1 / 42

Forging a Public Agenda for Higher Education in the New Legislative Session

Forging a Public Agenda for Higher Education in the New Legislative Session. AASCU Higher Education Government Relations Conference December 1, 2010. West Virginia Higher Education Policy Commission. Public Policy Issues Facing Higher Education in 2009-10 ( AGB ). The Recession

cruz-chen
Download Presentation

Forging a Public Agenda for Higher Education in the New Legislative Session

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Forging a Public Agenda for Higher Education in the New Legislative Session AASCU Higher Education Government Relations Conference December 1, 2010

  2. West Virginia Higher Education Policy Commission Public Policy Issues Facing Higher Education in 2009-10 (AGB) • The Recession • Heightened Scrutiny of Nonprofit Organizations • The New GI Bill • Accountability • K-12 Education • Global Competitiveness, Changing Demographics, and the Workforce • Federal Research Support • Higher Education Governance

  3. West Virginia Higher Education Policy Commission The Recession: The National Context • According to a recent survey by the National Governors Association, the recession has resulted in budget gaps totaling $297 billion across the states between FY 2009 and FY 2012. State general fund spending declined in both FY 2009 and FY 2010, the first-ever back-to-back annual declines. • The NGA/NASBO Fiscal Survey of the States (2010) indicates that FY 2010 presented the most difficult challenge for states since the Great Depression, and FY 2011 is expected to present similar challenges. • The size of state government has been downsized. Nationally, nearly 50,000 fewer state government jobs exist (excluding teachers) than in 2008, according to NASBO. In FY 2010, 26 states laid off employees, 22 utilized furlough programs and 12 reduced salaries. • At the collegiate level, institutions have adopted layoffs and furloughs, eliminated academic programs and student support services, closed colleges, limited course offerings, increased class sizes, and capped enrollment to offset budget reductions and minimize tuition and fee increases.

  4. West Virginia Higher Education Policy Commission The Recession: Operating Budgets • In fiscal years 2009 and 2010, 48 states experienced large budget shortfalls, with more than half reducing operating budgets for higher education. • In FY 2009 state appropriations for higher education fell by 2 percent and by another 3 percent in FY 2010 (or $2.7 billion below the FY 2009 level). • While stimulus funds were utilized to offset many of these state reductions in operating revenues, over 85 percent of state stimulus aid was exhausted in FY 2009 and 2010. • Source: AASCU, Fiscal and State Policy Issues Affecting Postsecondary Education: State Outlook, 2010; AGB, 2010). Source: HEPI, 2010 Report

  5. After stimulus, budget gaps could approach 7 percent of spending or $120 billion under the “High-Gap” scenario West Virginia Higher Education Policy Commission Source: Don Boyd (Rockefeller Institute of Government), 2009

  6. West Virginia Higher Education Policy Commission The Recession: State Funding Challenges • North Carolina: The state is facing a $3.5 billion budget gap and has requested that higher education prepare a 10% reduction strategy, which equates to $270 million. The UNC System experienced reductions of 3% ($70m) in 2010. • California: The Cal State system will institute a 5% mid-year tuition increase, which will be followed by a 10% increase for 2011. These increases follow a 30% increase for the fall 2010 semester. • Colorado: $300 million (about half of total appropriation) at risk if state budget does not rise by $1 billion. Higher education leaders have called for tax increases to offset cuts. • Texas: 10% cuts planned to follow current 5% cuts – could impact more than $110 million in financial aid. • University of Wisconsin System: Approved a 5.5 percent increase for the upcoming academic year. This is the fourth straight year of increases at those levels. • Florida:State universities will increase tuition by up to 15 percent this year, which follows a similar increase for the prior academic year. • Northeastern University: Eliminated the football program to offset declining revenues.

  7. West Virginia Higher Education Policy Commission Average Tuition & Fees (2010-11) Source: Trends in College Pricing, 2010. Table 6c. College Board

  8. West Virginia Higher Education Policy Commission WV Peer Tuition Comparisons (2010-11) Source: The Chronicle of Higher Education (2010)

  9. West Virginia Higher Education Policy Commission Declining Role of State Support per FTE SREB WV Source: SREB Data Exchange 2009

  10. West Virginia Higher Education Policy Commission The Shifting Dependency on Tuition Revenues Source: SREB Data Exchange 2009

  11. West Virginia Higher Education Policy Commission Total Support per FTE (Public Four-Year) • Given current FTE levels, the variance in state revenues for WV against the SREB average is $189.8 million. The total revenue variance is $150 million. Source: SREB Factbook 2009

  12. West Virginia Higher Education Policy Commission Policy Strategies: Change Funding Structures • Indiana, Pennsylvania, Tennessee, Ohio, Louisiana, and West Virginia have all made changes to their funding formulas to reward completion, not just enrollment. • Many states have attempted to use such formulae to distribute budget reductions. • The state of Washington has begun providing performance based funding to their community and technical colleges based on intermediate markers of students success (momentum points) such as developing basic skills, first year retention, and completing college level math. • Lumina Making Opportunity efforts are focused upon such initiatives are should be looked to for emerging best practices.

  13. West Virginia Higher Education Policy Commission WV Funding Model Drivers of the Model Adjusted Enrollment: Multiplier for Credit Hour Enrollment by Program and Level Incentives: Increased Enrollment in Upper-Division Courses (Retention) and Enrollment in STEM Fields Total Public Funding Improved Performance: Adjusted for: Increased Enrollment of Non-Traditional Students (25 and Older) Increased Degree Production – by Level State and Student Share Incentives: Improved Performance in Serving Under-Educated Adults, Degree Production, and course completion Inflation Peer Equity: Closing Gaps with Peers over 10 Years

  14. The National Focus on Efficiency, Productivity, and Outcomes West Virginia Higher Education Policy Commission Cost Savings in Administration • Strategic procurement • Shared services for ‘back office’ functions (payroll, audit) • Energy costs– demand and infrastructure • Personnel Costs • Refunding of Bonds Strategic Investment • Retrofitting of mechanical equipment • Transfer of savings to student services functions • Purchase of IT systems or equipment to increase productivity Academic Efficiencies • Increase in number of graduates (reduction in attrition) • Improvement in cost/effectiveness of developmental education • Academic program consolidation of high cost/low demand programs • Increase in credits earned through off campus, distance-based, or credit by examination • Implement alternative delivery methods and curriculum redesign aligned with learning goals and outcomes

  15. West Virginia Higher Education Policy Commission Accountability: The National Accent on Performance • Sustained pressure to increase the number of college degrees awarded so that increased educational attainment levels can lead to state-wide economic improvement and expanded civic engagement. • Increase the number of degrees awarded in STEM fields by expanding coursework offerings and academic programs in science, math, and technology fields. • Pressures to protect the state’s investment in human capital and our students’ investment of personal capital by increasing graduation and retention rates. • Pressure to protect and subsequently measure quality through the assessment of learning and educational activity (CLA and NSSE).

  16. West Virginia Higher Education Policy Commission Accountability: The Focus on College Completion • National and regional policy organizations have made the topic of completion the national agenda. This work is heavily supported by foundation efforts. • Complete College America: Alliance of 24 states focused on taking bold actions to significantly increase the number of students successfully completing college and achieving degrees and credentials with value in the labor market. Participating states have pledged efforts to close attainment gaps for traditionally underrepresented populations. • The College Board: A ten-part action plan called the College Completion Agenda Developed with the goal of 55 percent of 25- to 34-year-olds earning an associate’s degree or higher by 2025.

  17. West Virginia Higher Education Policy Commission Accountability: The Focus on College Completion • National Governors Association: Complete to Compete initiative aimed at significantly enhancing degree attainment through better data collection and increased higher education productivity. • Completion metrics are in two categories: Outcomes (graduation and transfer rates, number of degrees awarded and the average amount of time and number of credits it takes to get a degree) and Progress (enrollment and success rates for remedial education, success rates in first-year courses, retention rates, and the number of credits finished in the first year.) • These measures should be collected and reported at the campus, system, and state levels, and should be broken out by race, income (measured by whether or not a student receives a Pell Grant), age, and full-time/part-time status. • Productivity metrics are being developed.

  18. West Virginia Higher Education Policy Commission Accountability: The Need to Ensure Quality • Institutions must remain diligent in their efforts to protect academic quality. Through the leadership of AACU, the LEAP initiative champions the importance of a liberal arts education, and measures to evaluate student outcomes. Examples of best practices include: • First year seminars and experiences • Common core curricula • Learning communities • Writing intensive courses • Collaborative and cohort based learning approaches • Undergraduate research • Diversity and global learning • Service learning and community based learning • Internships • Capstone Courses

  19. West Virginia Higher Education Policy Commission Action Agenda in WV Focused upon Accountability • Revised Compact Process focused on measuring and assessing student learning, including efforts to improve retention and graduation rates • Statewide utilization of the Collegiate Learning Assessment • National Survey of Student Engagement • Creation of campus culture of assessment and utilization of results for continuous improvement • Participate in national student loan clearinghouse and other data linkage efforts with K12 and workforce to track student mobility • Movement to incentive funding to accentuate public agenda goals

  20. West Virginia Higher Education Policy Commission 20 Dashboard

  21. West Virginia Higher Education Policy Commission K-12 Education: Common Core Standards • The Common Core State Standards were developed by states, the National Governors Association (NGA), and the Council of Chief State School Officers (CCSSO) • They have been adopted by 37 states and territories so far. • Two groups of states have been funded by the US Department of Education to develop and adopt student assessment systems aligned to the Common Core Standards over the next four years. • Both systems are committed to assessing the college and career readiness of high school students and are intended to facilitate alignment between K-12 and higher education standards.

  22. West Virginia Higher Education Policy Commission Course Alignment and Remediation • Approximately 40 percent of all students enrolled in education enroll in at least one remedial course at an estimated to cost states of $1 billion per year. • Aligning expectations for student learning outcomes between K-12 and higher education can facilitate a decrease in the need for remediation as well as provide a basis for increased use of dual enrollment. • Related efforts focus on common assessments of readiness and early remediation, an initiative championed by SREB. • National Center for Academic Transformation (NCAT) has helped hundreds of colleges use technology to increase student performance and decrease costs. Tennessee, Maryland, and Arizona all have multi-institution course redesigns taking place. • Recent reforms in Tennessee deserve review and consideration for states considering such policy change.

  23. West Virginia Higher Education Policy Commission Cracks in the Pipeline Source: National Center for Higher Education Management Systems (2004)

  24. West Virginia Higher Education Policy Commission Policy Strategies: Expand non-traditional learning and focus on adults • Western Governors University – Indiana is an innovative model for offering competency based online bachelor and master’s degrees at a low-cost as part of a state system. • Arizona has expanded partnerships between the state’s public universities and community colleges to provide more affordable options for students. This partnership includes joint admission, seamless transfer, and low-cost tuition guarantees. • States such as Louisiana, Oklahoma, and West Virginia have developed targeted adult degree completion programs to drive adults with some college, but no degree, back to post-secondary education.

  25. West Virginia Higher Education Policy Commission The RBA Today: A Focus on Non-Traditional Students • More than 173,000 West Virginians have some college, but no degree. • More than 29,000 students departed college between 1995 and 2002 with more than 60 hours completed, but no degree. • These students are the focus of the RBA Today degree completion effort.

  26. West Virginia Higher Education Policy Commission Global Competitiveness • Once first in the world, America now ranks 10th in the percentage of young adults with a college degree. • To lead the world again, we will need 60 percent of Americans to have a college degree. Our current attainment rate is 41 percent. Korea leads developed countries with 58 percent. • For the first time in our history, the current generation of college-age Americans will be less educated than their parents’ generation. • America is the developed country where a student who starts college is the least likely to graduate on-time. Source: OECD Education at a Glance 2010

  27. West Virginia Higher Education Policy Commission International Comparisons • Once first in the world, America now ranks 10th in the percentage of young adults with a college degree. • For the first time in our history, the current generation of college-age Americans will be less educated than their parents’ generation. Differences in College Attainment (Associate and Higher) Between Young and Older Adults—U.S. and OECD Countries, 2004

  28. West Virginia Higher Education Policy Commission Global Competitiveness • America is the developed country where a student who starts college is the least likely to graduate on-time. Source: OECD Education at a Glance 2010

  29. West Virginia Higher Education Policy Commission Changing Demographics • U.S. Census Bureau data show that in 2005, 31 percent of white adults age 25 and older held at least a bachelor’s degree. For black adults it was 18 percent, and for Hispanic adults, 12 percent. • Completion rates also differ significantly, with 59 percent of white students completing a bachelor’s degree in 6 years, but only 47 percent of Hispanic students and 41 percent of blacks do so. • Without addressing the achievement gaps that exist between students from different racial, ethnic, and socioeconomic groups, the states and institutions will not be able to dramatically increase their college completion rates.

  30. West Virginia Higher Education Policy Commission High School Graduate Projections: 2001-2021 According to SREB, the number of graduates produced by public and private high schools in WV will decrease by 1,778 students from 2008 to 2021. Assuming factors remain constant, this will yield @ 960 fewer freshman, which is comparable to the combined in-state freshman classes at West Virginia State University and Shepherd University. Source: SREB Factbook 2009

  31. West Virginia Higher Education Policy Commission Educational Attainment - SREB States WV ranked 16thin the SREB in 2005 and 50thnationally. • In order to reach the SREB average, we need to create/import 117,984 college graduates.

  32. West Virginia Higher Education Policy Commission Average for WV: 16.9% Average for US: 27.2% Percent of Adult Population with a Bachelor’s Degree (2005 ACS) Red= Most critical 300 counties Green = Least critical 300 counties

  33. West Virginia Higher Education Policy Commission Average for WV: 5.4% Average for US: 7.4% Percent of Adult Population with an Associate Degree (2005 ACS) Red= Most critical 300 counties Green = Least critical 300 counties

  34. West Virginia Higher Education Policy Commission Average for WV: 81.2% Average for US: 84.2% Percent of Adult Population with a High School Degree (2005 ACS) Red= Most critical 300 counties Green = Least critical 300 counties

  35. West Virginia Higher Education Policy Commission Average for WV: $38,568 Average for US: $54,273 Median Family Income (2005 ACS) Red= Most critical 300 counties Green = Least critical 300 counties

  36. West Virginia Higher Education Policy Commission Increasing Workforce Demand for Postsecondary Education • A recent report from the Georgetown University Center on Education and the Workforce indicates that the recession has accelerated the transition toward jobs that require some postsecondary education nationally. • The current supply of credentialed students from our postsecondary systems will not meet the projected demand for skilled workers: • By 2018 about 63% of jobs nationally will require some postsecondary education, compared to 59% in 2007. • Demand is projected to outpace supply by about 300,000 college educated workers per year, creating a shortfall of about 3 million workers by 2018. Carnevale, A.P., Smith, N., Strohl, J. (2010). Help wanted: Projections of jobs and education requirements through 2018. Georgetown Center on Education and the Workforce. Washington, D.C.

  37. West Virginia Higher Education Policy Commission

  38. West Virginia Higher Education Policy Commission

  39. Work Participation Data for Financial Aid Recipients West Virginia Higher Education Policy Commission • Higher Education Grant • There were 15,127 graduates during the 2003-2004 to 2006-2007 period that received funds through the HEGP. • Most of these graduates earned Bachelor’s degrees (60.5 percent) and Associate’s degrees (20.7 percent). • In 2008, 70.3 percent of HEGP graduates worked at establishments located in West Virginia, compared to the overall rate for in-state graduates (67.4 percent). • PROMISE Scholarship Program • 3,692 PROMISE scholarship recipients graduated through 2006-2007. Just over half chose one of four areas of concentration: Business and Management (18.7 percent), Health Professions (14.8 percent), Education (9.2 percent), and Biological and Biomedical Sciences (8.4 percent). • In 2008, 2,301 of the 3,692 PROMISE graduates worked at least one quarter at an establishment located in WV, which translates into a work participation rate of 62.3 percent.

  40. West Virginia Higher Education Policy Commission Governance Issues Facing Higher Education • Issues of governance structure have moved to the forefront of the policy debate as a result of the economic downturn • Institutional flexibility and the Virginia experiment • Oregon discussions on privatization • Legislative – gubernatorial tensions • Coordination v. Governance • Accountability v. Autonomy • Challenges of lay board governance and the need for professional development • Responsibilities for more effective nonprofit governance

  41. West Virginia Higher Education Policy Commission Considerations for Governing Boards • To what extent do you utilize a Council of Presidents and Board Chairs for advocacy? • Do you bring boards together for annual policy summits? • Do you work to develop a process of professional development for board members? • Do the institutional governing boards have clear and transparent accountability metrics for results that are consistent with state and campus goals? • Is performance considered in the resource allocation process at the board level – are resources targeted to priorities/highest payoff relative to goal achievement? • Are presidential reviews and contracts tied to state-wide objectives?

  42. West Virginia Higher Education Policy Commission Members David K. Hendrickson, Chairman Dr. Bruce Berry, Vice Chairman Kathy Eddy, Secretary Jenny Allen Bob Brown John Estep Kay H. GoodwinDr. John Leon Dr. Steven L. Paine David R. Tyson West Virginia Higher Education Policy Commission 1018 Kanawha Blvd E Ste 700 Charleston WV 25301-2800 voice 304.558.2101 fax 304.558.5719

More Related