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8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
1/20
nsttut for hghr ducton
drshp & pocy
Institute or Higher Education Leadership & Policy
DiviDeD We Fail:
6000 J Steet, Tahe Ha 3063 | Sacaet, CA 95819-6081T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp
Colleen Moore
Nancy Shulock
October 2010
Improving Completion and Closing Racial Gaps
in Caliornias Community Colleges
http://www.csus.edu/ihelphttp://www.csus.edu/ihelp8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
2/20 | inSTiTuT E For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiTy, SACrAmEnTo
Caliornia Must Increase Educational Attainment -Community Colleges are Key
The te Caa ees hea ceas bes Caas wth cetcates, asscate eees,
a baches eees. Ecata attaet Caa has bee ec wth each e eeat
- a statstc that bes the states ecc cetteess. it s esseta t cease ecata
attaet a the lat at, as cet ees ae eate w a the lat shae the wk-
ae at Caa s jecte t w 34% cet t 50% b 2040. Wth ea e-th
the ats ct cee stets ee Caa, sccess the obaa Astats cee
attaet aea ees Caa ceas cet ates a ec eace as ts 112
ct cees.
Data-Driven Decisions are Gaining Momentum -
Caliornia Can Join the Efort
State acts t cease cee cet ae w, wth 23 states (thh t Caa) se t
Cete Cee Aeca, a the at-e tates st e states a cee sstes.
These tates ae he states se ata t esta hw stets, a whch stets, ake, a t ake,
ess twa cet a t a that kwee b cha sttta actces. These ets hae
ete c chae as a ke eeet the cet aea. pc that s we ae wth cet
as ca ehace cee ets t cease stet sccess, whe -ae ces ca thwat the best
-the- ets. Ths et es hw ata ca be se t et was t cease stet sccess. it
aazes tces e a qate a eee-seek stets the Caa Ct Cees
(CCC), tack thse wh etee 2003-04 e sx eas. We aaze stet ess thh teeate
estes as we as thee cet tces: cetcates, asscate eees, a tase.
Key Findings: Rates too low; disparities too high;analysis points to solutions
n Too ew students reach milestones; racial/ethnic disparities abound (pp. 4-5)
Too many students ail to complete. Sx eas ate e, 70% eee-seek stets ha t
cete a cetcate eee, a ha t tasee t a est (abt 75% back stets a
80% lats). mst ha e t; 15% the -cetes wee st ee.
Critical milestone is missed. o 40% eee-seek stets ha eae at east 30 cee-eecets at the CCC, the eee t shw a scat ecc beet. A we shae lat (35%)
a back (28%) stets eache ths este.
Latinos ace more bumps at the end o the road . The 30 cet thesh ca e et
cet a ecata a. Hwee, ewe lats wh each that t cete a cetcate, eee,
tase (47%), cae t whte (60%), Asa-pacc isae (58%), a back (53%) stets.
n Transer does not mean completing two years o study (as we commonly assume), especially or black
students (pp. 6-7)
Executive Summary
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
3/20DiviDeD We Fail OctOber 2010 |
Transer success is low. Abt 23% eee seekes tasee t a est, a lat stets wee ha as
ke as whte stets t tase (14% s 29%).
Majority o students do not ollow Master Plan intent. ma wh tase t st cete a tasecc (43% cete t) at the CCC, ea that tase ses seth ess tha the cet the
st tw eas a baches eee as was tee the es Caas maste pa. o ha (52%) tase
stets tasee t a Caa bc est.
For-prot sectors role is growing. A ceas shae tase stets s e the -t sect, whee
what tte s kw abt stet tces es ae eas cce abt tces a hh
nddnss. bk sudns spy ky o nsf o fo-po nsuons, nd o h ccc sysm wh
ewe cets cete. A cex tase cess a eet ts at uC a CSu he acct ths te.
n Demographics are not destiny (p. 8)
Completion rates and levels o disparity vary. The we a ates cet a ees sat acsscees sa sze a sa shaes e-eesete t stets sest that se cees was
t be e eecte at he stets a backs ake ess.
A Model for Improving Student Outcomes
Coees erform cohort anayss of student
roress throuh mestones, by race/ethncty:
n Where do students et staed? Whch students?
n What known successfu atterns are they notfoown?
Stakehoders (nterest rous, communty
advocates, ocy researchers, etc.) comare current
erformance eves wth desred outcomes
Coees do addtona anayss (e.., student
ntervews, data on student use of servces) to earn
why students are ettn staed and why they are
not foown successfu enroment atterns
Stakehoders examne current oces to determne
f they suort or create barrers to student success
Coees mement new ractces based on data
anayss, share resuts wth other coees, dentfy
effectve ractces as we as barrers to
mementn such ractces
Stakehoders draw from ractces n other states to
construct new ocy aendas
pubc reortn ofmestone achevements
Institutional Practices State/System Policies
Caforna Communty Coees Systemgovernor, lesature,
community colleges board of Governors
n Increased completionn Reduced racial/ethnic gaps in completion
Chanes n ractce
n Increased completionn Reduced racial/ethnic gaps in completionn Increased completionn Reduced racial/ethnic gaps in completion
Chanes n ocy
identfy oortuntes forocy chanes to suort
and brn to scaesuccessfu ractces
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
4/20 | inSTiTu TE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo
n Patterns o student enrollment provide clues or improvement (p. 9)
Students who ollowed certain enrollment patterns did much better. 59% stets wh eae at east
20 cets the st ea cete a cetcate, eee, tase wth sx eas cae t 21% wh
t; 55% stets wh asse cee ath wth tw eas cete, cae t 21% wh t;
Esh the bes wee 50% a 20%.
But ew students ollowed the successul patterns, with large racial/ethnic gaps. Only 25% eee seekes
eae at east 20 cets the st ea; 29% asse at east e cee-ee ath cse wth tw eas; 36%
asse at east e cee-ee Esh cse wth tw eas (back stets wee the east ke t w
these attes); aeae, eee-seek stets e ae e e th the cets the attete
backs cete e-ha the cets the attete.
Recommendations: Practice, Policy, and their Integration(see diagram on page ii and pp. 12-14)
Act t cease cet a stets a ece aca/ethc sates st cc tw ta
ste ts: changes to institutional practices at the cee ee a changes to state and system policy. boh
e the statec se ata t tack stet este acheeet a eet attes. A the ce
tethe as stakehe aeas t e c bece e b bc et a as cees eet
wth the ees t scss c baes that ae eet eetat eecte actces.
n Improving campus practices
th chnos Of shoud oodn sysmwd, nd sysm, ffo y whh oho d fo sudn
ess thh estes a ke eet attes ae aaze ee cee. Cees shseet cht ata wth the aases a se ests t sttte chaes t cas actces. A a
cess, ehas s ee s, sh be ate cases t shae eecte actces a the acts.
n Improving system and state policy
a nw fundng mod shoud dopd h wds ogs fo hpng sudn pogss hough msons,
c cet cee Esh a ath, a he e-eae stets eet ke estes.
th bod of Gonos shoud hng sysm poy, nd sk suoy hngs s nssy, o nsu h
a eee-seek stets ae assesse cee eaess a ae ecte aate t cses that
w exete the tast t, a sccess , cee-ee stct.
th lgsu shoud k sps o gud gns oson of h hso nsf funon of ommuny
cees b estat ect actces a cet ates at -t cees, eact ces that
ecae stets t ea asscate eees t tase, a es scet caact at uC a CSu
tase stets.
n Bridging practice and policy
cogs shoud puy po mson d, y sugoup (/hny, gnd, g).
cogs shoud dnfy ommon poy s h pn hm fom mpmnng nw ps.
Executive Summary
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
5/20DiviDeD We Fail OctOber 2010 | 1
More Caliornia Community College Graduatesare Needed: Data Can Show the Way
ats aes 25-34 wth at east a asscate eee,
a the te the oECd ctes s twa ceas
ees ecata attaet each sccesseeeat, whe attaet has ae ats
the u.S. (Fe 2). College attainment in Caliornia has
actually been declining with each younger generation, a te
that, t eese, bes the states ecc
cetteess wth the states a ctes.
Whe cee atcat ates ae t w a states,
the be be Caa a esewhee s w cee
cet ates, atca w-ce stets a
thse the w ats hstca e-
eesete hhe ecat.6 i Caa, a aj eas
e-ct baches eees s the ae lat
eet the ct cees (whee tase t
-ea sttts s beatc) athe tha -ea
sttts.7 Ecata attaet a the w
lat at s a atca cce, as the lat shae
the wk-ae at Caa s jecte t
w abt 34% cet t 40% 2020 a 50%
2040.8 o 16% wk-ae (25-64) lat ats
Caa cet hae a cee eee (asscate hhe),
cae t 50% whte ats.9
nata, ets ae w t aess the theat seb ec ecata attaet. Twet-thee states
Caa s ea t ew ee wth the sks
ecessa t jb es the state c ce
ccats that a a wae. The pbc pcisttte Caa estates that Caa c ceate
jbs e e baches eee hes tha
the state s cet tack t ce.1 occats that
eqe se stseca ecat, bt t eqe
a baches eee, ae as execte t ace wke
shtaes. These e sk jbs eeset the aest
shae jbs Caa a the aest shae te
es.2 i atca, thee ae execte shtaes
at a ees stseca acheeet the ks
scece, tech, eee, a atheatcs
(STEm) ccats that ae s tat t Caasat-base ec,3 a ctca heath cae
es.4 The jecte shtaes5 ase ecata
attaet t kee wth the ees the ab
aket, whch has bee sht twa wkes wth
cee eees (Fe 1).
iaeqate ecata attaet Caa s
ata tes, whee the ata sest that tas
eeat ats w be ess ecate tha the
es eeat wtht qck teet t cease
cee eet a, eseca, eee cet. The
ute States aks 10th a oasat Ecc
C-eat a deeet (oECd) ats the shae
Figure 1
Educational Attainment Level in the Workorce Continues to Shit Toward College Degrees
Source: Center on Education and the Workorce, G eorgetown University, Help Wanted: Projections of Jobs and Education Requ irements
through 2018 (June, 2010), based on analysis o data rom the U.S. Census Bureaus Current Population Survey
Note: 1973 data did not include some college category
Number o people: 91 million 129 million 154 million 166 million
0%
20%
30%
40%50%
10%
60%
70%
80%
90%
100%
1973
32%
40%
12%
9%28%
37% 42%45%
7% 10% 10%
Masters degree or higher
Bachelors degree
Associate degree
Some college, no degree
High school graduate
High school dropout
11%
21%
10%
17%
30%
11%10% 10%
28%
17%
12%
23%19%
19%
8%
34%
1992 2007 2018 (projected)
PercentofU.S.Workforce
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
6/202 | inSTiTu TE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo
Figure 2
Percent o Adults with an Associate Degree or Higher by Age Group - Leading OECD Countries, the U.S., and Caliornia
Source: National data are rom the Organisation or Economic Cooperation and Developments Education at a Glance 2010. Not shown on the
graph are Ireland, Denmark, Belgium and Australia, which also rank ahead o the U.S. on attainment among young adults (and have increasing
attainment levels or younger populations). Data or Caliornia are rom the American Community Survey 2006-2008 3-year estimates
(thh t Caa) hae se t Cete
Cee Aeca, a at-e tate t
aatca cease the cee cet ate thh
state c chae.10 The nata Asscat Sste
Heas a The Ecat Tst ae wk wth 24 bc
hhe ecat sstes acss the ct t ece theas tces w-ce a t stets.11
The la a gates ats hae set abts
as ceas the ats cee attaet
ate. The obaa Astat has set a a the
at t ce aa ea the w stseca
eee attaet, b cease attet t the
tace ct cees eet that a.
nwhee s the ata t ct
cee tces e tat tha Caa,
whee ea e-th the ats ct cee
stets ae ee a whee, wth a hh a w
ecetae lat stets, the beets cs
the aca/ethc eace as s the eatest. These
112 cees ae ta t the te sca a ecc
heath Caa, as we as t the sccess the ata
aea t este Aecas cette st the
go onomy. bu h hngs mny. rfng
scecc stats a the qat the schs the
atte, lat stets Ca as K-12 ecat
sste estate we ees cec ath
a aae ats as the ete hh sch, the take
ewe aace ath a scece cses whe hh
sch, the ae ess ke t aate a ae ess ke t
hae cete a cee-eaat cc whe
the .12
lat stets ae e ke t be thestseca ecat a ct cee,13 tt
a e the eecteess these sttts
aess the sat ecata attaet, a
hhht atca the ctca e the tase
cess ceas baccaaeate attaet.
Data Analysis o Student Progress CanHelp Show the Way
Cee cet tates ae eca cees
t se ata (a cht ata atca14) t estahw stets (a whch stets) ake, a t ake,
ess twa cet a t a that kwee
b cha sttta actces. These tates hae
as ete state c as a ta ate stet
sccess ets. Se exst ces a acta ee
cees at bette aaches. These tates
ae sh states t at ces that ae ta
ste eecte cee actces.
More Caliornia Community College Graduatesare Needed: Data Can Show the Way
55 to 64
45 to 54
35 to 44
25 to 34
PercentofAdultswithAssociateDegree
orHigher
Canada Japan New Zealand Norway United States
0%
20%
30%
40%
50%
60%
10%
CaliorniaKorea
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
7/20DiviDeD We Fail OctOber 2010 | 3
We at the sae esecte ths et. We se
CCC cht ata t exae stet ess thh
teeate tces a t the cet cetcates, eees a tases, e t esta
whee stet ess stas. We estate hw ths
k ata aass ca be used by colleges to identiy
more eective practices. A we sest hw state and
system policies could better support colleges the ets t
eet e e ecte actces. The et s aze
t seea sects:
n We exae stets ess each ceta
milestones, easabe teeate acheeets
a the athwa t a eee, as we hae e
ecet ets.15 We escbe the as acss aca/
ethc ats the shae stets each these
estes.
n We hhht se the secc attes exhbte b
tase stets, t cet ets t e the
tase ct the ct cees.
n We bef scss the aat acss sa cees
bth cet ates a ees aca/ethc sat.
n
We shw the extet t whch stets ae weet attes that ake tate eee cet
e ke, a the as acss aca/ethc s
w thse attes.
n We e ccss a eceats ecats
a cakes.
i aases, we cs eee seekes ee as
thse e ct cee the se
ea a cetcate eee tase t a est
(see data a meths bx).
Data and Methods
Data Source: Caliornia Community CollegesChancellors OfceThe stet t ec (Sur) ata the Chaces
oce maaeet iat Sste (ComiS) ce
eahc at, cse-tak ecs, a
ecs eees/cetcates eae a tases t
4-ea estes (base atches t the Caa
State uest, the uest Caa, a the
nata Stet Ceahse). We btae ata
the ete cht st-te CCC stets wh
ee cet cses the 2003-04 acaec
ea. n-cet stets a hh sch stets
ccet ee ct cee wee
exce. We tacke the stets e a 6-ea e,
thh 2008-09.
MethodsThe aases cs stets ete as eee
seekes (a te we se t ce eees a cetcates)
base ha ee e tha sx ts the
st ea. Ths et was se b the et
hhe ecat eseache C Aea as e
eeet the eea eth
cacat ct cee aat ates.16 us
Aeas cte, abt tw-ths stets (255, 253)
the cht wee ete as eee seekes. We
cacate the ecet stets wh eache
estes, the ates este acheeet b ace/
ethct, a the shae stets w a seecte
set eet attes that eseach estates
ae ceate wth eee cet. We se
ba aca/ethc catees: whte, Asa-pacc
isae, back, a lat. (Athh the CCC cect
ata seea sb-ats wth the Asa-pacc
isae a lat catees, the ata we ecee ha
bee aeate t ae catees. Thee a be
sbstata eeces acss sb-ats that ae
aske b s e cate.) i se cases we shw
ests back, lat, a nate Aeca stets
tethe a cbe e-eesete
t (urm) stets.
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
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Fe 3 shws the ecet eee seekes a cht
CCC stets that achee eet estes (teeate
estes a cets) wth sx eas:
n by h sond y, oho nomn hd fn ny y
ha.17
n The ajt stets achee cee athwas stats
a te se b eseaches cet at east 12
cee-ee cets.18
n Tw t e stets eae e ea cee-ee
cets (30 seeste cets19), the that eseach has
t ceate wth a scat cease eas.20
Figure 4
Milestone Attainment and Completion Within 6 Years by Race/Ethnicity
n 15% cete a tase cc (as best we ca
ee t21), sae tha the shae that acta tasee
t a est (23%), cat that a stets
tase wtht st cet tw eas st.
n A e sa t eae a cetcate a 11% wee
awae a asscate eee.
n Abt 31% cete a cetcate eee,
tasee t a est wth sx eas e
the CCC22 (st the -cet stets ha
e t; 15% wee st ee).
Too Few Students Reach Milestoneson the Road to Degree Completion
Figure 3
Milestone Attainment and Completion within 6 Years
Retained2nd Term
Retained2nd Year
12+College-Level
Credits
30+College-Level
Credits
TranserCurriculum
Certifcate AssociateDegree
Transerred
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%PercentofDegreeSeekers
AchievingMilestone
31%
23%
15
%
40%
61%
56%
73% 1
1%
5%
Any Completion
Intermediate Milestones Completion
100%
90%
80%
70%60%
50%
40%
30%
20%
10%
0%
PercentofDegreeSeekers
AchievingMilestone
Retained2nd Year
12+College-Level
Credits
30+College-Level
Credits
TranserCurriculum
Cer tifcate AssociateDegree
Transerred Any Completion
Intermediate Milestones Completion
56%
65%
42%
29%
37%
5%
16%
12%
47%
49%
28%
20%
26%
61%
68%
48%
24%
35%
5%
4% 8
%4% 1
0%
23%
14%7
%12%
56%
56%
35%
14%
22%
Note: students can be double-counted in the certificate, associate degree, transfer measures
White API Black Latino
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
9/20DiviDeD We Fail OctOber 2010 | 5
bk nd lno sudns w ss ky o h msons
tha whte a Asa-pacc isae (Api) stets (Fe 4) :
n lat stets wee abt as ke as whte stets t
esst t the sec te (t shw) a sec ea,
bt the weeess ke t each the the estes, a
wee ha as ke as whte stets t tase (14%
s 29%). Thh w aass we eae that,
a stets wh eache the 30 cet este, lat
stets wee the east ke t aace t cet.
n bk sudns w so ss ky hn wh sudns o
tase (20% s 29%), ha sewhat hhe tase
sccess tha lat stets, bt the wee the least likely
t cete a tase cc t tase.
n me tha e-th whte (37%) a Api (35%) stets
cete seth (cetcate, eee, tase),
cae t 26% back stets a 22% lats.
Figure 5
Racial/Ethnic Distribution o Degree Seekers Compared to Completers
n The caate w ea cet ate lat
stets was ae eate t the w ate tase.
n bk sudns ompd s nd dgs
we ate tha lat stets, bt the hhe keh
tase (thh st wtht cet a tase
cc) e t a hhe ea cet ate.
bus of h ow s of suss, und-psnd
t (urm) stets ae a ch we shae
cetes (30%) tha the c eee
seekes (43%)(Fe 5). The et shae t
cet shae was ae accte b lats, wh
accte a th c eee seekes bt ess
tha a qate cetes.
CompletersDegree Seekers
Latino
23%Latino
34%
Black
9%
Black
7%
White
48%
White
40%
API
18%
API
22%
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
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Ct cees ae esseta t the ct
baccaaeate eees Caa. The states maste
pa ts esha ass at bc estes tthe t th hh sch aates. Se stets
wh aate the t th chse t e st a
ct cee, te t tase. it a be ss
t thse aa wth ths es eate the maste pa
t ea that "tase" es t ea what t has c
bee asse t ea: the eet stets
the CCC t the uest Caa (uC) Caa State
uest (CSu) ate ea tw eas cet twa a
baches eee.
Many students transer withoutcompleting a transer curriculum orearning an associate degree
As shw Fe 6:
n o 43% stets wh tasee t a est ha
cete a tase cc at the CCC, whch eqes
at east 60 taseabe cets, c Esh a ath.
n Abt e-th eae a asscate eee.
n bk nsf sudns w f ss ky hn ohs ocete a tase cc, wth 22% s.
Figure 6
Most Transer Students Have Not Completed Two Years o Credits
Transer Doesnt Mean Completing Two Years,Especially or Black Students
n Whe lat stets wee the east ke t tase, thse
wh wee acta e ke tha st thes t
hae cete a tase cc asscate eee.
uC a CSu accet e ew tase stets at the
esha she ees s st tases t -state
bc estes hae cete a tase cc. 23
uC a CSu tases eae a aeae 68 taseabe
cets at ct cee. Stets wh tasee
withoutcet a tase cc a asscate
eee eae a aeae 22 taseabe cets.
bus of Uc nd cSU pos, hs sudns mosy
tase t ate t a -t sttts
that t eqe tase stets t be eae t
be j-ee st at a est.
Only hal o transers enroll in CSUor UC with key diferences by race/ethnicity
Athe ss , ew the maste pa, s that
ha (52%) the tases wee t e the states
bc estes. As te, ths efects the w ecetae
tase stets wh cete a tase cc.
Fe 7 shws se stk eeces acss aca/ethcs tase estat:
Completed Transer Curriculum Completed Associate Degree
PercentofTransferStud
ents
All Transers White API Black Latino
0%
20%
40%
60%
80%
100%
43%
27%
25%
26%
23%
36%
39%
57%
22%
48%
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11/20DiviDeD We Fail OctOber 2010 | 7
n Asa-pacc isaes a lats wee the st ke t
e e the states bc estes, a back
stets wee the east ke. Thee wee eecesacss aca/ethc s the s thse tases
betwee uC a CSu. Ftee ecet the back a
lat tases t the states bc estes ee
uC, cae t 21% whte tases a 31% Api
tases.
n bk nsf sudns w mo ky o no n ou-of-
state bc a ate sttts (42%) tha CSu
uC (31%), a ea e e (19%) ee -t
cees,24 e tha twce the shae a whte a Api
tases.
n lat tases wee the east ke t t t--
state sttts (15%), bt ea as hh a shae (16%)
ee -t cees as a back stets.
Tase CCC stets t the -t sect has bee
ceas aatca ecet eas. F exae, the aa
be tases t the uest phex cease b33% betwee 2003 a 2008, 6,638 t 8,825.25 oe the
sae e-ea e, tases t CSu cease b 8% (
50,746 t 54,971) a tases t uC cease b 13% (
12,275 t 13,909). lke eass the state wth
tases t -t cees ce caact cstats
CSu a uC e t cts state , cex eqeets
tase ass t CSu a uC, a ect ets
b the -t sttts. Whatee the eass, the te
beas watch e (1) the ae estet state esces
the -t cees thh the Ca-gat a26 (2)
cces abt w aat ates,27
ect actces, aecata qat that sect,28 (3) the excesse ebt as
a hh a eat ates the stets, a (4) sh
caact at uC a CSu t ecee tase stets.
Figure 7
Transer Destination Varies by Race/Ethnicity
API Transer StudentsWhite Transer Students
Black Transer Students Latino Transer Students
In-State
Private
12%
In-State
Private
8%
In-State
Private
10%
In-State
Private
10%
Out-o-State
Public
22%
Out-o-State
Public
28%
Out-o-State
Public
12%
Out-o-State
Public
10%
Out-o-State
Private
10%
Out-o-State
Private
14%
Out-o-State
Private5%
Out-o-State
Private
5%
For-Proft
8%
For-Proft
7%
For-Proft
19%
For-Proft
16%
UC
10%
UC
5%
UC
21%
UC
9%
CSU
38%
CSU
26%
CSU
45%
CSU
50%
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12/208 | inSTiTu TE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo
the cees b sze eet a b the shae
urm stets a eee seekes, a we
aat bth cet ates a sat ees. Fexae, as shw Fe 8, Cees 1 a 2 ae bth
sa cees (tta eet 50%) urm
stets, Cees 11 a 12 ha etca cet ates
whte stets (35%) a we ates urm stets,bt Cee 11 ha ess a sat betwee the tw
ates. i each eet/urm cate we c et
a cee that ha, whatee eass, bee abe t
ze the cet ate sat. it st bece a
sstewe t t et eecte actces he
saatae stets ece baes a t te
esa at eecte actces acss the sste.
Some Colleges Achieve Better Parity inOutcomes by Race/Ethnicity
We, ke the eseaches, hae cete we ates
sccess a urm stets, a tb ct that
s te attbte t acts that a b ace/ethctathe tha t ace/ethct per se, c scecc
stats a acaec eaat.29 urm stets
Caas ct cees ae e ke t hae
attee hh seeate, e-cwe K-12 schs
wth hh ccetats w-ce stets, te
access t we-qae teaches a cses, a ewe
ttes t eae a s cee-eaat
cc.30 it s bte te, as the cees hae
ae,31 that the esces e t the ae aeqate
t the task se stets wth a bstaces t
oom on h ph o og dg. bu sn e stet s ea eqaze acss the cees, 32
aats tces acss cees sa sze a
eahc cst33 w sest that se
cees ae s the esces the hae e eecte t
he stets a backs ake ess.
T test ths t we cae the cet ates
urm a whte stets a cees.34 We e
Figure 8
Some Colleges Are More Eective with URM Students;Colleges o Similar Size and Demographic Profle Produce Very Dierent Outcomes
Com
pletionRate
60%
50%
40%
30%
20%
10%
0%College
1
Low URM(50%)
College2
College3
College4
College6
College7
College8
College9
College10
College11
College12
Small Colleges (< 10,000) Medium Colleges (10,00020,000) Large Colleges (>20,000)
College5
White Completion Rate URM Completion Rate
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13/20DiviDeD We Fail OctOber 2010 | 9
Too Few Students Follow Successul Patterns Racial Gaps Appear Here as Well
The eseach teate has eeae ch abt the eet
attes that ae asscate wth stet ess a eee
cet.
35
The ae a t these attess s that kwee t ecae e stets t w
the. i a st tte Steps to Success, we se ata a eae
cht CCC stets t shw that stets wee e ke t
ake ess a the estes a cete a cetcate,
eee, tase the we ceta attes, c:
n ass cee-ee ath a Esh ea the cee
caee (ae C bette)
n tak a cee sccess cse
n
a et thh cet accat be -te a cts, cet at east 20
cets the st ea eet, ea cets
se tes, a a excesse cse wthawas
a ate estat.
The eeces betwee w a t w sccess
attes ca be eat. nte the w thee exaes
hw stets wh we the sccess attes ha ch
hhe ates cet cetcates, eees, tases tha
stets wh t w thse atca attes:
Passed college-level English within 2 years?n yes 50% cete | n n 20% cete
Passed college-level math within 2 years?
n yes 55% cete | n n 21% cete
Accumulated at least 20 credits in rst year?
n yes 59% cete | n n 21% cete
Fes 9 a 10 shw that t ew stets the CCC ae
w sccess attes, a that urm stets ta
ea ee case. o 25% eee seekes eae at east
20 cets the st ea, a a sa shae (29%) cete
at east e cee-ee ath cse wth tw eas (Fe9). Sht e (36%) sccess asse at east e cee-
ee Esh cse wth tw eas. me tha e-th
aPi sudns foowd h of hs pns. bk sudns
wee the east ke t cete ath a Esh ea a t
ea 20 cets the st ea. me etae aass stet
eet attes ca he exa what stets ae
t w sccess behas. As e exae, we
that stets wh t ass cee ath wth tw eas:
Figure 9
Few Students Follow Successul Enrollment Patterns
Figure 10
Percent o Credits Completed by Race/Ethnicity
PercentofCreditsCompleted
All DegreeSeekers
White API Black Latino
100%90%
80%
70%
60%
50%
40%30%
20%
10%
0%63%
67%
71%
49%
58%
PercentofDegreeSeeker
sFollowingthePattern
All DegreeSeekers
White API Black Latino
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0% 36%
39%
39%
26%
33%
29%
30%
38%
17%
25%
25%
27%
34%
16%
21%
Passed College-Level English Within 2 Years
Passed College-Level Math Within 2 Years
Earned 20+ Credits Year 1
n 54% attete ath cses
n 29% ee ath bt at the eea ee
n 17% ee at east e cee ath cse bt
e ae the cses.
oe bs cat ths aass s that cees ca
e t ecae stets t e se ath cses.
o aeae, eee-seek stets cete 63%
attete cets, ea the e ae e
hn on-hd (Fgu 10). bk sudns ompd ony
ha the cets the attete. lat stets e
ae e tha 40% the cets.
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14/2010 | inSTiT uTE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo
Summary o Findings:Serious Problems but Tools or the Job
o aass tces, b ace/ethct, the 2003-04
cht CCC stets eas t seea ke s.
Completion rates must rise; disparities must fall. The rates
o progress and completion among CCC students are ar too low
to meet Caliornias projected demand or educated workers.
There are disparities by race/ethnicity at every step o the way that
will exacerbate the problem given demographic trends unless
business as usual ends and undamental changes are introduced
to increase student success.
n 30% completion rate is too low. Sx eas ate ta
e the CCC, 30% eee-seek stets
ha cete a cetcate eee, ha tasee t a
est. mst the the 70% ha e t; 15%wee st ee. o 26% back stets a 22%
lat stets ha cete tasee ate sx eas.
n Critical milestone is missed. o 40% eee-seek
stets ha eae at east 30 cee-ee cets at the
CCC, the eee t shw a scat ecc
beet. A ee we shae lat (35%) a back (28%)
stets eache ths este.
n Latinos ace more bumps at the end o the road. The 30
cet thesh ca e et cet
a ecata a. Hwee, ewe the lats wh
eache that t cete a cetcate, eee, tase
(47%), cae t whte (60%), Asa- pacc isae (58%),
a back (53%) stets.
Transfer is not what we tend to think it is. Transer one o
the completions we report should be raising red ags because
patterns o transer do not ollow the Master Plan intent. Most
students transer beore fnishing two years o study (many well
beore) and a growing share, especially o black and Latino
students, is transerring to or-proft institutions, where there are
growing concerns about low completion rates and high levels ostudent debt.
n Transer success is low. Abt 23% eee seekes
tasee t a est, a lat stets wee ha
as ke as whte stets t tase (14% s 29%).
n Majority o students do not ollow Master Plan intent.
o 43% tases cete a tase cc (60
taseabe cets c Esh a ath) bee
tase a jst 27% tases eae a asscate
dg. by hf (52%) of nsf sudns nod n
a Caa bc est, whee cet at east
60 taseabe ts s eea eqe. F a aet
eass, whch ee t be exe, the ct
cee tase ct s t a se t ect
stets t e s st at uC a CSu.
n For-prot sectors role is growing. A ceas shae
tase stets s e the -t sect,
whee what tte s kw abt stet tces es
ae eas cce abt tces a hh
ebteess. The stets t the -t sect
ae state the e-eesete t
ats whse eee attaet ees we st ee
o mpo. bk sudns spy ky o nsf
t -t sttts a t eae the CCC sste wth
ewe cets cete.
Demographics are not destiny. As open access institutions,
community colleges serve many students acing serious
obstacles to success, including the under-represented minority
populations whose poorer outcomes we have documentedin this report. Yet we ound that some colleges show better
outcomes or such students than their peers.
n Some colleges may have ound better practices.
pe tces e-eesete t
stets ae bte eate t scecc
stats a ee acaec eaat cee.
bu h wdy yng s of ompon nd s of
sat acss cees sa sze a sa shaes
e-eesete t stets sest that
se cees ae was t be e eecteat he stets a backs ake ess,
este beta a the baes.
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15/20DiviDeD We Fail OctOber 2010 | 11
Patterns of student enrollment provide clues for
improvement. Research has documented that certain
enrollment behaviors increase student chances o success butew CCC students are ollowing those patterns; targeting new
eorts to encourage more eective enrollment patterns could
be a high-yield strategy. Analyzing these dierences by race/
ethnicity reveals additional opportunities or new approaches.
n Students who ollowed certain enrollment patterns did
much better. As exaes: 50% stets wh tk
a asse cee Esh wth tw eas cete a
cetcate, eee, tase wth sx eas, cae
t 20% stets wh t; 59% stets
wh eae at east 20 cets the st ea cete
wth sx eas, cae t 21% stets wh t.
othe exaes ab a e ae tt
t cs cas statees.
n But ew students ollowed the successul patterns.
Stets ae t tak a cet atewa cses
ea. o 25% eee seekes eae at east 20 cets
the st ea; 29% cete at east e cee-
ee ath cse wth tw eas; 36% sccess
asse at east e cee-ee Esh cse wth
tw eas (back stets wee the east ke t cete
ath a Esh ea a t ea 20 cets the stea); aeae, eee-seek stets e
ae e e-th the cets the attete, wth
back stets cet ha the cets the
attete.
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16/2012 | inSTiTu TE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo
Recommendations: Using Data to ImproveInstitutional Practice and State/System Policy
Act t cease cet a ece aca/ethc
sates st cc tw ta ste ts:
changes to institutional practices at the cee ee a changesto state and system policy(s Dgm on p. ). boh y on h
statec se ata t tack stet este acheeet
a eet attes. Thee ae s ets ewa
acss the CCC t e actce; c e ets
ae e sw. Thee ae ae ttes
cees t taet statees e eecte, base ata, t
ce bette stet tces. At the sae te, state a
sste c chaes ca ehace cee ets t e
tces jst as ccee ces ca thwat the best
cee ets t he stets sccee.
Recommendations to ImproveInstitutional Practice1 The Chancellors Oce should coordinate a
systemwide, and systematic, efort by which cohort
data are analyzed or every college.
n Ee cee sh, the bass these aases, set as
ts cet ates a ec sates.
n A cees sh se a c aewk aass
that ces a set estes a a set eet
attes that hae bee cete t ceate wth
sccess. We sest the w cets aass
a et, a ce b sb (ace/ethct,
ee, ae):
Table 1
Examples o How Cohort Analysis Can Point to Campus Practices
What we found:What institutional practices
might help:
A sa ecetae stets
ae ea at east 20 st-ea
cets, a t b
et
n Cee sccess cse
n b nn d
cse t ehasze
beets -te
eet
n o-e se cses
Stets ae a
wthaw a scat
t the cses
n Ea aet sstes t
ctact stets at the st
s tbe a ect
the t he
n lts cse s
a eeats exta ee cse wthawa ast a
ceta ate cse
eeats
A sa ecetae stets
ae cet cee-ee ath
a Esh wth tw eas
n oetat a as t
ehasze tace
tak the cses ea
n lea ctes
basc sks stets
Stets tase we sht
cets t be j-ee wk
n Tase as tecae eecte
cse-tak
Stets each 30-t este
bt t ess t cet
n St as
ee ate st ea
exeece bt ate
eas
Tabe 1 shws hw we se these etcs t sest chaes
sttta actce - bt each cee aaze ts w ata,
statees at each cee c be ea taete t accstaces.
Milestones
n 2 te etet
n 2 ea etet
n 12+ cee cets
n 30+ cee cets
n Tase cc (60taseabe cets,c Esh a ath)
n Cetcate
n Asscate eee
n Tase wth tasecc
n Tase wtht tasecc
Enrollment Patterns
n Atte -te st te
n Take cee sccess cse
n E cts
n pass cee-ee athwth 2 eas
n pass cee-ee Eshwth 2 eas
n Cete 20+ cets stea
n Ea se cets
n % cse wthawas
n % cse ate estat
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17/20DiviDeD We Fail OctOber 2010 | 13
cse t. The estes aach has eat teta
t ece the shtcs eae eeats
eace hhe ecat, whch t t chehass aat ates, ae t ewa sttts
stet ess, a wee t base the ch ata that
ca ce cht aass este attaet. i
ew s cht aass, we ece that
the ew e ce aca cetes ett
stets t cete ke estes a that t cta
exta cetes este attaet b e-eae
stets, t he cse the as a t saatae cees
that see e e-eae stets.
3 The Board o Governors should adopt changes to
system policy, and seek statutory change as necessary,
to ensure that all degree-seeking students are assessed
or college readiness, and are directed appropriately
into courses that will expedite their transition to and
success in college-level instruction.
Ct cees acss the at ae es statees
t best he stets wh ae e-eae cee-
ee stct. Caa as the states at
es that w eqe stets t be assesse. Ths
has ses acats the k ata aass we
ece. Wtht cete ata wh s a wh st eae cee-ee st, cees cat cae
st tces e-eae stets t the
act as stcta a st statees. Fthe,
the states ae ea the wa e ee sstes
eea ecat ae at z the te stets
se aw-t eea seqeces whe cae
ct stet access t cee-ee cses t ese
that stets hae the sks t ea a wte at cee ee
bee tak cses that eqe thse sks. Se c
es t aess ths set sses ae be csee b
the CCC bt eate act s waate t he e-eae stets ess a sccee.
4 The Legislature should take steps to guard against
erosion o the historic transer unction o community
colleges by investigating recruiting practices and
completion rates at or-prot colleges, enacting policies
that encourage students to earn associate degrees prior
to transer, and ensuring sucient capacity at UC and
CSU or transer students.
n Cees sh seet cht aass wth e
-eth st, (e.., stet teews, ata stet se
st seces) t bette esta wh stets aeett stae a wh the ae t w sccess
eet attes.
n A a cess sh be tate b whch cees,
ehas aze b ee , shae at abt the
chaes sttta actce the hae eete as a
est the aases a what act the ew actces
hae ha the eases stet ess.
Recommendations to Improve Policy
to Better Support College SuccessStrategies
pc s a ta ate stet sccess ets. As tat
as t w be cees t st the ata a eet ew
aaches, thee s a t t what ca be accshe wtht
chaes t the c eet whch cees eate.
Whe c s we ae wth as stet sccess, cees
ca e eas take the stes that ae seste b the ata
aass. nata tates t cease cee cet,
se b aj ats, ae sh states t at ces
that ae ta ste eecte cee actces. Tthat e we e thee secc c eceats that
ste ect ata aass. We beee these chaes
w st ct cee ets t cease cee
cet a cse the teabe as acss aca/ethc
ats. o ast c eceat aesses the
ba c eet a Caa hhe ecat.
2 A new unding model should be adopted that
rewards colleges or helping student progress through
milestones, including completing college-level English
and math, and or helping under-prepared students meet
key milestones.
o aass eeae ses shtcs the extet t
whch stets ae thh ke estes the wa
t ea cetcates eees tase t estes.
The ccet estes, teeate eases stet
ess, s w at as states bece cce
that base se eet s t the
ht cete stet ess a sccess.
Seea states hae ate ths aach a e ae
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18/2014 | inSTiTu TE For HigHEr EduCATion lEAdErSHip & poliCy AT CAliForniA STATE univErSiT y, SACrAmEnTo
o aass shwe that ae bes ct cee
stets ae tase wth ew ts cete a
w bes t -t sttts, whse ectetactces ata ae e estat, a whse
cet ates ae eae t be excee w. These
sttts ae ect hea a lat a back
stets whse sccess s s ctca t Caas te. The
lesate sh ca tasaec the actces a
tces -t cees ehas b eas s
cts sttta ebt t atcate Ca gat
as. Ata, ets the lesate t
e tase athwas stets sh cate
cetes stets t cete a tase cc a
ea a asscate eee whe at ct cee.
5 Caliornia needs a public agenda or higher education
A c aewk s eee that sets as acss a thee
seets (uC, CSu, a CCC) cee atcat a
eee cet, etes the ces a estets
eee t accsh thse as, a ts ess
twa ache the as (c as a ess
eate t cs acheeet as). We hae ecee
ths es, as has the lesate Aasts oce. The
states that ae ea the wa wth ew aaches t
cease cet, a attact at e thecess, ae s e the ace sch a statec
cet. Caas aach t hhe ecat s a t
aete a -statec the state t be csee at
the et ata cee cet ets.
Recommendations to Link Practice andPolicy
Acates a stakehes ea te c aeas
the teest stet sccess. We he that the
cet ates a sates cete ths et w
s e acte c aeas b stakehes ctte t
ceas cee cet a ec eace as.
i stakehe aeas ca efect ea a cet tes the
cees a ca be ae wth the cees w aeas,
the chaces ache eecte c e ae hhe. T
that e, we ca attet t tw echass, hhhte
the aa . , b tea a extea
stakehes tethe the st stet sccess.
6 Colleges should publicly report milestone data
meste attaet, b ace/ethct, sh bece a eate
the extese CCC bc acctabt sste, cae Acctabt
ret Ct Cees (ArCC). Ths w
state a ca stakehe s, as we as cakes, the
eace cees he stets ake ess a
cete acaec as, a c he cs c aeas
thse aeas eatest sstewe chaee.
7 Colleges should identiy common policy barriers
Whe cees ce tethe t shae eecte actces, as we
ece the , the sh et sste a state ces
that ae e the best ets t he stets sccee. Fexae, a cee a wat t assess stets a sa ee
excesse cse ate estat - tw attes shw
t ece the keh sccess - bt ae eete
s b statte. o a cee a wat t eet a tese
stet st a bt a be eete s b
the t ecet aw that cas exetes stet st
seces. i, thh these ata-tese ets, act a sta
ce t see st ha that c ca ehace the wk
the ae t he stets sccee, Caa stas a bette
chace j ea states eet the ks
ate c es that ca ase cee cet.
We ct sees a the a wh beee that ct
cees ae aeqate e the ese a ta sss
hy xpd o fu. bu w so s mpon, and
possible, t achee bette tces the esces that ae
. b us of d o nfom hngs n p nd
c acss the ct cee sste ca he eet
ses es ecat ees a the est aese
act the wkce, the tax base, a the qat e
Caa. it caes a ce ta bt t a hbte e. Cet
sca bes a aeqate eaat c cee
stets ae he chaees bt sh t sta ets t aess
the scat bes at ha. Ct cee stets ae
Caas te wkce a we st eae the ace
a eabe te. The cees ae ctte t ceas
stet sccess bt the ets w be e eecte e b
the ssteatc ata-e ecs ak that we hae te
ths et. Sch a cte cts eet ca s
chaes t actces a ces that, cbat, ca cease
cee cet a bhte te sects Caa.
Recommendations: Using Data to ImproveInstitutional Practice and State/System Policy
8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
19/20DiviDeD We Fail OctOber 2010 | 15
Notes
1 Jhs, H. & Seta, r. (2009). Closing the Gap: Meeting Caliornias Need
or College Graduates. Sa Facsc: pbc pc isttte Caa.
2 The Wkce Aace (2009). Caliornias Forgotten Middle-Skill Jobs:
Meeting the D emands o a 21st Century Economy. Washt, d.C: Ath.
3 oeste, J. & Shck, n. (2009). Technical Di fculties: Meeting CaliorniasWorkorce Needs in Science, Technology, Engineering, and Math (ST EM) Fields.Sacaet, CA: isttte Hhe Ecat leaesh & pc.
4 Haeaes, r., Chee, d., one, E., S, K., & Seeja, J. (2007).
Closing the Health Workorce Gap in Caliornia: The Education Imperative. Sa
Facsc: Heath Wkce Sts.
5 Whe t s c t ee t the a betwee jects jb
es a aaabt qae wkes as shtaes, actashtaes w t exst. i the state as t ce a wkce wth the
qacats t the ks jbs that the state s thewse tack
t ce, ees w ceate thse jbs the states ctes
that hae a e ecate wkce. i athe ecet et, ppiCcce that Caa w t be abe t t eh qae
wkes t cesate e-ct cee aates, e tthe ceas cett thse wkes the states a ctes
(ree, d. [2008]. Caliornias Future Workorce: Will there be Enough College
Graduates?Sa Facsc: pbc pc isttte Caa).
6 bown, W.G., chngos, M.M., & MPhson, M.S. (2009). Getting to the FinishLine: Completing College at Ameri cans Public Universities. pcet, nJ:pcet uest pess.
7 Ca, m. (2010). Caliornias Impending College Graduate Crisis and What
Needs to Be Done About It. Sta, CA: pACE.
8 Caa deatet Face (2007, J). Race/Ethnic Population withAge and Sex Detail, 2000-2050. Sacaet, CA: Ath.
9 Cacate s ata the Aeca Ct Se, 2006-20083-ea estates.
10 F e at the et a the states e, see htt://
www.cetecee..
11 The Caa State uest s a atcat. F e at see
htt://www.etst./sses/hhe-ecat/access-t-sccess.
12 me, C. & Shck, n. (2009). The Grades are In 2008. Sacaet, CA:isttte Hhe Ecat leaesh & pc.
13 Kaee, m. (2006). Chs ct cee: Facts aect
lat cee chce. New Directions or Community Colleges, 133, 7-16.
14 Cht ata tack etes a stets wh e be
a a at the sae te a tacks the ess e te. Ths s
stct , a eeabe t, tack aa tces stetswh ae at eet staes the acaec caees becase t actates
aass the act eet as, teets, a ces.
15 oeste, J., me, C., & Shck, n. (2010). Advancing by Degrees: AFramework or Increasing College Completion. Sacaet, CA: isttte Hhe Ecat leaesh & pc; me, C., Shck, n., & oeste,
J. (2009). Steps to Success: Analyzing Milestone Achievement to ImproveCommunity College Student Outcomes. Sacaet, CA: isttte HheEcat leaesh & pc.
16 Aea, C. Proposed amendment or the Student-Right-to-Know and
Campus Security Act o 1990 (P.L. 101-542) to produce a ull and honest account
o college completion rates. obtae thh esa ccat
Je 2, 2008.17 Sec te etet was ease a-t-s stets be
Fa 2003 a s-t-a stets be S 2004.
lkewse, e-ea etet was ease ethe a-t-a s-t-
s ee the stets ta te.
18 H, l. & lew, S. (2007). Caliornia Community College Transer Rates: Who isCounted Makes a Dierence. bky, ca: MPr assos, in.
19 mst ct cees se the seeste caea. F the ew s aqate caea, we cete qate cets t seeste cets bee
cacat a estes cet cts.
20 F exae, see mactte, d.E. (2006). The Earnings Eect o Education orCommunity Colleges. bmo, MD: Unsy of Mynd.
21 Cet a tase cc was ee as 60 taseabe cets,c at east e cse ath a e Esh. Ths ease
s a x cet a tase cc, a s ke a
eestate. T be ebe tase t a bc est at thee s ee, stets st cete a set eea ecat
cses a we-s eeqste cses eqe ass t a
atca a. The aat cca acss the ct cees,
the ack c cse be, a the aat cses eqe ass acss the estes akes t ssbe t ease the
ecet stets wh acta cete a tase cc.
22 Stets ca be be-cte the cetcate, eee a tase
eases. F exae, a stet a hae cete bth a eee atasee.
23 Acc t ata the Caa pstseca Ecat
Css, a 2008 3.4% tases CCC t uC a 5.8%
tases CCC t CSu wee eshe shes.
24 i the nata Stet Ceahse, se the -t stttsse e ceta cat t cate a stet ee e ts
sttts, ak t ct t etee the cat the secc
cas that a stet attee. As a cseqece, we shw a tasest the -t sect cbe, wtht stsh betwee -state
a t--state, bt ts ke that st thse stets ee
-t cees wth Caa.
25 data e b the miS t the CCC Chaces oce.
26 i 2008-09, ea 20,000 stets the -t sect ecee Ca
gat awas, acct 7% a ecets (Caa Stet ACss [2009]. 2008-09 Cal-Grant Program Recipients. Sacaet, CA:
Ath). Sxt ecet ew awas e the Cette Ca gat A
a wet t stets -t cees (Caa Stet ACss [2009]. Facts at Your Fingertips 2008-09: Cal Grant Competitive
Program. Sacaet, CA: Ath).
27 F exae, the ata aat ate uest phex s
we ete at 16%, base the sx-ea ate as ee b theeea eet st-te, -te eshe (htt://www.tes.
c/2007/02/11/ecat/11hex.ht). The Caa pstseca
Ecat Css shws that ate uest phex cases
ths state as ess tha 5% (htt://www.cec.ca./Stetdata/garatesdeta.as?id=g0021A&yea=2 001). Ee the sttts w
http://www.completecollege.org/http://www.edtrust.org/issues/higher-education/access-to-successhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.cpec.ca.gov/StudentData/GradRatesDetail.asp?ID=G0021A&Year=2001http://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.nytimes.com/2007/02/11/education/11phoenix.htmlhttp://www.edtrust.org/issues/higher-education/access-to-successhttp://www.completecollege.org/8/6/2019 Divided We Fail: 6000 J Street, Tahoe Hall 3063 | Sacramento, CA 95819-6081 T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp Colleen Moore N
20/20
Institute or Higher Education Leadership & Policy
eth cacat a sx-ea aat ate stets seek abaches eee ests a ate 36%, wth at e
abt hw that ate s cacate (uest phex [2009]. 2009
Annual Academic Report. phex, AZ: Ath).
28 F exae, see ecet atces Cessebes cces a theect t the geet Acctabt oce (gAo) t cct a
eew the -t hhe ecat sect at htt://chce.c/
atce/new-g--F-pts /66020/?s=at& t_sce=at&t_
e=e a htt://www.sehhee.c/ews/2010/06/24/t.
29 Aea, C. (2005). Moving Into Town and Moving On the Community
College in the Lives o Traditional-Age Students. Washt, dC: nata
Cete Ecat Statstcs.
30 uClA isttte decac, Ecat, a Access a uest Caa A Cas Cst reseach dest (2007).
Caliornia Educational Opportunity Report 2007. ls Aees, CA: Ath.
31 See, exae, Caa Ct Cees Chaces oce
(2003). The Real Cost Project Preliminary Report. Sacaet, CA: Ath.
nsttut for hghr ducton
drshp & pocy
Notes
32 Whe st cees w ecee eqa e stet as a est ecet esat, thee ae 3 stct s that ecee sewhat we
(basc a stc ts) a 7 thes that ecee sewhat e
tha the staa $4,565 e FTES.
33 Sze a eahc cst ae tw chaactestcs whch t base sat acss cees, a thee ae the was
these cees c be eet each the (e.., whe acaec
eaat a scecc stats ae st eate t ace/
ethct, the ce ee eaat stets c sta acss cees wth sa aca/ethc cst). T et
t hh-e cees tes the sccess ates urm
stets, the ac ts w hae t be csee, seth thats best e b the CCC sste as at e ts t et a shae
eecte actces.
34 otces stets atte e tha e CCC wee attbte t
the cee whee the ta ee.
35 me, C. & Shck, n. (2009). Student Progress toward DegreeCompletion: Lessons rom the Research Literature . Sacaet, CA:
isttte Hhe Ecat leaesh & pc.
6000 J Steet, Tahe Ha 3063 | Sacaet, CA 95819-6081T (916) 278-3888 | F (916) 278-3907 | www.csus.edu/ihelp
iHElp thaks the w sss the st ths eseach a et.
The isttte Hhe Ecat leaesh & pc seeks t ehace eaesh a c
hhe ecat Caa a the at b c eseach a seces
cakes, acttes, a ecats.
http://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://www.insidehighered.com/news/2010/06/24/forprofithttp://www.insidehighered.com/news/2010/06/24/forprofithttp://www.csus.edu/ihelphttp://www.insidehighered.com/news/2010/06/24/forprofithttp://www.insidehighered.com/news/2010/06/24/forprofithttp://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://chronicle.com/article/New-Grilling-of-For-Profits/66020/?sid=at&utm_source=at&utm_medium=enhttp://www.csus.edu/ihelp