Levers of Change: Role of Financial Aid and Institutional Reform in Promoting Student Success at California Community Co

1. Levers of Change:Role of Financial Aid and Institutional Reform in Promoting Student Success atCalifornia Community Colleges • Nancy Shulock • Presentation to College Access Foundation • San Francisco, CA • May 20, 2008 California State University, Sacramento

2. Key Points • California has a serious education problem • Community Colleges are key to solving it – degree completion must increase • Financial aid is a key part of solution, but… • Institutional reforms, coupled with aid, can lead to systemic change California State University, Sacramento

3. Percent of Adults with an Associate Degree or Higher by Age Group—Leading OECD Countries, the U.S., and California Source: Organisation for Economic Cooperation and Development, Education at a Glance 2007; Not shown on the graph are Belgium, Norway, Ireland and Denmark, which also rank ahead of the U.S. on attainment among young adults (attainment is increasing for younger populations as in the other countries) California State University, Sacramento

4. California’s Performance is Lagging • Preparation 35th and 49th in high school students taking advanced math and science Bottom 1/5 in 8th gradersscoring “proficient” in all subject areas of the NAEP • Participation 11th in percent of 18-64 year olds enrolled in college 40th in direct to college from high school 48th in full-time college enrollment • Completion 46th in degrees per 100 undergraduates enrolled California State University, Sacramento

5. California Community Colleges:Size and Governance • 109 community colleges in 72 districts • 2.6 million students per year – most part-time • Over 70% of public undergraduates • Locally elected boards – collective bargaining • Weak state-level governance • Highly regulated • Highly politicized and resistant to change • Multiple missions • Low funding/lowest fees in the nation California State University, Sacramento

6. Community Colleges Enroll Most Undergraduates – and Large Portion of Latino and Black Populations 1,094,650 344,472 162,975 California State University, Sacramento

7. Incoming CCC Students • 1999-2000 • Policies to • Promote Access 520,407 Students Non-Degree-Seekers: 40% Degree-Seekers: 60% 206,373 Students Basic Skills: 9% Job Skills: 49% 314,034 Students • Policy Barriers • to Completion Personal Enrichment: 42% Complete Certificate, Degree or Transfer within 6 Years: 24% 75,682 Students 238,352 Students Do Not Complete within 6 Years: 76% California State University, Sacramento

8. Highest Completion Among Degree-Seekers California State University, Sacramento

9. Completion Rates Worse for Certain Groups • 33% for Asian students • 27% for white students • 18% for Latino students • 15% for black students • 27% for students age 17-19 • 21% for students in their 20s • 18% for students in their 30s • 16% for students age 40 or older California State University, Sacramento

10. Enrollment Patterns Matter – Especially Full-Time California State University, Sacramento

11. Financial Needs Are Great • Serious affordability problem – despite low fees • Fees only 5% of college costs • Low rates of financial aid receipt • About 25% - mostly just BOG fee waiver • Only 11% receive Pell grants (mostly full-time) • 100,000 eligible students apply but do not get Pell • State Cal-Grant program does not meet needs • Remaining need after all aid • 58% of CCC students • $5,097 California State University, Sacramento

12. Students Work too Much • Full-time attendance increases engagement, social integration • Working > 15-20 hours = lower GPA, fewer credits, less persistence • 81.5% of CCC students work, 43% full time • Average 32 hours per week California State University, Sacramento

13. Time to Completion for CCC Students Source: IHELP analysis of 1999-00 cohort of first-time CCC students; represents time to completion for students who completed a certificate, degree, or transfer within 6 years; “full-time” defined as students who enrolled in 12+ units in the majority of terms they attended. California State University, Sacramento

14. Policy Reforms are Needed • State policy • System policy • Institutional policy and practice California State University, Sacramento

15. Successful Student Behaviors that Could be Encouraged by Financial Aid Conditions • Complete FAFSA (for federal aid) • Enroll in orientation/college success course • Meet with counselor, make academic plan • Take assessment tests on initial enrollment • Enroll for a minimum number of units • Register for courses on time • Maintain continuous enrollment • Make forward academic progress California State University, Sacramento

16. Reforms to College Financial Aid Practices That Would Increase Student Success • Incentives to students for completing FAFSA • Financial aid application linked to enrollment process • Services and materials in multiple languages • More evening office hours; experienced staff at front desk • More staff support for FAFSA follow-up • Collaboration among faculty and student services staff • Better information to students • Loans; benefits of full-time California State University, Sacramento

17. Reforms to Other College Policies/PracticesThat Would Increase Student Success • Assess all degree-seeking students for college readiness • Encourage early enrollment in remediation • Require orientation class for all degree-seekers • Require students to declare program goal by certain point • Lay out clear pathways to credentials • Give all students academic plans • Institute “early alert” system • Enact policies to encourage good academic patterns (timely registration, course add/drop, book vouchers/loans) California State University, Sacramento

18. Theory of Change • Financial aid grants leverage institutional change at campus level • Campuses push to remove system constraints • System understands need for state-level policy changes California State University, Sacramento