Increasing Access Increasing Access Through TransferThrough Transfer

September 21-23, 2009September 21-23, 2009

The ChallengeThe Challenge

In a nutshellIn a nutshell

Less than 70% of minority students persist Less than 70% of minority students persist to the bachelor’s degree six years after to the bachelor’s degree six years after graduating from high school.graduating from high school.

Better than 60% of students obtaining the Better than 60% of students obtaining the associate degree persist through bachelor associate degree persist through bachelor degree attainment.degree attainment.

The following are major markets, grouped by the predicted The following are major markets, grouped by the predicted year in which each area will return to pre-recession job levels year in which each area will return to pre-recession job levels

2010 / 20112010 / 2011AustinAustin

San AntonioSan AntonioDallas-Fort WorthDallas-Fort Worth

Houston Houston

Kansas CityKansas City

Oklahoma CityOklahoma City

2012 / 20132012 / 2013

AtlantaAtlantaBaltimoreBaltimoreBostonBostonCharlotteCharlotteColumbusColumbusDenverDenverIndianapolisIndianapolisJacksonvilleJacksonvilleMemphisMemphis

BirminghamBirmingham

Las VegasLas Vegas

LouisvilleLouisville

Miami-Fort Miami-Fort LauderdaleLauderdale

Minneapolis-St. PaulMinneapolis-St. Paul

PittsburghPittsburgh

Portland, Ore.Portland, Ore.

Thirty-five states are projecting budget shortfalls Thirty-five states are projecting budget shortfalls of more than 10 percent in fiscal year 2010, of more than 10 percent in fiscal year 2010, (National Conference of State Legislators) (National Conference of State Legislators)

45 states are projecting a shortfall of at least 1 45 states are projecting a shortfall of at least 1 percent.  percent. 

State budgets will face gaps of at least $180-State budgets will face gaps of at least $180-billion for fiscal year 2011. billion for fiscal year 2011.

Stimulus funds helped to alleviate states' fiscal Stimulus funds helped to alleviate states' fiscal problems in 2009 (The Center on Budget and problems in 2009 (The Center on Budget and Policy Priorities )Policy Priorities )

Critical FactorsCritical Factors

Students Graduate From High School Students Graduate From High School At Different RatesAt Different Rates

* 4-Year Graduation Rates* 4-Year Graduation Rates

Source: Jay P. Greene and Greg Forster, “Public High School Graduation and College Readiness Rates in the United States,” Manhattan Institute for Policy Research, September 2003.

54%51%

79%

52%

72%

0%

100%

African American Asian Latino Native American White

High School Curriculum Intensity is a Strong High School Curriculum Intensity is a Strong Predictor of Bachelor’s Degree CompletionPredictor of Bachelor’s Degree Completion

82

9

0

20

40

60

80

100

Most Intense Curriculum Least Intense Curriculum

Per

cen

t o

f S

tud

ents

Co

mp

leti

ng

a

Bac

hel

or'

s D

egre

e

Source: Clifford Adelman, U.S. Department of Education, The Toolbox Revisited, 2006.

Curriculum quintiles are composites of English, math, science, foreign language, social studies, computer science, Advanced Placement, the highest level of math, remedial math and remedial English classes taken during high school.

SolutionsSolutions

ABC’s of Successful ProgramsABC’s of Successful Programs

Strong, concise articulation agreementStrong, concise articulation agreement

Commitment of key administratorsCommitment of key administrators

Established peer to peer faculty Established peer to peer faculty relationshipsrelationships

Periodic review and program assessment Periodic review and program assessment conferencesconferences

Will to overcome any and all obstaclesWill to overcome any and all obstacles

۩۩ Create rCreate reverse transfer agreementseverse transfer agreements

More Effective Institutions Will:More Effective Institutions Will:

Have an institutional focus on student retention and Have an institutional focus on student retention and outcomes, not just enrollment.outcomes, not just enrollment.

Have targeted support for underperforming students.Have targeted support for underperforming students.

Have well-designed, well-aligned, and proactive student Have well-designed, well-aligned, and proactive student support services.support services.

Have support for faculty development focused on Have support for faculty development focused on improving teaching.improving teaching.

Experiment with ways to improve the effectiveness of Experiment with ways to improve the effectiveness of instruction and support services.instruction and support services.

Use institutional research to track student outcomes and Use institutional research to track student outcomes and improve program impact.improve program impact.

Manage the institution in ways that promote systemic Manage the institution in ways that promote systemic improvement in student success.improvement in student success.

The Pell Institute Suggests That Major The Pell Institute Suggests That Major Gains Can Be Realized if Colleges:Gains Can Be Realized if Colleges:

Have educational innovations, including courses to help Have educational innovations, including courses to help students adjust to college life, and academic support students adjust to college life, and academic support through tutoring, group study, supplemental instruction, through tutoring, group study, supplemental instruction, and mastery of courses.and mastery of courses.

Have focus on retention and graduation rates, setting Have focus on retention and graduation rates, setting ambitious goals well beyond current performance.ambitious goals well beyond current performance.

Have intentional academic planning for students through Have intentional academic planning for students through “intrusive” advising, orientation courses, and academic “intrusive” advising, orientation courses, and academic reviews for students in trouble.reviews for students in trouble.

Provide small class sizesProvide small class sizes

Have special programs that provide advising and Have special programs that provide advising and academic support to students, especially those at academic support to students, especially those at academic risk.academic risk.

Have a dedicated faculty, most of whom teach full time Have a dedicated faculty, most of whom teach full time and are easily accessible to students.and are easily accessible to students.

““The significant problems The significant problems we face cannot be solved at we face cannot be solved at the same level of thinking the same level of thinking

we were at when we we were at when we created them.created them.

Einstein

Thank You!Thank You!Andrew C. Jones, Ed.DExecutive Vice Chancellor of Educational Affairs

acjones@dcccd.eduP: 214-378-1808 F: 214-378-1830