Trends in College Readiness - NCAN 2015
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Presentation by Traci Kirtley and Stephen Smith at the NCAN Conference 2015.
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Trends in College Readiness - NCAN 2015
- 1. Trends in College Readiness Traci Kirtley & Stephen Smith
- 2. Presenters Traci Kirtley Chief Program Officer College Possible Stephen Smith President, Admissions and Advising Hobsons Trends in College Readiness 2 041
- 3. About us…
- 4. About College Possible We are idealistic leaders who believe the power of education, our students and our supporters can change the country. We coach low-income students toward college graduation and they prove, every day, that when college is possible anything is possible.,
- 5. About Hobsons Hobsons helps students identify their strengths, explore careers, create academic plans, match to best-fit educational opportunities, and finish what they start. Through our solutions, we enable thousands of educational institutions to improve college and career planning, admissions and enrolment management, student success and advising for millions of students around the globe. ,
- 6. The Challenges Facing Students Today
- 8. ELIGIBILITY Any student with a high school diploma is technically eligible for college READINESS Many students are not prepared academically, personally, or financially ELIGIBILITY READINESS The Readiness Gap
- 10. In Summary The challenges facing today’s students are many, they are real, and they are measurable
- 11. AProfile of Today’s Students
- 13. First Generation Students 32% 20% African American 23% Hispanic First Generation Students 2012 NCES data 24% First Generation AND Low Income As compared to 68% of non-first gen students 23% Will Earn a Bachelor Degree Grants typically leave students with $3600 to pay
- 14. 22% of students applied to 7 or more colleges NACAC 2012 66% of students will enroll in a postsecondary institution after high school NCES 2015 44% of undergraduate students are enrolled in community colleges NCES 2015
- 15. Top Strengths of the Class of 2015 Future Thinker Future thinkers love to think, are looking to the future, and think positively about what is possible, not impossible. Dependability Dependable personalities are trustworthy and work to keep promises made. Relating Relaters are good friends to others and they work to include others in their circle. Competing Competing personalities strive for first place, see many things in life as a game, and are competitive with each other
- 16. Trends in College Readiness
- 17. What is College Readiness? Academic preparation and skill development Non-cognitive skills College knowledge Financial readiness
- 19. Meet Josh
- 20. College fit How can students find their best postsecondary match?
- 22. Strengths Lead to Informed Decisions
- 23. Innovation in the College Search
- 24. The Importance of Fit early college knowledge self awareness informed search college fit + + =
- 25. College ReadinessTrend: State Mandated ILPs
- 29. ADelicate Balance… How can higher education fulfill its commitment to expanding access while ensuring that students are equipped to succeed? COMPLETION Success could mean different things for different students, so understanding intent is critical ACCESS All students should be aware of their post-secondary options and what it takes to succeed COMPLETIONACCESS
- 30. The Completion Challenge 37.9% full-time students at 4-year institutions completing a Bachelor’s degree in 4 years 58.3% full-time students at 4-year institutions completing a Bachelor’s degree in 6 years How can higher education institutions help their enrolled students finish what they start – on time?
- 31. FinancialAid An upper-income student is 10Xmore likely to earn a college degree than a low-income student.
- 34. In conclusion…
- 35. Student Success is Not Easy Students are facing obstacles regardless of their situation or their academic goals Who Am I? What do I care about?How can I prepare for higher education? Will I Succeed? How can I get to and through college? What is My Plan? How do I match my goals with my education? Where Should Go? What is the right school so I can reach my goals? How do I get in?
Notas del editor
- Traci
- Steve
- Steve – lead, Traci - color Post secondary training is important. Current high school and middle school students need to plan on continuing their education after they graduate from secondary school. They may not need a Bachelor’s degree or a Master’s to be successful, but it’s highly likely they will need some kind of postsecondary credential in order to succeed in the job market.
- Steve – lead, Traci – color commentary We clearly have a gap between students who are graduating from high school and those who are ready for college. In order to help students achieve their goals, we need to close the gap between students who are eligible for post-secondary education or a career path, and those who are ready to succeed We share a common goal with schools: we all want to ensure that students are ready to succeed in whatever path they choose by the time they leave 12th grade. Many states have begun implementing the Common Core in an effort to introduce consistent rigor and common standards to help students prepare for college and career. However, even if schools do the Common Core perfectly, the research shows that there are still areas of readiness that are critical for students to succeed. We’ll get into those more later, but those areas are: Belief in possibilities Non-cognitive skills such as time management and adapting to changing circumstances College Knowledge Taking ownership over learning
- Steve – lead, Traci – color (and discuss the value of college access programs to aid in college planning) This is the average student to counselor ratio in high school. This means that the average high school student spends 20 minutes or less PER YEAR talking with a counselor about their postsecondary plans. And many students in school right now do not have parents or family members who can help them plan for education beyond high school. Yet, school districts often cut counseling budgets when money is tight. In 2013, public school counselors spent an average of 24% of their time on college counseling. In comparison, private school counselors spent more than half their time in this area (NACAC State of College Admissions 2014). Thankfully we have college access programs in place to help students who desperately need assistance in preparing for college academically, socially, and with the college knowledge needed to get to and through college
- Steve – lead, Traci - color Today’s students are facing much different challenges in an evolving college culture. Students face pressure from home, at school, and from their friends to be prepared for the next step and to make the right decisions when it comes to college fit.
- Steve – content, Traci - color According to this study, students are being strategic about where they target their college search. The majority of students in the Naviance Class of 2015 applied to fewer than six schools. And a majority of these students only planned to apply to one to five four-year colleges. Students who applied to two-year colleges typically only applied to one college.
- Steve – Lead? 32% of students entering college are first-generation. Amongst these students, 20% are African American and 23% are Hispanic. 24% of first generation students entering college are both first generation and low income. These students are facing even more hurdles as typically grants are not meeting their full need. Less than a quarter of first-generation college students go on to earn a bachelor degree. There is a huge contrast to those who are non-first generation students. Financial, academic readiness, and personal/social factors all play into this.
- Steve – lead, Traci - color Almost a quarter of students apply to seven or more colleges. This is up from 9% at the turn of the century. The increase in ease of applying to colleges through technology, combined applications, etc along with the increased research tools available to students are likely to have contributed to this. Two thirds of students nationwide will enroll in some sort of postsecondary education directly after high school. Community colleges offer the flexibility that some students need. 44% of undergraduates in the US are enrolled either part time or full time in community college.
- Steve – lead, Traci – color Just this year, Hobsons took a look at the class of 2015 in Naviance. Through results in Gallup’s StrengthsExplorer, the class of 2015 showed some great leadership and interpersonal qualities.
- Steve – lead? Over the past decade, and even the past five years, the college readiness and search process has been evolving. States are starting to take more of a stake in preparing students for postsecondary opportunities; the college search has evolved to focus on how students can make the best fit not only academically, but in a social/emotional and personal way; and underrepresented students are making up more and more of the undergraduate population forcing a conversation on access and affordability. The topics we talk about today are certainly not the only topics trending in college readiness, but they are amongst topics at the center of conversation right now.
- Traci – Lead Steve – Color What is “readiness”? What determines readiness? Traci’s thoughts and background on this. I get nervous about the concept of “readiness” because it’s difficult to define, and we often end up backing into a definition by looking at who succeeded or failed in college, trying to identify some common characteristics of that group, and then defining the group that failed as “not college ready.” This absolves colleges of responsibility for student success. Readiness generally includes: Academic preparation and skill development Non-cognitive skills: hope and future orientation; ability to seek help; self-efficacy College knowledge, including both procedural (what’s a syllabus?) and in terms of identifying college characteristics and finding a ‘fit’ For us this definition must also include financial readiness: understanding the costs of college, making a plan for covering those costs, and finding a college that fits a student’s financial circumstances as well.
- Fit: Definitely a trend! You hear a lot about this in college admissions circles these days and sometimes it can feel like a luxury that only wealthier students can afford. But fit is critical for all students, and perhaps even more so for low-income students who are really going to need a place where they feel at home and have the support they need to be successful. Josh: David Douglas HS graduate and track star. Raised by a single mom and attending a school with one of the highest poverty rates in the state, his plan was to attend the local community college and then perhaps transfer to a state school. With a 3.93 GPA and a state championship in track, his coach thought he should aim a little higher. He’s now on campus at Harvard. You can tell he still doesn’t totally understand what this means, as he says, “I’ve heard it looks good on your resume.” That’s an extreme example, but I bet everyone in this room believes Josh is now on a completely different trajectory for his life than he would have been otherwise, and that Harvard clearly would never have been on his radar without the encouragement of a coach and other mentors who helped guide him. He says his coach helped him realize the potential he had.
- Steve – lead Traci – color Students are becoming savvy consumers when it comes to their college search. College fit no longer means waiting for students to accept YOU. It means finding the right college to fit the holistic needs of students – including their social and emotional needs, their academic needs, and their career and placement desires…all of this while making informed decisions in terms of affordability. College fit has become more and more of a focus as postsecondary institutions and offering more diverse opportunities such as online courses, study abroad opportunities, and hands-on career experiences. The focus on fit means that students are finding new ways to explore who they are and the types of institutions that are available to them. There are a few ways that we can help students be prepared to make an informed decision with their own college fit.
- Steve – lead, Traci – color How early is too early? For students, especially those who are first generation, it is important to begin to create a college-going culture as early as elementary school. We’re not suggesting that you enroll students in test-prep classes in kindergarten, but starting the conversation of careers and college will help students acclimate to the college-going culture early. Students can begin to play games where they learn about careers and engage in conversation with adults about the importance of attending college.
- Steve – lead, Traci – Color Along with starting early with college awareness, another way we see students making the right fit is by exploring their strengths. When students know who they are and the areas in which they excel, they are able to make informed decisions about colleges that best meet their needs, including those related to college majors. In Naviance, students use Gallup’s StrengthsExplorer to obtain a detailed report of their top strengths and how they can use them as they move through their student lifecycle.
- Steve – Lead, Traci – Color Aligned with the theme of increasing student engagement through more relevant and engaging content… Students are finding new ways to explore careers and college majors. Through resources like Roadtrip Nation, students find ways to find inspiration in people who look like them and have the same background as they do. For example, if I’m a student interested in accomplishing goals, and interested in the fields of education and journalism, I might be inspired by watching and learning about the experience of Soledad O’Brien, a CNN anchor or of Joel Klein, former Chancellor of NYC schools! These videos are wonderful tools for helping motivate students to chase down their passions in a very tangible way.
- Steve – lead, Traci - color With the right combination of research, preparation, and self-awareness, students can make informed decisions that lead them to the postsecondary experience that is right for them.
- Steve – lead NACAC and Hobsons recently conducted a study on state mandated ILPs for students. A majority of states – 31 of them – now have state-mandated individual learning plans for students. This number includes six additional states from a study just four years previous, and a 10-state increase since the first study in 2009. While most states with ILP mandates require plans for all students (those highlighted in purple), New Jersey is piloting the program with select schools and Texas only requires the plan for students who are at risk for not graduating.
- Steve – lead, Traci - color The elements of ILPs can range from grades and test scores to volunteer hour tracking. The study found that the most common elements of individual learning plans include: Progress toward high school graduation Completion of a high school plan of study/course plan Identification of career interests Participation in some sort of dual enrollment This is a change since 2009. The increased focus on dual enrollment is a newer trend, even since 2011. Also, the trend in the evolution of the ILP requirements seem to lean toward more detail (career interest identified, completion of college entrance exam, etc) instead of vague requirements (academic planner, goals, action plans, etc). The addition of financial plan, FAFSA completion, and postsecondary financial plans show a trend toward access and preparation for students.
- Steve – lead, Traci – color Right now, we are in an environment that expects higher education to be accessible to more and more students who may be less and less prepared for entry, let alone completion. How do we balance access with completion and ensure that students don’t just get TO college, but THROUGH college.
- Steve – lead, Traci – color [NOTE: Completion rates for 2-year colleges are more difficult to determine – many students do not enter and attend full-time, they may transfer to a 4-year institution without first completing a 2-year credential, etc. But using federal accountability definitions, meaning first-time, full-time students completing their program within 150% of expected time to graduate, the completion rate is about 22%] Some students leave for reasons a college can’t control, such as changes in family or personal circumstances. Others leave because they find that the institution where they enrolled isn’t a good fit for them academically or socially. They didn’t receive the level of information they needed during the recruitment and application process to know whether the college they selected was really the right place to help them achieve their educational or career goals. Or, they had difficulty feeling connected to the institution, which made it easier for them to leave.
- Traci – lead, Steve – color When we looked at data about non-completion among our students, we found many who were not completing college for “preventable” reasons: lack of connectedness, failure to complete processes, lack of help-seeking behavior. Based on that, we built college success programming intended to address those needs – to help students seek out campus connections immediately, clue them in to college systems and processes they’ll need to navigate, and encourage them in seeking help from the people and offices who can support them. We also modified high school programming to be more focused on preparing students for the challenges that we know await them in college. More non-cognitive skill development, better ability to seek a college that fits their needs. Today, increasingly the barrier that students face is purely financial. -building lists to include good financial fit colleges -considering family financial situation -feelings about debt, particularly among some cultures -recently announced changes to FAFSA important tool to address this
- Traci – lead, Steve – color Recently released college data, including scorecards Provides increased transparency and information to comparison shop. Concern that many of us have is how the data will be used. BUT: one of the challenges we have in education is being afraid of data being misused—so we don’t want to share it or use it at all. We just can’t do that. Concern that the most common institutions for our students will fare the lowest on these rankings. I do share that concern but think it is enhanced by active coaching and placing data in context. Lawrence: $24,765 average annual cost; 77% graduation rate; $42,800 salary after attending UWM: $17,540; 42%; graduation rate; $42K *Behavioral economics: think you’ll be the one that beats the odds! But comparisons still help frame the way you look at it. A student may look at a 42% graduation rate and think, “Well, I’ll be in that 42%.” But if they are able to compare it to a different number, becomes difficult to argue that even if you think you’re in the successful group—you’re still MORE likely to be successful at the school with higher rates
- Traci – discuss the concept and thoughts behind College Access Index Steve – color Other groups and news outlets trying to get in the game in providing more equitable ways of cutting the data and producing alternative rankings. Example: NYT College Access Index *look at % of Pell students, and graduation rate of Pell students at those institutions. Also factor in the average net price at the colleges to create a ratio. Index scores above 1=increasing economic opportunity Index scores below 1= “choosing to prioritize other issues” Washington Monthly, Education Trust similar indices. Each has its pros and cons, and one can pick apart any of these if you choose. Looking across analyses helps you start to see some institutions rising to the top and gives more confidence in those institutions doing good work regardless of the individual approach. Emergence of these lists represents “fighting back” against the US News type rankings. Useful; we should help amplify these efforts even as we work to make them better and more reflective. Also need to be active in the policy discussions so we ensure that education policy that’s developed and informed by these analyses, benefits low-income students.
- Steve – lead, Traci – color Students today are facing varying obstacles on their way to their postsecondary goals. But, by being prepared and self-aware, students can follow the steps to making informed decisions, to be advocates for themselves, and to be financially, academically, and emotionally ready for their next step.