California community colleges will try to increase degree completion and transfers by nearly a quarter of a million students over the next decade, reports the Sacramento Bee.
“This is probably the most ambitious goal-setting effort ever undertaken by our system,” California Community Colleges Chancellor Brice Harris said.
Currently, 48.1 percent of students complete a degree or transfer; the completion rate for vocational certificates is 53.9 percent. The new targets call for raising the completion rate for degree programs and transfers to 62.8 percent and for career technical education certificates to 70.3 percent.
California’s entrepreneurial economy requires a skilled workforce, writes Chancellor Brice Harris in the Los Angeles Daily News.
The new goals aim to increase the number of students who successfully complete remedial instruction, which unfortunately 75 percent of our students need when they arrive at our campuses. And we’ve set targets to increase the number of students who prepare educational plans at the beginning of their academic careers as well as the number of students who earn degrees under the Associate Degree for Transfer program, which has improved transfer with California State University.
The system’s “Student Success Initiative” calls for “giving priority registration status to students who participate in orientation, assessment and education planning; redesigning our student support services to help them stay on track academically; making it easier for students to transfer to CSUs; and collaborating with K-12 institutions to ensure that students come here ready to take college-level math and English courses,” writes Harris.
California community colleges need degree-tracking systems to help students reach their goals, writes actor Edward James Olmos in a Sacramento Bee commentary.
Less than half of the state’s community college students complete a degree or certificate, or transfer to a four-year university within six years. With one counselor for 2,000 to 3,000 students, many don’t get the help they need, Olmos writes. Some will leave unaware that they’ve qualified for a degree.
The community college system has been the gateway to college for my entire family. I’m a proud product of East Los Angeles College; all four of my sons, my brothers and sisters and my own mother attended a community college. Our story is similar to so many low-income families throughout the state.
. . . I was lucky enough to have a professor who believed in me and walked me through the process, but thousands of students are struggling to find their way.
The California State University and the University of California systems already have systems that let students build an academic program online, tracking their progress in real time, writes Olmos. But many of the state’s 112 community colleges don’t offer degree tracking.
Senate Bill 1425, which would require degree tracking for all community college campuses has passed the Senate and is awaiting action in the Assembly.
More students are passing classes and staying in school at Florida’s St. Petersburg College. Writing in Community College Daily, President Bill Law credits an initiative launched two years ago, College Experience: Student Success.
A third of students were failing gatekeeper courses. Minority students, especially African-American males, were doing even worse.
The college added professional and peer tutors, made Learning Support Centers more welcoming, involved more faculty in tutoring and learning support and increased access to 24/7 online tutoring resources.
The number of students visiting learning centers more than doubled in the first year, writes Law. Most who use the centers do so at least five times a semester, significantly raising their odds of earning a “C” or better.
An online tool, My Learning Plan, gives students “up-to-the-minute guidance on where they stand in meeting graduation requirements,” he writes. Students can plan which courses to take several terms in advance and see the impact of dropping a class or changing majors.
College-success course instructors helped students complete a plan and the tool was available online for all students. Students who completed the plan had a significantly higher success rate than those who did not.
The college also helped students explore careers, use career-aptitude tools and set goals.
About a third of the first-time college students entered without a clear goal. Those who worked with an advisor to choose a career path were more likely to return for a second semester.
Online orientation wasn’t enough for poorly prepared students, writes Law. The college now requires an intensive advising session and face-to-face orientation for new students with low test scores. Advisors contact their advisees in the first weeks of class to offer help as needed.
Students assigned to the face-to-face orientation remained enrolled in 92 percent of their classes, the same rate as better-prepared students.
If a student falls behind in class, the instructor uses an “early alert” system to inform a coach or mentor. Faculty teaching almost 1,000 courses — most for new or underprepared students — have gone through training on using the alert system.
Thirty-one percent of military veterans enrolled in for-profit colleges in 2012, up from 23 percent three years earlier. Only 50 percent chose public colleges, down from 62 percent.
For-profit colleges use aggressive marketing to lure vets — and their generous GI Bill funding — complains Iowa Sen. Tom Harkin a new report. For-profit colleges received $1.7 billion in Post-9/11 GI Bill benefits during the 2012-13 academic year.
At the for-profit colleges receiving the most benefits, up to 66 percent of students left without earning a certificate or degree, according to the report. In addition, 39 to 57 percent of the vocational programs “offered by four of the companies receiving the most Post-9/11 GI Bill benefits would fail to meet the proposed gainful employment rule, suggesting that the students who attend these institutions do not earn enough to pay back the debt they take
Veterans choose for-profit institutions “because they offer the right mix of study programs, customer service, and locations and times that meet their needs better than do public college,” writes Daniel L. Bennett, an assistant economics professor at Patrick Henry College and a Center for College Affordability and Productivity research fellow.
Harkin also suggests it costs taxpayers nearly twice as much to send a veteran to a for-profit college ($7,972) than to a public one ($3,914). But these figures are highly misleading. They only account for GI tuition payments, ignoring significant taxpayer subsidies and tax exemption. A 2011 AIR report estimated the annual taxpayer cost per full-time equivalent (FTE) student at unselective public colleges to be nearly $8,000, while for-profit students actually provided taxpayers with an average net gain of nearly $800.
Many vets are looking for job training. For-profit colleges’ two-year programs have much higher completion rates than community college programs, writes Matt Reed, the Community College Dean. Career colleges focus on job training with no electives and minimal delays for remediation. That could be one reason why low-cost community colleges are having trouble competing with high-cost for-profit colleges.
A new bill — soon to be a law — will let veterans pay in-state tuition at any state college or university.
Helping low-income and first-generation students enroll in college was the focus of a summit that brought experts on college counseling to the White House, reports Inside Higher Ed.
The White House’s January summit focused on encouraging low-income achievers to apply to selective four-year universities. This time around, James Kvaal, the deputy director of the Domestic Policy Council, emphasized that “college” includes two-year colleges and job training programs.
“Four-year college degrees are important but so too are two-year college degrees and occupational training programs. Certificates often have great value in the workforce. So we’re talking about all of that.”
College counseling “is a key leverage point,” Kvaal said, because it touches on the academic, financial and informational barriers that students – especially low-income and first-generation students – face in going to college.
The Obama administration has put information online to help prospective college students research college costs. But web sites can’t do it all, said Mandy Savitz-Romer, the Harvard education professor who organized the conference. Students and their parents need help understanding and using the information, she said.
Commonly used college quality measures, such as graduation rates and loan defaults, are inadequate and sometimes misleading, writes Ben Miller, a senior policy analyst for the New America Foundation, on EdCentral.
Completion statistics for community colleges and other two-year-or-less institutions are especially inaccurate, he writes. It’s not just that the federal data misses part-timers and transfers. Completion data also confuses success rates in short-term certificate programs with longer-term associate degrees.
. . . many certificate programs run for no more than a year. These programs thus present fewer opportunities for students to drop out. That’s why colleges that predominantly grant certificates tend to have quite high completion rates and also the reason that for-profit institutions often appear to have better graduation rates than the largely associate-degree-granting community colleges.
A low completion rate is a sign of low quality, but a high completion rate may signify a quick, easy program with very little return on students’ time and money.
Cohort default rates also can be misleading, especially for community colleges with very few borrowers, writes Miller.
For example, Gadsden State Community College in Alabama has a 20 percent default rate but that’s based on five borrowers out of an enrollment of over 8,967. This makes it impossible to draw any conclusions about a college based upon less than 0.05 percent of the college.
On the other side, a low cohort default rate might be just as much an indication of successful loan management than success. The cohort default rate only measures whether students default within a certain time window. Students who default after that period or who are extremely delinquent but never default are not counted in the rate. The usage of income-based payment plans can also distort cohort default rates, since a borrower could be earning such a low income from their program that they have to make little to no payments, making it more difficult to default.
Passage rates on licensure or certification exams, such as in nursing, do measure learning outcomes. However some programs — especially in teaching — ensure a 100 percent pass rate by denying diplomas to students who haven’t passed the exam.
Increasing retention and graduation rates remains an elusive goal for community colleges, write Terry O’ Banion and Ross Markle on Diverse. Evaluating student behaviors, such as time management, goal setting and persistence, can help raise completion rates, they argue.
O’Banion is president emeritus and senior fellow for the League for Innovation in the Community College. Markle, senior research and assessment advisor at Educational Testing Service, helped create the SuccessNavigator™ assessment.
Almost 50 percent of community college students drop out by the second year. That’s especially disastrous for black and Latino students, who primarily turn to community colleges for higher education.
Successful college students have to manage their schedule and schoolwork on their own, maybe for the first time. They need to understand what’s expected of them. They need to know how to find support. They must be committed to attaining a degree or certificate and feel assured that it’s worth their time and tuition. These factors are especially important now for the many first-generation students who enter community college.
. . . students with strong academic study skills, commitment to academic goals, personal time management and social support are much more likely to complete their degrees.
Such measures are stronger predictors of graduation than academic ability, write O’Banion and Markle.
Asking students “about how they organize their time, what they value in a college degree, and how they cope with stress, challenges and financial or family pressures” could help colleges do a better job of helping students develop the behaviors that lead to success, they write.
Tulsa Community College is free for local high school graduates with a C average or better. Tulsa Achieves pays for up to 63 credits or three years of college. Public, private and home-schooled students in Tulsa County are eligible.
Seven years ago Tom McKeon, president of the community college, persuaded local business and political leaders to invest in educating local graduates, reports NPR. “I think we’re seeing kids that never, ever dreamed that college was a possibility for them because parents didn’t think it was within their realm,” McKeon says.
Some 10,000 students have received gap-closing aid, mostly funded by local property taxes. The average cost is $3,400 per student per year.
When asked if taxpayers are getting their money’s worth, McKeon throws out these numbers: eight out of ten students who enter the program… finish it.
One key to that retention rate is the program’s structure. Students get lots of encouragement and help — tutorials on note-taking, test preparation, research and time management skills. They’re even required to take a course called “Strategies for Academic Success.”
. . . In the beginning, about 40 percent of students who went through the program transferred to four-year institutions. Today, it’s less than 10 percent. There are a few reasons for the drop. One positive: with the economy picking up, more students are finding good jobs after they get their associate’s degree. The bad news: for many, transferring to a four-year school is still too expensive.
Next year, Tennessee will offer tuition-free community college to high school graduates, funded with lottery revenues. Oregon is considering a similar plan.
A bill in the California Legislature would create a system to track community college students’ progress toward a degree, inform students who are close to earning a degree and award degrees to former students who’ve completed enough credits.
Some students have earned enough credits to obtain a degree or certificate, but they don’t know it, according to the Women’s Foundation of California.
Less than 40 percent of students who start at a two-year public college will complete a degree in six years, reports Pew Research Center. The completion rate is 62.4 percent for students who start at a two-year for-profit institution.
Two-year colleges are enrolling fewer students but granting more associate degrees, according to the U.S. Department of Education’s annual Condition of Education report.
Enrollment — about 7.2 million in 2012 — declined by 7 percent from 2010 after steady growth since 1990. The number of associate degrees increased by 8 percent from 2010-11 to 2011-12.