serving today’s college student in a high risk environment
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Serving Today’s College Student in a High Risk Environment. Terri M. Manning, Ed.D . Central Piedmont Community College. Pierce College June 8, 2012. Do You Agree With These Statements?. Students today are less prepared than they used to be. - PowerPoint PPT PresentationTRANSCRIPT
Serving Today’s College
Student in a High Risk
Environment
Terri M. Manning, Ed.D.
Central Piedmont Community College
Pierce CollegeJune 8, 2012
Do You Agree With These Statements?
Students today are less prepared than they used to be.
Students have different expectations than they used to.
Teaching in community colleges is harder today than it used to be.
At Your Tables, Take 10 Minutes (list 1)
And answer these questions?What makes it so hard?What can you control and what can’t
you control? If you were to give advice to
“community college teacher preparation programs, what new courses would you recommend they add/require?
Take 10 minutesYou just spent the morning working on
learning outcomes. I always ask faculty “do you think
students fail or drop your course because they cannot master the learning you require in the course?” The sizable majority say “NO, absolutely not. They could learn it if they wanted.”
So what’s the problem. What are the issues, what skills do they not have? What is it that keeps them from doing well in your courses? (list 2)
Biggest Issues Facing Higher EducationNational accountability movement
(distracting from student success)Students getting poorerThe economyCuts to state budgets impacting
productivityLack of appropriate “requirements”
for students
Issues, Cont.Changing demographics (gender,
race, language)Focus on “career education” not
“education”Opinion that everyone is college
materialAging out of facultyStudents getting youngerBricks vs. clicks
1. Accreditation and Accountability Becoming a huge distraction to the student
success agenda if it isn’t done right. The point of it is – good institutions who are
serious about students success regularly assess where their students are, how they are doing and if they are accomplishing the outcomes we set out for them. If they are not, we must do something to improve the teaching/learning process.
Problem – colleges try to find the “trick” that will appease their accrediting agencies and do a very “fluffy” job of assessment – and worse on using results to improve programs.
Accreditation and Accountability So the psychology faculty says “okay, we’ll put
one multiple choice question on our final and that will be our learning outcomes assessment.”
Good assessment changes the culture and practice.
You are lucky to have an entire morning to work on this.
Good job and good luck.
2. Students getting poorer
National Federal Pell Grant Data
1979-1980 1989-1990 1999-2000 2009-2010
Number Submitting Valid Apps
4,186,716 6,165,309 8,527,162 16,542,423
Pell Grant Recipients
2,537,875 3,322,151 3,763,710 8,094,024
Total Expenditures
$2,357,222,000 $4,777,844,232 $7,208,500,491 $29,992,440,234
Students by Family Income
Pell Recipients by Family Income
PUBLIC All Types
4 YEAR 2 YEAR Total
$0 173,140 298,698 800,246 $1 - 6,000 265,240 387,994 1,124,461
$6,001 - 9,000 158,491 225,795 625,928 $9,001 - 15,000 325,068 470,185 1,268,115
$15,001 - 20,000 248,411 347,287 943,730 $20,001 - 30,000 375,774 489,556 1,360,924 $30,001 - 40,000 283,512 310,356 917,317 $40,001 - 50,000 201,946 190,685 601,370 $50,001 - 60,000 102,427 90,832 298,844
$60,001 + 58,395 40,277 153,089 TOTAL 2,192,404 2,851,665 8,094,024
How Much Can Their Family Pay Toward Their
EducationStudents by Earned Family Contribution 2009-10 year
PUBLIC All TypesEFC 4 YEAR 2 YEAR TOTAL
AUTO ZERO 904,470 1,528,838 4,008,212
0 373,091 490,226 1,445,582
1 - 200 99,909 71,075 248,124
201 - 400 41,614 40,423 126,988
401 - 600 38,397 40,223 122,841
601 - 800 38,776 41,639 124,535
801 - 1,000 40,083 42,704 128,204
3. The Economy and Budget Cuts
No where is this more of an issue than in California
Causing grossly underprepared students to flock to community colleges – very needy
Causing boom in enrollment while states have less money and cut funding
Best Predictor of Headcount Growth for CPCC
The MSA and CSA Unemployment Rates
0.00%
1.00%
2.00%
3.00%
4.00%
5.00%
6.00%
7.00%
8.00%
9.00%
10.00%
11.00%
12.00%
13.00%
14.00%
15.00%
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
MSA Unemployment RateCSA Unemployment Rate
52,000
53,000
54,000
55,000
56,000
57,000
58,000
59,000
60,000
61,000
62,000
63,000
64,000
65,000
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
CPCC Total Headcount
High Numbers of Unprepared Students Nationally - of those who enter high school, only
about 70% will graduate (70 of 100) 81% of high school students expect to attend
college. But of those who graduate, only half are
academically prepared for postsecondary education (35 of 100)
80% of the fasted growing jobs require some secondary education
1/3 of all freshmen take remedial courses (42% in CCs, 20% in 4-year)
Economic conditions are driving lesser prepared students back to college
Alliance for Excellent Education, Issue Brief, August 2006
Cost of Remedial Education
5. Changing Demographics
Changes in faculty Changes in studentsChanges in society
Large Numbers of Part-time Faculty One study found that part-time faculty
represented the following: 57.5% of undergraduate courses at
community colleges 38.4% at public four-year schools that offer
bachelor's and master's degrees 41.8% at public doctorate-granting universities
Often underprepared faculty are teaching our most underprepared students (late registrations.) USAToday 12/4/2008
Large Numbers of Part-time Students
% Attending Part-time
United States
1998 2007
Two-year Colleges
62.2% 59.4%
Four-year Colleges/Universit
ies
28.2% 26.2%
All Undergraduates
39.6% 37.4%
Graduate Enrollment
57.4% 49.2%
Southern Region Education Board, http://www.sreb.org/page/1132/index_of_tables.html
Complexity of Student’s LivesFour of more of these characteristics make
students more at-risk for academic failure (4% traditional university students and 24% of community college students).financial independence (don’t live with parents)work at least part-timedelayed entry into college after high school (older
age at onset)have dependents at homeare single parentshave no high school diploma (more GEDs)come from lower income families of origin (poorer
performing high schools) Are first generation college students
Source Pope 2006; Coley 2000, NCES 1996
Diverse Populations
More International Students
In 2007-08 international student enrollment grew by 7% to a record of 623,805 in US higher education institutions.
Annually, my college has 5,000 to 7,500 international students – from as many as165 countries – speaking as many as 900 languages.
Source: America.govhttp://www.america.gov/st/educ-english/2008/November/200811171600491CJsamohT0.646908.html
Increased Diversity
Growth in Minority Enrollment
Growth in Enrollment 1997 to
2007Growth in BS/BA
Rates 1997 to 2007
Growth in AA/AS/AAS Rates
1997 to 2007
HispanicBlack & Hispanic All Races Hispanic Black White Hispanic Black White
USA 16% 49% 21% 45% 40% 58% 15% 11% 23%
Higher Education Enrollment as a Percentage of Total Enrollment by Race and Gender 1976-2006 in the US
Source: Southern Regional Education Board
What Some Colleges Are Doing With Males, Particularly Minority Males Determining the greatest social barriers
impacting male students Determining the greatest academic barriers
impacting male students Working on student skills, leadership skills and
making connections with the college Dedicating space and staff to work with male
students Creating special programs to address male
needs Taking a serious look at academic programs – do
we offer programs that are of interest to males
6. Focus on Career Education Rather than Education
We have a large number of illiterate individuals in the workforce
Businesses are going overseas because of lack of a skilled workforce
The world has flattened due to outsourcing,
trade agreements and technology.
What is a “Flat World”?• One where technology and collaborative economies have created an entirely new playing field.• Increased competition and requirements for not only new skill sets but a much more self-reliant, creative and innovative mind set.
Flat World Indicators• Collaboration and competition for increasingly different kinds of work from diverse corners of the world• Connectivity into a single global network which has the possibility of ushering in an amazing era of prosperity and innovation
• World shaped by individuals instead of corporations
• Era driven by non-western, non-white countries such as China and India
• Shift from manual labor to skilled labor moving overseas
7. Is Everyone Really College Material”
ACT Percent College Ready Class of 2009
Only 23% of all students were considered “college-ready” in all four subjects.
The Difference in Equity and Equality
Equality = everyone is treated the same …as in
all (men) are created equal….. Equality sets up the powerful expectation that everyone deserves the same opportunity to
influencethe course of their lives, and
to benefit from the fruits of a good society.
Equity = everyone has different needs and requirements and
should be treated accordingly. It takes into account the idea of quality or ideal treatment – of
being just, impartial, and fair. In order for students to have an
equal opportunity and the potential to obtain equal benefits
in life, they need additional help of assistance at the beginning or at
some point along the way.
Equity vs. Equality
I am a parent of three children. I say to people “I love my children equally” and “I treat them all the same.” During elementary school, two of those children do very well in school. The third has great difficulty with math and reading.
To treat them with “equality,” I would spend the same amount of time and energy on homework with each child.
To treat them “equitably,” I would give the two children doing well in school the time and energy it takes for them to continue doing well. I would get a tutor for the third child, spend extra time with his teacher discussing ways to help him and spend many more hours helping him learn and complete his homework. I am trying to improve his skills so he has an equal chance of success as do my other two children.
Problem with Equity in Higher Education
It upsets people that we select out certain groups and give them “preferential treatment.” Is that what we are really doing?
One way we do this is with developmental education. Those faculty are trained to work with students who have developmental delays and learning difficulties in subject areas.
They understand that these students need extra help to have as “equal” a chance of success as other students. Without help, they will not succeed.
But what about minority male mentoring programs or women’s support centers? These programs simply state “we understand some of these students need extra help and we are going to try to give it to them so they have an equal chance of success”.
7. Faculty Aging Out and Students Getting Younger
2,500,000
2,700,000
2,900,000
3,100,000
3,300,000
3,500,000
3,700,000
3,900,000
4,100,000
4,300,000
4,500,000
births
(Boomers)
(Xers)
(Millennials)
Generations Living in America in 2009
Veterans 1925-1942 37 million living
Baby Boomer 1943 – 1965 79 million living
Generation X – 1966-1981 61 million living
Millennials – 1982 – 2002 105 million living
Generation Z 2003-2022 About 21 million so far
Numbers in the Workforce
24.2%
8. Bricks vs. ClicksMoving to Online & Hybrid CoursesSuccess rate varies depending on subject
but typically 10-20% fewer A-C grades compared to face-to-face classes
We haven’t really evaluated if they are effective for all students
We are not looking at the difference learning outcomes between the two teaching methods
We are not doing a good job of evaluating teaching in these courses
Moving to Online &Hybrid Courses
Still a new methodology We are not orienting them and
assessing reading and technology skills in many places – but we let them enroll if they choose
Many take online courses because they think it will be easier
We need to decide what is appropriate and not appropriate to offer online – just because we can doesn’t mean we should
Take 10 minutes…..
Now, after all that……. If you had the power to determine what
steps students went through, what they received, what “boot camp” we put them through when they were admitted to Pierce, what would you require to better “orient” them? (list 3)
Take 10 minutesStill having that same power…….What would you mandate for your
faculty in regard to:Faculty developmentClassroom methodologyWhat they require of studentsHow they treat students (list 4)
Spellings Commission Recommendations Recommended that America’s colleges
and universities: – embrace a culture of continuous innovation
and quality improvement– develop new pedagogies, curricula and
technologies to improve learning, particularly in the areas of science and mathematics
– develop a national strategy for lifelong learning designed to keep our citizens and our nation at the forefront of the knowledge revolution
“The knowledge revolution –
refers to a global-scale paradigm shift ……. that is about a fundamental socioeconomic change
from adding value by producing things which is, ultimately limited, to adding value by creating
and using knowledge which can grow indefinitely. The nature of the final form of the revolution is not yet known, but it will be very
different from the industrial society from which it emerged. “
http://en.wikipedia.org/wiki/Knowledge_Revolution
Many Saw It Coming….The main part of intellectual education is not
the acquisition of facts but learning how to make facts live. Oliver Wendell Holmes, Jr. (1835-1941)
The only person who is educated is the one who has learned how to learn and change. Carl Rogers (1902-87)
Saw it coming……“The principle goal of education is to create
men who are capable of doing new things, not simply of repeating what other generations have done -- men who are creative, inventive and discoverers.” Jean Piaget (1896-1980)
“We live in a moment of history where change is so speeded up that we begin to see the present only when it is already disappearing” R. D. Laing (Scottish Psychologist, 1927-1989)
Teaching Has Changed
Students today are being taught by “content specialists” in a day when all possible content is on the internet.
“Sheer information is no longer a major piece of the value-added of higher education.”
Elizabeth Renker, The Origins of American Literature Studies: An Institutional History, 2007.
Top Ten Skills for the Future
Influencing people, including effective salesmanship and leadership.
Gathering information through various media and keeping it organized.
Using quantitative tools, e.g., statistics, graphs, or spreadsheets.
Asking and answering the right questions, evaluating information, and applying knowledge.
Solving problems, including identifying problems, developing possible solutions, and launching solutions.
The Futurist Update (Vol. 5, No. 2), an e-newsletter from the World Future Society, quotes Bill Coplin on the “ten things employers want [young people] to learn in college”
Top Ten Skills…..Work ethic, including self-motivation
and time management.Physical skills, e.g., maintaining
one's health and good appearance.Verbal (oral) communication,
including one-on-one and in a groupWritten communication, including
editing and proofing one's work.Working directly with people,
relationship building, and team work.
The Futurist Update (Vol. 5, No. 2), an e-newsletter from the World Future Society, quotes Bill Coplin on the “ten things employers want [young people] to learn in college”
What Some Colleges Are Doing1. Better Orientation (mandatory
- students don’t do optional) A detailed orientation - never online An orientation to placement testing
Explain types of questions. The better you do, the further you go into the test. A score in math from 43 to 55 means you will have
to take 3 developmental math classes and will keep you out of your major courses for 4 semesters.
Now – would you like to practice? Would you like to attend a
refresher session on math? Effective orientation to distance
education
What Colleges are Doing
2.Support activitiesa) Offer supplemental instruction, service learning
opportunities, tutoring, and study groups. b) Create a series of success workshops
(offered through the tutoring center, library or student success center) and require students attend a set number of them as part of their grade.
c) Create learning communities or linked classes. d) Implement an Early Alert System to ensure that
struggling students get help not just a warning.
Colleges, cont.3. Curriculum and pedagogy
Focus on developmental and gatekeeper/gateway courses
a) Make instruction more related to real life experiences.
b) Use techniques such as active/collaborative learning, mini learning communities in the class, and computer-assisted labs.
c) Focus on strengths rather than deficits
Curriculum and Pedagogy, cont.
d) Establish learning competencies and share them with students.
e) Allow retesting in courses with sequential content so students can master it. When students fail the first test in math – why do we let them go on?
f) Institute “class conferencing” in classes – instructors meet with students individually on a regular basis.
Curriculum and Pedagogy, cont.
g) Creating common learning outcomes, syllabi and exit exams to make sure all are mastering the same content
h) Use grading rubrics for all assignments and give students a copy beforehand (know what’s expected.)
Issues with Gateway CoursesProgram faculty have a sense of
responsibility for all their majors – getting them through the curriculum – a set of courses to obtain the credential.
Gateway faculty teach the one/two course(s) and never see the students again. Often see themselves as responsible for just their course.
Students come to us today needing to learn process and application skills.
Connections How do we take students’ current skills, attitudes
and behaviors and move them toward the threshold of where we want them to be?
How can you connect “college skills or good student skills” to the content of your course?
What skills are most critical to being a “master student?”
How many times do we emphasize a skill before it becomes a habit for students
Best place – general education core (gatekeeper) This will take collaboration among all the faculty
and student services staff.
What Colleges are Trying4. Faculty development
a) Offer professional development for faculty who teach gatekeeper courses.
b) Let the faculty with great success teach these workshops.
1) Focus on retention techniques, improving academic skills and student engagement
2) Reading apprenticeship5. Working on Policy Changea) Look at each policy in light of its impact on
student success. Determine what policies we should have and don’t.
Colleges Trying, cont.6. Next StepsFaculty across disciplines work together toincrease the basic skills.
1) How do the paralegal faculty teach students to become better writers?
2) How do the culinary faculty improve computational skills?
3) How do the Nursing faculty improve critical thinking skills in students
4) Communication between gen ed faculty and program faculty
Things to Keep in Mind When students exit your course with
deficiencies – they enter someone else’s course with them – we are passing the deficient student along for someone else to deal with.
Developmental faculty teach students the basic skills based of the content of the course – such as writing in ENG 090 - and ENG 111 faculty improve those skills then pass them along to the programs.
Program faculty should say “thank you very much, we’ll take it from here” - then continuously and in every course, reinforce those skills.
Students Don’t Do OptionalWe know better than they do what they needWe shouldn’t let them out without the skills we
believe they should haveWe need to take an inventory as to what those
skills should be in this day and time If we believe they need orientation – make
them go If we believe they need developmental courses
immediately and shouldn’t take college level course until they do – make them take them
Education is Rooted in History We hold on to past methods and strategies Higher education in America was based on the
German University With the exception of some added technology,
classrooms haven’t changed much But …. students have changed dramatically Expectations of employers and society has
changed Used to say “Give us an education person and we
can train them.” They still say that but “educated” means something different.
Knowledge and practice changes daily
Looking Ahead --- Quote
I am entirely certain that twenty years from now we will look back at education as it is practiced in most schools today and wonder that we could have tolerated anything so primitive.John W. Gardner (1921 --)
When will we bite the bullet and do what is good for students?Things that are best for them:They should all receive a credential
of some sort To do that they have to make regular
progress Take placement tests and make up their
deficiencies We are doing them no favor letting them
in and setting them up to fail
Two most common enrollment patterns of community college students
1……….0……….
1= attend fulltime0= attend part-time. = term of no enrollment
Unemployment and Weekly Earnings by Education Level
Our own faculty and staff have to believe that there is value in retaining students….. And more importantly – there is true value in receiving the associates degree
They transfer and intend to get the BA/BS… but do they?
Institution Name
Graduation rate total
cohort 2010
Graduation rate total
cohort 2009
Graduation rate total
cohort 2008
Graduation rate total
cohort 2007
California State University-Los Angeles 37 34 31 31
California State University-Northridge 48 44 41 41
University of California-Los Angeles 90 89 89 90
We Have to Pay Attention to Cost
We have done a cost study several years where we are able to determine the instructional costs per credit hour generated by course
Course DisciplineCost per credit hour in 2008-9
Cost per credit hour in 2009-10
Social Sciences $38.46 $44.02Communications $58.02 $54.64
English or Humanities $41.59 $42.53
Math $37.28 $39.60Science $42.66 $44.74Spanish $41.04 $38.57Music $63.82 $56.70
Art $56.05 $54.69
Computer Information Systems $49.16 $48.35
We Looked at Entire Degree Programs
• These represent the ideal pathway for prepared students
• They enter, take general education courses and then advance to the program courses
• They graduate in 2-4 years• But is that really what happens
Accounting (A25100) Program Requirements
2008-09
CourseHour
s
Cost per Credit Hour
Total Cost
FTE repay
required courses
$100.84
ACC120 4 $60.95 $243.80 $403.36
ACC121 4 $60.95 $243.80 $403.36
ACC129 3 $60.95 $182.85 $302.52
ACC130 3 $60.95 $182.85 $302.52
ACC149 2 $60.95 $121.90 $201.68
ACC150 2 $60.95 $121.90 $201.68
ACC220 4 $60.95 $243.80 $403.36
ACC221 4 $60.95 $243.80 $403.36
ACC225 3 $60.95 $182.85 $302.52
ACC240 3 $60.95 $182.85 $302.52
ACC269 3 $60.95 $182.85 $302.52
BUS115 3 $50.08 $150.24 $302.52
BUS121 3 $60.95 $182.85 $302.52
BUS225 3 $60.95 $182.85 $302.52
CIS110 3 $49.16 $147.48 $302.52
ECO251 3 $49.86 $149.58 $302.52
technical electives
ACC140 2 $60.95 $121.90 $201.68
COE112 2 $60.95 $121.90 $201.68
Gen Ed
ECO252 3 $49.86 $149.58 $302.52
ENG 111 3 $41.59 $124.77 $302.52
ENG 114 3 $41.59 $124.77 $302.52
MAT 161 3 $37.28 $111.84 $302.52
COM 231 3 $58.02 $174.06 $302.52
HUM 3 $41.59 $124.77 $302.52
Total 72 $3,999.90$7,260.4
8
Cost to CPCC profit$3,260.
58
Surgical Technology (A45740) Program Requirements
2009-2010
Course hrs Cost/hr Total Cost FTE repay
required courses $99.77
SUR 110 3 $232.70 $698.11 $299.31
SUR 111 7 $232.70 $1,628.93 $698.39
SUR 122 6 $232.70 $1,396.22 $598.62
SUR 123 7 $232.70 $1,628.93 $698.39
SUR 134 5 $232.70 $1,163.52 $498.85
SUR 135 4 $232.70 $930.82 $399.08
SUR 137 1 $232.70 $232.70 $99.77
SUR 210 2 $232.70 $465.41 $199.54
SUR 211 2 $232.70 $465.41 $199.54
BIO 163 5 $44.74 $223.70 $498.85
BIO 175 3 $44.74 $134.22 $299.31
Gen Ed
ENG 111 3 $42.53 $127.59 $299.31
ENG 112 3 $42.53 $127.59 $299.31
COM 110 3 54.64 $163.92 $299.31
ECO 151 3 $56.25 $168.75 $299.31
CIS 111 3 48.35 $145.05 $299.31
MAT 121 3 $39.60 $118.80 $299.31
PSY 150 3 44.02 $132.06 $299.31
HUM 3 $42.53 $127.59 $299.31
BUS 137 3 $67.65 $202.95 $299.31
Total 72 $10,282.26 $7,183.44
Cost to CPCC loss($3,098.8
2)
Factors Making the Greatest Difference• Class size – the larger the classes, the lower
the cost per credit hour• Tenure of faculty – faculty salaries go up the
longer they remain at the college• Equipment needs – high equipment/supply
cost pushes up the cost• Newness of the program – start-up costs are
huge for some programs and they incur all the costs in the first few years – then it evens out
We participated in a cost study with CCRC looking at student pathways• All first-time in college students who entered
in the Fall 2005 – tracked for five years. • They were able to look at the cost of all
courses taken by each student at the college over that five year period.
• Each course was individually costed out by credit hour generated.
• They were able to look at the pathway the student had taken.
What is a Student Pathway?• What route do they take through your
institution?• Do they commit early, stop out, drop out,
repeat multiple courses, leave with 21 hours and transfer, spend three years in developmental???
• Do they ever complete a credential?• JBL and CCRC through Completion by Design
have the most complete longitudinal data set for community colleges – it includes course CIP codes, GEO codes and transfer data on all students.
Definitions, cont.• A developmental student – all who tested into
developmental• A college-ready student – all students who did not have
to take developmental• LAS major – Liberal Arts and Sciences declared majors• Business major – business declared majors• Allied health major – all students declared in health
programs• LAS concentrator – Liberal Arts and Sciences majors
who accumulated at least 9 hours in the major discipline• CTE concentrator – career and technical education
majors who accumulated at least 9 hours in the major discipline
• Non-concentrator – all program majors who did not accumulated at least 9 hours in the major discipline• The concentrator is a persistent student making progress
Pathway Costs (PC) for Sub-groups
Source: Belfield & Crosta (2012)
But How About Cost per Completer?• This measures the cost of completions based on the actual
student history at your college. Completion is the outcome.
• Each pathway was weighted according to whether the student completed - got an associate degree, certificate, or transferred with a certain number of credits
• The highest value was given to associates degree completers, partial credit for transferring with a certain number of credits
• Zero weight for students who drop out, are still enrolled after 5 years without an award, or who transfer to get the same award at a different institution
• Outcomes are expressed in terms of completions or AA degree equivalents per cohort
How Much is it Costing CPCC per Completer?
• Again we are looking at the following cohorts:• All developmental students• All college ready students• All liberal arts and sciences majors• All business majors• All allied health majors• All liberal arts and science concentrators• All career and technical education concentrators• All non-concentrators
• We are looking at all the costs associate with the courses taken over five years for everyone in the cohort divided by the number of completers in that cohort
Program Costs for Outcome-adjusted Associates Degrees
Source: Belfield & Crosta (2012)
A Quick Comparison for CPCC
Cost per Student
Cost per Completion
Developmental Students
$2,290 $17,690
College ready students $2,760 $10,850
LAS major $2,280 $17,290
Business major $2,520 $20,590
Allied Health major $3,510 $18,120
LAS concentrator $3,230 $13,930
CTE concentrator $5,040 $19,650
Non-concentrator $1,500 $41,850
The swirling non-concentrator student costs the least per student to educate while at the college but more than twice the cost per completion when com
pared to any other group.
The Point of Knowing This
Can we intervene?At what point can students be
redirected? Is there a pattern we can discern?
What About Pierce StudentsIn Fall 2006, approximately 3,000
new students begin their higher education career
48% are female75% are under 20 years oldOver 1/3 are LatinoOver 75% are LAUSD graduates
from the previous year
For every 100 of those students in fall 2006 9 were gone before the end of that term (dropped out) 67 came back in spring 2007 55 came back in fall 2007 41 were still enrolled at the end of two years 5 earned certificates or degrees by the end of the 3rd
year
So where are they? 22 are still enrolled 2 are certified to transfer 61 are unaccounted for
Latino Students12.1 million Latino students in K-12By 2020, 1 of 4 children in schools will be
Latino In 2009, 73.4% of Latino seniors
graduated (+7.4% in 10 years)Of the 1.1 million projected to not
graduate from the class of 2012, 330,000 (27%) are projected to be Latino students
At Pierce: Success in many gatekeeper courses is about 20% lower for Latino students than majority students
Your policies and practices are set up to
deliver the exact results you are getting.
Your Last 10 Minute ExerciseWhen students walk out of Pierce
(as graduates) what do we want them to know, do, appreciate, etc. (list 5)
How do we take students’ current skills, attitudes and behaviors (from list 2) and move them toward the threshold of where we want them to be?
When it come to your students…….have realistic expectations –
but have expectations
