Something Better Than in the Middle: HB 1042,

Something Better Than in the Middle: HB 1042,

Something Better Than in the Middle: HB 1042, the Common Core, and Increased Educational Attainment in Missouri Rusty Monhollon, Assistant Commissioner for Academic Affairs Missouri Department of Higher Education 2013 COTA Conference on Transfer and Articulation Columbia, Missouri Stuck in the Middle Missouri ranks

20th in the number of students taking college entrance examinations; 22nd in completions;

24th in college participation; 24th in students who complete a bachelors degree in six years; 26th in degree completions per 100 students; 27th in adults who hold an associate degree or higher. 29th in providing need-based financial aid; 31st in high school completion rates; 33rd in adults who hold a bachelors degree or higher; 33rd in students with low amounts of student loan debt. 34th in the number of qualified teachers; 34th in college readiness; 39th in affordability; 41st in the number of high school students taking AP exams. So?

State comparisons are unfair? Educators failed our children? U.S. falling behind other nations in educational attainment? Dire consequences? President Obamas challenge, Governor Nixons charge Increase educational attainment The CBHE has endorsed what we refer to as the Big Goal: We will increase the proportion of Missourians with high-quality*

postsecondary credentials to 60 percent by 2025. *credentials that provide clear pathways to further education and employment. Why increase educational attainment? Americans holding a postsecondary credential constant for last 40 years. Our knowledge-based society and economy demands workers with greater skills and knowledge. By 2018, 59 percent of all jobs in Missouri (1.8 million) will require postsecondary education. Its the key to economic growth and building a better society.

improve the economy, strengthen civic engagement and reduce the costs of crime, poverty and health care In short, improve the human condition. Close the attainment gap, which is widening and of particular concern given the countrys demographic trends. Educational attainment and income How close are we to the Big Goal 2012: ~46 percent of Missourians hold a highquality postsecondary credential. At current rate, Missouri will reach 45 percent by 2025 400,000 shortfall.

2025: To reach 60 percent, well need to add 3,000 new degrees each year. How do we get there? Why, anybody can have a brain. That's a very mediocre commodity. Every pusillanimous creature that crawls on the Earth or slinks through slimy seas has a brain. Back where I come from, we have universities, seats of great learning, where men go to become great thinkers. And when they come out, they think deep thoughts and with no more brains than you have. But they have one thing you haven't got: a diploma. Really, how will we achieve the Big Goal? By focusing on three key areas: 1. Assuring that students are academically prepared and ready for postsecondary education.

2. Reducing time to completion. 3. Assuring academic rigor and quality. HB 1042 Develop library with at least 25 courses accepted in transfer as equivalent by all institution Develop a reverse transfer policy Replicate best practices in developmental education Transfer Course Library require all public two-year and four-year higher education institutions to create by July 1, 2014, a

statewide core transfer library of at least twentyfive lower division courses across all institutions that are transferable among all public higher education institutions [and]. . . treated as equivalent to similar courses at the receiving institutions. Transfer students lose credits Courses transfer, but not always as equivalent Mean credit hours accumulated for native vs. 42 hour block and AA students Average Additional Additional Native 42-hour AA

tuition costs/42costs/AA students students students per credit hour students hour students Full-time 128.95 + 9.7

+ 6.96 $196.58 $1,906.83 $ 1,368.20 Part-time 130.08 + 6.49

+ 6.95 $196.58 $1,275.80 $1,366.23 Transfer Course Library Identify courses that appear to transfer widely using information obtained from IHE transfer website Confirm that courses not on website do not transfer, or simply have never transferred between institutions. Information is one-directional and limited.

A course may from institution A to institution B but may not transfer from B to A; or The courses may transfer from institution A to institution B as HIST 101HIS 100, but from institution B to institution A as HIS 100HIST 200). Course transfers from A to B; does it transfer from A to C? Uncertain how up-to-date information is on the transfer website Reverse Transfer The problem: Missouri has 747,000 working-age adults have attended college but dont have a degree.

develop a policy to foster reverse transfer for any student who has accumulated enough hours in combination with at least one public higher education institution in Missouri that offers an associate degree and one public four-year higher education institution in the prescribed courses sufficient to meet the public higher education institution's requirements to be awarded an associate degree. Missouri Reverse Transfer Initiative (MRTI) All of Missouris public institutions and (currently) 10 independent institutions. Supported by $500,000 grant from the Lumina Foundation

(Credit When Its Due) 15 one-to-one agreements currently exist; use as building blocks for a truly statewide system. Connect all institutions to streamline communication. Have capability to expand for other needs: Student portal Financial aid information Common application Electronic diplomas

Goals and Status Steering Committee and five workgroups Technology Implementation Policy Data Communications Implementation by October 2014 Replicate Best Practices in Remediation The coordinating board for higher education shall require all public two-year and four-year higher

education institutions to replicate best practices in remediation identified by the coordinating board and institutions from research undertaken by regional educational laboratories, higher education research organizations, and similar organizations with expertise in the subject, and identify and reduce methods that have been found to be ineffective in preparing or retaining students or that delay students from enrollment in college-level courses Remediation in Missouri Nationally, about 41 % of all students require remedial coursework Only about 15 % continue on to college-level work in one year; still fewer get degree

In Missouri, data on remediation is limited to public institutions 36 % take remedial course 54 % at open enrollment institutions Why a problem? Takes longer to complete degree, if at all Each remedial course significantly reduces likelihood student will ever earn a degree Inefficient: resources diverted from degree completion Costs: paying twice? Challenges Incomplete data: dont know the precise rate

of remediation No precise definition of what constitutes remedial coursework Resistance about validity of remediation rate Remedial coursework is an easy political target Status MDHE staff analyzing data from Dev. Ed. Survey All publics; 10 independent institutions respond Definition of dev. ed. seems to vary Range of support services, placement tools, and policies

Taskforce on College and Career Readiness Reviewing placement policies Will make recommendations Common Core State Standards Joint effort between NGA and the CCSSO to develop rigorous standards in mathematics and English Define the knowledge and skills students should have within their K-12 education careers so they will be able to succeed in college-level coursework and workforce training programs

Smarter Balanced Assessment Consortium (SBAC) Measure the level of student proficiency in mastering the common core standards in mathematics and English Achieving a certain score (yet to be determined) will be an indicator that the student has a good chance to succeed in credit-bearing college courses. Potential Impact on Higher Education Education programs will have to incorporate into teacher preparation programs Pre-service and post-placement professional development

Align K-12 and postsecondary curriculum Consistent placement tools across institutions Recommendations for high school curriculum 12th grade interventions for students address deficiencies, course schedules for students who are on track, and accelerated options for advanced students. Has the potential to:

Reduce remediation rate Improve degree completion Reduce costs of obtaining education What is College Readiness? Who Defines? Institutional placement tests are blunt assessment instruments General predictor of success in college, not identify precise skills students lack. Studies suggest many students identified for remedial coursework can succeed without remediation Need to identify better diagnostic tools to place

students College readiness College readiness means students have the knowledge, skills, and behaviors to complete a college course of study successfully, without remediation. Where are we with implementation of CCSSI? Aligning curriculum was relatively easy Theres not a lot of disagreement on WHAT students should know and WHAT skills they should possess Broad consensus in support of curriculum

alignment HOW DO WE KNOW IF THEYRE READY? Where will the line be drawn to delineate college readiness? An Opportunity for Something Better than In the Middle We will get all students prepared for college and career We will give them clear pathways to further education and employment. We will increase educational attainment We will reduce time to completion by streamlining transfer We must change public perceptions

Build appreciation of educations value and economic impact Increase awareness that our competiveness in the global economy depends on a strong public system Foster a sense of urgency about higher education

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