University of Nevada, Las Vegas University of Nevada, Reno Nevada State College

1. Creating a Culture of Completion through College Readiness 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 For Presentation at Great Basin College / Elko County School District Partnership Meeting October 16, 2014

2. Today’s Presentation • A heavy lift – graduating more and more students • Supporting change through data – remedial placement and enrollment • ACT in the junior year of high school – what does that mean for the Class of 2016 entering NSHE institutions? • Ensuring access through affordability

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 (2012) NV 30.1% 50th Educational Attainment National Average: 41.1%

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 College Readiness! A shift in focus from enrolling to graduating students ... but there is more work to be done.

9. 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 states and the national average! Changing Nevada Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions FileAwards include 30+ credit certificates, associates degrees, and bachelor’s degrees

10. 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

11. Skills Certificates • 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

12. Creating a Culture of Completion • Ensuring that students are prepared for the rigors of college level coursework remains one of NSHE’s greatest challenges • One key to remediation is to get it done quickly and get students in the college level course in their first year of enrollment College Readiness!

13. NSHE Remedial Enrollment Rate Percent of Recent High School Graduates Enrolled in Remediation Immediately Following Graduation Summer and Fall 2013 Enrollments Only Fewer students enrolling in remedial courses does not mean fewer students need remediation.

14. Reporting Changes New and Improved Methodology • Remedial rates based on placement • The percent of students “placed” into a remedial English and/or mathematics course in summer, fall or spring immediately following high school graduation based on the institutions’ placement protocols • Students who are “placed” into a remedial course may not immediately enroll the course • New method captures students who need remediation (based on placement), not just those who enroll in a remedial course

15. Reporting Changes Providing a broader picture . . . including enrollment rates • Captures all the remedial enrollment options • Remedial courses • Skills labs, co-requisite/stretch courses and technical courses – not captured in the historical methodology • Captures students enrolled in ANY lab or course at ANY institution • To eliminate the effects of “swirling” on enrollment rates, the new methodology captures students placed at one institution who have chosen to enroll in a remedial course at another NSHE institution -- first enrollments only captured • Rate includes recent high school graduates enrolled in summer, fall or spring

16. 2013-14 Placement Rates Recent High School Graduates Placed Below College-Level in English and/or Mathematics System-wide Placement Rate: 55.6% Math only English only Math and English

17. Enrollment of Placed Students - English Summer, Fall, or Spring (2013-14) immediately following high school graduation CSN 36.4% Placed (N=1,753) “Placed” below college level under institutional placement mechanism

18. Enrollment of Placed Students - Math Summer, Fall, or Spring (2013-14) immediately following high school graduation CSN 40.1% Placed (N=1,928) “Placed” below college level under institutional placement mechanism

19. 2013-14 Placement Rates by Race/Ethnicity Recent high school graduates placed below college-level in English and/or Mathematics

20. 2013-14 Placement Rates by Millennium Status Recent high school graduates placed below college-level in English and/or Mathematics

21. ACT in the Junior Year of High School What does ACT in the Junior year mean for students continuing on to an NSHE institution? • NSHE Placement Policy • Exemption from remediation under certain conditions • ACT English score of 18 • ACT Math score of 22 • 12th grade conditions • Enroll in English and math in Senior year of high school • Enroll in an NSHE institution in the year immediately following high school graduation College Readiness Assessment

22. 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

23. 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

24. 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.

25. 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

26. Why is the Issue of Affordability so Important? • Ensuring Access • NSHE and the State will not meet CCA goals in the long run if affordability is not maintained • Tuition and Fees versus Total Cost of Attendance • For too long public dialogue on affordability focused on the base registration fee – NSHE fees are “cheap” relative to other western states • What can school districts do to support affordability • Encourage students to complete the FAFSA • Opening doors to other forms of financial aid starts with filling out the FAFSA Access and Affordability

27. 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

28. 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

29. 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

30. How can K-12 help with college affordability? • Talk with students and their families early • Family Savings: even a small amount of savings can influence a student’s expectations of attending college • Financial Literacy: for the entire family (and talk about the specifics sooner) • FAFSA (Free Application for Federal Student Aid): provide supports for seniors in the early spring of their senior year • Millennium Scholarship: ensure students are on track to qualify throughout high school • Other Scholarships: find creative ways to encourage students to apply (e.g. classroom assignments or extra credit, personal essay competitions) and focus on deadlines Financial Aid

31. FAFSA • Free Application for Federal Student Aid • Like opening a college savings account and completing the ACT or SAT, simply filling out the FAFSA can change a student’s likelihood of attending college • Complete as early as possible after January 1 of the student’s senior year • Pell Grant Maximum Award for 2014-15: $5,730 • Beyond the Pell Grant, FAFSA data is used to award federal loans, federal and state work study, state grants, and some scholarships • Each NSHE institution has staff members who offer financial aid outreach Financial Aid

32. The Road to College Destination: Graduation One day at a time One policy at a time One student at a time Conclusion

33. Questions!