Fewer international students are enrolling in U.S. community colleges, while more are choosing baccalaureate colleges, according to the Institute of International Education’s Open Doors 2013 report.
Community colleges’ international enrollments fell by 1.4 percent in 2012-13, the fourth consecutive decline, notes Community College Times. The number of international students increased by 2.9 percent at baccalaureate colleges.
The Houston Community College System in Texas has 5,333 international students this academic year, followed by Santa Monica College in California with 3,471 students and De Anza College in California with 2,728 student. Lone Star College in Texas with 2,112 students and Northern Virginia Community College with 1,901 students rounded the top five community colleges.
China is sending an increasing number of students to U.S. colleges and universities.
“Chinese students and their parents are looking for high quality education, get the importance of international education and it’s making America the No. 1 destination because we actually have the capacity to absorb international students,” said Allan Goodman, president and CEO of the institute.
The number of Saudi students increased by 30 percent thanks to a government scholarship program.
California community colleges are starting the fall term with more students and more courses, reports the Los Angeles Times. Statewide, enrollment is expected to increase by 2.5% and course sections by 5%.
About 60,000 more students are expected to enroll systemwide this fall, officials said. It was a welcome turnaround from last year, when many colleges were planning for further budget cuts. Officials at the time were uncertain of the fate of Proposition 30, Gov. Jerry Brown’s measure to increase state sales tax and some income taxes mostly for education. Voters approved it in November.
Last year, more than 470,000 students began the fall term on waiting lists for an average of 7,157 wait-listed students per school. This fall, an average of 5,026 students per campus are on waiting lists.
Reorganizing and coordinating resources can raise college enrollment — especially among African-American and Latino students, concludes a five-year pilot program. The Postsecondary Success Collaborative, which operated in Philadelphia, San Francisco and Miami-Dade County, “asked participants to coordinate academic programs, align K-12 curriculums with postsecondary and workforce requirements, and engage community groups,” reports Inside Higher Ed.
An independent analysis by the OMG Center for Collaborative Learning found the initiative bucked national enrollment trends. From 2009 to 2012, 12 percent more students from the initiative’s target high schools enrolled in college. Among black and Latino students at high schools that were deemed to have strongly implemented the initiative’s recommendations, that number rose to 39 percent, boosted by a 69 percent increase among black students in Miami-Dade County. Among students who enrolled in college, the analysis also found a 16 percent increase in students who continued as sophomores.
In Miami, an advisory board started with “marathon” financial aid sessions, funding field trips to universities across the state and math courses to prepare students for college work.
In Philadelphia, two similar advisory boards found that the high school English curriculum was out of alignment with the kind of writing skills expected from college freshmen.
. . . the advisory boards created “instructional rounds,” where high school teachers and college professors visited each another’s classrooms to better understand what was being taught in them.
The Texas State Technical College system will be funded based on graduates’ earnings rather than enrollment, starting on Sept. 1. The “value-added accountability funding formula” analyzes the difference between graduates’ income five years after graduating and the minimum wage to calculate how many dollars go to the technical colleges.
No young person should “spend life drifting from one low-skilled, minimum-wage job to the next,” said House Speaker Joe Straus in advocating for the funding change, reports the New York Times. But technical education isn’t expanding. ”Texas State Technical College West Texas — one of the four institutions that make up the state’s college system dedicated to technical education and work force development — has been shrinking.”
In 2007, according to the Texas Higher Education Coordinating Board, more than 10,500 students were taking classes through T.S.T.C. West Texas, which has campuses in Brownwood, Abilene, Breckenridge and Sweetwater. Five years later, the school’s enrollment was about 1,500.
The college’s administrators say the decrease reflects a recalibration of the state’s approach to offering technical education.
. . . “What is education worth? That is really at the heart of the accountability debate,” said Michael Reeser, the former president of the West Texas campuses and current chancellor of the T.S.T.C. System.
. . . The other T.S.T.C. schools have also experienced recent dips in enrollment, though not as significantly as in West Texas. Mr. Reeser said that was because West Texas has been the test case for the new model and has been preparing for the transition since the concept was first floated in 2007.
The West Texas campuses have eliminated some programs: Digital media was popular, but didn’t lead to local jobs; agricultural technology did lead to good jobs but didn’t attract students. In addition, the West Texas campuses outsourced general academic courses to community colleges. And the nursing program lost students when it was placed on conditional approval status by the Texas Board of Nursing in 2012.
The “enrollment boom that swelled American colleges — and helped drive up their prices — is over, notes the New York Times.
College enrollment fell 2 percent in 2012-13, the first significant decline since the 1990s, but nearly all of that drop hit for-profit and community colleges; now, signs point to 2013-14 being the year when traditional four-year, nonprofit colleges begin a contraction that will last for several years. The college-age population is dropping after more than a decade of sharp growth, and many adults who opted out of a forbidding job market and went back to school during the recession have been drawn back to work by the economic recovery.
The most prestigious colleges aren’t affected, but less-elite private colleges, which tend to be dependent on tuition revenue, could have trouble staying afloat.
After three very tough years, California’s new state budget puts community colleges on a slow path to recovery, reports Kathy Baron on EdSource Today.
The state’s 112 community colleges will get up to $6 billion for the 2013-14 fiscal year, a $200 million boost over this year. That’s only a quarter of the $809 million cut from community college budgets in the last three years.
Colleges will get $89.4 million to rebuild enrollment, enough for 40,000 additional students. The system lost 470,000 students during the bad years, officials estimate.
Other budget increases include:
$50 million to implement the Student Success Act of 2012, which includes counseling and advising services, orientation for every student, and helping each student design an education plan with a path to a degree or certificate or to transfer to a four-year college.
$47 million to implement Proposition 39, the November ballot initiative that creates a fund for energy efficient projects. . . .
$30 million toward the $1 billion needed for deferred maintenance on the campuses, plus new books, lab equipment and technology to modernize classrooms.
The per-student apportionment went up to $4,637, up from $4,565.
Colleges and universities awarded 5.1 percent more degrees in 2011-12, despite a 1.6 percent dip in enrollment, according to the National Center for Education Statistics. Community colleges lost 250,000 students, but granted 8 percent more associate degrees. The number of bachelor’s degrees rose by 4.3 percent.
College enrollments are continuing to fall by an average of 2.3 percent, except at four-year, private, nonprofit institutions, reports the National Student Clearinghouse.
Community colleges lost 3.6 percent of students from spring 2012 to 2013. Full-time enrollment declined by 5.2 percent and part-time enrollment by 2.6 percent. The number of traditional-age students went down by only 1.7 percent, compared to 6.2 percent for students over the age of 24. That could suggest fewer adults are out of work and seeking retraining.
California’s community colleges — the nation’s largest public higher education system — have cut as much as 20 percent of courses since 2008, driving enrollment to its lowest point in two decades, concludes a Public Policy Institute of California report.
A half-million students have been shut out in recent years, reports the state community college chancellor’s office. Enrollment fell from 2.9 million students in 2008-09 to 2.4 million students in 2011-12.
Rigo Navarro, a second semester student at Chabot College in Hayward, wants to major in criminal justice and engineering, but hasn’t been able to take math or a criminal justice, reports the Oakland Tribune. In the last two years, Chabot has closed 12 percent of classes.
Statewide, the number of for-credit classes fell by 14 percent between 2008 and 2011, while non-credit classes, such as English as a Second Language, dropped by more than a third.
New students must wait to register until continuing students have chosen classes. That’s made it hard for recent high school graduates to get started at community colleges.
The number of young, first-time community college students in California fell even further behind the number of recent high school graduates between 2008 and 2011 — a trend that, combined with lower CSU and UC enrollment, “does not bode well” for the state’s workforce, the report’s researchers concluded.
The state and the colleges must come up with a long-range plan to restore the system, concluded the report, which listed raising local parcel taxes, increasing tuition significantly, helping more students get financial aid and charging more for high-demand classes as options. In addition to raising revenue, online education and larger classes could reach more students.
Senate Pro Tem Leader Darrell Steinberg has introduced a bill to let state college students shut out of classes receive transfer credits for some private-sector online courses.
Determined to raise retention rates, Klamath Community College mandated orientation and advising and eliminated late registration, reports Paul Fain on Inside Higher Ed. The cost of improved retention was lower enrollment. The small college in southern Oregon saw enrollment fall 20 parent last fall, cutting state funds by $800,000, more than 7 percent of Klamath’s total annual budget.
“We have a system that doesn’t reward student success,” said Roberto Gutierrez, the college president. “It rewards seat time.”
Klamath Community College is an Achieving the Dream partner institution.
Achieving the Dream is a vocal supporter of “make it mandatory,” a refrain often used by Kay McClenney, an expert on community colleges and director of the Center for Community College Student Engagement. McClenney, backed by research, argues that mandatory orientations and advising can boost student retention rates.
For example, prior to last year, only 50 percent of students at Klamath were attending orientation. College officials said that means those students were missing out on vital information about the college and how to navigate it.
Yet many colleges resist the mandatory approach, feeling it is paternalistic and too prescriptive for the large numbers of adult students who attend community colleges, where the average age of students typically hovers around 25. And red tape and hassles, like mandatory scheduling, can discourage students who may have been on the fence about attending college in the first place.
Students who can’t make the time to go to orientation or meet with an advisor probably won’t make the time for college classes, Gutieriez believes.
Banning late registration is hard adult students, who are juggling jobs and family duties. But it’s clear that late registrants have very high failure rates.
Klamath’s new policy “resembles recent decisions by a few for-profits, including the University of Phoenix and Kaplan University, which have created free trial periods” for prospective students, Fain writes. Those who realize they’re not ready for college can quit without using up financial aid, running up debt — or raising the university’s failure statistics.
Klamath’s graduation rate for first-time, full-time students is only 17 percent; another 31 percent transfers. That could improve in the future: Fall-to-winter retention rates jumped from 60 percent for first-year students to 80 percent this year.