Post on 09-Jun-2022
Javier E. Espinales, CST, M.Ed.
Low Graduation Rate vs Default Rates Accreditors
Institutional
Programmatic - CAAHEP
Students Instructors
Low Graduation Rate vs Default Rates
The Government and the Department of Education are concerned.
Students that withdrew still had a debt owed with nothing to show for it.
2010 Senate investigated 30 for-profit colleges.
Federal financial aid over nine years doubled from 12.2% to 24.8%
$5.4 billion to $32.2 billion in 2010. Drop out rates are:
For-profit 50% - 70% vs 31% public colleges & universities
Degree sought, level of institution,
degree completed, and time to degreeTotal (%) Public (%) Private not-for-profit (%) Private for-profit (%)
Degree- or certificate-seekers attending
2-year institutions and completing a
degree or certificate
Graduation rate within 100% of normal
program completion time
Graduation rate within 150% of normal
program completion time
Graduation rate within 200% of normal
program completion time
17.9 11.9 38.6 36.4
31.2 22 52.7 60.2
36.6 28.1 58.5 63.3
Regional Accreditation - six Middle State Association of Colleges & Schools
▪ MSACS
New England Association of Schools & Colleges▪ NEASC
North Central of Colleges & Schools▪ NCCS
Northwest Association of Colleges & Schools▪ NACS
Southern Association of Colleges & Schools▪ SACS
Western Association of Schools & Colleges▪ WASC
National Accreditation - nine
Accrediting Commission of Career Schools and Colleges (ACCSC)
Accrediting Council for Continuing Education and Training (ACCET)
Accrediting Council for Independent Colleges and Schools (ACICS)
Association for Biblical Higher Education (ABHE)
Association of Advanced Rabbinical and Talmudic Schools (AARTS)
Council on Occupational Education (COE) Distance Education Training Council (DETC) National Accrediting Commission of Career
Arts and Sciences (NACCAS) Transnational Association of Christian
Colleges and Schools (TRACS)
State Regulatory Agencies Exp. Texas Workforce Commission (TWC)
Specialized Accreditation Known as programmatic accreditation
American Medical Association (AMA)
American Dental Association (ADA)
National League Nursing (NLN)
Accrediting Bureau of Health Education Schools (ABHES)
C0mmission on Accreditation of Allied Health Education Programs (CAAHEP)
Many regional, national and state accreditors want a retention from 65% – 69%.
CAAHEP – 70%
Intrinsic Needs Why does the student enroll into classes?▪ Learn a skill▪ Be competent in an area▪ Acquire another set of skills▪ Perfect a skill▪ Succeed and do well▪ Feel involved and interact with people
Satisfying these initial needs meets the goals for some.
You still need to teach the soft skills.
Extrinsic Needs Maslow Hierarchy ▪ Basic: Psychological and survival▪ Safety : Home & campus ▪ Belongingness : Acceptance and appreciation▪ Ego-status: Gain status within the group▪ Self-actualization: Driven to accomplish goals and
works within himself 0r herself. Becomes self-directed in their motivation
The students extrinsic needs to be met in order to move from extrinsic to intrinsic motivation.
Fear of College The 18 – 20 y/o’s
▪ Social failure in college – fitting in.
▪ Biggest issues for some lack of maturity & life experience.
Nontraditional students
▪ Maturity on their side
▪ Out of school for awhile.
▪ Career change.
▪ Life issues
Age Average age career college students 28 y/o
Younger students bring a limited life experience & immaturity
Older students bring vast knowledge of life experience & maturity
Younger students can be considered no nothing vs older students as know it all's.
You are not a baby sitter.
They both seek career guidance.
Cultural Diversity
They come from many ethnic cultures, backgrounds and behaviors
Some come with English language deficiencies
Develop strategies in handling the different personalities.
Use your college resources to help the student be successful in class.
Support Systems
External support
▪ Family and friends
Internal support
▪ College
▪ Instructors
Student Frustrations
Fall into four categories
▪ 1. Impersonal problems
▪Parking too far or public transportation
▪Offer solutions
▪Some campus services offer bus passes.
2. People
▪ Financial Aid Office
▪ Admissions Office
▪ Counseling or Student Affairs
▪ Classmates
▪ Attend to their complaints immediately
▪ The students should see you as a neutral party
▪ Maintain control of the situation
3. Rules
▪ Adult learners tend to question the rules
▪ Need to make sense
▪ No control of college rules but you have control of classroom rules.
▪ Attend to the students complaint immediately
4. Limitations
▪ Number of books
▪ Computer availability
▪ Few lab supplies
▪ Student break rooms
▪ Vending machine selection
▪ Smoking areas
▪ Restroom issues
▪ Ensure books and lab supplies are available
▪ Schedule the computer room
▪ Administrators attend to the student life issues
Disabilities
Range from physical disabilities to those with cognitive disabilities.
Physical disabilities can participate with certain environmental changes to the campus.
Cognitive disabilities can range from learning disabilities such as
▪ Reading – Dyslexia
▪ Writing – Dysgraphia
▪ Computation - Dyscalculia
Disabilities (cont.)
In the last 10 – 15 years many students that have had support from their high schools.
They will be able to tell you what modification and adaptations work best for them.
For those that did not have the support federal law was pass to provide an Individual Educational Plan
Set the Stage for Learning
Physical comfort
Security
Acceptance
Self-respect
The Road to Success
Tell them how to succeed in the course
Help students set goals
Hold high but realistic expectations for your students
Recognition and rewards
Avoid intense competition
Motivation
Offering expertise
Having empathy
Show enthusiasm
Demonstrate clarity
Diversified the class to the needs of the students
Personalized in a manner that recognizes the student as an individual
Motivation through Retention
Semantic
▪ Long term memory
▪ Learned over a life time
Episodic
▪ Things that happen in our lives
▪ 9/11
Moving from Episodic to Semantic
▪ Use mnemonic’s
▪ 12 Cranial Nerves
On Old Olympus' Towering Top A Fin And German Viewed Some Hop
▪Aorta vs Vena Cava – right side or left side
Both a-o-r-t-a and r-i-g-h-t have 5 letters;
V-e-n-a and c-a-v-a and l-e-f-t have 4 letters.
Motivating through Transference
Want the student to retain the material in long term memory.
Repeat at least 45 times and/or for 30 consecutive days.
Once the student gets comfortable they achieve an “Ah Ha” moment.
Be involved with your student.
Show you care.
Be proactive.
Be the magnet.
Cuseo, Joe, ( 2015), “The Big Picture”, Key Causes of Student Attrition & Key Components of a Comprehensive Student Retention Plan, Marymount College.
Editorial Board, (2014), Editorial: Bottom Line First, Students Second at Some For-Profit Colleges, St Louis Post-Dispatch.
Integrated Postsecondary Education Data System (IPEDS), (2010), Graduation Rates 200 component, U.S. Department of Education, National Center for Education Statistics.
Lewin, Tamar, (2010), Report finds Low Graduation Rapes at For-Profit Colleges, The NY Times.