undergraduate enrollment by ATI eligibility 39% 39% 39% 38% 36% 37% 23% 23% 23% 22% 22% 23% 10% 20% 30% 40% 50%

2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Grad Rates <70% Grad Rates >70%

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National Student Clearinghouse, High School Benchmarks – 2018

47% 24%

High Poverty Schools Low Poverty Schools Class of 2017: 2-Year College Enrollment Rate of College Goers in the First Fall after High School Graduation, by School Income Levels

College goers from high-poverty high schools enroll in community college at nearly double the rate of their peers from low-poverty schools

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Lower-income students entering community colleges complete bachelor’s degrees at lower rates than higher-Income students.

19% 8%

Higher-Income Students Lower-Income Students Bachelor’s Attainment Within Six Years of Community College Entry, Fall 2011 cohort

National Student Clearinghouse, Tracking Transfer - 2018 Update for the Fall 2011 Cohort

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To Achieve Equity for Lower-Income Students and Students of Color Everyone Must Do Their Part

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129 members and counting

Bringing Together a Unique Alliance

Over 30 states represented
A diverse group across sector,

segment, size, and selectivity

Over 1.4M students enrolled

across ATI member institutions

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Proportion of Students Receiving Pell Grants 23% 30% ATI-Eligible Rutgers University

Rutgers Enrolls Many More Lower-Income Students Than Other High-Graduation-Rate Institutions

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Rutgers University Six-year graduation rate, 2012 entering cohort

Lower-Income Students at Rutgers Graduate at Nearly the Same Rates as the Overall Population

80% 78%

Overall Pell Students

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Rutgers’ Success Reflects a Deep Commitment to Equity Across the Entire University

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Courtney McAnuff Vice Chancellor for Enrollment Management

Behind the Numbers: Enrollment and Demographics at Rutgers University–New Brunswick

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Source: OIRAP, fall 2019 enrollment data

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Source: OIRAP, fall 2019 enrollment data

In the fall 2019 entering first-year cohort:

19% identify as

underrepresented minorities

28% are Pell-

eligible

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Behind the Demographics

It is a priority for RU–NB to represent the diversity of the state
f New Jersey
Additional recruitment and enrollment efforts are being

designed to reinforce our commitment to the diversity of our incoming class

Holistic review and applicant context tools are critical

components of our application review process

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About Retention and Graduation Rates

Retention and graduation are primary indicators for evaluating

student success.

RU has seen steady improvement in retention and graduation

rates over the last 5 years.

Graduation rates have revenue, reputation, and social

impacts for Rutgers and New Jersey.

There are many factors that can increase graduation rates;

among them are sufficient student aid funds, academic and social support and enhanced student employment

pportunities.

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First-Year Retention: Fall 2016 and 2017 Cohorts

Retention rates based on first-time, full-time 2016 and 2017 entering cohorts at RU–NB. Comparison data for public 4-year institutions from NCES.

81% national

94% 93% Fall 2016 Fall 2017 RU-NB 93% 91% Fall 2016 Fall 2017 Pell eligible

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Graduation: RU–NB and RU–NB Pell Recipients

60% 80% 61% 80% 4-Year 6-Year

4-and 6-Year Graduation Rates: RU–NB

Fall 2011 Fall 2012

36.9% national 60% national

Graduation rates based on first-time, full-time 2011 and 2012 entering cohorts at RU–NB. Comparison data for public 4-year institutions from NCES.

53% 77% 54% 78% 4-Year 6-Year

4-and 6-Year Graduation Rates: RU–NB Pell Recipients

Fall 2011 Fall 2012

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Graduation by Race/Ethnicity RU–NB 2012 Entering Cohort

Graduation rates based on first-time, full-time 2012 entering cohort at RU–NB. Horizontal lines indicate national average for that group across all public institutions for 2010 entering cohort (US DOE – IPEDS). Counts too small to graph for American Indian and Alaska Native as well as Native Hawaiian and Other Pacific Islander. Graph excludes students with race unknown.

67% 49% 46% 66% 54% 86% 73% 73% 82% 73%

Asian Black or African American Hispanic/Latino White Two or more races

4-Year 6-Year

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Additional Context: Projected Demographics

Shifting Populations

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National high school graduation projections indicate longer term decline, with variability over the next five years.

3,200,000 3,250,000 3,300,000 3,350,000 3,400,000 3,450,000 3,500,000 3,550,000 3,600,000

2 1 5

1

6 2 1 6

1

7 2 1 7

1

8 2 1 8

1

9 2 1 9

2

2 2

2

1 2 2 1

2

2 2 2 2

2

3 2 2 3

2

4 2 2 4

2

5 2 2 5

2

6 2 2 6

2

7 2 2 7

2

8 2 2 8

2

9 2 2 9

3

2 3

3

1 2 3 1

3

2

United States

550,000 560,000 570,000 580,000 590,000 600,000 610,000 620,000

2 1 5

1

6 2 1 6

1

7 2 1 7

1

8 2 1 8

1

9 2 1 9

2

2 2

2

1 2 2 1

2

2 2 2 2

2

3 2 2 3

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4 2 2 4

2

5 2 2 5

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6 2 2 6

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7 2 2 7

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8 2 2 8

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9 2 2 9

3

2 3

3

1 2 3 1

3

2

Northeast

Source: WICHE Projections of High School Graduates Through 2032: https://knocking.wiche.edu/

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High school graduation projections in New Jersey indicate longer term decline, with variability over the next five years.

90,000 92,000 94,000 96,000 98,000 100,000 102,000 104,000 106,000 2 1 5

1

6 2 1 6

1

7 2 1 7

1

8 2 1 8

1

9 2 1 9

2

2 2

2

1 2 2 1

2

2 2 2 2

2

3 2 2 3

2

4 2 2 4

2

5 2 2 5

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6 2 2 6

2

7 2 2 7

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8 2 2 8

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9 2 2 9

3

2 3

3

1 2 3 1

3

2

New Jersey

Source: WICHE Projections of High School Graduates Through 2032: https://knocking.wiche.edu/

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Tuition and fees at public institutions represent higher percent of household income for underrepresented minority families. With shifting U.S. demographics, increased financial aid will be required.

Source: WICHE

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University budget issues are a real concern.

Student and State Share of the Costs of a Rutgers Education

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Relative to many BIG 10 peers, Rutgers has far less need based aid to award to students.

Source: BIG 10 Peer Self-Reports. Numbers may not be final. Minnesota did not report.

$174.6 $162.0 $121.0 $86.6 $86.4 $65.4 $48.9 $41.6 $40.1 $32.0 $31.2 $18.7 $17.1 $0 $20 $40 $60 $80 $100 $120 $140 $160 $180 $200 M i c h i g a n N

r

t h w e s t e r n P e n n S t a t e M i c h i g a n S t a t e I l l i n

i

s O h i

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t a t e I n d i a n a W i s c

n

s i n P u r d u e R u t g e r s N e b r a s k a I

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a M a r y l a n d

BIG 10 Institutional Need Based Grant Aid (in millions)

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Where we go from here

RU–NB is committed to access, diversity, and opportunity.

– We must be creative to attract students, especially with limited aid budgets. – Starting early is a critical component of this.

There is a lot to be proud of with respect to retention and graduation,

but there is more work to be done.

– We need collaborative efforts and strong supports to ensure all students at RU are successful at aspirant levels.

National demographic context and declining student population

makes strategic efforts even more important.