Student Acheivement
NANAOF4
ncncstate2008.pdf
Increasing Access and Success in Higher Education:
Lessons from Institutions on the Performance Frontier
Partners in Access and Success
NC State University November, 2008
First, some good news.
After more than a decade of fairly flat achievement and stagnant or growing
gaps, we appear to be turning the corner.
Record Performance for All Groups NAEP Reading, 9 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
NAEP Reading, 9 Year-Olds African American-White Gap
Narrows to Smallest Size in History
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
A v e ra
g e S
c a le
S c o
re
African American White
29 35 26
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
NAEP Reading, 9 Year-Olds Latino-White Gap Narrows to Smallest
Size in History
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
A v e ra
g e S
c a le
S c o
re
Latino White
24 28 21
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
Record Performance for All Groups NAEP Math, 9 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
NAEP Math, 9 Year-Olds African American-White Gap Narrows to Smallest Size in History
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
A v e ra
g e S
c a le
S c o
re
African American White
25
28
23
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
NAEP Math, 9 Year-Olds Latino-White Gap Narrows to
Smallest Size in History
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
A v e ra
g e S
c a le
S c o
re
Latino White
21 26
17
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
NAEP Reading, 13 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
Increases and Record Performance for All Groups
NAEP Math, 13 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
And next time somebody tells you, “We’re spending more on education, but the results are flat,” show them the results of a decade of effort in
mathematics…
1996 NAEP Grade 4 Math by Race/Ethnicity, Nation
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
2007 NAEP Grade 4 Math by Race/Ethnicity, Nation
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
NAEP Grade 4 Math Low-Income Students, Nation
1996 compared to 2007
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Bottom Line:
When we really focus on something, we make
progress!
Clearly, much more remains to be done in elementary and middle school
Too many youngsters still enter high school way behind.
But at least we have some traction on elementary and
middle school problems.
The same is NOT true of our high schools.
Achievement Flat or Declining in Reading, 17 year olds, NAEP
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
High School Achievement in Math NAEP Long-Term Trends
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
But, before you give too much credit for that math
improvement to our high schools….
36
29
25
30
35
40
45
50
55
60
Math
S c a le
S c o
r e G
a in
Grade 12 in 1996 Grade 12 in 2000
Scale Score Growth, From Grade 8 to Grade 12
Source: NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde
Note: Scale score gains reflect the difference between the scale scores of 12th Graders and the scale scores
of 8th Graders four years prior.
And gaps between groups are wider today than in 1990
NAEP Reading, 17 Year-Olds
21 29
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
NAEP Math, 17 Year-Olds
20 28
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
Why so much less progress in our high schools?
Hormones?
If so, we’d see the same pattern in other countries.
And we don’t.
A few years ago, we got a wake up call when the 2000 PISA
results were published.
Rankings are for the 26 OECD countries participating in PISA in 2000, 2003, and 2006.
PISA Performance U.S.A. Ranks Near Bottom, Has Fallen Since 2000
Subject 2000 Rank
(out of 26)
Mathematics 17th
Science 13th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2006 Results, http://www.oecd.org/
2003 Rank (out of 26)
22nd
Tied for 17th
2006 Rank (out of 26)
22nd
19th
A closer look at math
PISA 2003 Math Of 29 OECD Countries, U.S.A. Ranked 24th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
Problems are not limited to our high-poverty and high-minority
schools . . .
U.S. Ranks Low in the Percent of Students in the Highest Achievement Level (Level 6) in Math
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of the Highest-Performing Students*
* Students at the 95th Percentile Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
U.S. Ranks 23rd out of 29 OECD Countries in the Math Achievement of High-SES Students
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
Problems not limited to math, either.
Science?
PISA 2006 Science Of 30 OECD Countries, U.S.A. Ranked 21st
U.S.A.
Source: NCES, PISA 2006 Results, http://nces.ed.gov/surveys/pisa/
Higher than U.S. average Not measurably different from U.S. average Lower than U.S. average
The U.S.A. does have a larger percentage of immigrants and children of immigrants than most
OECD countries
Source: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/
U.S.A.
But ranks 21st out of 30 OECD countries when only taking into account native student* scores
PISA 2006 Science
U.S.A.
*Students born in the country of assessment with at least one parent born in the same country Source: OECD, PISA 2006 Results, table 4.2c, http://www.oecd.org/
Even in problem-solving, something we consider an American strength…
PISA 2003 Problem-Solving U.S. Ranks 24th Out of 29 OECD Countries
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, http://www.oecd.org/
U.S.A.
Only place we rank high?
Inequality.
*Of 29 OECD countries, based on scores of students at the 5th and
95th percentiles.
PISA 2003: Gaps in Performance Of U.S.15 Year-Olds Are Among the Largest of OECD
Countries
Rank in Performance Gaps Between Highest
and Lowest Achieving
Students *
Mathematical Literacy 8 th
Problem Solving 6 th
Source: Organization for Economic Cooperation and Development (OECD), PISA 2003 Results, data available at
http://www.oecd.org/
Among OECD Countries, U.S.A. has the 4th Largest Gap Between High-SES and Low-SES Students
PISA 2006 Science
Source: OECD, PISA 2006 Results, table 4.8b, http://www.oecd.org/
U.S.A.
These gaps begin before children arrive at the schoolhouse door.
But, rather than organizing our educational system to ameliorate this problem, we organize it to exacerbate the problem.
How?
By giving students who arrive with less, less in school, too.
Some of these “lesses” are a result of choices that policymakers make.
National 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, The Funding Gap 2008. Data are for 2005.
North Carolina: Inequities in State and Local Revenue Per
Student
Gap
High Poverty vs. Low
Poverty Districts
–$603 per
student
High Minority vs. Low
Minority Districts
–$663 per
student
Source: The Education Trust, The Funding Gap 2008. Data are for 2005.
In truth, though, some of the most devastating “lesses” are a
function of choices that we educators make.
Choices we make about what to expect of whom…
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
34 41
22 21
11
0
100
P e rc
e n ti le
- C
T B
S 4
A B C D Grades
Seventh Grade Math
Low-poverty schools High-poverty schools
Choices we make about what to teach whom…
Source: CCSSO, State Indicators of Science and Mathematics Education, 2001
Fewer Latino students are enrolled
in Algebra 2
45
62
0
80
1998
P e r c e n
t E
n r o
ll e d
Latino
White
African American, Latino & Native American high school graduates are less likely to be in a full college prep track
25
46
22 21
39
0
50
African
American
Asian Latino Native
American
White
p e
rc e
n t
in c
o ll
e g
e p
re p
Source: Jay P. Greene, Public High School Graduation and College Readiness Rates in the United States,
Manhattan Institute, September 2003. Table 8. 2001 high school graduates with college-prep curriculum.
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
And choices we make about who teaches whom…
US: More Classes in High-Poverty, High-Minority Schools Taught By Out- of-Field Teachers
34%
19%
29%
21%
0%
50%
P e rc
e n
t o
f C
la s s e s T
a u
g h
t b
y O
u t
o f
F ie
ld T
e a c h
e rs
*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 Note: High Poverty school-50% or more of the students are eligible for free/reduced price lunch. Low-poverty school -15% or
fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are nonwhite. Low-minority school- 15% or fewer of the students are
nonwhite.
US: Poor and Minority Students Get More Inexperienced* Teachers
20%
11%
21%
10%
0%
25%
P e rc
e n
t o
f T
e a c h
e rs
W h
o A
re
In e x p
e ri
e n
c e d
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
Note: High poverty refers to the top quartile of schools with students eligible for free/reduced price lunch. Low poverty-
bottom quartile of schools with students eligible for free/reduced price lunch. High minority-top quartile; those schools with
the highest concentrations of minority students. Low minority-bottom quartile of schools with the lowest concentrations of
minority students
Results are devastating.
Kids who come in a little behind, leave a lot behind.
African American and Latino 17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
0%
100%
200 250 300 350
Average Scale Score
P e r c e n
t o
f S
tu d
e n
ts
White 13 Year-Olds African American 17 Year-Olds Latino 17-Year Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
African American and Latino 17 Year-Olds Read at Same Levels As White 13 Year-Olds
0%
100%
150 200 250 300 350
Average Scale Score
P e r c e n
t o
f S
tu d
e n
ts
White 13 Year-Olds African American 17 Year-Olds Latino 17 Year-Olds
Source: National Center for Education Statistics, NAEP 2004 Trends in Academic Progress
Note: Long-Term Trends NAEP
And those are the students who remain in high school through
the end of 12th grade.
Best available estimates of national four-year graduation rates
Class of 2006
Source: Ed Trust analysis of enrollment data from the National Center for Education Statistics, Common Core of Data using the Averaged Freshman Graduation Rate (AFGR) methodology. For more information on the AFGR methodology, see National Center for Education Statistics, Users Guide to Computing High School Graduation Rates, Volume 2, August 2006.
Among those who do graduate, college attendance is going up.
Immediate College-Going Up
Source: U.S. Dept. of Education, NCES, The Digest of Education Statistics 2002 (2003), Table 183 AND U.S. Census Bureau, Current Population Survey Report, October 2002.
Recent High School Graduates
Most High School Grads Go On To Postsecondary Within 2 Years
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
Entered Public 2-Year Colleges 26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
College-going is up for all groups.
Immediate* College-Going Increasing for All Groups: 1980 to 2006
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
College-Going Generally Increasing for All Income Groups
Source: U.S Dept. of Education, NCES, The Condition of Education, 2008, Table 24-1
But though college-going is up for minorities, gains among whites have been greater.
All Groups Up In College-Going from 1980-2005, But Gaps Also Increase
13.0
1.7
23.4
0.0
10.0
20.0
30.0
40.0
50.0
Black Hispanic White
P e
rc e
n ta
g e
P o
in t
In cr
e a
se i
n C
o ll
e g
e
G o
in g
, 1
9 8
0 -2
0 0
5
Source: U.S. Department of Education, NCES, The Condition of Education 2006.
And though college going is up for low-income students, they still
haven’t reached the rate of high- income students in the mid-
seventies.
College-Going Rates by Family Income
Year Low
Income Middle Income
High Income
1976 39% 41% 63%
1986 34% 49% 71%
1996 49% 63% 78%
2006 51% 61% 81%
Source: U.S. Department of Education, NCES, The Condition of Education 2008. Indicator 24.
But what about graduation?
College Completion Rates, Entering Class of 2000
(6 Year Rates; All 4-Year Institutions)
Source: Analysis of Data from Integrated Postsecondary Education System (IPEDS) by S. Chan, Education Trust, 2008.
Overall rate: 53%
Data is for first-time full-time freshman who entered college in the fall of 2000.
The result?
Increases in college completion are not commensurate with increases in
college-going.
College Going vs. Completion of BA or Higher, White (Age 25-29)
+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)
College Going vs. Completion of BA or Higher, African American (Age 25-29)
+7
+12
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)
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.
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%
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.
The Demographics of the U.S. are Changing Rapidly
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
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (38%)
U.S. tied for 9th out of 30 OECD nations in the percentage of younger workers with an
associates degree or higher
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (39%)
U.S. is one of only two OECD nations where today’s young people are not better
educated than their parents
Source: 2007 OECD Education at a Glance, www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (0)
What Can We Do?
An awful lot of educators have decided that we can’t do much.
What We Hear Many Educators Say:
• They’re poor
• Their parents don’t care
• They come to schools without breakfast
• Not enough books
• Not enough parents
But if they are right, why are low-income students and students of color
performing so much higher in some schools…
Capitol View Elementary Atlanta, GA
► 228 students in grades K-5
► 96% African American
► 88% Low-Income
Source: Georgia Department of Education, http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
High Achievement for All at Capitol View, 2007
Source: Georgia Department of Education, http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
Exceeding Standards at Capitol View African American Students
Grade 3 Reading (2007)
Source: Georgia Department of Education, http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
Exceeding Standards at Capitol View Low-Income Students
Grade 5 Math (2007)
Source: Georgia Department of Education, http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102&StateID=ALL
Frankford Elementary School
Frankford Elementary Frankford, Delaware
• 449 Students in Grades PreK-5
• 29% African American
• 34% Latino
• 34% White
• 76% Low-Income
Source: Delaware Department of Education Online School Profiles,
http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
Frankford Elementary Closing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Frankford Elementary Closing Gaps, Grade 5 Math
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Frankford Elementary Higher Proficiency Rates than the State,
2005 Grade 3 Reading
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Frankford Elementary Higher Proficiency Rates than the State,
2005 Grade 3 Math
Source: Delaware Department of Education, DSTP Online Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Elmont Memorial Junior-Senior High School Elmont, NY
► 2,012 students in grades 7-12
► 75% African American
► 14% Latino
► 26% Low-Income
Source: New York Department of Education, https://www.nystart.gov/publicweb/
Elmont: Out-Performing the State
Secondary-Level English (2006)
Source: New York Department of Education, https://www.nystart.gov/publicweb/
Elmont: Out-Performing the State
Secondary-Level Math (2006)
Source: New York Department of Education, https://www.nystart.gov/publicweb/
Elmont: Graduating More Students
Class of 2006
Source: New York Department of Education, https://www.nystart.gov/publicweb/
Very big differences at district level, too.
180
190
200
210
District of
Columbia
Los
Angeles
Atlanta Chicago Cleveland National
Public
San
Diego
Charlotte Houston New York
City
Boston
Low-Income African American Students
do Better in Some Districts
(NAEP Reading 4th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 19 point gap between Poor African American 4th graders in the
District of Columbia and Boston (roughly equivalent to 2 years’ worth of
learning)
225
235
245
255
Los
Angeles
District of
Columbia
Atlanta Chicago National
Public
San
Diego
Cleveland Boston Charlotte New York
City
Houston
Low-Income African American Students
do Better in Some Districts
(NAEP Math 8th 2003)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2003 Trial Urban District Reading Assessment.
* There is a 28 point gap between Poor African American 8th graders in
Los Angeles and Houston (roughly equivalent to 3 years’ worth of
learning)
180
190
200
210
Los Angeles Chicago District of
Columbia
National (Public) New York City Houston
Latino Students do Better in Some Districts
(NAEP Reading 4th 2002, 6 Urban Districts)
SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2002 Trial Urban District Reading Assessment.
* There is an 18 point gap between Los Angeles and Houston (equivalent
to almost 2 years worth of learning)
S c a le
S c o re
Guess What? What Colleges Do Matters A Lot,
Too!
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.
But graduation rates vary widely across the nation’s postsecondary institutions
Source: NCES IPEDS , Graduation Rate Survey 2002.
Some of these differences are clearly attributable to differences in student
preparation and/or institutional mission.
But…when you dig underneath the averages, one thing is very clear:
Some colleges are far more successful than their students’ “stats”
would suggest.
Research Institutions Similar Students, Different Results
Median
SAT Size % Pell % URM
Overall
Grad Rate
URM Grad
Rate
Penn State
University 1,190 33,684 18.5% 7.4% 84.2% 68.8%
University of
Wisconsin 1,260 27,869 13.7% 5.9% 76.7% 57%
University of
Washington 1,200 24,540 23.2% 8.7% 74.3% 63.7%
Purdue
University 1,145 30,579 18.4% 6.6% 66.4% 52.4%
University of Minnesota
1,165 28,910 18.4% 7.2% 60.7% 41.4%
Source: College Results Online 2005 data
Research Universities: More Poor and Minority Students Similar Students, Different Results
Median
SAT Size % Pell % URM
Overall
Grad Rate
URM Grad
Rate
Temple
University 1,090 22,022 34.4% 21.8% 57.3% 55.3%
East
Carolina 1,040 16,464 29.6% 17.4% 54.4% 58.1%
San Diego
State 1,080 23,088 31.2% 24.2% 53% 39.3%
University
of N. Texas 1,100 21,648 26.7% 23.9% 43.4% 41.4%
Middle Tennessee State
1,030 18,324 28% 14.6% 40.2% 38.8%
Source: College Results Online 2005 data
Masters Institutions – Large Similar Students, Different Results
Median
SAT Size % Pell
Overall
Graduation
Rate
University of
Northern Iowa 1,045 10,167 26.5% 65%
Montclair
State 1,045 10,664 27.1% 58.3%
Western
Illinois 990 10,639 28.9% 55.4%
University of
Wisconsin
Whitewater
1,030 8,844 21% 50%
Southern Illinois Edwardsville
1,045 9,803 29.1% 44.8%
Source: College Results Online 2005 data
Historically Black Colleges Similar Students, Different Results
Median
SAT Size % Pell
Overall
Graduation
Rate
Elizabeth City 835 2,390 65.6% 48.8%
Delaware
State 810 3,111 52.1% 35.1%
University of
Arkansas
Pine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State 2,968 67.1% 20.2%
Source: College Results Online 2005 data
Bottom Line:
At every level of education, what we do matters a lot!
North Carolina?
2007 NAEP Grade 4 Reading Average Overall Scale Scores by State
180
190
200
210
220
230
240
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h ig
a n
T e x a s
G e o rg
ia Il lin
o is
R h o d e I s la
n d
N o rt h C
a ro
lin a
A rk
a n s a s
O k la
h o m
a A
la b a m
a T e n n e s s e e
O re
g o n
W e s t V
ir g in
ia A
la s k a
S o u th
C a ro
lin a
H a w
a ii
N e w
M e x ic
o N
e v a d a
A ri z o n a
C a li fo
rn ia
M is
s is
s ip
p i
L o u is
ia n a
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National
Average
North
Carolina
2007 NAEP Grade 4 Reading Average African American Scale Scores by State
180
190
200
210
220
230
240
N e w
H a m
p s h ir e
D e la
w a re
V ir g in
ia H
a w
a ii
N e w
J e rs
e y
M a s s a c h u s e tt s
C o lo
ra d o
F lo
ri d a
K a n s a s
M a ry
la n d
N e w
M e x ic
o N
e w
Y o rk
A la
s k a
T e x a s
A ri z o n a
W a s h in
g to
n G
e o rg
ia Io
w a
O h io
O k la
h o m
a
N a ti o n a l P
u b lic
C o n n e c ti c u t
K e n tu
c k y
N e v a d a
N o rt h C
a ro
lin a
W e s t V
ir g in
ia A
la b a m
a Il lin
o is
In d ia
n a
C a li fo
rn ia
M is
s o u ri
P e n n s y lv
a n ia
S o u th
C a ro
lin a
M in
n e s o ta
O re
g o n
R h o d e I s la
n d
M ic
h ig
a n
A rk
a n s a s
M is
s is
s ip
p i
L o u is
ia n a
N e b ra
s k a
T e n n e s s e e
W is
c o n s in
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National
Average
North
Carolina
2007 NAEP Grade 4 Reading Average Latino Scale Scores by State
180
190
200
210
220
230
240
M o n ta
n a
D e la
w a re
F lo
ri d a
V ir g in
ia N
e w
J e rs
e y
O h io
L o u is
ia n a
M a rv
la n d
M is
s o u ri
G e o rg
ia T e xa
s M
ic h ig
a n
W y o m
in g
K a n sa
s
M a ss
a c h u s e tt s
N e w
H a m
p s h ir e
S o u th
D a k o ta
Io w
a T e n n e s se
e W
is co
n s in
In d ia
n a
A la
sk a
N e w
Y o rk
W a s h in
g to
n H
a w
a ii
Il lin
o is
N o rt h C
a ro
lin a
S o u th
C a ro
lin a
N a ti o n a l P
u b lic
C o lo
ra d o
Id a h o
N e w
M e xi
co C
o n n e c tic
u t
N e b ra
sk a
A rk
a n s a s
U ta
h M
in n e so
ta
P e n n sy
lv a n ia
O kl
a h o m
a
R h o d e I s la
n d
A la
b a m
a A
ri z o n a
N e v a d a
C a lif
o rn
ia O
re g o n
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National
Average
North
Carolina
2007 NAEP Grade 4 Reading Average Poor Scale Scores by State
180
190
200
210
220
230
240
M o n ta
n a
N o rt h D
a k o ta
D e la
w a re
M a s s a c h u s e tt s
W y o m
in g
F lo
ri d a
M a in
e V
ir g in
ia Id
a h o
Io w
a K
a n s a s
K e n tu
c k y
N e w
H a m
p s h ir e
V e rm
o n t
O h io
N e w
J e rs
e y
W a s h in
g to
n In
d ia
n a
N e w
Y o rk
O k la
h o m
a
S o u th
D a k o ta
T e x a s
M is
s o u ri
N e b ra
s k a
U ta
h G
e o rg
ia M
a rv
la n d
P e n n s y lv
a n ia
C o lo
ra d o
M in
n e s o ta
W e s t V
ir g in
ia
N a ti o n a l P
u b lic
A rk
a n s a s
N o rt h C
a ro
lin a
W is
c o n s in
Il lin
o is
M ic
h ig
a n
A la
b a m
a H
a w
a ii
N e w
M e x ic
o
R h o d e I s la
n d
T e n n e s s e e
C o n n e c ti c u t
S o u th
C a ro
lin a
L o u is
ia n a
M is
s is
s ip
p i
O re
g o n
A la
s k a
N e v a d a
A ri z o n a
C a li fo
rn ia
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 238
National
Average
North
Carolina
2007 NAEP Grade 8 Math Average Overall Scale Scores by State
230
240
250
260
270
280
290
300
M a s s a c h u s e tt s
M in
n e s o ta
N o rt h D
a k o ta
V e rm
o n t
K a n s a s
N e w
J e rs
e y
N e w
H a m
p s h ir e
S o u th
D a k o ta
V ir g in
ia M
o n ta
n a
W y o m
in g
C o lo
ra d o
M a in
e M
a ry
la n d
P e n n s y lv
a n ia
T e x a s
W is
c o n s in
In d ia
n a
Io w
a O
h io
W a s h in
g to
n Id
a h o
N e b ra
s k a
N o rt h C
a ro
lin a
O re
g o n
A la
s k a
D e la
w a re
C o n n e c ti c u t
S o u th
C a ro
lin a
M is
s o u ri
U ta
h Il lin
o is
N a ti o n a l P
u b lic
N e w
Y o rk
K e n tu
c k y
F lo
ri d a
M ic
h ig
a n
A ri z o n a
G e o rg
ia O
k la
h o m
a
R h o d e I s la
n d
A rk
a n s a s
T e n n e s s e e
L o u is
ia n a
N e v a d a
C a li fo
rn ia
W e s t V
ir g in
ia H
a w
a ii
N e w
M e x ic
o A
la b a m
a
M is
s is
s ip
p i
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National
Average
North
Carolina
2007 NAEP Grade 8 Math Average African American Scale Scores by State
230
240
250
260
270
280
290
300
C o lo
ra d o
O re
g o n
A la
s k a
T e x a s
V ir g in
ia K
a n s a s
A ri z o n a
N o rt h C
a ro
lin a
D e la
w a re
M a ry
la n d
S o u th
C a ro
lin a
M a s s a c h u s e tt s
N e w
J e rs
e y
N e w
M e x ic
o W
a s h in
g to
n G
e o rg
ia M
in n e s o ta
F lo
ri d a
In d ia
n a
N a ti o n a l P
u b lic
L o u is
ia n a
N e w
Y o rk
O h io
O k la
h o m
a Io
w a
K e n tu
c k y
P e n n s y lv
a n ia
C o n n e c ti c u t
N e v a d a
A rk
a n s a s
T e n n e s s e e
C a li fo
rn ia
Il lin
o is
M is
s o u ri
M is
s is
s ip
p i
R h o d e I s la
n d
W e s t V
ir g in
ia W
is c o n s in
A la
b a m
a M
ic h ig
a n
N e b ra
s k a
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National
Average
North
Carolina
2007 NAEP Grade 8 Math Average Latino Scale Scores by State
230
240
250
260
270
280
290
300
T e x a s
O h io
V ir g in
ia A
la s k a
W y o m
in g
N o rt h C
a ro
lin a
M a ry
la n d
S o u th
C a ro
lin a
N e w
J e rs
e y
F lo
ri d a
M a s s a c h u s e tt s
M is
s o u ri
K a n s a s
M in
n e s o ta
S o u th
D a k o ta
W is
c o n s in
D e la
w a re
In d ia
n a
G e o rg
ia Il lin
o is
C o lo
ra d o
H a w
a ii
Id a h o
N a ti o n a l P
u b lic
N e w
H a m
p s h ir e
N e w
Y o rk
P e n n s y lv
a n ia
T e n n e s s e e
W a s h in
g to
n A
ri z o n a
Io w
a N
e b ra
s k a
O re
g o n
N e w
M e x ic
o M
ic h ig
a n
O k la
h o m
a N
e v a d a
A rk
a n s a s
C a li fo
rn ia
U ta
h C
o n n e c ti c u t
R h o d e I s la
n d
A la
b a m
a
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National
Average
North
Carolina
2007 NAEP Grade 8 Math Average Poor Scale Scores by State
230
240
250
260
270
280
290
300
N o rt h D
a k o ta
V e rm
o n t
K a n s a s
M a in
e
M a s s a c h u s e tt s
S o u th
D a k o ta
T e x a s
W y o m
in g
Id a h o
M in
n e s o ta
M o n ta
n a
In d ia
n a
N e w
H a m
p s h ir e
D e la
w a re
Io w
a O
re g o n
S o u th
C a ro
lin a
M a ry
la n d
N e w
Y o rk
N o rt h C
a ro
lin a
O h io
V ir g in
ia
W a s h in
g to
n C
o lo
ra d o
K e n tu
c k y
P e n n s y lv
a n ia
U ta
h A
la s k a
M is
s o u ri
N e w
J e rs
e y
W is
c o n s in
F lo
ri d a
N a ti o n a l P
u b lic
N e b ra
s k a
L o u is
ia n a
O k la
h o m
a A
rk a n s a s
A ri z o n a
G e o rg
ia Il lin
o is
T e n n e s s e e
W e s t V
ir g in
ia M
ic h ig
a n
N e v a d a
H a w
a ii
N e w
M e x ic
o C
a li fo
rn ia
M is
s is
s ip
p i
R h o d e I s la
n d
C o n n e c ti c u t
A la
b a m
a
A v e
ra g
e S
c a
le S
c o
re
Source: National Center for Education Statistics, NAEP Data Explorer, http://nces.ed.gov/nationsreportcard/nde/
Proficient Scale Score: 299
National
Average
North
Carolina
North Carolina: College Going Rate for Recent High School
Graduates (2004)
Source: Postsecondary.org
Chance for College in North Carolina (HS Grad. Rate x College Continuation Rate, 2004)
Source: Postsecondary.org
North Carolina: Six-Year College Graduation Rate (2005)
Source: Ed Trust Analysis of IPEDS data. First-time, full-time freshmen completing a BA within 6 years.
North Carolina Adults Ages 25-64 with at least
Associate’s Degrees
Source: NCHEMS - calculated using data from U.S. Census Bureau
North Carolina Adults 25+ with at least Bachelor’s Degrees
Source: Postsecondary.org – Educational Attainment by State 1977 to 2007
North Carolina: 6 Year College Graduation Rate for FT-Freshmen
Rate
African American 50%
Asian 67%
Latino 52%
Native American 46%
White 63%
Source: EdWatch 2008
North Carolina: Percent of Adults with at Least Bachelors Degree
NORTH CAROLINA
TOP STATES
African American 15% 33%
Asian 51% 68%
Latino 10% 29%
Native American 11% 24%
White 28% 40%
Source: EdWatch 2008
What Do We Know About How To Accelerate Success?
What do the high performers do?
Let’s start with schools.
What do the leaders do?
#1. They set their goals high.
Even when they start with high drop out rates, high impact high schools focus on preparing all kids for college and careers
Education Trust 2005 study, “Gaining Traction, Gaining Ground.”
COLLEGE is an ever-present part of the way the school thinks
about itself, and of its conversations with students and
parents.
And “all” really does mean all.
#2. They put all kids—not just some—in a demanding high
school core curriculum.
The single biggest predictor post-high
school success is the QUALITY AND
INTENSITY OF THE HIGH SCHOOL
CURRICULUM Cliff Adelman, The Toolbox Revisited, U.S. Department of Education
College prep curriculum ALSO has benefits far beyond college.
Students of all sorts will learn more...
Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation
*Grade 8-grade 12 test score gains based on 8th grade achievement.
Low Quartile Students Gain More From College Prep Courses*
They will also fail less often...
Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level
course, and eighth-grade reading achievement quartiles
And they’ll be better prepared for the workplace.
Even if you have your doubts, NEW STUDY FROM ACT:
COLLEGE READY = WORKFORCE TRAINING
READY
Leading states, districts, schools making college prep the default
curriculum for all kids.
#3. They don’t leave anything about teaching and learning
to chance.
Result? A System That:
• Doesn’t expect very much from MOST students
• Expects much less from some types of students than others.
An awful lot of our teachers—even brand new ones—are left to figure out on their own what to teach and what
constitutes “good enough” work.
“No,” say the education leaders. “They’re supposed to teach to
standards!” But when is the last time you looked
at a standard?
Sample Language Arts Standard: Grade 9
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
Sample Language Arts Standard: Grade 10
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
Sample Language Arts Standard: Grade 11
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
Sample Language Arts Standard: Grade 12
“The student will develop and apply expansive knowledge of words and word
meanings to communicate.”
Sample History Standard
“Students understand how science, technology and economic activity
have developed, changed and affected societies throughout
history.”
What does this do?
Leaves teachers entirely on their own to figure out what to teach, what order to teach it in, HOW to
teach it…and to what level.
Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE,
1997.
‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools
87
35
56
34 41
22 21
11
0
100
P e rc
e n ti le
- C
T B
S 4
A B C D Grades
Seventh Grade Math
Low-poverty schools High-poverty schools
Students can do no better than
the assignments they are given...
Grade 10 Writing Assignment
A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.
Grade 10 Writing Assignment
Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat
cover page. Neatness counts.
High Performing Schools and Districts
• Have clear and specific goals for what students should learn in every grade, including the order in which they should learn it
• Provide teachers with common curriculum, assignments
• Have regular vehicle to assure common marking standards
• Assess students every 4-8 weeks to measure progress
• Act immediately on the results of those assessments
Leading states are making college prep the default
curriculum.
#4. They provide extra instruction to kids who enter
behind—and also work hard to make sure that these kids get
expert teachers.
In most high schools, kids who enter behind get less instruction, not more. And they are taught
by teachers with the least experience and subject area
knowledge.
Good schools turn those patterns on their heads: they provide extra instruction to struggling
students and make sure they get their fair share of the best
teachers.
What’s most important on the higher education side?
What do the leaders do?
1. They look at their data…and act.
Masters Institutions – Large Similar Students, Different Results
Source: College Results Online 2005 data
Median
SAT Size % Pell
Overall
Graduation
Rate
University of
Northern Iowa 1,045 10,167 26.5% 65%
Montclair
State 1,045 10,664 27.1% 58.3%
Western
Illinois 990 10,639 28.9% 55.4%
University of
Wisconsin
Whitewater
1,030 8,844 21% 50%
Southern Illinois Edwardsville
1,045 9,803 29.1% 44.8%
• Student complaint…
• Critical Path Analysis…
• Course availability: major problem. Too few sections of courses required for the major were creating choke points…which, in turn, created other choke points.
• Answer: added more sections. Often, only one was enough to make the difference.
Also created two new tools for students:
• Degree audit tool allows students to map out careers, majors, see what happens when change major;
• New online Course Template. Students see how changes affect graduation. Shows what happens if veer from “critical path course.”
“The moral of this story is that when you get a complaint, don’t assume it is the student’s fault. Investigate, if you find it is a real problem, try to solve it for that student and you will probably solve it for a lot of students.”
Aaron Podolefsky,
Provost, Northern Iowa
Another Example of Looking at the data—and acting:
Two states in our P-16 network—KY and NV—have done analyses of
student progression, focused specifically on students with
developmental needs. Conclusion: Student who take those
courses immediately on entry are much more likely to succeed.
Both now have new policies.
2. They pay attention to the details, especially leading
indicators.
Successful institutions don’t just aim at the final goal—
graduation—they concentrate on each step along the way, especially the early ones.
Historically Black Colleges Similar Students, Different Results
Source: College Results Online 2005 data
Median
SAT Size % Pell
Overall
Graduation
Rate
Elizabeth City 835 2,390 65.6% 48.8%
Delaware
State 810 3,111 52.1% 35.1%
University of
Arkansas
Pine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State 2,968 67.1% 20.2%
Elizabeth City State
• Attendance mandatory. Faculty members monitor; call when absent.
• Faculty advisors track absences, mid-term grades. Expected to meet with students in trouble.
• Deans, Provost monitor the data—and ACT when involves one faculty member.
• Everybody on campus assumes responsibility for acting on warning signs.
Technology can play a role.
University of Alabama
Tide Early Alert System flags students with excessive absences, D’s, F’s or
withdrawals at six week point.
3. They take on Introductory Classes
NASH CEO Session
Looking at D’s, F’s, W’s in Math
NASH/EdTrust Math Success Initiative
9 Systems Analyzing Data on Student Success in Math Courses
Participating Systems
• State Univ System of Florida
• University System of Georgia
• University of Hawaii System
• Purdue University
• State University of New York
• Kentucky Council on Postsecondary Ed
• University of Louisiana System
• Mississippi Institutions of Higher Learning
• Nevada System of Higher Education
Some Initial Findings • Large numbers of remedial students not successful—either
withdraw or fail. • Large D, F, W rates in first several credit-bearing courses • Preparation matters. Students who have higher ACT math
subscores, for example, more likely to be successful. BUT prep levels only explain a small part of success (ACT around one-third; SAT even less).
• Math coursework taken during senior year important. Many students taking courses below Algebra 1.
• In many cases, students who test as non-ready have success rates in non-remedial courses equal to those in the remedial courses designed for them. (California Community Colleges, too.)
• Wide differences in these rates even among comparable institutions.
Drop-Failure-Withdrawal Rates Mathematics: 2000
• Georgia State U 45% • Louisiana State U 36% • Rio CC 41% • U of Alabama 60% • U of Missouri-SL 50% • UNC-Greensboro 77% • UNC-Chapel Hill 19% • Wayne State U 61%
Source: National Center for Academic Transformation
Drop-Failure-Withdrawal Rates Other Disciplines: 2000
• Calhoun CC Statistics 35% • Chattanooga State Psychology 37% • Drexel U Computing 51% • IUPUI Sociology 39% • SW MN State U Biology 37% • Tallahassee CC English Comp 46% • U of Iowa Chemistry 25% • U of New Mexico Psychology 39% • U of S Maine Psychology 28% • UNC-Greensboro Statistics 70%
Source: National Center for Academic Transformation
Of course, some of this may be about preparation. But clearly not
all…
Course Redesign
Doctoral/Research Universities Similar Students, Different Results
Source: College Results Online 2005 data
Median
SAT Size % Pell % URM
Overall
Grad Rate
URM Grad
Rate
Ohio
University 1,065 16,465 28.5% 5.3% 70.9% 58.7%
University of
Alabama 1,065 16,405 24.1% 13.7% 62.9% 58.6%
University of
Tennessee 1,125 19,255 22.8% 10.7% 57.2% 54.5%
Ball State 1,040 16,513 22.8% 8.5% 54.2% 43.7%
Northern Illinois
1,030 17,228 28.5% 19.6% 53.3% 38.7%
College Algebra Course Redesign: UNIVERSITY OF ALABAMA
SUCCESS RATES • Fall 1998
• Fall 1999
• Fall 2000
• Fall 2001
• Fall 2002
• Fall 2003
• Fall 2004
• 47.1%
• 40.6%
• 50.2%
• 60.5%
• 63.0%
• 78.9%
• 76.2%
Also, totally eliminated black/white gap in course outcomes.
Same students.
Same preparation.
Different results.
And didn’t just close gaps in course outcomes.
In 2001, black freshmen at Alabama graduated at a rate 9 points below
white freshmen. By the class of 2006, black students were graduating at a rate 2 points HIGHER than white
students.
4. They don’t hesitate to demand, require.
Alabama: faculty in redesigned courses reluctant to make weekly
lab time mandatory. But every time they backed off, results
dropped.
Same pattern with idea of monitoring attendance,
mandatory participation in study sessions….
The successful institutions, though, tend to do exactly that. They don’t
leave things to chance.
San Diego State University and
University of Houston
• Similar Institutions
• Similar enrollment percentages of Latinos
• Similar SAT
Different Results Over Time
2002 Latino Graduation Rate
2006 Latino Graduation Rate
University of Houston
34.8% 41.1%
San Diego State
31.4% 54%
What do the folks at SDSU think made the difference?
1. Making services, supports more coherent.
2. Making what was optional, mandatory.
5. They assign clear responsibility for student
success.
Black/White Graduation Rate Gaps: Similar Institutions
Black/White Grad Rate Gap
Florida State University 3%
The University of Texas at Austin -5%
University of Central Florida -7%
Louisiana State University -8%
University of Missouri Columbia -15%
Texas A&M -17%
University of Wisconsin Madison -22%
Michigan State University -24%
Florida State CARE Initiative
• Many black students come from local school districts;
• Care program works with them in high school;
• Admission standards relaxed, but summer transition program required;
• ONGOING SUPPORT, MONITORING ON CAMPUS;
• Example: special sections of freshman math courses, smaller and meet every day.
CARE reports to VPs for Student Affairs AND Undergraduate
Education
Results?
• CARE students entering SAT: 940 (average success nationally: 56%)
• Non-CARE students entering SAT: 1204 (average success nationally: 73%)
• But at Florida State, CARE students persist to second year at higher rate than non CARE students; and,
• CARE students graduate at exactly same rate.
6. Their leaders make sure student success is a priority.
AASCU Study: At Successful Institutions, Presidents:
• Articulate a clear vision—and use numbers;
• Create vehicle for taking stock;
• Act strategically—rarely programmatically;
• Monitor and report on progress;
• Constantly “walk the talk”.
Pell Institute Report: Emphasizes importance of acting. Faculty committees get discouraged when recommendations aren’t acted on.
Delivery is the important part, though.
7. They bring back the ones they lose.
University of New Mexico
Median SAT: 1010
% Pell: 31.4%
White: 49.8%
African American: 2.8%
Latino: 33.6%
American Indian: 6.6%
Overall 6 year grad rate: 41.6%
The Graduation Project
• Founder: David Stuart, Assoc Provost
• Insight: A lot of the students who leave without a degree leave pretty close—and in good standing.
• Core idea of project: Track them down and invite them back.
• Criteria: 2.0 gpa or better, at least 98 credits
• Universe: 3000
• Used credit company to track them down
• Offer:
– shortened (and free) application for re-admission,
– degree summary showing exactly which courses short,
– priority enrollment in those courses, and
– help with problems along the way.
– Result: Of those 3000, 1800 now have degrees and 59 have graduate degrees.
In the end, this is mostly just common sense, right?
Question is when we’ll act on it.
Want to Stay Connected? Place your card and/or contact
information in the purple
EdTrust bag in the back of the
room on your way out.
Bring a Team and Join us
for our national conference
November 13-15
“It’s Up to Us: Going the Distance to Close
Gaps and Raise Achievement for All”
Download this presentation on our website! www.edtrust.org
