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Increasing Access Through Transfer September 21-23, 2009

Increasing Access Through Transfer September 21-23, 2009. The Challenge. In a nutshell. Less than 70% of minority students persist to the bachelor’s degree six years after graduating from high school.

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Increasing Access Through Transfer September 21-23, 2009

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  1. Increasing Access Through TransferSeptember 21-23, 2009

  2. The Challenge

  3. In a nutshell • Less than 70% of minority students persist to the bachelor’s degree six years after graduating from high school. • Better than 60% of students obtaining the associate degree persist through bachelor degree attainment.

  4. Austin San Antonio Dallas-Fort Worth Houston Kansas City Oklahoma City The following are major markets, grouped by the predicted year in which each area will return to pre-recession job levels 2010 / 2011

  5. Atlanta Baltimore Boston Charlotte Columbus Denver Indianapolis Jacksonville Memphis 2012 / 2013 Birmingham Las Vegas Louisville Miami-Fort Lauderdale Minneapolis-St. Paul Pittsburgh Portland, Ore.

  6. Thirty-five states are projecting budget shortfalls of more than 10 percent in fiscal year 2010, (National Conference of State Legislators) 45 states are projecting a shortfall of at least 1 percent.  State budgets will face gaps of at least $180-billion for fiscal year 2011. Stimulus funds helped to alleviate states' fiscal problems in 2009 (The Center on Budget and Policy Priorities )

  7. Critical Factors

  8. Students Graduate From High School At Different Rates* 4-Year Graduation Rates Source: Jay P. Greene and Greg Forster, “Public High School Graduation and College Readiness Rates in the United States,” Manhattan Institute for Policy Research, September 2003.

  9. High School Curriculum Intensity is a Strong Predictor of Bachelor’s Degree Completion Curriculum quintiles are composites of English, math, science, foreign language, social studies, computer science, Advanced Placement, the highest level of math, remedial math and remedial English classes taken during highschool. Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.

  10. Solutions

  11. ABC’s of Successful Programs • Strong, concise articulation agreement • Commitment of key administrators • Established peer to peer faculty relationships • Periodic review and program assessment conferences • Will to overcome any and all obstacles ۩ Create reverse transfer agreements

  12. More Effective Institutions Will: • Have an institutional focus on student retention and outcomes, not just enrollment. • Have targeted support for underperforming students. • Have well-designed, well-aligned, and proactive student support services. • Have support for faculty development focused on improving teaching. • Experiment with ways to improve the effectiveness of instruction and support services. • Use institutional research to track student outcomes and improve program impact. • Manage the institution in ways that promote systemic improvement in student success.

  13. The Pell Institute Suggests That Major Gains Can Be Realized if Colleges: • Have educational innovations, including courses to help students adjust to college life, and academic support through tutoring, group study, supplemental instruction, and mastery of courses. • Have focus on retention and graduation rates, setting ambitious goals well beyond current performance. • Have intentional academic planning for students through “intrusive” advising, orientation courses, and academic reviews for students in trouble. • Provide small class sizes • Have special programs that provide advising and academic support to students, especially those at academic risk. • Have a dedicated faculty, most of whom teach full time and are easily accessible to students.

  14. “The significant problems we face cannot be solved at the same level of thinking we were at when we created them. Einstein

  15. Andrew C. Jones, Ed.D Executive Vice Chancellor of Educational Affairs acjones@dcccd.edu P: 214-378-1808 F: 214-378-1830 Thank You!

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