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State Per Capita Personal Income v. Share of Adult

No state with a low proportion of Bachelor’s degrees has a high per capita income. No state with a high proportion of Bachelor’s degrees has a low per capita income. State Per Capita Personal Income v. Share of Adult Population with Bachelor's Degree or Higher (2008). 2002= 19.7%. DC. CT.

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State Per Capita Personal Income v. Share of Adult

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  1. No state with a low proportion of Bachelor’s degrees has a high per capita income. No state with a high proportion of Bachelor’s degrees has a low per capita income. State Per Capita Personal Income v. Share of Adult Population with Bachelor's Degree or Higher (2008) 2002= 19.7% DC CT NJ MD MA VA 2008= 18.8% NY NH DE RI MN CA AK IL CO WA VT NV WI FL WY MI PA HI ME GA IA OR KS MO AZ IN OH NC NE ND TN TX MT AL SD SC UT KY NM OK AR LA ID WV MS 2008 2007 2006 2005 2002

  2. By the end of this decade, more than 60% of jobs will require college education1 What percentage of our young adults have a college degree? (associates or bachelors) Today, 26% of Arkansas’s young adults aged 25-34 have a college degree.2 26% Is 26% enough? 1 Carnevale, T., Georgetown University Center on Education and the Workforce, 2009. High-growth fields based on national projections of total new and replacement jobs. http://cew.georgetown.edu/research/jobs/79012.html 2 “College degree” means an associate degree, bachelor’s degree, or higher. National Center for Higher Education Management Systems (NCHEMS), 2008 (from U.S. Census Bureau, 2008 American Community Survey Public Use Microdata Sample File.) http://www.higheredinfo.org

  3. Current percentage of young adults (25-34) with a college degree3 3 “College degree” means an associate degree, bachelor’s degree, or higher. National Center for Higher Education Management Systems (NCHEMS), 2008 (from U.S. Census Bureau, 2008 American Community Survey Public Use Microdata Sample File.) http://www.higheredinfo.org

  4. Current percentage of young adults (25-34) with a college degree3 3 “College degree” means an associate degree, bachelor’s degree, or higher. National Center for Higher Education Management Systems (NCHEMS), 2008 (from U.S. Census Bureau, 2008 American Community Survey Public Use Microdata Sample File.) http://www.higheredinfo.org

  5. Percent of County Populationthat hold Bachelors & Higher 2000 Benton 20.3% Washington 24.5% Craighead 20.9% Pope 19.0% Faulkner 25.2% Pulaski 28.1% Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher Clark 19.8% U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3)

  6. Percent of County Population(Associate Degree Holder) 2000 Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3)

  7. Where Arkansas Bachelors Degree (and higher) Holders live (2000) Pulaski 23.% Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher 60% of all AR college graduates reside in 9 counties U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3)

  8. Where Arkansas Associate Degree Holders live(2000) 58% of all associates degree recipients reside in 12 counties Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders U.S. Census Bureau Data Set: Census 2000 Summary File 3 (SF 3)

  9. Fall 2000 College Freshmen Percent 96-97 Arkansas 9th Grader’s Progression into High School and College (percent) 100% 71% 28%

  10. Fall 2000 College Freshmen 96-97 Arkansas 9th Grader’s Progression into High School and College (number) 100% 71% 28%

  11. Reading Remediation Rates by CountyFall 2007 % Needing Remediation First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

  12. English Remediation Rates by CountyFall 2007 % Needing Remediation First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

  13. Math Remediation Rates by CountyFall 2007 % Needing Remediation First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

  14. Unduplicated Remediation Rates by CountyFall 2007 % Needing Remediation First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.

  15. A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.

  16. Cost of Remediation $53,800,000 Equivalent to the combined budget of seven of Arkansas’s community colleges. 2007-08 - $65.7 million with $24 million (36%) of those expenditures subsidized by state general revenues.

  17. 2005 Loan Default Rates 2.3% (VT) 2.6% 7.2% 6.9% 2.2% (DC) 7.1% 6.8% (5th) 6.9% 2.0% Source: U.S. Department of Education

  18. 2006 Loan Default Rates 2.4% 2.4% 2.4% (VT) 2.3% 7.4% 8.8% 9.7% 9.3% 7.6% (4th) Source: U.S. Department of Education

  19. 2007 Loan Default Rates 2.3% 3.1% 2.8% 9.3% 9.8% 9.0% (4th) 9.3% 8.8% Source: U.S. Department of Education

  20. Strengthening the Arkansas Education Pipeline • Improving Preparation • Decreasing Remediation • Accessing Financial Aid • Increasing Retention and Graduation • Enhancing Funding and Governance • Addressing Data Needs • Supporting Economic Development • Issues for Further Study

  21. The following successes were accomplished with the help of legislative support during the last two years: • Developed a universal scholarship web application that allows students to apply for the state’s 21 scholarship programs via one online application. • Reduced the major factor for tuition and fee increases in Arkansas which were caused by large numbers of tuition waivers in the form of institutional scholarships. These tuition waivers resulted in higher tuition costs for all students. • Provided for the seamless transfer of credits earned in completing an AA/AS degree to the universities. • Developed a “Comprehensive Accountability Report” that provides the good, bad and ugly of higher education (in general) and for each institution. • Expanded the eligibility for the state’s need-based scholarships to adult learners. Low income adults can now qualify for a $1,000 annual scholarship. • Developed the state’s lottery scholarship criteria. In addition to $53 million in new financial aid for traditional students, scholarship funds were also allocated for adult learners/returning students ($12 million) and currently enrolled students ($43 million for 2010 to be phased out over the next 3 years). The scholarship criteria for continuing eligibility are designed to encourage speed to graduation. • Established a standard remediation exit measure as a requisite for students moving into credit bearing courses in the remediated subject.

  22. The following initiatives were conducted through ADHE policy revisions and receipt of grant funds. • Based ten percent of the funding formula upon course completion FTE .  • Doubled the academic program degree production standard from 3 to 6 degrees per year . Slightly lower productivity standards for STEM and technical majors. • Altered the academic program review process to include technical experts for AS and Certificates and out-of-state reviewers for BA/BS baccalaureate.   • Developed a “financial condition” report that shows how higher education institutions spend and manage their money. • Changed the metric for determining if an institution was financially viable to borrow funds. In addition, institutions had to declare source of funds for maintenance. • Provided extensive professional development on student success strategies. • Promoted the importance of college readiness, college attendance and financial aid in Arkansas high schools. Acquired more than $1,000,000 a year in funding from grants. • Provided for 43 Career Coaches to work in Arkansas’s poorest communities and high schools with low college attendance. • Conducted a two-year adult learner task force of institutional leaders to determine how our institutions could be more adult-friendly. • Implemented initiatives to develop sustainable communities by creating partnerships between colleges/universities, community-based organizations and state agencies.

  23. HB 1990/ Act 971 AN ACT TO REQUIRE CLEAR EXIT STANDARDS FOR ALL REMEDIAL COURSES TAKEN AT STATE-SUPPORTED INSTITUTIONS OF HIGHER EDUCATION; TO IMPROVE THE TEACHING TECHNIQUES OF REMEDIAL COURSES; AND FOR OTHER PURPOSES. Representatives: J. Roebuck, D. Hutchinson, M. Burris, Carnine, Clemmer, Cole, Nickels, Saunders, G. Smith, Stewart, Abernathy Senators : G. Baker, Madison

  24. The board, in collaboration with state-supported institutions of higher education, shall develop by institution uniformmeasurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses to be implemented no later than the fall semester of 2010. If you got into remediation because you did not meet a certain threshold, you should get out of remediation when you meet that threshold

  25. com·pa·ra·ble: • able to be likened to another; similar.  •  of equivalent quality; worthy of comparison ADHE preference: Nationally normed test that has been correlated to the ACT.

  26. Other aspects of the Act 971 • The board shall work with state-supported institutions of higher education to: • (A) Develop innovative alternatives to traditional instruction and delivery methods for remedial courses; and • (B) Provide professional development opportunities to help remedial education faculty gain knowledge in best practices and trends in the instruction and delivery of remedial education. • ADHE efforts so far • Met with developmental education faculty organization • Dean Association • Chief Academic Officers/Presidents • AHECB • Trustees • Several individual faculty • Professional development • 3 best practices in assessment workshops between Nov 09 and May 10 • Student success conference – with special presentations on developmental students • January 12 –Achieving the Dream on redesigning the curriculum • Support for this approach from AATYC, ASU system and UA system • Ark Association for the Assessment of Collegiate Learning Conference

  27. … by institution uniformmeasurable exit standards

  28. … by institution uniformmeasurable exit standards

  29. The board shall report to the House Committee on Education and the Senate Committee on Education by February 1, 2010 on the progress made in addressing the requirements in subdivision (d)(1) of this section.

  30. Point of Contention • develop by institution uniformmeasurable exit standards for remedial courses that are comparable to the ACT or SAT equivalent required for college-level enrollment in credit courses

  31. The memo highlights • A significant change in its implementation.  • Students should not be barred from enrolling in college-level courses based on their developmental course post-test score for Fall 2010. • All students enrolled in developmental courses that immediately lead to college-level courses must be tested in Fall 2010 using an examination comparable to the ACT.  • Students that do not attain a score comparable to an ACT of 19 will not be required by ADHE to undergo further developmental instruction—that decision will be at the discretion of the institution awarding the developmental course credit. 

  32. The memo highlights • There may come a time where we, as an academic community, are comfortable with utilizing an exit assessment to determine course progression.  It should be based upon research over the next few years relating to modifications of our remedial education courses and subsequent student success.  • ADHE will collect data to determine the number of developmental students who meet the ACT 19 threshold upon exiting the developmental courses for the purposes of guiding our future conversations.  • Post-testing developmental education and the early taking of developmental coursework for Lottery Scholarship recipients will lead to better prepared students and higher retention and graduation rates. 

  33. Senator Jimmy Jeffress

  34. It is our hope that the Arkansas Academic Challenge Lottery Scholarship will: increase student success reduce student loans decrease loan default rates prepare more students for high wage high demand jobs benefit Arkansas’s economy Outreach: SayGoCollege Career Coaches The Lottery Act requires students to: --- complete remediation within the first 30 hours of coursework --- take 15 hours each semester (first term Freshmen can take 12)

  35. Arkansas Higher Education is Changing 41 percent increase in enrollment

  36. Credit Hours Taken Are Increasing 47 percent increase in credit hours

  37. Credentials Awarded are Increasing 79 % Increase in Credentials 234 % Certificate of Proficiency 192 % Technical Certificates 120 % Associates Degrees 31 % BA/BS Degrees 49 % Masters Degrees 93 % Doctoral Degrees

  38. Purchasing power of the revenues from all sources in 2008-09 was approximately 9% less than it was in 1998-99.

  39. The state’s contribution to the student’s education has declined from 61.6% to 48.7% of the total revenue available. In terms of purchasing power, the state’s funding per FTE student, in 1998-99 dollars has declined from $5,064 to $3,645, a decline in state support of 28% in ten years. Conversely, the student’s contribution, in 1998-99 dollars, has increased from $2,549 to $3,361, or 32%.

  40. We all have a role to playIssues that higher education will be addressing in the next few years • Improving remediation – assure skill attainment and maximize student success • Reduction of tuition-based scholarships to 20% of tuition • Seamless transfer of credit among institutions • Administration of the Arkansas Lottery Scholarship • Maintaining scholarship programs (fund balances, etc) • Maintaining state support for institutions • Increased accountability • Distance learning • Program viability/review

  41. Arkansas Baccalaureate Degree Education Requirements Major Program Requirements Minimum of 40 hours of upper level courses are required for a baccalaureate Major Requirements: Minimum of 30 hours with 20 hours of upper level coursework in the major. Upper level major courses Lower level major courses • Lower Level General Education Courses: • Required by major • Prerequisites for major courses • Required by an accrediting/licensure body AA/AS/AAT State Core 35 hrs. Institutional general education core requirements 10-25 hrs Humanities/ Fine Arts US History/ Gov’t Science English Social Science Math

  42. civic involvement volunteer activity by education levels 50% 45.6% (60 hours) B.A. or Higher 40% 34.1%(52 hours) Some College 30% 21.7%(48 hours) Percentage Volunteering 20% High School Diploma 9.9%(48 hours) 10% Less Than High School Diploma 0% Bureau of Labor Statistics. (2003). Volunteering in the United States, 2003. USDL03-888. U.S. Department of Labor.

  43. civic involvement blood donation by education level, 1994: percentage who donate regularly 20% 17% B.A. or Higher 13% 15% 11% Percentage Donating Blood Some College High School Diploma 10% 6% 5% Less Than High School Diploma 0% Source: DBD Worldwide. (2000). DBD Lifestyle Survey. Chicago. Available at www.bowlingalone.com.

  44. government participation assistance programs education level 24.3% Less Than High School Diploma 10.2% High School Diploma 4.6% Some College& Bachelor’s Degree or More Ever Participated in Assistance Programs Source: Postsecondary Education Opportunity, May 28, 1997, pg 47.

  45. government incarceration rates by education levels 2.5% 1.9% 2.0% Less Than High School Diploma 1.5% 1.2% Percentage Incarcerated High School Diploma 1.0% 0.5% 0.3% 0.1% Some College B.A. or Higher 0.0% Source: Harlow, C.W. (2003). Education and Correctional Populations. Bureau of Justice Statistics, Department of Justice. NCJ195670.

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