Implementing the Cherry Commission Recommendations Within Michigan’s Current Fiscal Climate A...
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![Page 1: Implementing the Cherry Commission Recommendations Within Michigan’s Current Fiscal Climate A Public Forum Presented by Western Michigan University’s Higher.](https://reader030.fdocuments.net/reader030/viewer/2022032521/56649d5e5503460f94a3e37c/html5/thumbnails/1.jpg)
Implementing the Cherry Commission RecommendationsWithin Michigan’s Current Fiscal Climate
A Public Forum Presented by Western Michigan University’s Higher Education Leadership PhD Students
Wednesday, December 7, 2005
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Implementing the Cherry Recommendations• Who we are:
– Doctoral students in WMU’s Higher Education Leadership program
– Members of EDLD 6890 “Advanced Policy Analysis and Enactment”
– Administrators, faculty, and professionals representing 12 different HE institutions across the state (see handout for complete information)
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Implementing the Cherry Recommendations• The “Charge”:
– To research the best practices, possible approaches, and potential supports and barriers to implementing the Cherry Commission Recommendations in public and private HE institutions in Michigan.
– To synthesize our best recommendations for moving forward toward the goals set by the commission.
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• The Context of This Presentation:– We addressed only those
recommendations that require direct action or collaboration by HE institutions – we stuck with what we can affect.
– We worked within the state’s current fiscal, legislative, and oversight structure – no “pie in the sky”!
– We started our work with respect for the commission’s work, and assumed that the recommendations were feasible.
Implementing the Cherry Recommendations
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Presentation Overview• The “State of the Policy” one
year later.
• Our research and recommendations for action– Preparation issues– Coordinated pathways through
postsecondary education leading to completion
– Community and economic impacts
• Open Discussion
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The State of the Policy –Accomplishments so far… • All Michigan students will take the
ACT as part of the state’s high school assessment program
• Credit Amnesty – Currently reviewing retention and completion issues; promoting “Return to Learn” for adults
• New Merit Scholarship proposed - students must complete at least two years of post secondary education to receive $4,000
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• $ 2 billion 21st Century Jobs Fund – signed into law Fall, 2005
• Credit transfer – Michigan Association of College Registrars and Admissions Officers (MACRAO) has created transfer/articulation agreements and initiated the creation of “transfer wizard”
The State of the Policy –Accomplishments so far…
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Our Framework from the HE Perspective
• Student Success is the goal
• Preparation + Coordinated Pathways Completion & student success
The recommendations we addressed fit within and around this framework
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Preparation
• High School Curriculum and ACT
• Dual Enrollment
• Developmental Education
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Dual Enrollment – The Issue• Also known as Credit Based
Transition
• In 2003-04, only 1.7% of all Michigan high school students took part in dual enrollment opportunities.
• When combined with the number of students enrolled in AP courses, only 7.2% of Michigan high school students participate in these Credit Based Transition programs.
• The Cherry Commission has set a goal of 50% participation by 2015.
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Dual Enrollment – The Findings
State Dual Enrollment Participation Rate
Total Dual Enrollment Participation
AP Participation
Total Participation
Washington
10% (% of eligible high school students) 4.91% (% of all high school students)
15,610 (03-04) +6% over previous year
2004 - 20,292
35,902 (11.3% of all high school students)
Minnesota 2.7 % (% of all high
school students)
7,713 (04-05) +4% over previous year
2004- 17,437 25,168 (9 % of all high school students
Utah 16.48% (% of all high school
students)
23,384 (03-04) +6.5% over the previous year
2004 - 14,068
37,452 (26.4% of all high school students)
Michigan 10.2% (% of eligible high
school students) 1.7% (% of
all high school
students)
9,002 (03-04) +5.6% over the previous year
2004 - 28,166
37,168 (7.2% of all high school students)
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Dual Enrollment –Recommendations
• The number of college courses offered at high schools or on-line should be maximized
• Tuition should be paid directly by the state with no conditions attached to the college or high school district and be a flat fee.
• When funding becomes available, Middle College High Schools should be developed on the campuses of the other 27 community colleges
• Admissions policies should be left to the individual postsecondary institutions.
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Developmental / Remedial EducationThe Issues• According to the Cherry Commission
68% (48,000) of Michigan's high school graduates are under-prepared for higher education.
• Proportionately the number for African Americans and Hispanics is even higher.
• This number does not include the “Return to Learn” students (estimated to be 1.5 million) who will likely require some type of remediation
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Developmental / Remedial EducationFindings
• Annual Cost of Developmental Education in Michigan:– Community Colleges: $65-$80 million
annually– Four Year Colleges: $17-$24 million
annually Mackinaw Center for Public Policy
• Over time, new high school curricular standards should mitigate the need for remedial education at the post-secondary level, HOWEVER,
• In order to meet the commission’s goals, ALL postsecondary institutions must address developmental and remedial education.
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Developmental & Remedial EducationRecommendations
• Key components of an effective Developmental Program include
1. Identification & Placement2. Delivery3. Evaluation & Assessment
• Benefits of Developmental / Remedial Education include – greater access, higher retention and higher completion rates.
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Coordinated Pathwaysthrough Higher Education
• Transfer and Articulation
• CC Baccalaureate
• University Centers
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Transfer and Articulation –The Issues• CCs serve as “stepping stone” to HE,
primarily because of cost. But new transfer trends go beyond CC to 4-year, and need to be supported.
• 42% of students enrolling in CCs express desire to earn 4-yr degree; transfer rates are only 22%.
• Significant barriers to transfer still exist.
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Transfer and Articulation – The Findings• MACRAO & Transfer Agreement 40 year
transfer agreement among participating public and private universities and colleges. Has taken on new vigor as a result of the commission’s work.
• Facilitates transfer from CC to 4-yr institutions, and transfer among 2-years and 4-years.
• Allows transferability of up to 30 credits to meet general education requirements of participating colleges.
• MACRAO member institutions are working to strengthen the Transfer Agreement.
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Transfer and Articulation – Recommendations• M-TENS: MACRAO Transfer
Equivalency Navigation System – centralized web-based system.
• One Michigan college or university will host the M-TENS site.
• State funding support is needed to purchase server, develop software, and maintain the system.
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Community College Baccalaureate Degrees – The Issues
• How to improve access to 4–year degrees in “critical needs” professions? In areas underserved by 4-year colleges and universities?
• One option is granting Community Colleges limited authorization to offer bachelors degree programs.
• States that offer CCB’s include Florida, Utah, Nevada, Arkansas, and Texas.– Others such as Arizona have
considered and rejected the idea
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Community College Baccalaureate – Findings
• The start-up costs of such programs are typically $1,000,000 to $2,000,000 per community college.
• The ongoing cost of CCB programs is considerably higher than a normal CC program.
• CC Presidents would prefer to partner with a four-year university to deliver BA degrees (2003 survey).
• Degree opportunities are already available in MI at suitable CC locations through partnerships with 4-year institutions.
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Community College Baccalaureate Recommendations
• IF the state wants to authorize CC baccalaureates, start with degrees having professional accreditation, since they are already accepted programs with strict standards (e.g., nursing).
• Authorize on a school-by-school basis.
• Require documented unmet student and employer demand to justify the need.
• Require periodic review and reauthorization as demands change.
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University Centers – The Issues• Access – Large geographic areas in
the state underserved by 4-year institutions.
• Access to 4-year institutions for adult learners and many poorer students is limited by distance, cost, and work responsibilities.
• Students express wish to finish their education where they start it.
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University Centers – The Findings• Multiple configurations bring 4-year
degrees to students through community colleges or independently run centers.
• Close geographic proximity.• Most programs fit personal time
schedules.• Usually a cost savings for the student.• Quality of programs is strong overall.• Studies have found:
* A high degree of student satisfaction.* Increased continuation of postsecondary education.* The elimination of obstacles preventing the continuation or completion of educationalprograms.
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University Centers – Recommendations
• Michigan’s universities and colleges (all independent of each other) must engage in collaboration.
• Based on a region/community’s needs, institutions must offer the programs they “do” best.
• Programs should address specific degree/certification needs of a region/community.
• State should provide incentives for University Center collaborations, rather than CC bachelors programs.
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Focusing on Completion – the Issues• Completion provides a big picture look at
student success, but the state has few mechanisms to assess long-term completion.
• Long-term trend nationally in completion rates steady since 1970’s – around 50%.
• The way that completion rates are calculated leaves MANY students uncounted and unaccounted for.
• Data driven decision-making can not be effective without complete and accurate information – how do we know when we have achieved the goals set by the commission?
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Completion – The Findings
• Parental education is the first step – “pushy parents” help their kids reach completion. They need accurate information.
• Retention is next step – Institutions must focus on first year experience and year to year retention strategies.
• Data tracking is critical – we must know where students go pre-K through 20 in order to complete the cycle of preparation and coordinated pathways.
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Develop a state-wide educational campaign that:
– Recognizes the critical role parents play in “pushing” high school students to pursue and attain a college degree.
– Helps parents understand the economic importance of college completion.
– Helps residents become better informed consumers regarding the actual costs, the programs to select, graduation rates, student support, and institutional strengths of schools in the state.
Completion – Recommendations
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Completion – Recommendations
• Institutions (2 and 4 year, public and private) share best practices on first-year experience and retention. No one loses when students are retained.
• Develop or buy a State-wide Integrated Data System (PreK-20).– Multiple measures are needed to
accurately assess completion rates and student success.
– An integrated data system would improve data tracking for all students, including part-time and transfer students.
• Currently, five states have integrated data systems that could provide models the state could fund and implement quickly.
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Strengthening Economic Development of MI through Higher Education – The Issues
• Job growth in the future will be in radically different areas from our past economy.– Post-secondary training required.– Higher skill set and knowledge
base needed.
• The link between post-secondary education and economic growth is well documented and needs to be fostered.
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Strengthening Economic Development of MI through Higher Education – Recommendations• Coordinated communication and subsequent
initiatives between:– Dept. of Labor & Economic Growth– Michigan Economic Development Corp.– Michigan Dept. of Education – Michigan Community College Association – President’s Council– Michigan Municipal League– Michigan Townships Association– Michigan Association of Counties
• Need an overarching “clearing house” for initiatives – many happening without the knowledge and input of other relevant “stakeholders” and potential partners.
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Concluding Recommendations• The State and HE institutions can work
collaboratively on key “levers” for maximizing the commission’s recommendations: preparation, student tracking, better information, and more communication are key levers.
• Dual enrollment expansion is possible, but needs a different funding model and more realistic goals.
• Preparation by HE institutions should include recognition of need to address remedial and developmental education. State should also support this necessity, especially at CCs, which are already overburdened.
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Concluding Recommendations
• Support for transfer and articulation should be a priority.
• MACRAO already working well on M-TENS, and should be further supported.
• University Centers are already in place and should be further expanded, instead of authorizing bachelors degrees at CCs.
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Concluding Recommendations• Completion should be supported
through state-wide, system-wide database.
• Educational campaign to parents in the state to help them be informed advocates for their children.
• Enhance retention strategies through sharing best practices within and across 2-year, 4-year, public, and private institutions.
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Concluding Recommendations• Identify and bring more stakeholders
into the dialog linking community and economic needs to HE programming.
• Invest in key “critical needs” educational areas and “critical processes” for maximum impact.
• Celebrate, publicize, and reward accomplishments.
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Thank You!
• Your comments and discussion are welcome!
• Also don’t forget to sign up to receive our final report.
• For more information, contact Dr. Andrea Beach: [email protected](269-387-1725)