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?
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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.
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WHAT IS ACCESS TO SUCCESS?
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?
WHAT IS ACCESS TO SUCCESS?
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.
© 2011 THE EDUCATION TRUST
College-going is up for all groups.
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
But the college-going rate for minority students has not reached
that of white students.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
And the college going rate for low-income students still hasn’t reached the rate of high income students in
the mid-seventies.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
Futhermore, there’s a question of access to what…
© 2011 THE EDUCATION TRUST
© 2011 THE EDUCATION TRUST
The result?
Increases in college completion not commensurate with increases in
college going.
© 2011 THE EDUCATION TRUST
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)
© 2011 THE EDUCATION TRUST
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)
© 2011 THE EDUCATION TRUST
Add it all up…
© 2011 THE EDUCATION TRUST
Different groups of young Americans obtain degrees at very
different rates.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
Some Americans Are Much Less Likely to Graduate From College
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%
© 2011 THE EDUCATION TRUST
Source:
Some Americans Are Much Less Likely to Graduate From College
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.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
Not surprisingly, our international lead is slipping away
We’re still relatively strong (although no longer in the lead) with all adults.
© 2011 THE EDUCATION TRUST
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%)
© 2011 THE EDUCATION TRUST
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)
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
They are not all wrong.
© 2011 THE EDUCATION TRUST
Low Income and Minority Students Continue to be Clustered in Schools
where we spend less…
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
…expect less
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
…and assign them our least qualified teachers.
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
So yes, preparation is part of the problem.
© 2011 THE EDUCATION TRUST
Government support for financial aid is ALSO part of the problem.
© 2011 THE EDUCATION TRUST
But it’s not all about the students or about government. What colleges do is important in who comes…and
who doesn’t.
© 2011 THE EDUCATION TRUST
What colleges do also turns out to be very important in whether
students graduate or not.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
As said before these gaps are alarming –
they threaten the health of our democracy.
© 2011 THE EDUCATION TRUST
And they threaten our international competitiveness - as demographic shifts make our competitiveness
increasingly dependent on how well we educate the traditionally
underserved.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST
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.
© 2011 THE EDUCATION TRUST © 2011 THE EDUCATION TRUST
Where is Connecticut in all of This?
49
• 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.
© 2011 THE EDUCATION TRUST
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
© 2011 THE EDUCATION TRUST
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?
© 2011 THE EDUCATION TRUST
• 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?
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