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Developmental Education Political Advocacy Workshop

Developmental Education Political Advocacy Workshop. Karen Lemke Adams State College CoADE April 9 th , 2011. Context. NADE 2011 Political Advocacy workshops and visit to Capitol Hill in Washington, DC This presentation combines the notes from two presentations there:

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Developmental Education Political Advocacy Workshop

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  1. Developmental Education Political Advocacy Workshop Karen Lemke Adams State College CoADE April 9th, 2011

  2. Context • NADE 2011 Political Advocacy workshops and visit to Capitol Hill in Washington, DC • This presentation combines the notes from two presentations there: • Jeffrey Leptak-Moreau, Brown Mackie College • Dr Sue Cain, Kentucky Council on Postsecondary Education • Disclaimer

  3. Why is policy advocacy important? • Public policy defines the key issues for improving our education system. • In Colorado, who knows better about Developmental Education than us? • We have an obligation to share our stories, our data with decision makers to help shape the future.

  4. The top 10 Education Policies for 2011 • State Operating Support • College Completion and Educational Attainment • College Readiness • Tuition Costs and Related Policies • Student Financial Aid Program Financing • Student Enrollment Capacity • Data System Development • Economic and Workforce Development • Political Climate • Regulatory Frameworks AASCU (January, 2011)

  5. Questions • What are the top five industries/economic engines that Colorado has targeted to bring to the state? To develop in the state? • What degrees/skills will these industries require of the people they hire? • How can colleges anticipate these needs and develop appropriate certification programs, degrees?

  6. In 5 years… • 38% of jobs will go to people holding a BA/BS • 10% to AA holders • 18% to people with “some college” • 26% to high school graduates only • 8% to people without a HS diploma

  7. Colorado Paradox • Colorado outranks the nation with the greatest number of degree holders per capita, yet only one in five Colorado ninth-grade students will earn a college degree, ranking the state in the bottom quartile nationwide. David Svaldi, president of ASC

  8. Other policy issues… • Infrastructure and capital improvements • Concealed weapons • Undocumented students (DREAM act) • Veterans enrollment services • For-profit colleges

  9. When advocating for College and Career Readiness Policies, what do we need to say? • All students need to be ready for some kind of additional training after high school. • Our students will be competing with students from Japan, China and India. • Rigorous standards push students to succeed. • Students need core standards like English/language arts and literacy and mathematics skills employers and educators value. • Additionally students need skills in communication, teamwork, critical thinking and problem solving. • About 30% of incoming students at 4-year, and 60% at 2-year, institutions require Dev Ed coursework. Achieve (September, 2010)

  10. Conceptualizing the Developmental Education Policy Challenge • Developmental Education is said to be wedged between two ideological stances: • Adherence to democratic principles of access and opportunity. • Loyalty to high academic standard as a measure of quality.

  11. Critical Policy Questions • How do we pay for developmental education coursework and services? • In what type of institutions should developmental education and remediation programs be offered? • How can we measure the effectiveness of developmental education programs? (photo example)

  12. Solutions to the Policy Challenges • Align postsecondary education with P-12 institutions and systems. • Assessing and placing students in developmental education. • Changing admissions and enrollment policies. • Paying attention to effective reform efforts.

  13. When advocating for college and career readiness policies… • What we should do… • Be bold. • Use terminology like “preparing graduates for education and training after high school.” Recognize the impact of workforce certifications as well as degrees and credentials. • Explain what we mean by college readiness. Does CO have a definition? • Have a bipartisan coalition of advocates. • Know the economic impact of readiness. What job opportunities are created when we have an educated citizenry? • Stress a broad-based, rigorous curriculum.

  14. Continued… • Use college and career readiness requirements as the new baseline to crease a level playing field for all students. Include life skills like time, financial and resource management. • Let our graduates make the argument. • Explain student support services. • Create a common message for teachers, students, families, and staff. • Be an optimist grounded in reality.

  15. When advocating, what NOT to do… • Be defensive. • Use popular educational jargon. • Indulge in a debate about high schools not preparing students. • Say readiness is a cure for drop-out rates. • Promote a one-size fits-all program—allow diversity and personalization of programming. • Oversell the benefits of high school graduation requirements. • Be afraid to talk about global competition.

  16. Essential Steps and Model Policies for College Completion Agendas • Essential steps • Be prepared to lead, measure, act, and innovate. • Set state and campus completion goals. • Uniformly measure progress and success. • Shift to performance funding. • Reduce time to degree and accelerate success. • Transform your developmental education programs and services. • Restructure delivery modes and services. Complete College America (2011)

  17. What policies promote Readiness? • Define college readiness (or define readiness for entering training or college after high school) and create consistent messages promoting readiness. • Promote accelerated learning opportunities such as dual credit, dual enrollment, Advanced Placement, International Baccalaureate, and early college programs. • Promote and support secondary intervention programming. • Promote and support college and career readiness advising. • Promote postsecondary persistence through bridge programming, accelerated learning opportunities, and student support and intervention systems.

  18. Whom to contact? • US Senators • Bennet, Michael F. - (D - CO) Class III 458 RUSSELL SENATE OFFICE BUILDING WASHINGTON DC 20510 (202) 224-5852 Web Form: bennet.senate.gov/contact/ • Udall, Mark - (D - CO) Class II 328 HART SENATE OFFICE BUILDING WASHINGTON DC 20510 (202) 224-5941 Web Form: markudall.senate.gov/?p=contact • US Representatives • Coffman, Mike, Colorado, 6th • DeGette, Diana, Colorado, 1st • Gardner, Cory, Colorado, 4th • Lamborn, Doug, Colorado, 5th • Perlmutter, Ed, Colorado, 7th • Polis, Jared, Colorado, 2nd • Tipton, Scott, Colorado, 3rd • State Representatives www.colorado.gov • Local officials, including mayors, deans, college presidents

  19. Final thoughts… • Build relationships with decision makers so they know who you are when you need to “ask” for things • Ask, don’t just educate

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