Agenda Item No. 10
Arkansas Transfer System
ACT 182 of 2009 requires the AHECB to create a system that will fully transfer the Associate of Arts (AA), Associate of Science (AS), and Associate of Arts in Teaching (AAT).
ADHE staff collaborated with institutions in developing the new transfer policy.
Policy creates a seamless transfer of academic credit from a designated transfer degree program to a baccalaureate degree program without the receiving institution requiring additional lower-level general education credits.
Exceptions include if the lower-level general education course is required of the student’s major; it is a re-requisite for a course required of the major; it is required by an accrediting and/or licensure body; or the student earned a grade of “D” or “F” in the transfer course.
Agenda Item No. 11Program Viability Review
Agenda Item No. 12Academic Program Review
Institutions are required to review all academic programs over a 10-year period.
Findings from academic program reviews will be reported annually to the Coordinating Board beginning in 2012.
Agenda Item No. 13Arkansas Tech UniversityMaster of Science in Health Informatics
The Health Informatics program combines health care
delivery concepts with information technology and health information management.
The program prepares health care and information technology administrators for collaboration between hospitals, insurers and IT vendors.
Over 50 percent of the program will be offered by distance technology.
Agenda Item No. 14Black River Technical College Associate of Applied Science in Business Technology by Distance Technology
Business Technology is an existing program that will be offered by distance technology to provide access for students who cannot attend many classes on-campus.
At least 75 percent of the program will be offered by distance technology.
Agenda Item No. 15Pulaski Technical College Associate of Applied Science in Allied Health
The Allied Health program is a degree completion program offered in partnership with Baptist Health Schools Little Rock and St. Vincent Infirmary Medical Center School of Radiologic Technology.
The program includes options in dental assisting, surgical technology and radiography.
Other health career options may be added to the
curriculum.
Agenda Item No. 16Institutional Certification Advisory Committee Report and Resolutions
31 Initial Program Certifications
1 New Institution - Distance Delivery Drury University, Springfield, Missouri
1 Program Decertification
Programs by Distance DeliveryInitial Certification
Bryan College – 1 program (associate) Chamberlain College of Nursing – 1 program (master’s) DeVry University – 5 programs (2 associate, 3 bachelor’s) Drury University – 4 programs (bachelor’s) Franklin University – 6 programs (bachelor’s) Kaplan University – 5 programs (1 associate, 4 bachelor’s) University of Phoenix – 2 programs (1 master’s, 1 doctoral) Walden University – 7 programs (6 bachelor’s, 1 master’s)
Programs at Arkansas LocationsInitial Certification
Bryan College – 1 program (associate) University of Phoenix – 1 program (master’s)
New Institution - Drury University, Springfield, MissouriInitial Certification – Distance Delivery
Bachelor of Business Administration Bachelor of Science in Health Services Bachelor of Science in Instructional Technology Bachelor of Science in Organizational Studies
Decertification - Missouri Southern State University, Joplin, Missouri Bachelor of Science in Business Administration
Agenda Item No. 19
Economic Feasibility of Loan for University of Arkansas Community College at Batesville
Relevant Information
College Savings Bond Revolving Loan Fund
$1,000,000 for 10 years @ 0.45% Proceeds from this issue will be used in
conjunction with higher education bond funds to construct a Nursing and Allied Health Facility.
Relevant Financial Information
Estimated Local Tax Revenue . . . . . . . . . . . . $1,133,500
Maximum Annual Debt Service
($1,133,500/120%) . . . . . . . . . . . . . . . . . . . . . 944,583
Existing Debt Service . . . . . . . . . . . . . . . . . . . . 509,833
Estimated Debt Service for Proposed Issue . . . . 102,492
Amount Remaining for Additional Debt Service . . $332,258
Agenda Item No. 20
Proposed Changes to Higher Education Bond Projects
Proposed Changes to Higher Education Bonds
Southeast Arkansas College Library and Classrooms new construction project to also
include equipping and furnishing.
Phillips Community College of the University of Arkansas Grand Prairie Center for Arts & Health Sciences- Stuttgart
Campus revised to $1,102,017.56 Agriculture, Food, and Life Center- DeWitt Campus revised
to $565,380.65 Ohio Street and Pillow-Thompson project revised to
$172,601.79
Henderson State University Renovations of Technology Center & Related Buildings
project to also include academic equipment purchases.
Agenda Item No. 21
Economic Feasibility of Bond Issue for Arkansas State University-Beebe
Relevant Information
$11.95 million for 30 years @ 4.75%
Auxiliary purposes
Proceeds will be used to construct and furnish a 248-bed student housing complex
Relevant Financial Information
Projected Net Housing Revenue . . . . . . . . . . . . . . . . . . . $677,748 Other Auxiliary Profits . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368,629 Total Net Revenue . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1,046,377 Maximum Annual Debt Service
($1,046,377/120%) . . . . . . . . . . . . . . . . . . . . . . . . 871,981
Existing Auxiliary Debt Service . . . . . . . . . . . . . . . . . . . . . 103,682
Estimated Debt Service for Proposed Issue . . . . . . . . . . . . 731,738
Net Auxiliary Revenue Remaining for Additional Debt Service . . . . . . . . . . . . . . . . . . . . .
$36,561
Agenda Item #4Agency Updates
ADHE New Staff Members
• Lisa has worked in the financial aid profession for the last 20 years at the Arkansas Student Loan Authority.
•Lisa will be administering all of the teacher and nursing programs for the Dept. of Higher Education.
Cedric Konyaole, Institutional Research Specialist
Lisa Smith, Assistant Coordinator for Financial Aid
•Cedric Previously worked for Philander Smith College as the network administrator and instructor.
•He holds a bachelor’s degree in Mathematics and Computer Sciences from Philander Smith College and Masters in Information Quality from UALR.
Jackie Holloway, Senior Associate Director for Institutional Finance
• Over 20 years of experience in accounting.
• 17 Years with the State.
• A CPA and holds a BS in accounting from UALR, an MBA from ASUJ, and a specialist degree from ASUJ.
• Worked with ASUJ for 9 years as payroll manager and later as budget director.
• For the last 6 ½ years, Jackie has been a faculty member in the business department at NPCC teaching Accounting.
Applications as of 1/25/10 15,198 student accounts created. Produced 25,175 applications (several multiple). 23,485 are from programs that are directly administered by ADHE Applications by program
Academic Challenge Scholarship 11,178 Traditional Students 5,932 Non-Traditional Students 5,246
GO! Opportunities Grant 6,358 Governor's Scholars Program 5,061 Workforce Improvement Grant 999 Teacher Opportunity Program 591 Arkansas Single Parent Scholarship Fund 428 Arkansas Geographical Critical Needs Minority Teacher Scholarship 231 Military Dependents Scholarship 95
Lottery Scholarship Management
• Universal Application $800,000 for development (one time cost)– $650,000 spent so far– May request a supplemental appropriation if the Lottery
bill revisions to definitions/rules are significant.• Management of the scholarship $732,666
– 6 positions: 2 FA , 2 Research, 1 IT, 1 Finance
• 3 are filled and 3 are currently advertised.– Considered a lottery expense
It is our hope that the Arkansas Academic Challenge Lottery Scholarship will:
Increase college going rates Increase student successPrepare more students for high wage high demand jobsBenefit Arkansas’s economy
Outreach to High School students:SayGoCollegeCareer Coaches Education Renewal Zones Next MagazineConcurrent Enrollment
The Lottery Act requires students to complete remediation within the first 30 hours of coursework.
Impact of Lottery Scholarships on Budgets of Colleges and Universities
1. State funding covers less than half of the cost.
2. If state support is reduced, the student’s burden is increased.
3. Lottery revenues change who pays the cost of college– it will not impact higher education budgets.
4. Increased student enrollment without increases in state financial support stresses the ability of colleges to meet student demand.
Financing Higher Education
Students, Parents,Scholarships,Loans
College Tuition
State and other funding sources
Lottery Scholarship
70% in 1980’s
Arkansas needs more graduates, but as with most good things it comes at a price.
Lottery Scholarship Related Request by the Institutions
• At the Presidents Executive Council meeting the institutions have indicated a need for additional financial aid positions above those in the “B” Book recommendations because of the onslaught of financial aid requests resulting from the Lottery Scholarships
Only change in the executive recommendation from FY 2010 budget is 2.3% for COLA related to the new pay plan.
85% of the budget is in people
8 % of the budget is in fixed costs such as rent, utilities, IT servicesThe overall budget was reduced $144,000 (5%) for 2010
Other Higher Education Funding Sources
• Say Go College/College Access (Currently $1,063,000, ? in 2011) -- Federal and WR Foundation
• NTNM (Currently $65,000, $0 in 2011)• NCLB (Currently $760,000, Most likely the same in 2011)• Career Pathways (Currently $12,000,000, Most likely the
same in 2011) • Perkins ($352,000, Most likely the same in 2011)• Achieving the Dream ($75,000, Most likely the same in
2011)• Stimulus –coordinate and distribute stimulus spending at
campuses, (no funding for the agency)
Arkansas Higher Education is Changing
123,139
138,809
173,974
100,000
110,000
120,000
130,000
140,000
150,000
160,000
170,000
180,000
En
roll
men
t
Academic Year
Annual Unduplicated Enrollment, Public Institutions Only
Enrollment
41 percent increase in enrollment
Credit Hours Taken Are Increasing
2,266,770
2,780,099
3,331,478
2,000,000
2,200,000
2,400,000
2,600,000
2,800,000
3,000,000
3,200,000
3,400,000
AY1997 AY1998 AY1999 AY2000 AY2001 AY2002 AY2003 AY2004 AY2005 AY2006 AY2007 AY2008 AY2009
SS
CH
Academic Year
SSCH of Public Institutions
47 percent increase in credit hours
Credentials Awarded are Increasing
15,531 15,498 15,857
16,674 16,942
18,132
19,840 20,162
21,608
22,475
23,543
25,019
27,833
15,000
17,000
19,000
21,000
23,000
25,000
27,000
29,000
AY1997 AY1998 AY1999 AY2000 AY2001 AY2002 AY2003 AY2004 AY2005 AY2006 AY2007 AY2008 AY2009
Cre
den
tial
s
Academic Year
Credentials Awarded, Public Institutions Only
79 % increase in credentials
234 % Certificate of Proficiency
31 % BA/BS degrees
192 % Technical Certificates
120 % Associates Degrees
49 % Masters degrees93 % Doctoral degrees
Purchasing power of the revenues from all sources in 2008-09 was approximately 9% less than it was in 1998-99.
The state’s contribution to the student’s education has declined from 61.6% to 48.7% of the total revenue available. In terms of purchasing power, the state’s funding per FTE student, in 1998-99 dollars has declined from $5,064 to $3,645, a decline in state support of 28% in ten years.
Conversely, the student’s contribution, in 1998-99 dollars, has increased from $2,549 to $3,361, or 32%.
1. Strengthening the Arkansas Education Pipeline
2. Improving Preparation 3. Decreasing Remediation 4. Accessing Financial Aid5. Increasing Retention and
Graduation6. Enhancing Funding and
Governance 7. Addressing Data Needs8. Supporting Economic
Development 9. Issues for Further Study
Senator Jimmy Jeffress
Legislation• Developed a Universal scholarship web application. (L)• Limit tuition-based scholarships cap lowered to 20% with
repercussions in 2012. (L)• The seamless transfer of credits earned in completing an AA/AS
degrees to the universities. (L)• Established a remediation course exit standard. (L)• Greater openness of college activities --Developed a
Comprehensive Accountability Report . (L)• Lottery scholarship expands scholarship offering for Arkansans (L)
– Traditional and nontraditional students included– Encourages fulltime enrollment and speed to graduation.
• Expanded Go Grant to adults. (L)
Higher Education Coordinating Board Action• 10 percent of current formula based upon course completion. (Policy)• Doubled degrees needed to be produced to meet academic
productivity threshold. (Policy) • Altered the academic program review process. (Policy)• Develop a financial condition report that shows how higher education
spends money. (Policy)• Changed the metric to determine if an institution was financially
viable to borrow funds. (Policy)• Extensive professional development on student success
strategies/enrollment management. (Action)• SayGoCollege initiative. (Grants)• Career Coaches initiative. (Grants)• Adult- friendly campuses. (Grants)
Arkansas Higher Education Coordinating Board
Agenda Item 5: Annual Report on Fall EnrollmentJanuary 29, 2010
Presented byRick Jenkins, Associate Director
Planning and Accountability
Enrollment is IncreasingTotal Fall Enrollment
140,955
145,425
150,020
155,352
164,997
140,000
145,000
150,000
155,000
160,000
165,000
170,000
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall Term
En
roll
men
t
6.2 percent growth
Total Enrollment by Institution Type, Fall 2009
Total Fall Enrollment for Five Years, All Sectors
80,320 82,397 84,297 86,137 89,908
47,099 49,048 51,228 54,26359,582
13,536 13,980 14,495 14,952 15,507
0
25,000
50,000
75,000
100,000
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall Term
Tota
l Enr
ollm
ent
4-Year Universities 2-Year Colleges Private Institutions
Total Enrollment Percentage by Institution Type
Percent of Enrollment by Institution Type
57.0% 56.7% 56.2% 55.4% 54.5%
33.4% 33.7% 34.1% 34.9% 36.1%
9.6% 9.6% 9.7% 9.6% 9.4%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009
Fall Term
Enr
ollm
ent P
erce
nt
4-Year Universities 2-Year Colleges Private Institutions
Total Enrollment Growth by Institution Type, Fall 2009
4.4%
11.9%
9.8%
26.5%
3.7%
14.6%
6.2%
17.1%
0.0%
10.0%
20.0%
30.0%
1-Year Growth 5-Year Growth
4-Year Universities 2-Year Colleges Private Institutions Total, All Institutions
Annual Unduplicated Enrollment, AY2005 - AY2009
Annual Unduplicated Enrollment
94,937 98,013 100,168 102,451 104,964
70,731 73,811 75,640 78,703 82,781
165,668171,824 175,808
181,154187,745
50,000
100,000
150,000
200,000
AY2005 AY2006 AY2007 AY2008 AY2009
Academic Year
Enr
ollm
ent
4-Year Universities 2-Year Colleges State Total
TIME PERIODPERCENT GROWTH
AY2005 – AY2006 1.8%
AY2006 – AY2007 0.9%
AY2007 – AY2008 3.6%
AY2008 – AY2009 4.5%
4.5 percent growth in FTE from AY2008 to AY2009
Annual FTE
68,279 69,411 70,327 71,716 74,023
32,719 33,410 33,468 35,856 38,358
100,998 102,822 103,795107,572
112,381
30,000
60,000
90,000
120,000
AY2005 AY2006 AY2007 AY2008 AY2009
Academic Year
FT
E
4-Year Universities 2-Year Colleges Public Totals
Gender: The females in higher education significantly outnumber the males, although the male population is increasing very slightly.
Gender (Percent Male)
42.3 42.1 42.5 42.8 43.0
36.335.7 35.5 35.7
37.1
42.743.5 43.8 43.8 44.0
40.3 40.1 40.2 40.441.0
30.0
40.0
50.0
2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall
Fall Term
Per
cen
t M
ale
4-Year Universities 2-Year Colleges Private Institutions State Total
Race/Ethnicity
Old Race Categories 2005 Fall New Race Categories 2009 Fall
Asian or Pacific Islander 1.4% Asian Only 1.5%
Black 17.8% Black Only 17.8%
Hispanic 1.9% Hispanic of Any Race 3.0%
American Indian or Alaska Native 1.1% Amer. Indian or Alaska Native Only 1.0%
White 74.3% White Only 68.8%
Native Hawaiian or Pacific Islander Only 0.1%
Two or More Races 2.3%
Non-Resident Alien 1.8% Non-Resident Alien 2.4%
Unknown 1.6% Unknown/Did Not Answer 3.2%
TOTAL 100.0% TOTAL 100.0%
Because of the IPEDS required change in Race/Ethnicity codes, it is difficult to compare Race/Ethnicity status from past years to Academic Year 2010. IPEDS categorized Hispanic as an ethnicity, not a race, which is now reported as “Hispanic of Any Race.” And, IPEDS is allowing the reporting of multiple races. This requires the use of two (2) new categories and five (5) re-defined categories.
Attend Status
Attend Status, Percent of Full-Time Students
72.7
47.5
82.2
65.2
71.5
49.2
78.3
64.1
40
50
60
70
80
90
4-Year Universities 2-Year Colleges Private Institutions State Total
Institution Type
Per
cen
t F
ull-
Tim
e
2005 Fall 2009 Fall
The percent of full-time students has dropped at each institution type, except for 2-Year Colleges.
Distance Education Continues to Grow
1. 3,693 classes (up from 3,326 the previous year) were delivered via distance learning in the 2009 Fall term - growth of 11.0 percent.
2. There were 64,512 enrollments (up from 53,799 the previous year) in these courses - growth of 19.9 percent.
3. The University of Arkansas at Little Rock led all institutions with 444 courses followed by Pulaski Technical College with 414 courses available through distance education.
4. Statewide, 37,937 different (unduplicated) students enrolled in distance learning courses in fall 2009 – growth of 5,895 students or 18.4 percent.
5. The average enrollment was 17.5 students per class. 6. Students were enrolled in an average of 1.7 distance education
courses. 7. There are a total of 40 degree programs offered 100% via distance
education.
Summary
• Enrollment continues to increase at all levels with the 2009 Fall term being a very good semester for enrollment.
• Most enrollment growth can primarily be attributed to 2-Year Colleges.
• SSCH and FTE have also increased. • Alternative delivery methods, such as distance
education, are becoming more popular as enrollment in these courses continues to increase.
Arkansas Higher Education Coordinating Board
Agenda Item 6: Annual Report on Remediation
January 29, 2010
Presented by:Rick Jenkins, Associate Director
Planning and Accountability
What is a Remedial Student?First-Time Entering students that meet two criteria:
1. not meeting the board’s cut-off score (on ACT, SAT,
Compass and ASSET tests); AND
2. being assigned to developmental-level coursework
Note: There is no time frame for high school graduation – any and all first-time students are included in ADHE’s calculation.
Please do not confuse ADHE’s methodology above with that required by Act 970 of 2009 (students must have graduated from high school within the last two (2) years) or with Lottery requirements (the student must have graduated from high school within the last year).
Placement of First-Time Entering Tested Students, Fall 2009 (Public Institutions Only)
21,689 First-Time Tested Students in Fall 2009.The remediation rate is up 3.3 percentage points from last year
and down 0.2 percentage points from 2005 Fall.
Remediated Students Non-Remediated Students
54.6%45.4%
Percentage of Tested Students Assigned to Remediation in at Least One Subject
Percentage Assigned to Remediation in at Least One Subject
44.3% 45.4% 45.6% 44.6% 43.9%41.3%
39.2% 39.5% 39.1% 40.4%
81.8% 80.4% 79.9% 79.8% 80.3% 79.8%77.9% 76.7%
74.2% 75.8%
56.8% 57.9% 58.4% 57.4% 56.7%54.4%
52.1% 52.8% 51.3%54.6%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2000Fall
2001Fall
2002Fall
2003Fall
2004Fall
2005Fall
2006Fall
2007Fall
2008Fall
2009Fall
Fall Term
Perc
en
t R
em
ed
iate
d
Universities Colleges Total
Students Assigned to Remediation by Subject, Fall 2009
Remediated Students by Subject Area
48.2% 48.5% 48.6% 49.7% 49.7%47.1%
44.4% 45.1%42.8%
46.1%
33.1% 34.1% 35.1% 34.2% 33.6%31.9% 31.0% 31.8% 30.8%
33.7%
27.7% 28.9%31.4% 31.2% 30.4% 29.1% 28.6% 28.6% 27.1%
29.1%20%
30%
40%
50%
60%
2000Fall
2001Fall
2002Fall
2003Fall
2004Fall
2005Fall
2006Fall
2007Fall
2008Fall
2009Fall
Fall Term
Pe
rce
nta
ge
Math English Reading
Percentage in Remedial Mathematics
Mathematics has dropped 1.0 percentage points since 2005 Fall, but increased by 3.3 percentage points since 2008 Fall.
Percentage in Remedial Mathematics
37.4% 37.8% 37.5%39.6% 38.2%
34.9%32.7% 33.0% 32.0%
33.8%
69.7%67.8% 67.1% 67.5%
70.8% 70.6%67.9% 66.7%
63.1% 64.4%
48.2% 48.5% 48.6% 49.7% 49.7%47.1%
44.4% 45.1%42.8%
46.1%
20%
30%
40%
50%
60%
70%
80%
2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall
Fall Term
Per
cen
tag
e
4-Year Univesities 2-Year Colleges Total
Percentage in Remedial English
English has increased 1.8 percentage points since 2005 Fall and increased by 2.9 percentage points since 2008 Fall.
Percentage in Remedial English
22.9% 23.4% 23.4% 23.4% 23.7%22.1% 21.7% 22.5% 22.1% 23.1%
53.4% 53.4% 54.7%52.9% 51.9% 50.8% 49.7% 48.4% 47.2%
49.7%
33.1% 34.1% 35.1% 34.2% 33.6%31.9% 31.0% 31.8% 30.8%
33.7%
20%
30%
40%
50%
60%
70%
80%
2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall
Fall Term
Per
cen
tag
e
4-Year Univesities 2-Year Colleges Total
Percentage in Remedial Reading
Reading is the same rate as 2005 Fall, but has increased 2.0 percentage points since 2008 Fall.
Percentage in Remedial Reading
20.5% 21.6% 22.0% 22.2% 22.1% 20.7% 20.2% 21.1% 20.5% 21.5%
53.4% 53.4% 54.7%52.9% 51.9% 50.8% 49.7% 48.4% 47.2%
49.7%
27.7% 28.9%31.4% 31.2% 30.4% 29.1% 28.6% 28.6%
27.1%29.1%
20%
30%
40%
50%
60%
70%
80%
2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004 Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall
Fall Term
Per
cen
tag
e
4-Year Univesities 2-Year Colleges Total
Number of Subjects Remediated
Number of Subjects Remediated
37.2%
28.2%
34.6%
29.4%
32.5%
38.1%
20%
30%
40%
One Subject Only Two Subjects Only All Three Subjects
Number of Subjects Requiring Remediation
Perc
ent o
f Rem
edia
ted
Stud
ents
4-Year Universities 2-Year Colleges
Why Did Remediation Rates Rise?
• The Economy (weak economic conditions tend to cause an increase in enrollment as adults enroll to improve their job skills)
• More Older Students Enrolling (a past ADHE report for the WICHE program showed that students age 25 or older experience a 90.1 percent remediation rate [2009 Fall])– There was an increase of 720 students Age 25 or Older
from 2008 Fall to 2009 Fall that required remediation and this constituted 53.9 percent (720 / 1,337) of the increase in remedial students.
Summary• Although remediation rates had been steadily
decreasing over the last 10 years, the overall remediation rate for the 2009 Fall term increased by 3.3 percentage points.
• Mathematics continues to be the subject in which more students require remediation.
• A substantial majority of remediated students require assistance in 2 or more subject areas – 62.8 percent for 4-Year Universities and 70.6 percent for 2-Year Colleges.
Agenda Item No. 7
Update on ACT 971 of 2009
Arkansas Higher Education Coordinating Board
Arkansas_cnty.shp12 - 2526 - 4950 - 74
Reading Remediation Rates by CountyFall 2007
% Needing Remediation
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas_cnty.shp16 - 2526 - 4950 - 69
English Remediation Rates by CountyFall 2007
% Needing Remediation
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas_cnty.shp23 - 2526 - 4950 - 81
% Needing Remediation
Math Remediation Rates by CountyFall 2007
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas_cnty.shp33 - 4950 - 7475 - 93
% Needing Remediation
Unduplicated Remediation Rates by CountyFall 2007
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas Public Universities Six-Year Graduation Rates (2001 Cohort)
25.2%
22.3%
28.8%
19.2%
29.5%
58.9%
45.9%
0.0% 70.0%
Reading*
English *
Math *
Math, Reading and English
Any Remediation
Not Remediated
Fall Cohort
A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.
Arkansas Public Community Colleges Three-Year Graduation Rates (2004 Cohort)
10.8%
11.5%
14.1%8.9%
14.6%
36.7%
21.2%
0.0% 50.0%
Reading*
English *
Math *
Math, Reading and English
Any Remediation
Not Remediated
Fall Cohort
A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.
Cost of Remediation
$53,800,000Equivalent to the combined budget of seven of Arkansas’s community colleges.
2007-08 - $65.7 million with $24 million (36%) of those expenditures subsidized by state general revenues.
AN ACT TO REQUIRE CLEAR EXIT STANDARDS FOR ALL REMEDIAL COURSES TAKEN AT STATE-
SUPPORTED INSTITUTIONS OF HIGHER EDUCATION; TO IMPROVE THE TEACHING
TECHNIQUES OF REMEDIAL COURSES; AND FOR OTHER PURPOSES.
Representatives: J. Roebuck, D. Hutchinson, M. Burris, Carnine, Clemmer, Cole, Nickels, Saunders, G. Smith, Stewart, Abernathy
Senators : G. Baker, Madison
HB 1990/ Act 971
• The board, in collaboration with state-supported institutions of higher education, shall develop by institution uniform measurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses to be implemented no later than the fall semester of 2010.
Other aspects of the Act 971• The board shall work with state-supported institutions of higher
education to:– (A) Develop innovative alternatives to traditional instruction and delivery
methods for remedial courses; and– (B) Provide professional development opportunities to help remedial
education faculty gain knowledge in best practices and trends in the instruction and delivery of remedial education.
• ADHE efforts so far• Met with developmental education faculty organization• Dean Association• Chief Academic Officers/Presidents• AHECB • Trustees • Several individual faculty • Professional development
– 3 best practices in assessment workshops between Nov 09 and May 10-- Student success conference – with special presentations on developmental students-- January 12 –Achieving the Dream on redesigning the curriculum
• Support for this approach from AATYC, ASU system and UA system
• The board shall report to the House
Committee on Education and the Senate Committee on Education by February 1, 2010 on the progress made in addressing the requirements in subdivision (d)(1) of this section.
Exit Assessments Campuses will be using
Institution English Math Reading
4-YearASUJ Compass Compass Compass/Nelson-DennyATU Compass Compass CompassHSU Compass Compass CompassSAUM Compass Compass CompassUAF Compass and Essay MyMathTest CompassUAFS Asset Asset AssetUALR Compass * CompassUAM Asset Asset AssetUAPB Compass Compass CompassUCA Compass Compass Compass
Institution English Math Reading2-YearANC Compass/Asset Compass/Asset Nelson-DennyASUB ACT/Compass/Asset/SAT ACT/Compass/Asset/SAT ACT/Compass/Asset/SATASUMH Compass Compass CompassASUN Compass Compass CompassBRTC Compass Compass CompassCCCUA ** ** **EACC Compass/Asset Compass/Asset Compass/AssetMSCC Compass Compass CompassNPCC TABE TABE TABENAC Compass Compass CompassNWACC Compass E-Write Compass CompassOTC Compass E-Write Compass Nelson-DennyOC Compass Compass CompassPCCUA Compass/Asset Compass/Asset Compass/Asset/Nelson-Denny
PTC Compass Compass CompassRMCC Compass/Asset Compass/Asset Compass/AssetSACC Compass Compass Nelson-DennySEAC Compass Compass CompassSAUT Compass Compass CompassUACCB Compass/Asset Compass/Asset Compass/AssetUACCH Compass Compass CompassUACCM ACT/Compass ACT/Compass ACT/Compass
Exit Assessments Campuses will be using
The memo highlights a significant change in its implementation.
students should not be barred from enrolling in college-level courses based on their developmental course post-test score for Fall 2010.
all students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 using an examination comparable to the ACT.
Students that do not attain a score comparable to an ACT of 19 will not be required by ADHE to undergo further developmental instruction—that decision will be at the discretion of the institution awarding the developmental course credit.
The memo highlights There may come a time where we, as an academic community, are comfortable with utilizing an exit assessment to determine course progression. It should be based upon research over the next few years relating to modifications of our remedial education courses and subsequent student success. ADHE will collect data to determine the number of developmental students who meet the ACT 19 threshold upon exiting the developmental courses for the purposes of guiding our future conversations.
Post-testing developmental education and the early taking of developmental coursework for Lottery Scholarship recipients will lead to better prepared students and higher retention and graduation rates.
1. Strengthening the Arkansas Education Pipeline
2. Improving Preparation 3. Decreasing Remediation 4. Accessing Financial Aid5. Increasing Retention and Graduation6. Enhancing Funding and Governance 7. Addressing Data Needs8. Supporting Economic Development 9. Issues for Further Study
Senator Jimmy Jeffress
Arkansas Higher Education Arkansas Higher Education Coordinating BoardCoordinating Board
Agenda Items #8-9Financial Aid Programs
January 29, 2010
Tara Smith
Coordinator for Student Financial Aid
State Teacher Education Program
• Known as the “STEP”
• Created by Act 1215 of 2009
• Creation resulted from the consolidation of three (3) financial aid programs targeting teachers –
1. State Teacher Assistance Resource (STAR)
2. Minority Teacher Scholars Program
3. Minority Masters Fellows Program
State Teacher Education Program
• STEP will assist with the repayment of federal student loans for up to three (3) years for eligible teachers
• The State Teacher Education Program recipients may receive:– $3,000 per year for teaching in a public school located in a
geographical shortage area OR in a subject shortage area– $6,000 per year for teaching in a public school located in a
geographical shortage area AND in a subject shortage area
• Additional $1,000 per year for a minority teacher who teaches in a public school located in Arkansas.
State Teacher Education Program
Subject Shortage Areas:– Foreign Language– Gifted & Talented– Library Media– Math– Middle Childhood– Science– School Counselor– Special Education
• Geographic Shortage Areas:– Most disadvantaged
counties in our state that are designated as Tier IV counties
State Teacher Education Program
State Teacher Education Program• BLR Review Adjustments
– Rule 2 – Eligibility Criteria• Delete F. c. – refers to eligibility for minority teachers• Move race category language to Rule 4, I. C. where
language for eligibility for minority teachers is located.
– Rule 4 – Loan Repayment criteria• Add language to section I. C. to include the following – “An
additional loan repayment for federal student loans in the amount of one thousand dollars ($1,000) per year for each year a certified minority teacher, who graduated from a teacher education program after April 2004, teaches in a public school located in a geographical area of the state designated as having a critical shortage of teachers and/or in a subject matter designated as having a critical shortage of teachers.
Teacher Opportunity Program
• Known as “TOP”
• Changes made due to Act 1214 of 2009
• Program that is designed to provide an incentive for teachers to return to college to pursue additional college coursework related to his or her job
Teacher Opportunity ProgramProgram changes:
– Program was restructured to provide reimbursements instead of forgivable loans
– Reimbursement provided first to teachers seeking completion of a dual teacher’s license in a subject shortage area
– If further funds are available, other employed teachers & administrators can seek reimbursement for out of college coursework
Award Amount:
– Reimbursement for up to six (6) semester credit hours taken during each academic year in which application is made
Teacher Opportunity Program
• BLR Review Adjustments– Rule 2 – Eligibility Criteria
• Include language in Section III. A. & IV. A. that classroom teacher includes media specialist/librarian, guidance counselor and administrator
– Rule 5 – Reimbursement Amount• Strike though language under Section II. that states, “though
not to exceed $3,000 during the fiscal year”. This language should only apply to Dual Licensure recipients.
– Rule 8 – Definitions• Add “An administrator” to the definition of Classroom Teacher