enhancing the success of students in arkansas colleges and universities jim purcell

Enhancing the Success of Students in Arkansas Colleges and Universities

Jim Purcell

“Picking a college is like falling in love.”Stephen Joel Trachtenberg, President

George Washington University

It is a relationship

• Chosen because of: – Convenience– Cost – Arranged– Family tradition– Lack of knowledge of other options

• Continues if:– it works for me – I am validated – I am successful– All involved parties work at it

• Transition points– Admission– Orientation– Every registration– Freshman to sophomore– Transfer– Entrance into major – Graduation

Significant moments in the relationship between a student and their college

What can faculty, staff and administrators do to enhance that relationship?

At the state level, what can be done to enhance student success?

Speed to Market and Close to Customer

Ed Barlow, Futurist:

1. Implement a series of initiatives that expedite the number of degrees produced and the speed at which degrees are produced.

2. Enhance the production of degrees in high –demand programs that are needed for the modern Arkansas economy.

3. Incentivize students to complete a degree and to work in Arkansas.

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

The following successes were accomplished with the help of legislative support during the last two years:•Developed a universal scholarship web application that allows students to apply for the state’s 21 scholarship programs via one online application. • Reduced the major factor for tuition and fee increases in Arkansas which were caused by large numbers of tuition waivers in the form of institutional scholarships. These tuition waivers resulted in higher tuition costs for all students. • Provided for the seamless transfer of credits earned in completing an AA/AS degree to the universities. • Developed a “Comprehensive Accountability Report” that provides the good, bad and ugly of higher education (in general) and for each institution. • Expanded the eligibility for the state’s need-based scholarships to adult learners. Low income adults can now qualify for a $1,000 annual scholarship. • Developed the state’s lottery scholarship criteria. In addition to $53 million in new financial aid for traditional students, scholarship funds were also allocated for adult learners/returning students ($12 million) and currently enrolled students ($43 million for 2010 to be phased out over the next 3 years). The scholarship criteria for continuing eligibility are designed to encourage speed to graduation.• Established a standard remediation exit measure as a requisite for students moving into credit bearing courses in the remediated subject.

The following initiatives were conducted through ADHE policy revisions and receipt of grant funds.

• Based ten percent of the funding formula upon course completion FTE. • Doubled the academic program degree production standard from 3 to 6 degrees per

year . Slightly lower productivity standards for STEM and technical majors.• Altered the academic program review process to include technical experts for AS and

Certificates and out-of-state reviewers for BA/BS baccalaureate. • Developed a “financial condition” report that shows how higher education institutions

spend and manage their money. • Changed the metric for determining if an institution was financially viable to borrow

funds. In addition, institutions had to declare source of funds for maintenance. • Provided extensive professional development on student success strategies. • Promoted the importance of college readiness, college attendance and financial aid in

Arkansas high schools. Acquired more than $1,000,000 a year in funding from grants. • Provided for 43 Career Coaches to work in Arkansas’s poorest communities and high

schools with low college attendance. • Conducted a two-year adult learner task force of institutional leaders to determine

how our institutions could be more adult-friendly. • Implemented initiatives to develop sustainable communities by creating partnerships

between colleges/universities, community-based organizations and state agencies.

Top three reasons students leave college:

• Academic difficulty • Money• Personal Issues

Colleges and Universities have a moral obligation to assist in the success of students they have admitted

State Per Capita Personal Income v. Share of AdultPopulation with Bachelor's Degree or Higher (2008)

$16,000

$18,000

$20,000

$22,000

$24,000

$26,000

$28,000

$30,000

$32,000

$34,000

$36,000

$38,000

15% 20% 25% 30% 35% 40% 45% 50%

Percentage of Adult Population with a Bachelor's Degree or Higher

Per

Cap

ita

Inco

me

Source: U.S. Census Bureau, ACS 2006

DC

TX

NM

FL

NDNC

AL

IN

LA

MIWI

SD

WY

TN

NV

AR

IAOH

ID

SCKY

MS

WV

MOME

AZ

VA

NJ

PA

MD

MT

CT

MA

CO

NE

AK

GAHI

KSOR

DE

IL

RI MN

WA

UT

VT

NHNY

CA

OK

No state with a low proportion of Bachelor’s degrees has a high per

capita income.

No state with a high proportion of Bachelor’s

degrees has a low per capita income.

2008= 18.8%

2002= 19.7%

2006 2005 200220072008

12

By the end of this decade, more than 60% of jobs will require college education1

26%Today, 26% of Arkansas’s young adults aged 25-34 have a college degree.2

1 Carnevale, T., Georgetown University Center on Education and the Workforce, 2009. High-growth fields based on national projections of total new and replacement jobs. http://cew.georgetown.edu/research/jobs/79012.html2 “College degree” means an associate degree, bachelor’s degree, or higher. National Center for Higher Education Management Systems (NCHEMS), 2008 (from U.S. Census Bureau, 2008 American Community Survey Public Use Microdata Sample File.) http://www.higheredinfo.org

Is 26% enough?

What percentage of our young adults have a college degree? (associates or bachelors)

http://cew.georgetown.edu/research/jobs/79012.html

http://www.higheredinfo.org/

Current percentage of young adults (25-34) with a college degree3

3 “College degree” means an associate degree, bachelor’s degree, or higher. National Center for Higher Education Management Systems (NCHEMS), 2008 (from U.S. Census Bureau, 2008 American Community Survey Public Use Microdata Sample File.) http://www.higheredinfo.org

45% - 53%

39% - 44%

33% - 38%

26% - 32%

31%

36%

36%

29%31%

28%

41%

34%

36%

38%

48%34%

41%

44%

44%

50%

30%

37%

39%

34%

43%

46%

30%

40%

35%

26%

32%

36%

32%

48%

28%

43%

31%

36%

36%

32%42%

36%

36%

34%

28%

45%

44%46%

53%

46%

46%

41%

36%

43%


Current percentage of young adults (25-34) with a college degree3

3 “College degree” means an associate degree, bachelor’s degree, or higher. National Center for Higher Education Management Systems (NCHEMS), 2008 (from U.S. Census Bureau, 2008 American Community Survey Public Use Microdata Sample File.) http://www.higheredinfo.org

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10%

15%

20%

25%

30%

35%

40%

45%

50%

55%

26%

53%


U.S. Census BureauData Set: Census 2000 Summary File 3 (SF 3)

18.1% - 28.1%

12.0% - 18.0%

6.3% - 11.9%

White15.5%

Union14.9%

Yell10.9%

Scott16.4%

Clark19.8%

Ashley10.1%

Polk10.9%

Pope19.0%

Drew17.3%

Clay7.4%

Benton20.3%

Desha11.1%

Lee7.3%

Logan9.4%

Saline9.6%

Pulaski28.1%

Arkansas12.2%

Newton11.8%

Lonoke14.6%

Cross9.9%

Chicot11.7%

Dallas9.6%

Stone9.8%

Prairie9.0%

Sharp9.2%

Phillips12.4%

Grant11.0%

Madison10.1%

Fulton10.5%Carroll

13.8%

Jefferson15.7%

Miller12.5%

Searcy8.4%

Pike10.1%

Izard11.7%

Marion10.4%

Poinsett6.3%

Boone12.7%

Baxter12.8%

Garland18.0%

Perry11.1%

Sevier16.6%

Mississippi11.3%

Bradley11.9%

Washington24.5%

Monroe8.4%

Johnson13.1%

Ouachita12.7%

Lincoln7.6%

Columbia16.8%

Nevada10.7%

Greene10.9%

Jackson10.3%Franklin

11.0%

Faulkner25.2%

Calhoun7.3%

Conway11.5%

Van Buren11.5%

Craighead20.9%

Randolph10.6%

Crawford9.7%

Woodruff8.0%

Cleburne13.9%

Montgomery8.8%

Lawrence8.5%

Crittenden12.8%

St. Francis10.3%

Cleveland10.0%

Hot Spring11.2%

Sebastian8.4%

Little River9.9%

Howard11.6%

Hempstead11.0%

Lafayette9.5%

Independence13.7%

Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher

Percent of County Populationthat hold Bachelors & Higher 2000

Pope 19.0%

Washington 24.5%

Pulaski 28.1%

Clark 19.8%

Benton 20.3%

Faulkner 25.2%

Craighead 20.9%

Percent of County Population(Associate Degree Holder) 2000


4.19% - 6.37%

3.00% - 4.18%

1.80% - 2.99%

White3.97%

Union4.18%

Yell1.80%

Scott5.07%

Clark3.23%

Ashley2.83%

Polk3.95%

Pope3.45%

Drew2.84%

Benton4.60%

Desha2.13%

Logan4.02%

Saline4.56%

Pulaski4.69%

Arkansas3.16%

Newton3.35%

Lonoke5.30%

Chicot2.47%

Prairie3.16%

Dallas2.99%

Clay2.55%

Phillips4.90%

Madison2.49%

Fulton2.77%Carroll

3.82%

Grant2.95%

Jefferson3.27%

Miller3.99%

Cross3.17%

Lee4.30%

Stone2.50%

Searcy3.58%

Sharp3.75%

Pike2.42%

Marion4.69%

Poinsett2.20%

Boone5.18%

Izard4.29%

Baxter4.69%

Garland4.45%

Sevier6.37%

Perry2.71%

Mississippi4.00%

Bradley2.32%

Washington3.51%

Monroe3.23%

Johnson1.97%

Ouachita4.91%

Lincoln3.34%

Columbia2.86%

Nevada2.42%

Greene2.86%


4.55%

Faulkner4.15%

Calhoun3.48%

Conway2.92%

Van Buren3.15%

Craighead3.53%

Randolph3.20%

Crawford5.40%

Woodruff2.01%

Cleburne3.97%

Montgomery4.04%

Lawrence2.66%

Crittenden3.20%

St. Francis3.76%

Cleveland3.43%

Hot Spring4.00%

Sebastian3.69%

Little River3.63%

Howard3.35%

Hempstead3.24%

Lafayette3.23%

Independence2.90%

Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders

Where Arkansas Bachelors Degree (and higher) Holders live

(2000)


23.00%

2.31% - 8.00%

0.10% - 2.30%

Yell0.5%

White2.3%

Union1.5%

Scott0.2%

Polk0.5%

Clark0.9%

Pope2.3%

Drew0.7%

Ashley0.5%

Clay0.3%

Benton7.0%

Desha0.4%

Lee0.2%

Pike0.3%

Logan0.5%

Miller1.1%

Saline3.2%

Izard0.4%

Grant0.4%

Pulaski23.0%

Arkansas0.6%

Newton0.2%

Lonoke1.7%

Cross0.4%

Chicot0.4%

Dallas0.2%

Stone0.3%

Perry0.3%

Prairie0.2%

Sharp0.4%

Phillips0.7%

Fulton0.3%

Madison0.3%

Carroll0.8%

Jefferson2.9%

Searcy0.2%

Marion0.4%

Poinsett0.4%

Boone1.0%

Baxter1.3%

Garland3.9%

Sevier0.3%

Mississippi1.2%

Bradley0.3%

Washington8.0%

Monroe0.2%

Johnson0.7%

Ouachita0.8%

Lincoln0.3%

Columbia0.9%

Nevada0.2%

Greene0.9%

Jackson0.4%Franklin

0.4%

Faulkner4.4%

Howard0.4%

Calhoun0.1%

Conway0.5%

Van Buren0.5%

Craighead3.7%

Randolph0.4%

Crawford1.1%

Woodruff0.2%

Cleburne0.8%

Montgomery0.2%

Lawrence0.3%

Crittenden1.3%

St. Francis0.6%

Cleveland0.2%

Hot Spring0.8%

Sebastian4.3%

Little River0.3%

Hempstead0.6%

Lafayette0.2%

Independence1.1%

Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher

60% of all AR college graduates reside in 9 counties

Pulaski 23.%

Where Arkansas Associate Degree Holders live

(2000)


15.90%

1.96% - 6.83%

0.17% - 1.95%

White2.41%

Union1.80%

Yell0.35%

Scott4.07%

Clark0.64%

Ashley0.64%

Polk0.77%

Pope1.70%

Drew0.47%

Benton6.58%

Desha0.29%

Logan0.87%

Saline1.19%

Arkansas0.63%

Newton0.28%

Lonoke2.55%

Chicot0.32%

Pulaski15.90%

Prairie0.30%

Dallas0.26%

Clay0.45%

Phillips1.09%

Madison0.33%

Fulton0.33%Carroll

0.95%

Grant0.46%

Jefferson2.49%

Miller1.48%

Cross0.56%

Lee0.49%

Stone0.29%

Searcy0.37%

Sharp0.53%

Pike0.27%

Marion0.78%

Poinsett0.53%

Boone1.72%

Izard0.59%

Baxter1.95%

Garland4.01%

Sevier6.83%

Perry0.27%

Mississippi1.82%

Bradley0.28%

Washington4.74%

Monroe0.31%

Johnson0.42%

Ouachita1.34%

Lincoln0.46%

Columbia0.66%

Nevada0.23%

Greene1.01%


0.76%

Faulkner3.03%

Calhoun0.20%

Conway0.56%

Van Buren0.53%

Craighead2.58%

Randolph0.56%

Crawford2.62%

Woodruff0.17%

Cleburne0.99%

Montgomery0.38%

Lawrence0.45%

Crittenden1.39%

St. Francis0.66%

Cleveland0.28%

Hot Spring1.17%

Sebastian0.31%

Little River0.47%

Howard0.45%

Hempstead0.69%

Lafayette0.26%

Independence0.95%

Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders

58% of all associates degree recipients reside in 12 counties

• Strengthening the Arkansas Education Pipeline

4641

29

1612

4

100

74

9th GradeEnrollment

High SchoolGrads

EnrolledDirectly into

College

First-timeFull-timeDegreeSeekingCohort

RetainedAfter 1 Year

GraduatedWithin 6Years

WithAssociate

Degree

WithBachelorDegree

Percent 96-97 Arkansas 9th Grader’s Progression into High School and College (percent)

100%

71%

28%

Fall 2000 College Freshmen

96-97 Arkansas 9th Grader’s Progression into High School and College (number)

17,11615,172

10,701

5,817

37,160

1,4934,324

27,335

9th GradeEnrollment

High SchoolGrads

EnrolledDirectly into

College

First-timeFull-timeDegreeSeekingCohort

RetainedAfter 1 Year

GraduatedWithin 6Years

WithAssociate

Degree

WithBachelorDegree

Fall 2000 College Freshmen

100%

71%28%

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.


English Remediation Rates by CountyFall 2007





Math Remediation Rates by CountyFall 2007




Unduplicated Remediation Rates by CountyFall 2007


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

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.

While we did not create the remediation crisis, How we do remediation has to change:

Targeted FasterBetter

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.

If you got into remediation because you did not meet a certain threshold, you should get out of remediation when you meet that threshold

com·pa·ra·ble: • able to be likened to another; similar. • of equivalent quality; worthy of comparison

ADHE preference: Nationally normed test that has been correlated to the ACT.

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.

… by institution uniform measurable exit standards

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 Compass/Asset Compass/Asset Compass/AssetEACC 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

… by institution uniform measurable exit standards

Point of Contention

• 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

Implementation highlightsAll students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 at the end of the semester using an examination comparable to the ACT. Students should not be barred from enrolling in college-level courses based on their developmental course post-test score for Fall 2010.

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.

Implementation 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.

5.5% - 7.2%

4.5% - 5.4%

3.1% - 4.4%

2.0% - 3.0%

2005 Loan Default Rates

Source: U.S. Department of Education

6.8%

(5th)

6.9%

7.1%

7.2%

2.0%

2.6%

6.9%

2.2% (DC)

2.3% (VT)

6.8% - 9.7%

5.0% - 6.7%

3.6% - 4.9%

2.3% - 3.5%



7.6%

(4th)

8.8%

9.3%

9.7%

7.4%

2.3%

2.4%

2.4% (VT)

2.4%

7.6% - 9.8%

6.2% - 7.5%

4.5% - 6.1%

2.3% - 4.4%



9.0%

(4th)

9.3%

9.3%

9.8%

8.8%

2.8%

2.3%3.1%

How college is paid for has to change.

• Academic Challenge:– $2,500 for Community College students– $5,000 for University students– Traditional Students --$53 million – Adult learners/returning students --$12 million– Current Achievers --$43 million

• for 2010 to be phased out over the next 3 years.

– The scholarship criteria for continuing eligibility are designed to encourage speed to graduation.

• Expansion of need-based aid to Adults

It is our hope that the Arkansas Academic Challenge Lottery Scholarship will:

increase student successreduce student loansdecrease loan default ratesprepare more students for high wage high demand

jobsbenefit Arkansas’s economyOutreach:

SayGoCollegeCareer Coaches

The Lottery Act requires students to:--- complete remediation within the first 30 hours of coursework --- take 15 hours each semester (first term Freshmen can take 12)--- 8 semesters going full-time

Financial Aid Applications as of March 30, 2010

• Academic Challenge Scholarship– Nontraditional 16,483 – Traditional 12,849

• GO! Opportunities Grant 18,171 • Workforce Improvement Grant 6,948• Governor's Scholars Program 6,100 • Teacher Opportunity Program 1,020 • Arkansas Single Parent Scholarship Fund 428 • State Teacher Education Program 395 • Military Dependents Scholarship 288• Minority Teacher Scholarship 231

Student Transfer

• Arkansas is ranked fourth among states in adult migration within the state . . .

Thus

• Seamless transfer of credits is essential to student success

Social Science

Humanities/ Fine Arts

Math

US History/Gov’tEnglishScience

Lower Level General Education Courses: Required by major Prerequisites for major courses Required by an accrediting/licensure body

State Core 35 hrs.

Major Program RequirementsMajor Requirements:

Minimum of 30 hours with 20 hours of upper level coursework in the major.

Upper level major courses

Lower level major courses

Arkansas Baccalaureate Degree Education Requirements

Institutional general education core requirements 10-25 hrs

Minimum of 40 hours of upper level courses are required for a baccalaureate

AA/AS/AAT

Issues needing to be addressed

• AA/AS programs must contain transferable college credit.

• Universities need to clarify what specific general educations courses are required for the major.

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

Annual Unduplicated Enrollment, Public Institutions Only

41 percent increase in enrollment

Credit Hours Taken Are Increasing

2,266,770

2,647,718

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

SSCH

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 Degrees

93 % Doctoral Degrees

CP, 4,026 14%

TC, 3,716 13%

ASSOC., 6,264 23%

BACH., 9,682 35%

MASTERS, 3,150

11%

DOCTOR; 288; 1%

FIRSTPROF; 506; 2%OTHER; 201; 1%

2009 Degree Type

We all have a role to playIssues that higher education will be addressing in the next few years

• Improving remediation – assure skill attainment and maximize student success

• Reduction of tuition-based scholarships to 20% of tuition

• Seamless transfer of credit among institutions • Administration of the Arkansas Lottery Scholarship• Maintaining scholarship programs (fund balances, etc)• Maintaining state support for institutions • Increased accountability• Distance learning• Program viability/review

civic involvementcivic involvementvolunteer activity by

education levels

Bureau of Labor Statistics. (2003). Volunteering in the United States, 2003. USDL03-888. U.S. Department of Labor.

50%

40%

30%

20%

10%

0%

Less Than High School Diploma

High School Diploma

Some College

B.A. or Higher

9.9%(48 hours)

21.7%(48 hours)

34.1%(52 hours)

45.6% (60 hours)

Perc

enta

ge V

olun

teer

ing

blood donation by education level, 1994:

Source: DBD Worldwide. (2000). DBD Lifestyle Survey. Chicago. Available at www.bowlingalone.com.

20%

15%

10%

5%

0%


High School Diploma

Some College

B.A. or Higher

6%

11%

13%

17%

Perc

enta

ge D

onati

ng B

lood

percentage who donate regularly

civic involvementcivic involvement

http://www.bowlingalone.com/

participation assistance programs

Source: Postsecondary Education Opportunity, May 28, 1997, pg 47.


High School Diploma

Some College& Bachelor’s

Degree or More

24.3%

10.2%

4.6%

Ever Participated in Assistance Programs

education level

governmentgovernment

governmentgovernmentincarceration rates by

education levels

2.5%

2.0%

1.5%

1.0%

0.5%

0.0%


High School Diploma

Some CollegeB.A. or Higher

1.9%

1.2%

0.3%0.1%

Perc

enta

ge In

carc

erat

ed

Source: Harlow, C.W. (2003). Education and Correctional Populations. Bureau of Justice Statistics, Department of Justice. NCJ195670.

economicPercent Below Poverty

Threshold, 2004

economicPercent Below Poverty

Threshold, 2004

Census Bureau

40%

30%

10%

0%


High School Diploma

Some College

B.A. or Higher

32%

15%

10%

4%

Perc

enta

ge H

ome

Ow

ners

hip

20%

economiceconomicunemployment rates and

education level, 2004

Source: Employment Policy Institute

10

8

6

4

2

0


High School Diploma

Some CollegeB.A. or Higher

9.7%

7.5%

5.1%4.6%

Quality of LifeQuality of LifeHome Ownership

Census Bureau, American Housing Survey for the United States:2005

80%

70%

60%

50%


High School Diploma Some College

B.A. or Higher

58%

69%66%

75%

Perc

enta

ge H

ome

Ow

ners

hip

Seatbelt Use while intoxicated, 1990

Source: American Journal of Public Health

80%

60%

40%

20%

0%


High School Diploma

Some College

B.A. or Higher

39%41%

52%

66%

Perc

enta

ge D

onati

ng B

lood

percentage who use seatbelt

SafetySafety

15%20%

31%

78%

economiceconomic

Average family income by educational attainment,

2003

Source: Postsecondary Education Opportunity, 2005

25

175

50

100

75

125

150

0LT-9 9-12 HSG Some ProfMA PhDBAAA

Inco

me

($00

0)

College

3,798,9405,254,193Professional degree

2,527,3243,982,577Doctorate

1,507,8232,963,076Master's degree

$1,111,921$2,567,174Bachelor's degree

346,1201,801,373Associate degree

270,5691,725,822Some college, no degree

01,455,253High school graduate

-304,5551,150,698High school dropout

-$478,903$976,350Less than 9th grade

DifferenceCompared to

High School Graduate

EstimatedLifetimeEarnings

Education Level

Source: Federal Reserve Bank of Dallas, 2005

The Impact of Education on Individuals:Lifetime Earnings

economiceconomic

At the end of WWII, the U.S made a bold decision to invest in the future of its economy by providing $1.9 billion annually to the education of returning veterans of the war. This commitment to human capital helped enable the WWII generation to become the “greatest generation.”

Possibly, Arkansas’s greatest generation is at the schoolhouse door waiting for the opportunity to propel Arkansas into the global economy.

Jim [email protected]

501-371-2030

mailto:[email protected]

AY2005 AY2006 AY2007 AY2008 AY2009 140,000

145,000

150,000

155,000

160,000

165,000

170,000

175,000

180,000

154,125

173,974

Annual Unduplicated Enrollment, Public Institutions Only

Academic Year

En

roll

men

tArkansas Higher Education is Changing

13 percent increase in enrollment

Credit Hours Taken Are Increasing

2,990,779

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

AY2005 AY2006 AY2007 AY2008 AY2009

SS

CH

Academic Year

SSCH of Public Institutions

11 percent increase in credit hours

Credentials Awarded are Increasing

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

AY2005 AY2006 AY2007 AY2008 AY2009

Cre

den

tial

s

Academic Year

Credentials Awarded, Public Institutions Only

29 % Increase in Credentials

enhancing the success of students in arkansas colleges and universities jim purcell

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