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Achieving the Dream through improving remediation (and other) courses
State Per Capita Personal Income v. Share of AdultPopulation with Bachelor's Degree or Higher (2008)
$16,000
$18,000
$20,000
$22,000
$24,000
$26,000
$28,000
$30,000
$32,000
$34,000
$36,000
$38,000
15% 20% 25% 30% 35% 40% 45% 50%
Percentage of Adult Population with a Bachelor's Degree or Higher
Per
Cap
ita
Inco
me
Source: U.S. Census Bureau, ACS 2006
DC
TX
NM
FL
NDNC
AL
IN
LA
MIWI
SD
WY
TN
NV
AR
IAOH
ID
SCKY
MS
WV
MOME
AZ
VA
NJ
PA
MD
MT
CT
MA
CO
NE
AK
GAHI
KSOR
DE
IL
RI MN
WA
UT
VT
NHNY
CA
OK
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.
2008= 18.8%
2002= 19.7%
2006 2005 200220072008
2
U.S. Census BureauData Set: Census 2000 Summary File 3 (SF 3)
18.1% - 28.1%
12.0% - 18.0%
6.3% - 11.9%
White15.5%
Union14.9%
Yell10.9%
Scott16.4%
Clark19.8%
Ashley10.1%
Polk10.9%
Pope19.0%
Drew17.3%
Clay7.4%
Benton20.3%
Desha11.1%
Lee7.3%
Logan9.4%
Saline9.6%
Pulaski28.1%
Arkansas12.2%
Newton11.8%
Lonoke14.6%
Cross9.9%
Chicot11.7%
Dallas9.6%
Stone9.8%
Prairie9.0%
Sharp9.2%
Phillips12.4%
Grant11.0%
Madison10.1%
Fulton10.5%Carroll
13.8%
Jefferson15.7%
Miller12.5%
Searcy8.4%
Pike10.1%
Izard11.7%
Marion10.4%
Poinsett6.3%
Boone12.7%
Baxter12.8%
Garland18.0%
Perry11.1%
Sevier16.6%
Mississippi11.3%
Bradley11.9%
Washington24.5%
Monroe8.4%
Johnson13.1%
Ouachita12.7%
Lincoln7.6%
Columbia16.8%
Nevada10.7%
Greene10.9%
Jackson10.3%Franklin
11.0%
Faulkner25.2%
Calhoun7.3%
Conway11.5%
Van Buren11.5%
Craighead20.9%
Randolph10.6%
Crawford9.7%
Woodruff8.0%
Cleburne13.9%
Montgomery8.8%
Lawrence8.5%
Crittenden12.8%
St. Francis10.3%
Cleveland10.0%
Hot Spring11.2%
Sebastian8.4%
Little River9.9%
Howard11.6%
Hempstead11.0%
Lafayette9.5%
Independence13.7%
Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher
Percent of County Populationthat hold Bachelors & Higher 2000
Pope 19.0%
Washington 24.5%
Pulaski 28.1%
Clark 19.8%
Benton 20.3%
Faulkner 25.2%
Craighead 20.9%
Percent of County Population(Associate Degree Holder) 2000
U.S. Census BureauData Set: Census 2000 Summary File 3 (SF 3)
4.19% - 6.37%
3.00% - 4.18%
1.80% - 2.99%
White3.97%
Union4.18%
Yell1.80%
Scott5.07%
Clark3.23%
Ashley2.83%
Polk3.95%
Pope3.45%
Drew2.84%
Benton4.60%
Desha2.13%
Logan4.02%
Saline4.56%
Pulaski4.69%
Arkansas3.16%
Newton3.35%
Lonoke5.30%
Chicot2.47%
Prairie3.16%
Dallas2.99%
Clay2.55%
Phillips4.90%
Madison2.49%
Fulton2.77%Carroll
3.82%
Grant2.95%
Jefferson3.27%
Miller3.99%
Cross3.17%
Lee4.30%
Stone2.50%
Searcy3.58%
Sharp3.75%
Pike2.42%
Marion4.69%
Poinsett2.20%
Boone5.18%
Izard4.29%
Baxter4.69%
Garland4.45%
Sevier6.37%
Perry2.71%
Mississippi4.00%
Bradley2.32%
Washington3.51%
Monroe3.23%
Johnson1.97%
Ouachita4.91%
Lincoln3.34%
Columbia2.86%
Nevada2.42%
Greene2.86%
Jackson3.07%Franklin
4.55%
Faulkner4.15%
Calhoun3.48%
Conway2.92%
Van Buren3.15%
Craighead3.53%
Randolph3.20%
Crawford5.40%
Woodruff2.01%
Cleburne3.97%
Montgomery4.04%
Lawrence2.66%
Crittenden3.20%
St. Francis3.76%
Cleveland3.43%
Hot Spring4.00%
Sebastian3.69%
Little River3.63%
Howard3.35%
Hempstead3.24%
Lafayette3.23%
Independence2.90%
Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders
Where Arkansas Bachelors Degree (and higher) Holders live
(2000)
U.S. Census BureauData Set: Census 2000 Summary File 3 (SF 3)
23.00%
2.31% - 8.00%
0.10% - 2.30%
Yell0.5%
White2.3%
Union1.5%
Scott0.2%
Polk0.5%
Clark0.9%
Pope2.3%
Drew0.7%
Ashley0.5%
Clay0.3%
Benton7.0%
Desha0.4%
Lee0.2%
Pike0.3%
Logan0.5%
Miller1.1%
Saline3.2%
Izard0.4%
Grant0.4%
Pulaski23.0%
Arkansas0.6%
Newton0.2%
Lonoke1.7%
Cross0.4%
Chicot0.4%
Dallas0.2%
Stone0.3%
Perry0.3%
Prairie0.2%
Sharp0.4%
Phillips0.7%
Fulton0.3%
Madison0.3%
Carroll0.8%
Jefferson2.9%
Searcy0.2%
Marion0.4%
Poinsett0.4%
Boone1.0%
Baxter1.3%
Garland3.9%
Sevier0.3%
Mississippi1.2%
Bradley0.3%
Washington8.0%
Monroe0.2%
Johnson0.7%
Ouachita0.8%
Lincoln0.3%
Columbia0.9%
Nevada0.2%
Greene0.9%
Jackson0.4%Franklin
0.4%
Faulkner4.4%
Howard0.4%
Calhoun0.1%
Conway0.5%
Van Buren0.5%
Craighead3.7%
Randolph0.4%
Crawford1.1%
Woodruff0.2%
Cleburne0.8%
Montgomery0.2%
Lawrence0.3%
Crittenden1.3%
St. Francis0.6%
Cleveland0.2%
Hot Spring0.8%
Sebastian4.3%
Little River0.3%
Hempstead0.6%
Lafayette0.2%
Independence1.1%
Arkansas ranked 51st (16.7%) Nation-wide in 2000 for Bachelors & Higher
60% of all college AR graduates reside in 9 counties
Pulaski 23.%
Where Arkansas Associate Degree Holders live
(2000)
U.S. Census BureauData Set: Census 2000 Summary File 3 (SF 3)
15.90%
1.96% - 6.83%
0.17% - 1.95%
White2.41%
Union1.80%
Yell0.35%
Scott4.07%
Clark0.64%
Ashley0.64%
Polk0.77%
Pope1.70%
Drew0.47%
Benton6.58%
Desha0.29%
Logan0.87%
Saline1.19%
Arkansas0.63%
Newton0.28%
Lonoke2.55%
Chicot0.32%
Pulaski15.90%
Prairie0.30%
Dallas0.26%
Clay0.45%
Phillips1.09%
Madison0.33%
Fulton0.33%Carroll
0.95%
Grant0.46%
Jefferson2.49%
Miller1.48%
Cross0.56%
Lee0.49%
Stone0.29%
Searcy0.37%
Sharp0.53%
Pike0.27%
Marion0.78%
Poinsett0.53%
Boone1.72%
Izard0.59%
Baxter1.95%
Garland4.01%
Sevier6.83%
Perry0.27%
Mississippi1.82%
Bradley0.28%
Washington4.74%
Monroe0.31%
Johnson0.42%
Ouachita1.34%
Lincoln0.46%
Columbia0.66%
Nevada0.23%
Greene1.01%
Jackson0.54%Franklin
0.76%
Faulkner3.03%
Calhoun0.20%
Conway0.56%
Van Buren0.53%
Craighead2.58%
Randolph0.56%
Crawford2.62%
Woodruff0.17%
Cleburne0.99%
Montgomery0.38%
Lawrence0.45%
Crittenden1.39%
St. Francis0.66%
Cleveland0.28%
Hot Spring1.17%
Sebastian0.31%
Little River0.47%
Howard0.45%
Hempstead0.69%
Lafayette0.26%
Independence0.95%
Arkansas ranked 50th (4%) Nation-wide in 2000 for Associate Degree Holders
58% of all associates degree recipients reside in 12 counties
• Strengthening the Arkansas Education Pipeline
4641
29
1612
4
100
74
9th GradeEnrollment
High SchoolGrads
EnrolledDirectly into
College
First-timeFull-timeDegreeSeekingCohort
RetainedAfter 1 Year
GraduatedWithin 6Years
WithAssociate
Degree
WithBachelorDegree
Percent 96-97 Arkansas 9th Grader’s Progression into High School and College (percent)
100%
71%
28%
Fall 2000 College Freshmen
96-97 Arkansas 9th Grader’s Progression into High School and College (number)
17,11615,172
10,701
5,817
37,160
1,4934,324
27,335
9th GradeEnrollment
High SchoolGrads
EnrolledDirectly into
College
First-timeFull-timeDegreeSeekingCohort
RetainedAfter 1 Year
GraduatedWithin 6Years
WithAssociate
Degree
WithBachelorDegree
Fall 2000 College Freshmen
100%
71%28%
Arkansas_cnty.shp12 - 2526 - 4950 - 74
Reading Remediation Rates by CountyFall 2007
% Needing Remediation
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas_cnty.shp16 - 2526 - 4950 - 69
English Remediation Rates by CountyFall 2007
% Needing Remediation
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas_cnty.shp23 - 2526 - 4950 - 81
% Needing Remediation
Math Remediation Rates by CountyFall 2007
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
Arkansas_cnty.shp33 - 4950 - 7475 - 93
% Needing Remediation
Unduplicated Remediation Rates by CountyFall 2007
First-time entering (full- and part-time) students seeking an associate or baccalaureate degree.
43.8% of all school districts have a remediation rate higher than 50%
74.1% of all school districts have a college going rate higher than 50%
Remediation RatesRemediation Rates for All First-Time Entering Students, 2008 Fall Term, All Public Institutions
51.3%
4-Year Public Universities 39.1%
2-Year Public Colleges 74.2%
Remediation Rates for First-Time Entering Adult Students (age 25 or older), 2008 Fall Term, All Public Institutions
91.0%
4-Year Public Universities 92.4%
2-Year Public Colleges 90.6%
Cost of Remediation
$53,800,000Equivalent 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.
5.5% - 7.2%
4.5% - 5.4%
3.1% - 4.4%
2.0% - 3.0%
2005 Loan Default Rates
Source: U.S. Department of Education
6.8%
(5th)
6.9%
7.1%
7.2%
2.0%
2.6%
6.9%
2.2% (DC)
2.3% (VT)
6.8% - 9.7%
5.0% - 6.7%
3.6% - 4.9%
2.3% - 3.5%
2006 Loan Default Rates
Source: U.S. Department of Education
7.6%
(4th)
8.8%
9.3%
9.7%
7.4%
2.3%
2.4%
2.4% (VT)
2.4%
7.6% - 9.8%
6.2% - 7.5%
4.5% - 6.1%
2.3% - 4.4%
2007 Loan Default Rates
Source: U.S. Department of Education
9.0%
(4th)
9.3%
9.3%
9.8%
8.8%
2.8%
2.3%3.1%
Arkansas Public Universities Six-Year Graduation Rates (2001 Cohort)
25.2%
22.3%
28.8%
19.2%
29.5%
58.9%
45.9%
0.0% 70.0%
Reading*
English *
Math *
Math, Reading and English
Any Remediation
Not Remediated
Fall Cohort
A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.
Arkansas Public Community Colleges Three-Year Graduation Rates (2004 Cohort)
10.8%
11.5%
14.1%8.9%
14.6%
36.7%
21.2%
0.0% 50.0%
Reading*
English *
Math *
Math, Reading and English
Any Remediation
Not Remediated
Fall Cohort
A student who has to take remediation graduates at less than half the rate of students who come to college with the requisite skills.
1. Strengthening the Arkansas Education Pipeline
2. Improving Preparation 3. Decreasing Remediation 4. Accessing Financial Aid5. Increasing Retention and Graduation6. Enhancing Funding and Governance 7. Addressing Data Needs8. Supporting Economic Development 9. Issues for Further Study
• Since many students are under prepared for college-level work, remediation (developmental education) is critical for students to succeed and ultimately receive a degree or certificate.
• Greater efficiency in remediating students in the shortest amount of time should be a priority in Arkansas colleges and universities
Recommendation 3:Decreasing Remediation
Recommended Action• 3.1. Continue using an ACT score below 19 (or the
SAT equivalent) as a baseline definition of remediation. Require colleges and universities to assess students who score below the 19 threshold with a second assessment to assure proper placement.Recommend ADHE conduct research into the continued effectiveness of 19, especially in light of ACT research.
• 3.2. Mandate that colleges and universities set clear, measurable exit standards for remedial courses, to be reviewed by ADHE, that correlate with the ACT 19 threshold and send results of how students do in meeting these standards to ADHE in a biennial report that should also include student success rates in subsequent courses.
Recommended Action
• 3.3. Encourage colleges and universities to develop innovative alternatives to semester-long remedial courses, such as online modules, self-directed instruction, and summer camps. Higher education institutions may apply for pilot grants and may cooperate with K-12 school districts.
Recommended Action
• 3.4. Encourage universities and colleges to identify faculty with demonstrated teaching success with developmental education students, provide professional development/ training for these faculty members; and disseminate best practices for developmental education. Be more prescriptive and individualized in working with developmental students and in providing support services for these students.
Recommended Action
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
HB 1990/ Act 971
• The board, in collaboration with state-supported institutions of higher education, shall develop by institution uniform measurable 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.
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.
• By institution:– Local freedom to select the test/assessment that will be used.– How to teach the course
• Uniform measurable exit standards– Used in all equivalent courses at the institution– Measurable – Quantitative– End of course
Assessing the institutional interventions are essential to determining best practices.
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 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
• 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.
MATH ENGLISH READING OTHER
ASUJ Compass Compass Compass
ATU ACT ACT ACT
HSU Compass Compass Compass
SAUM Compass Compass Compass
UAF ALEKS -Pilot Compass and Essay
Compass
UAFS Compass Compass Compass
UALR NA* Compass Compass
UAMS NA
UAM Compass/Asset Compass/Asset Compass/Asset
UAPB Compass Compass Compass
UCA Compass Compass Compass
*Minimum ACT 19 needed for entry into Intermediate Algebra.
MATH ENGLISH READING OTHER
ANC Asset Compass Compass
ASUB Compass Compass Compass
ASUMH Compass Compass Compass
ASUN Compass Compass Compass
BRTC Compass Compass Compass
CCCUA Compass Compass Compass
EACC Compass Compass Compass
MSCC Compass Compass Compass
NPCC Compass Compass Compass
NAC Compass Compass Compass
NWACC Compass Compass Compass
PTC Compass Compass Compass
OTC Compass E-write Pilot Nelson Denny
OZC Compass Compass Compass
PCCUA Compass Compass Compass
PTC Compass Compass Compass
RMCC Compass/Asset Compass/Asset Compass/Asset
SACC Compass/Asset Compass/Asset Compass/Asset
SEAC Compass Compass Compass
SAUT Compass Compass Compass
UACCB Compass Compass Compass
UACCH Compass Compass Compass
UACCM Compass Compass Compass
*Minimum ACT 19 needed for entry into Intermediate Algebra.
Other Legislation that impacts Remediation
Academic Challenge (lottery) scholarship requires that the student complete their remediation needs within the first 30 hours.
• ADHE looks forward to helping all the institutions with this endeavor.
• Student success is the key• Any questions?
Please note the following changes were made to implementation of Act 971 after the January 14 Presentation
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.
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.