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Conducting Research to Improve Equity in Higher...
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Conducting Research to Improve Equity in Higher Education Attainment
COLLEGE OF EDUCATION’S 10TH ANNUAL DEAN’S SYMPOSIUM ON INCREASING MOMENTUM FOR
POSTSECONDARY STUDENT SUCCESS FLORIDA STATE UNIVERSITY
SEPTEMBER 26, 2016
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Conducting Research to Improve Equity in Higher Education Attainment
Laura W. Perna
Executive Director, Penn AHEAD James S. Riepe Professor
@lauraperna1
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Why Do We Need to Improve Equity in Higher Education
Attainment?
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Improving Higher Education Attainment Is One of the Most Important Issues of Our Time
Aninvestmentinknowledgepaysthebestinterest.BenjaminFranklin
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Higher Education is Increasingly Important to Individual AND Societal Well-Being
Source: Carnevale, A., Smith, N., & Strohl, J. (2010). Help wanted. Washington, DC: Georgetown Center for Workforce and the Economy.
Salaries Increase with Educational Attainment
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Available Jobs in the U.S. Increasingly Require Postsecondary Education
Source: Carnevale, A., Smith, N., & Strohl, J. (2013). Recovery: Job growth and education requirements through 2020. Washington, DC: Georgetown Center on Education and the Workforce .
72%
16%
44%
29%
41%32%
36% 35%
NomorethanHighSchool Bachelor'sormore
1973 1992 2010 2020
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Higher Education Attainment in U.S. Has Fallen Behind Other Nations
Percent of 25 to 34 year olds with a type a tertiary degree: 2000 and 2012
Source: Cahalan, M. & Perna, L. W. (2015). Indicators of Higher Education Equity in the United States. The Pell Institute and Penn AHEAD.
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The U.S. Cannot Achieve Required Attainment Without Closing Gaps
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What are Gaps in Attainment?
15% 22%
37%
60%
Lowest quartile Second quartile Third quartile Highest quartile SocioeconomicStatus
Source: Cahalan, M., Perna, L.W., Yamashita, M., Ruiz, R., & Franklin, K. (2016). Indicators of Higher Education Equity in the United States. Washington, DC: The Pell Institute and Penn AHEAD.
Bachelor’s Degree Attainment of 2002 10th Graders by 2012
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College Enrollment Rates Increase with Family Income
Source: Baum, S., Ma, J., & Payea, K. (2013). Education Pays. Washington, DC: College Board.
Postsecondary Enrollment Rates of Recent High School Graduates by Family Income, 1987 to 2012
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Among Those Who Enroll: Completion Rates Increase With Family Income
6
26
35
44
58
52
38
31
27
20
0% 20% 40% 60% 80% 100%
Independent
LowestquarCle
2ndquarCle
3rdquarCle
HighestquarCle
Bachelor's Associate's CerCficate Enrolled Notenrolled
Source: Baum, S., Ma, J., & Payea, K. (2013). Education Pays. Washington, DC: College Board.
Outcomes by Family Income Five Years After First Enrolling, 2003-04
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Educational Attainment Varies by Race / Ethnicity
54%
34%
18%
10%
60%
40%
23%
15%
Asians Whites Blacks Hispanics
2000 2012
Source: National Center for Education Statistics (2013). Digest of Education Statistics. Washington, DC: Author.
Percentage of adults age 25 to 29 with at least a bachelor’s degree, 2012
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Educational Attainment is Lower for Men than Women Regardless of Racial / Ethnic Group
55%
36%
19% 12%
64%
44%
27%
17%
Asian White Black Hispanic
Male Female
Source: Census Bureau, Quick Facts, 2009-2013.
Percentage of adults age 25 to 29 with at least a bachelor’s degree, 2012
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The Racial/Ethnic Diversity of The U.S. Population Is Increasing
Source: WICHE (2012). Knocking on the college door. Boulder, CO: Author.
White
Hispanic
Black
Asian American Indian
Composition of U.S. Public High School Graduates, by Race/Ethnicity, 2008-09 (Actual) and 2009-10 to 2027-28 (Projected)
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As Is The Composition of Public High School Graduates in Florida
53% 47% 42%
23% 27% 32%
21% 21% 21%
3% 4% 5%
2008-09 (actual) 2014-15 (projected) 2019-20 (projected)
Asian
Black
Hispanic
White
Source: WICHE (2012). Knocking on the College Door.
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What Do We Know From Research
About How to Improve Equity in Higher Education
Attainment?
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Educational Attainment is a Longitudinal Process
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College Enrollment Decisions: Students Weigh the Benefits and Costs
Source: Derived from Perna, L. W. (2006). Studying college choice: A proposed conceptual model. In J. C. Smart (Ed.), Higher Education: Handbook of theory and research, Vol. XXI .
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Factors That Influence Benefit-Cost Calculations
Source: Derived from Perna, L. W. (2006). Studying college choice: A proposed conceptual model. In J. C. Smart (Ed.), Higher Education: Handbook of theory and research, Vol. XXI (pp. 99-157). Springer.
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Improving Higher Education Attainment Requires Attention to the Context
Source: Derived from Perna, L. W. (2006). Studying college choice: A proposed conceptual model. In J. C. Smart (Ed.), Higher Education: Handbook of theory and research, Vol. XXI (pp. 99-157). Springer.
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ToImproveEquity:AddresstheSystemicandStructuralBarriers
ThatLimitOpportunityandOutcomes
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How Do We Conduct Research to Inform
Policy and Practice?
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What Does a Program of Research on Equity in Attainment Look Like?
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An Evolving Program of Research on Improving Equity in Higher Education Attainment
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One Example: The Role of State Policy In Closing Gaps in Attainment
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Context Matters: Educational Attainment Varies By State
-5%
5%
15%
25%
35%
45%
55% M
assa
chus
etts
C
onne
ctic
ut
New
Ham
pshi
re
Col
orad
o N
orth
Dak
ota
Min
neso
ta
New
Jer
sey
Mar
ylan
d N
ew Y
ork
Verm
ont
Virg
inia
H
awai
i W
ashi
ngto
n R
hode
Isla
nd
Illin
ois
Kan
sas
Neb
rask
a U
tah
Sout
h D
akot
a Io
wa
Cal
iforn
ia
Ore
gon
Wis
cons
in
Penn
sylv
ania
U
S M
onta
na
Del
awar
e N
orth
Car
olin
a M
aine
Fl
orid
a A
lask
a G
eorg
ia
Wyo
min
g M
ichi
gan
Mis
sour
i O
hio
Idah
o So
uth
Car
olin
a A
rizon
a N
ew M
exic
o In
dian
a Te
xas
Ala
bam
a O
klah
oma
Tenn
esse
e N
evad
a M
issi
ssip
pi
Ken
tuck
y Lo
uisi
ana
Ark
ansa
s W
est V
irgin
ia
% Adults with College Degrees (2008)
Annual % Increase Needed to Meet 55% Goal by 2020
Georgia National Average
Illinois
Texas
Washington Maryland
Florida
Source: Kelly (2010)
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What Did We Do?
• Georgia• Illinois• Maryland• Texas• Washington
States
• Documents• Reports• ExisCngdata• Interviews
DataSources• Casestudyreports
• Cross-caseanalysis
Products
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Perspec7ve GA IL WA TX MD
StateHigherEducaConLeaders 18 13 22 9 14
StatePoliCcalLeaders 4 5 8 10 4
InsCtuConalLeaders 6 6 8 8 4
K-12andP-16/P-20EducaConLeaders 4 1 2 1 1
Business/Research/PhilanthropicLeaders 1 1 4 2 1
Others 3 3 4 4 1
TOTAL 36 29 48 34 25
WhoDidWeInterview?
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Varying Demographics
State %Blacks
%Hispanics ProjectedGrowthHispanicH.S.Grads2005-
2022
Georgia 29.6 8.3 711%
Maryland 28.7 7.2 372%
Total–U.S. 12.1 15.8 88%
Illinois 14.4 15.3 70%
Texas 11.2 36.9 79%
Washington 3.3 10.3 152%
Racial/EthnicDiversityofthePopula7on:2009
U.S.CensusBureau,TableC03002,“HispanicorLa7nooriginbyrace,”universe:totalpopula7on;dataset:2009AmericanCommunitySurvey,h[p://fac\inder.census.gov,accessedOct.1,2010;WesternInterstateHigherEduca7onCommission,KnockingattheCollegeDoor,datafiles,h[p://www.wiche.edu/knocking/data,accessedDec.1,2009.
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Varying Systems of Higher Education
State Public4-year
Public2-year
PrivateNFP PrivateFor-Profit
Illinois 15% 60% 13% 12%
Texas 30% 55% 6% 9%
Washington 38% 51% 7% 4%
Maryland 36% 49% 9% 6%
Total–U.S. 31% 44% 13% 12%
Georgia 41% 37% 10% 12%
Distribu7onofTotal12-monthUnduplicatedUndergraduateHeadcountbySector:2008-09
Source:IntegratedPostsecondaryEducaConDataSystem(IPEDS).2009enrollmentsurvey.hdp://nces.ed.gov/ipeds/datacenter/login.aspx
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Findings from The Attainment Agenda: Five Unique State Stories
• Perpetuating Disparity Georgia
• A Story of Decline Illinois
• Much Accomplished, Much at Stake Maryland
• Hard Choices Ahead Texas
• State Policy Leadership Vacuum Washington
Source: Perna, L.W. & Finney, J.E. (2014). The Attainment Agenda: State Policy Leadership for Higher Education. Baltimore, MD: Johns Hopkins University Press.
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Emergent Conceptual Model: How State Policy Influences Attainment
Source: Perna, L.W. & Finney, J.E. (2014). The Attainment Agenda: State Policy Leadership for Higher Education. Baltimore, MD: Johns Hopkins University Press. .
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How State Policy Influences Attainment: Three Categories of Policies
Source: Perna & Finney (2014).
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Another Example: Massive Open Online Courses (MOOCs)
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Our Study: 16 Penn Coursera Courses Offered Between June 2012 and July 2013
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0
20000
40000
60000
80000
100000
120000
ParCcipantsbyCourse
Users
Registrants
Starters
AcCveUsers
Persisters
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“Sequential Flow” As Measured as Share of Registrants Accessing at Least One Lecture in Each Course Module
0%
10%
20%
30%
40%
50%
60%
70%
Module1 Module2 Module3 Module4 Module5 Module6 Module7 Module8 Module9Module10Module11Module12
AxisTitle
ADHD
Calculus
Cardiac
Design
GamificaCon
HealthPolicy
MicroEcon
ModPo
Myth
Networks
RaConing
Vaccines
Music
Source:Perna,L.W.,Ruby,A.,Boruch,R.,Wang,N.,Scull,J.,Ahmad,S.,&Evans,C.(2014).MovingthroughMOOCs.Educa9onalResearcher,43,421-432
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A Third Example: College Promise Programs
Many emerging initiatives nationwide Place-based scholarship programs • Kalamazoo Promise State-based free-tuition programs • Tennessee Promise Other programs with promise label
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“Promise” Program vs. “Student Financial Aid” Program
108 “Promise” Programs
308 State-Sponsored Aid Programs
Other Scholarship
Program 30 3
Source:Perna,L.W.,Leigh,E.,&Ruiz,R.(2016,June).Growth,scopeandimpactofcollegepromiseprograms.KeynotepresentaContoConferenceonDesigningSustainableFundingforCollegePromiseIniCaCves,EducaConalTesCngService,Princeton,NJ.
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Many Remaining Questions About College Promise Programs
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How Do We Conduct Research to Inform
Policy and Practice?
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Value of Multiple Theoretical Perspectives and Methodological Approaches
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Connecting Research and Policy / Practice: An Iterative and Reciprocal Process
Policy/PracCceResearch
Source:Perna,L.W.(2016,January).Connec9ngresearchandstatepolicy:Implica9onsforacademicresearchersandintermediaryorganiza9ons.Indianapolis,IN:LuminaFoundaCon,LuminaIssuePapers.
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Mechanisms for Promoting Connections
Association for the Study of Higher Education (ASHE) Collaborations • Council of Independent Colleges • NAFSA: International Educators • National Association for Student Financial Aid Administrators • Pell Institute for the Study of Opportunity in Education • Western Interstate Commission on Higher Education Financial support from: William T. Grant Foundation
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Many Pieces in Conducting Research to Inform Policy and Practice that Improves Equity
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Improving Equity in Higher Education Opportunity and Outcomes
Must Be A Priority of Policy, Practice, and Research
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Contact Us: —
Laura W. Perna University of Pennsylvania
Alliance for Higher Education and Democracy
@PennAHEAD @lauraperna1