Game Changers for College Student Success & Completion Yolanda Watson Spiva, Ph.D. President #CompletionCulture ywspiva@completecollege.org @ CCAPrezYolanda
ABOUT CCA ABOUT CCA…
Established in 2009, Complete College America is a bold national advocate for dramatically increasing college Our Mission 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 .
Leading with a bold point of What We Do view on what works to close the equity gap in college completion
We believe colleges should meet the needs of every student—not a select Our Focus few. We are working with and championing victories at MSIs and other institutions serving vulnerable communities.
Over the last 10 years, we have made our mark through: Our History Data-Driven A Network of Change Agents The Field’s Foremost Experts Perspectives
Stronger Than Ever
CCA Fellows THE ALL I ANCE Complete College Alliance Teams Campus Implementation Teams Impatient Reformers and the Students They Serve
Strategic Partners
How We Do It
On-Time Graduation Rates (Full-Time Students) 2-Year 2-Year 4-Year 4-Year Associate Associate Bachelor’s Bachelor’s (public) 13% 41% ON TIME ON TIME https://nces.ed.gov/programs/digest/d17/tables/dt17_326.10.asp
150% Graduation Rates (Full-Time Students) 2-Year 2-Year 4-Year 4-Year Associate Associate Bachelor’s Bachelor’s (public) 24% 59% IN 3 YEARS IN 6 YEARS https://nces.ed.gov/programs/coe/pdf/coe_ctr.pdf
Time to Degree Time to Degree (Full-Time Students) (Full-Time Students) 2-Year 2-Year 4-Year 4-Year 4-Year 4-Year Associate Associate Bachelor’s Bachelor’s Bachelor’s Bachelor’s (non-flagship) (non-flagship) (flagship/ (flagship/ very high research) very high research) 4.9 4.9 4.4 4.4 3.6 3.6 4 Years 4 Years 4 Years 4 Years Standard Standard Standard Standard 2 Years 2 Years Standard Standard Four-Year Myth Four-Year Myth
Excess Credits (Full-Time Students) 2-Year 4-Year 4-Year Associate Bachelor’s Bachelor’s (non-flagship) (flagship/ very high research) 82.2 136.2 135 60 Credits 120 Credits 120 Credits Four-Year Myth
The Game Changers
CCA Web Platform
www.Co www.Complet pleteCo eColleg ege.o e.org
How CCA Can Help! 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
QUESTIONS @CompleteCollege
TRIO Student Support Services and EOF How Do They Fit? Maureen Hoyler, President Council for Opportunity in Education Rutgers University Student Access Forum February 18, 2020
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.
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
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.
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
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
TRIO Appropriations from FY 2013- FY 2020 $1.09 Billion $1.06 $1,200,000,000 $1.01 Billion $948.8 Billion $898.8 Million $839.8 Million $838.3 $1,000,000,000 Million $795.9 Million Million $800,000,000 $600,000,000 $400,000,000 $200,000,000 $0 2013 2014 2015 2016 2017 2018 2019 2020
The National Context
BA Attainment for Lowest-Income Young People at 13%– an All-Time High Bachelor’s degree attainment rate by age 24 by family income quartile, dependent family members (1970-2017) 70% 62% 60% 50% 40% 30% 20% 10% 13% 0% 1970 1980 1990 2000 2010 2017 Fourth (Highest) Quartile Third Quartile Second Quartile First (Lowest) 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).
College Participation for Lowest Income HS Graduates is on the Rise College continuation rate of recent high school graduates 100% by family income (1970-2017) 90% 87% 80% 70% 63% 60% 50% 40% 30% 20% 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).
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 50% 39% 39% 39% 38% 40% 37% 36% 30% 23% 23% 23% 23% 22% 22% 20% 10% 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 Grad Rates <70% Grad Rates >70%
College goers from high-poverty high schools enroll in community college at nearly double the rate of their peers from 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 47% 24% High Poverty Schools Low Poverty Schools National Student Clearinghouse, High School Benchmarks – 2018
Lower-income students entering community colleges complete bachelor’s degrees at lower rates than higher-Income students. Bachelor’s Attainment Within Six Years of Community College Entry, Fall 2011 cohort 19% 8% Higher-Income Students Lower-Income Students National Student Clearinghouse, Tracking Transfer - 2018 Update for the Fall 2011 Cohort
To Achieve Equity for Lower-Income Students and Students of Color Everyone Must Do Their Part
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 129 members and counting
Rutgers Enrolls Many More Lower-Income Students Than Other High-Graduation-Rate Institutions Proportion of Students Receiving Pell Grants 30% 23% ATI-Eligible Rutgers University
Lower-Income Students at Rutgers Graduate at Nearly the Same Rates as the Overall Population Rutgers University Six-year graduation rate, 2012 entering cohort 80% 78% Overall Pell Students
Rutgers’ Success Reflects a Deep Commitment to Equity Across the Entire University
Behind the Numbers: Enrollment and Demographics at Rutgers University–New Brunswick Courtney McAnuff Vice Chancellor for Enrollment Management
Source: OIRAP, fall 2019 enrollment data
In the fall 2019 entering first-year cohort: • 19% identify as underrepresented minorities • 28% are Pell- eligible Source: OIRAP, fall 2019 enrollment data
Behind the Demographics • It is a priority for RU–NB to represent the diversity of the state of 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 53
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