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Creating a Culture of Completion in Nevada: Closing the Skills Gap

This presentation discusses the efforts to create a culture of completion in Nevada and close the skills gap by increasing college graduation rates. It highlights the policy changes adopted, access and affordability issues, and the 15 to Finish campaign.

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Creating a Culture of Completion in Nevada: Closing the Skills Gap

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  1. University of Nevada, Las Vegas University of Nevada, Reno Nevada State College College of Southern Nevada Great Basin College Truckee Meadows Community College Western Nevada College Desert Research Institute Creating a Culture of Completion For Presentation to the Legislative Committee on Education March 26, 2014 *

  2. Today’s Presentation • Creating a culture of completion in Nevada • Complete College America – aggressive goals to graduate more students • Policy changes adopted that support student completion • Access and Affordability – more work to be done • 15 to Finish – Enrollment intensity and student completion campaign

  3. U.S. Ranking Among Nations for 25-34 Year Olds with an Associate’s Degree or Higher 1996 2010 Among developed nations, the U.S. ranks 14th for its educated youth. Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013

  4. How it all began . . . The Goal of the Obama Administration To be first among nations by 2020, 60% of 25-34 year olds in the United States will need to have a postsecondary credential. Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013

  5. Percent of Adults 25 to 34 with an Associates Degree or Higher NV 28.3% 50th Educational Attainment National Average: 40.1%

  6. Complete College America For a strong economy, the skills gap must be closed. 58% By 2020, jobs in Nevada requiring a career certificate or college degree 28% Nevada adults who currently have an associate degree or higher 30% The Skills Gap Source: Time is the Enemy, Complete College America, 2011

  7. Complete College America Complete College America is an alliance of states committed to significantly increasing the number of students successfully completing college and achieving degrees and credentials of value in the labor market and closing attainment gaps for traditionally underrepresented populations by 2020. The CCA Alliance 33 states and the District of Columbia Member states

  8. NSHE’s Campaign to Create a Culture of Completion What we have already done • Complete College America • Strategic Directions • 120 / 60 credit policy • Low Yield Program Policy • Excess Credit Policy • New Funding Formula • Performance Pool • Access and Affordability • 15 to Finish Campaign A shift in focus from enrolling to graduating students . . . but there is more work to be done.

  9. Awards Conferred Number of Degrees and Certificates Awarded Note: Figures do not include master’s, doctoral, first-professional degrees and post-baccalaureate certificates. Bachelor’s degrees with second majors are counted only once. Source: IPEDS Revised on 01/05/2015

  10. Skills Certificates A New Reporting Frontier • Reporting Workforce Recognized Credentials • Certificates of less than 30 credit hours • Provide preparation necessary to take state, national or industry recognized certifications • Examples: American Welding Society, National Institute for Automotive Service Excellence, Commission on Dietetic Registration • Portable and stackable credentials • Began official reporting in 2012-13

  11. Skills Certificates 2012-13 Reporting Going forward, skills certificate counts will be used in reporting for Complete College America goals, NSHE accountability metrics, and in future iterations of the NSHE Performance Pool.

  12. Shifting Gears Promoting Student Completion through Policy • 60/120 Credit Policy • Limiting the number of credits for an associates or bachelor’s degree to 60 and 120 credits, respectively • Low Yield Policy • Requiring institutions to review programs on a regular basis in the context of degree productivity. Institutions must develop a plan for increasing productivity or eliminate the low-yield program • Excess Credit Policy • Tough love policy – charging students a 50 percent surcharge if they accumulate more than 150 percent of the credits required for their degree program

  13. Performance Based Funding Shifting the focus from enrollment to graduation through funding • Base Formula driven by course completions • Performance Pool with metrics focused on graduating students

  14. Are NSHE Institutions Affordable? It Depends . . . . • Factors in Affordability • The Price Tag • Tuition and Fees, Room and Board • Student/Family Ability to Pay • Family Income • Institutional Support • Financial Aid Historically, discussions on tuition and fees of NSHE institutions focused on the price tag as compared to the prices in the regional western United States.

  15. When you consider the price tag alone relative to Median Family Income in Nevada, NSHE institutions appear affordable Public 4-Year Institutions, 2011-12 Access and Affordability Public 2-Year Institutions, 2011-12 Source: NCES, IPEDS

  16. Percent of Median Family Income Needed to Pay for College 4-Year Institutions, 2011-12 2011-12 Nevada: 21.2% Nation: 18.6% Access and Affordability 2008-09 Nevada: 17.6% Nation: 16.9% Net Price figures include tuition and fees, and room and board, less financial aid Source: NCES, IPEDS

  17. Percent of Income from the Lowest Quintile Needed to Pay for College 4-Year Institutions, 2011-12 Access and Affordability 2011-12 Nevada: 69.9% Nation: 68.7% 2008-09 Nevada: 56.0% Nation: 60.7% Source: NCES, IPEDS

  18. Percent of Median Family Income Needed to Pay for College 2-Year Institutions, 2011-12 2011-12 Nevada: 18.9% Nation: 13.5% 2008-09 Nevada: 16.8% Nation: 12.9% Access and Affordability Source: NCES, IPEDS

  19. Percent of Income from the Lowest Quintile Needed to Pay for College 2-Year Institutions, 2011-12 2011-12 Nevada: 62.4% Nation: 49.9% Access and Affordability 2008-09 Nevada: 53.4% Nation: 46.4% Source: NCES, IPEDS

  20. College Participation Rates for Students from Low Income Families in Nevada Getting better, but not good enough . . . . the national rate for college participation among students from low income families was 39.4% in 2012, Nevada ranked 44th among states at 28.6%. College Participation In these difficult economic times, access and affordability must be maintained. Source: Postsecondary Education Opportunity, September 2013

  21. How Accessible are Nevada’s Access Institutions? Nevada: Among the Lowest in the Nation for 2-Year College Participation Rates for Students from Low Income Families College Participation Source: Postsecondary Education Opportunity, September 2013

  22. State-Funded, Need-Based Financial Aid Program As Nevada focuses increasingly on creating policies to encourage degree completion, it is becoming more and more apparent that financial aid policy cannot be considered in isolation from other state policies and practices. Likewise, it seems clear that a consistent state-wide policy to ensure that all students have the chance to attend college will have the greatest positive effect on student completion rates. Nevada students need a clear commitment from the State to provide a stable and adequate source of funding for need-based financial aid to ensure access for low income students. Access and Affordability

  23. 15 to Finish Shift Focus to Benefits of Full-Time Enrollment • Benefits include: • Progress from freshman to sophomore status after first year • More likely to graduate • Pay less in tuition and living expenses • Gain additional years of earnings • Free up limited classroom space for other students Enrollment Intensity Source: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student Achievement, Dr. Nate Johnson, Fall 2012

  24. To the extent students can go full-time at any point, increased likelihood of completing. National Perspective National Student Clearinghouse Research Center Four-Year Public Institutions Part-time students far less likely to graduate *Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study period Source: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013

  25. To the extent students can go full-time at any point, increased likelihood of completing. National Perspective National Student Clearinghouse Research Center Two-Year Public Institutions Part-time students far less likely to graduate *Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study period Source: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013

  26. National Perspective • National Center for Education Statistics • Undergraduates enrolled full-time – 30 or more credits completed in first year – are more likely to graduate on time than students who completed fewer credits per year. • Source: National Beginning Postsecondary Student Survey, 2004-09 • Withdrawal rates are lower for full-time students. One-third of part-time students withdrew in their first year. • Source: NCES Report 2011-12 Enrollment Intensity

  27. Graduation Rates by Credit Load NSHE 4-Year Institutions – Fall 2004 Cohort 15 TO FINISH Undergraduate students who are enrolled full-time are more likely to graduate from college. NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term. NSHE 2-Year Institutions – Fall 2008 Cohort % Graduated NOTE: Fall 2008 cohort, first-time, degree seeking students who earned a certificate or associates degree at a community college within 200% time to degree. Enrollment load based on first term. % Not Graduated

  28. Graduation Rates by Credit Load and Ethnicity 4-Year Institutions – Fall 2004 Cohort Enrollment Intensity NSHE 2-Year Institutions – Fall 2008 Cohort Regardless of race or ethnicity, undergraduate students who are enrolled full-time are more likely to graduate from college. NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Fall 2008 cohort students who earned a certificate or associates degree at a community college within 200% time to degree. Enrollment load based on first term.

  29. Persistence Rates Enrollment Intensity NOTE: Analysis includes first-time, degree-seeking freshmen cohorts from Fall 2009, 2011, and 2012. Full-time students are significantly more likely to persist to the next semester.

  30. Data: Cohort GPA by Academic Preparation Lacking other data elements, placement into remedial English and/or mathematics was used as a proxy for academic preparation. Regardless of academic preparation, students enrolled full-time have higher grade point averages. NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.

  31. Policy Considerations Related to 15 to Finish • Governor Guinn Millennium Scholarship • Minimum enrollment required • 6 credits at the 2-year institutions • 12 credits at the 4-year institutions • Maximum funding per semester • 12 credit max funded each semester Enrollment Intensity In support of NSHE’s student success campaign, we urge the Nevada Legislature to consider increasing the maximum award for the Millennium Scholarship from 12 to 15 credits.

  32. Has all this work made a difference? Percent Change in Awards Conferred, 2010 thru 2012 Bottom Line: YES!!! A 21% increase in awards conferred in the first three years of Complete College America participation -- the policy initiatives and campaigns associated with CCA are making a difference relative to other state and the national average (13.5%)! Changing Nevada Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions FileAwards include 30+ credit certificates, associates degree, and bachelor’s degrees

  33. Questions!

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