LATINOS IN HIGHER EDUCATION September 19,...

Introduction to

Access to Success (A2S)

LATINOS IN HIGHER EDUCATION

September 19, 2011

Central Connecticut State University

Presented by: William J. Gammell, Ph.D.

2

AREAS TO BE COVERED

1. WHAT IS ACCESS TO SUCCESS?

2. WHY IS A2S IMPORTANT?

3. WHAT DO CT STATE UNIVERSITY SYSTEM’S DATA

LOOK LIKE RELATED TO A2S?

4. HOW DOES A2S WORK?

3

WHAT IS ACCESS TO SUCCESS?

The Access to Success Initiative (A2S)

A project of the National Association of System Heads and The

Education Trust.

Over 20 public higher education systems that have pledged to cut

the college-going and graduation gaps for low-income and minority

students in half by AY 2015-2016.

Each Access to Success participating system sets its own improvement

targets.

A2S systems drafted their own plans to cut achievement gaps and increase

degree production through strategies attuned to the needs of their

campuses and students. They have pledged to release progress reports every

two years.

4


CONTINUED

California State University System State University of New York

City University of New York State University System of Florida

Connecticut State University System Tennessee Board of Regents

Kentucky Council on Postsecondary Education University of Hawaii System

Louisiana Board of Regents University of Louisiana System

Minnesota State Colleges and Universities University of Missouri System

Mississippi Institutions of Higher Learning University of North Carolina System

Montana University System University of Puerto Rico System

Pennsylvania State System of Higher Education University of Wisconsin System

Rhode Island Board of Governors for Higher Education University System of Maryland

South Dakota Board of Regents University System of Ohio

Southern University and A&M College System

Access to Success Participants

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A2S ASKS THREE OVERARCHING QUESTIONS…

ACCESS: 1. Does the system’s entering class reflect the economic and racial

diversity of its state’s high school graduates?

SUCCESS: 2. How do the success rates of low-income and underrepresented

minority students compare with those of other students in the system?

ACCESS+SUCCESS: 3. Do the system’s graduates reflect the diversity of its state’s

high school graduates?


CONTINUED

6

There are a number of the critical reasons –

Demographics of the U.S. and CT are changing.

Tomorrow’s job requirements are changing.

Policymakers and other opinion leaders in Connecticut assert the future of

the state can be found in students graduating from its two-year and four-year

institutions in greater numbers.

Moral imperative to do what we can to improve access and graduation rates.

WHY IS ACCESS TO SUCCESS IMPORTANT?

© 2011 THE EDUCATION TRUST

Over past 25 years, we’ve made a lot of progress on the access side of the

Access to Success equation.


College-going is up for all groups.


Immediate* College-Going Increasing for All Groups: 1980 to 2006

0

10

20

30

40

50

60

70

80

90

100

Pe

rce

nt

Go

ing

to C

olle

ge

Year

African American Latino White

Source: Condition of Education 2008 Table 24-1. http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableID=902 * Percent of high school completers who were enrolled in college the October after completing high school

http://nces.ed.gov/programs/coe


But the college-going rate for minority students has not reached

that of white students.


All Groups Up In College-Going from 1980-2006, But Gaps Also Increase

12

6

19

0

10

20

30

40

50

Black Hispanic White

Pe

rce

nta

ge P

oin

t In

cre

ase

in

Co

lle

ge

Go

ing

, 1

98

0-2

005

Source: U.S. Department of Education, NCES, The Condition of Education

2006.


And the college going rate for low-income students still hasn’t reached the rate of high income students in

the mid-seventies.


Source:

College-Going Rates by Family Income

Year Low

Income Middle Income

High Income

1977 28% 44% 66%

1987 37% 50% 74%

1997 57% 61% 82%

2007 58% 63% 78%

NCES, The Condition of Education 2009. Indicator 21- Table A21-1.

http://nces.ed.gov/programs/coe/2009/section3/table-trc-1.asp


Futhermore, there’s a question of access to what…


The result?

Increases in college completion not commensurate with increases in

college going.


College Going vs. Completion of BA or Higher, White (Age 25-29)

0

10

20

30

40

50

60

70

80

90

100

Pe

rce

nt

White College-Going White Completion

+19

+11

Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher

Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)



0

10

20

30

40

50

60

70

80

90

100

Pe

rce

nt

Latino College-Going Latino Completion

College Going vs. Completion of BA or Higher, Latino (Age 25-29)

+6

+2

Immediate College-going refers to the percentage of high school completers who were enrolled in college the October after completing high school. Percent attaining their BA refers to the percentage of 25 and older with a BA or higher

Sources: Condition of Education 2008,Table 24-1. Current Population Survey (1980 to 2002), Annual Social and Economic Supplement to Current Population Survey (2003 to 2007)



Add it all up…


Different groups of young Americans obtain degrees at very

different rates.


Some Americans Are Much Less Likely to Graduate From College

25-29 Year Olds with B.A. or Higher

White 35.5%

Black 19.5%

Latino 11.6%

Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 25.



Source: Postsecondary Education Opportunity, Number 156, June 2005, “Family Income and Higher Education Opportunity 1970 to 2003”

Note: SES is a weighted variable developed by NCES, which includes parental education levels and occupations and family income. “High” and “low” refer to the highest and lowest quartiles of SES.

B.A. Rate by Age 24

Young People from High SES Families

75%

Young People from Low SES Families

9%


Source:


25-29 Year Olds with B.A. or Higher (2008)

White 37%

African American 21%

Latino 12%

Current Population Survey, Table A-2. Percent of People 25 Years and Over Who Have Completed High School

or College, by Race, Hispanic Origin and Sex: Selected Years 1940 to 2009.


These rates threaten health of our democracy.

But even for those who don’t care much about that, they are particularly

worrisome, given which groups are growing…and which aren’t.


Growth Differs Substantially by Group

0 2 4 6 8 10 12

African American

Asian

Latino

Native American

White

Projected Increase in the Population of 25-64 Year-Olds, 2000 to 2020 Millions

Source: U.S. Census Bureau, Population Projections


Not surprisingly, our international lead is slipping away

We’re still relatively strong (although no longer in the lead) with all adults.


U.S: 3rd Out of 30 OECD Countries in Overall Postsecondary Attainment

0

5

10

15

20

25

30

35

40

45

50

Pe

rce

nt

of

Ad

ult

s A

ges 2

5-6

4 w

ith

A

sso

cia

tes D

eg

ree o

r H

igh

er

Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

United States (38%)


U.S. is one of only two OECD nations where today’s young people are not better

educated than their parents

-5

0

5

10

15

20

25

30

35

40

Dif

fere

nc

e in

Perc

en

tag

e o

f W

ork

forc

e

wit

h A

ss

oc

iate

s D

eg

ree o

r H

igh

er:

A

ge

s 2

5-3

4 C

om

pa

red

to

45

-54

Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.

United States (0)


WHAT’S GOING ON?

Many in higher education would like to believe that this is mostly about lousy high

schools and stingy federal and state policymakers.


They are not all wrong.


Low Income and Minority Students Continue to be Clustered in Schools

where we spend less…


Nation: Inequities in State and Local Revenue Per

Student

Gap

High Poverty vs. Low

Poverty Districts

-$938 per

student

High Minority vs. Low

Minority Districts

-$877 per

student

Source: The Education Trust, Education Watch, Nation. Data are for 2005-6


…expect less


Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report

on Student Outcomes”, PES, DOE, 1997.

Students in Poor Schools Receive ‘A’s for Work That Would Earn ‘Cs’ in

Affluent Schools 87

35

56

3441

22 21

11

0

100

Perc

entile

- C

TB

S4

A B C DGrades

Seventh Grade Math

Low-poverty schools High-poverty schools


…and assign them our least qualified teachers.


More Classes in High-Poverty, High-Minority Schools Taught By Out-of-Field Teachers

34%

19%

29%

21%

0%

50%

Perc

en

t o

f C

lasses T

au

gh

t b

y O

ut

of

Fie

ld T

each

ers

*Teachers lacking a college major or minor in the field. Data for secondary-level core academic classes. Source: Richard M. Ingersoll, University of Pennsylvania. Original analysis for the Ed Trust of 1999-2000 Schools and Staffing Survey.

High poverty Low poverty High minority Low minority


Poor and Minority Students Get More Inexperienced* Teachers

20%

11%

21%

10%

0%

25%

Perc

en

t o

f T

each

ers

Wh

o A

re

Inexp

eri

en

ced

Source: National Center for Education Statistics, “Monitoring Quality: An Indicators

Report,” December 2000.

*Teachers with 3 or fewer years of experience.

High poverty Low poverty High minority Low minority


Source:

African American, Latino, Native American H.S. Grads Less Likely to Have Been Enrolled in Full College Prep Track

25%

46%

22% 21%

39%

0%

20%

40%

60%

80%

100%

African American Asian Latino Native American White

J. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute (2003)

Note: Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language.


So yes, preparation is part of the problem.


Government support for financial aid is ALSO part of the problem.


But it’s not all about the students or about government. What colleges do is important in who comes…and

who doesn’t.


What colleges do also turns out to be very important in whether

students graduate or not.


Current College Completion Rates: 4-Year Colleges

• Approximately 4 in 10 entering freshmen obtain a Bachelor’s degree within 4 years;

• Within six years of entry, that proportion rises to about 6 in 10.

• If you go further, to look at graduation from ANY institution, numbers grow to about two-thirds.


As said before these gaps are alarming –

they threaten the health of our democracy.


And they threaten our international competitiveness - as demographic shifts make our competitiveness

increasingly dependent on how well we educate the traditionally

underserved.


The fact is we are running out of time… our international lead is slipping away

We’re still relatively strong (although no longer

in the lead) with all adults.


Source:

African American, Latino, Native American H.S. Grads Less Likely to Have Been Enrolled in Full College Prep Track

25%

46%

22% 21%

39%

0%

20%

40%

60%

80%

100%

African American Asian Latino Native American White

J. Greene, Public High School Graduation and College Readiness Rates in the United States, Manhattan Institute (2003)

Note: Full College Prep track is defined as at least: 4 years of English, 3 years of math, 2 years of natural science, 2 years of social science and 2 years of foreign language.

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• By 2020 nearly half of the 25-to-29 year-olds will be minorities and

that the percentage of minorities in Connecticut’s working age

population is expected to increase from 17 percent in 1990 to nearly

28 percent in 2020 (New England 2020).

• CT State Department of Labor statistics indicate that between 2002

and 2012, more than half of the new jobs statewide will require

significant post-secondary education or a higher education degree.

If Connecticut is to remain competitive in a

global economy, and enhance its position as a

knowledge economy more minority and low

income students must succeed within the

CSUS.


What does the access picture look like

for CSUS?

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Does the system’s entering class reflect the economic

and racial diversity of its state’s high school graduates?

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0% 10% 20% 30%

HS Grads, %URM

Transfers, %URM

Freshmen, % URM

% URM

GAP

15% 11%

26%

19% 7%

CSUS Access For Under-Represented Minority and Low-Income Students

Under-Represented Minority Access*

0% 10% 20% 30%

HS Grads, % LI

Transfers, % LI

Freshmen, % LI

% Low-Income

GAP

Low-Income Access*

18% 7%

25%

22% 3%

* 2006 data


How does CSUS perform in terms of

retention and graduation?

52

How do the success rates of low-income and underrepresented

minority students compare with those of other students in the

system?


• System-wide retention has only fluctuated 3 percentage points in recent years, and is

presently at its highest level ever (77%).

• Minority students present a mixed picture

African American are at 81% system-wide

Latinos are at 71%.

BUT

• High retention between yr1 and yr2 does not necessarily translate into the same thing

when looking a grad rates.

CSUS Success for Low Income and Minority

Students

* Base: Six year graduation rates for first-time full-time students that begin in fall of a given year

Grad Yr System-wide

%

White

%

Af-Am

%

Latino

%

2009 45 47 35 41

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What is being done about it?

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WHAT ARE SOME SPECIFIC SYSTEM WIDE

PROJECTS THAT ARE RELATED TO A2S?

Dual Admission Program with the Community Colleges

Common Course Numbering Project

P20 Council

College Access Challenge Grant Program

Workforce Related Projects: Nursing, Education, Nanotechnology, other?

Federal Grants - Congressional Allocations and Competitive Programs

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YOUR REACTIONS?

QUESTIONS, THOUGHTS, SUGGESTIONS?

LATINOS IN HIGHER EDUCATION September 19,...

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