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.