STUDENT OUTCOMES Issues, Drivers & Stakeholders

1. STUDENT OUTCOMES Issues, Drivers & Stakeholders Presented by Michael J. Cooney Vice Chair, Educational Approval Board

2. Published by

3. What’s Happening ?

11. What’s Happening • in the Career College Sector? • End of hyper-growth in the sector • Lead cost growing • Market expansion has peaked • Tuition increases under scrutiny • Transparency for all of higher education • Non-profits and public institutions are getting • better at marketing • Bricks and clicks, here come the big publics

12. Sector Challenges: • High employment • No new technology • No new societal trend • New student behaviors • Tuition growth beyond funding available

13. CCA Members Top Programs 2005 1,107 CCA member colleges reporting +92 +45 +92 +279

14. The lesson of the year: It is not a “hot” course, or marketing, but the total execution of the education experience that separates the successful college organization from all the others. Marketing-admissions-enrollment-education-retention-graduation-job placement

15. Relevance & ENGAGEMENT IN THE CAREER EDUCATION PROCESS Family - Student - Faculty - Staff - Employers

16. Post-Secondary EducationIssues • ACCESS • AFFORDABILITY • ACCOUNTABILITY • ACCREDITATION • ARTICULATION

17. Post-Secondary EducationIssues • ACCESS • AFFORDABILITY • ACCOUNTABILITY ? ACCREDITATION ? ARTICULATION

18. Secretary Spellings’ Commission on the Future of Higher Education

19. Shocked Out of Complacency: Inadequate academic preparation has become a major barrier to college access, particularly for minority and low-income students. Tuition has outpaced inflation, health care costs and family income, leaving graduates with five-figure debts. Many college graduates have "not actually mastered the reading, writing and thinking skills we expect of college graduates," according to the Commission.

20. Accessibility 40% of college freshmen need remedial work

21. Accessibility 40% of college freshmen need remedial work Affordability Increased need-based aid and simpler applications

22. Accessibility 40% of college freshmen need remedial work Affordability Increased need-based aid and simpler applications Accountability Voluntary reporting of cost, quality and outcomes

23. National Press Club Q & A MR. ZREMSKI: As you know, the growing for-profit higher education system has been the subject of a lot of controversy recently. A lot of these schools are dogged by lawsuits and investigations. How concerned are you about these schools? And does this problem threaten to get worse if Congress takes new steps to encourage them through more inclusive approaches to research funding, et cetera? SEC. SPELLINGS: Well, clearly that's one of the major things that my Department is charged with doing is making sure that those institutions who receive federal financial aid are ethical and viable and high-quality institutions. And we will continue to do that. We have a very sophisticated monitoring system of oversight. But I would also say that I am encouraged that some of the pioneers, some of the innovators in higher education, are for-profit institutions and organizations that understand that higher education has to be delivered whenand where people need it. And I'm encouraged by some of the things that I see in that arena. But when there's bad acting, we'll obviously provide strong oversight to those institutions.

24. The 4 Lessons That Community Colleges Can Learn From For-Profit Institutions Why do students choose to pay 10 times as much for an essentially equivalent education? Kent Farnsworth Ph.D. University of Missouri, St. Louis

25. The 4 Lessons That Community Colleges Can Learn From For-Profit Institutions Why do students choose to pay 10 times as much for an essentially equivalent education? 1. For-profits view employers, not students, as their primary clients Kent Farnsworth Ph.D. University of Missouri, St. Louis

26. The 4 Lessons That Community Colleges Can Learn From For-Profit Institutions Why do students choose to pay 10 times as much for an essentially equivalent education? 2. Greater Professionalism An insistence that students replicate the behaviors expected in the workplace Kent Farnsworth Ph.D. University of Missouri, St. Louis

27. The 4 Lessons That Community Colleges Can Learn From For-Profit Institutions Why do students choose to pay 10 times as much for an essentially equivalent education? 3. The best proprietary institutions adhere strictly to established competency standards Kent Farnsworth Ph.D. University of Missouri, St. Louis

28. The 4 Lessons That Community Colleges Can Learn From For-Profit Institutions Why do students choose to pay 10 times as much for an essentially equivalent education? 4. Proprietary colleges often do not require much general education Kent Farnsworth Ph.D. University of Missouri, St. Louis

29. What Do Students Want ?

31. What Students Tell Me… “My family is so proud!” “I can take care of my family.” “I can buy toys.” “It’s just so interesting.” “The teachers really care.” “Everyone is so friendly.” “I do my homework with my kids and their grades are much better…. They are so proud of me.” “It’s fast, affordable and manageable…it fits my life.”

32. MONEY! Security - Family - Lifestyle

33. Educational Outcomes Assessment DRIVERS/STAKEHOLDERS Attempting to measure the “Value Added” of Post-Secondary Education Expectations vs. Reality

34. DRIVERS/STAKEHOLDERS Student Parent/Partners/Family Employer School Owners & Investors Federal & State Policy Makers Accreditation, the primary quality control process for post-secondary education, does not provide useful information to the public. It focuses on inputs and on process, not the consumer. National Accreditation: The hardcore metrics are student outputs and outcomes

35. DRIVERS/STAKEHOLDERS Students Is it worth it? Will I have a better standard of living as a result? Stringent Web-based feedback on faculty and colleges

36. DRIVERS/STAKEHOLDERS Parent/Partners/Family Is it right for my student? Will they become self supporting and will they be happy because I have to live with them

37. DRIVERS/STAKEHOLDERS Employer Will it produce quality employees? Grades and degrees are unreliable predictors of a person’s subsequent job performance

38. DRIVERS/STAKEHOLDERS School Owners & Investors Is our investment paying off? Tracking all available metrics— admissions, persistence/retention, graduation rate and graduate market demand, as well as legal and regulatory issues

39. DRIVERS/STAKEHOLDERS Federal & State Policy Makers Are we getting what we paid for? Workforce Development - Betterment of society Institutional stewardship of public funds Will the “value added” of the education we fund keep the country competitive in the world marketplace?

40. In the world of educational public policy Everyone is an expert. After all, we all have had some…

41. The Career CollegeSuccess Funnel Leads Appointments Interviews Enrollments Starts Persistence Graduates Placement Employed In field of study

42. The Career CollegeSuccess Funnel Leads Appointments Interviews Enrollments Starts Persistence Graduates Placement Employed In field of study

43. The Career CollegeSuccess Funnel ? ?

44. DRIVERS/STAKEHOLDERS In the 21st century, for America to stay competitive in the digital world each institution will need to clearly articulate: The value it adds to the graduate’s life in a manner that promotes understanding, comparison and competition among institutions.

45. Changing lives one student at a time