Trends in Support for Higher Education

Trends in Support for Higher Education

Christopher G. Maples

October 9, 2015

6-Year Bachelors Degree

Completion Rates

Average

Institutional

Completion Gap

Between Pell and

non-Pell

Enrollment and Graduation Rates by SAT Quartile

Figure 4: Enrollment and Graduation Rates at Institutions

by

Pell Students

Pell

Grad Rate

Non-Pell Students

Non-Pell Grad Rate

62%

45%

Quartile 2

52%

37%

Quartile 1 (Lowest SAT sooresl

42%

Quartile 3 Quartile 4 (Highest SAT scores)

Notes Analysis includes 1,002 institutions. Only institutions with average SAT scores in College Results Onlinewere included. The quartiles were: Qll s 990 (n=2591. 021> 990 and s 1055 (n=2441.

Q31> 1055 and s 1145 (n=2551. Q41 > 1145 (n=244). Source The Education Trusfs Pell Grant Graduation Rate Database

• Persistenee.

o Rural students were less likely than nonrural students to persist to the second year of college.

o At all types of two... and four...year institutions-private, public, in...state, and out-of...state-rural students had lower rates of persistence to the second year of college than nonrural students.

o Across all levels of high school achievement, rural students persisted in college at lower rates than nonrural students.

o Among all students, those who received hnancial aid were more likely than their counterparts who did not receive financial aid to persist in college; the relationship between hnancial aid and persistence was similar for rural and nonrural students.

o For most community college students, passing the first college...levelmath or writing course in a sequence was not associated with an increased likelihood

of persisting.

Figure 2. Among rural students, White and Asian students had the highest postsecondary enrollment rates

• Rural (n =^{64,392) •} Nomural (n =92,917) Asian

White Black American Indian/Alaska Native More than one race/ eth nicity or othe r Unknown Hispanic Totall

o ^{20 40 ,60}

Percent ofstudents who enrolled in ^college

80

Source: Authors' calculations based on data described in appendix B.

Fiigure 5. The percentage of studelnts who persisted to the second year of college was lower for rural students than for nOlnrural students across alii enrollment

categori:es

• Nonrural (n = 55,351) • Rural (n

=

All enrolled students

Immediate enrollers

Delayed enrollers

a

so

Percent of students who persisted to the second year of college Source: Authors' calculations based on data described in appendix B.

Figure ,6. Rural students who attended a four-year postsecondary institution had higher rates of persistence than rural students who attended a two-year institution

• Rural (n = 30,818) • Nonrural (n = 52,339) Fou r-year private i

Four-year public in-state Four-year private out-of-state Four-year public out-of-state Two-year public in-state Two.year public out-of-state Two-year private in·state Two-year private out-of-state Total

o 25 50 75 100

of students who persisted to the second yearofcollege Source: Authors' calculations based on data described in appendix B.

MOST PROMISING INNOVATIONS BASED OIN THIIEIIR POTENTIAL TO CONTROL COST OR II MPIROVE THIE QUALITY OF UNDERGRADUATE HIIGIHER EDUCATIONI

or.I 10%

I 20%

I 30%

I 40%

I 50%

I 60% 70r.

Competency-based education , i i i i '

I

Hybrid learning : : : I

I,

Prior learning assessment L I

I ' ,

Three-year bachelor's degree I '

I

Adaptive learning to personalize education

l---I

Experiential learning

i i i : : : :

Free or open educational resources t i '

Fully online learning i '

None of the above Massive Open Online Course (MOCCs)

• Cost control

• Qualityimprovement

LEVEL OF SUPPORT FOR GROWTH AND DEVELOPMENT OF COMPETENCY- BASED PROGRAMS

68%

53%

58%

35%

40%

..

•

II

.VA 20%

I I

20%

I

I

28%

I

I

34%

I

36%

I

42%

I

38%

I

30%

II

21%

24%

23%

Ad mi nistration Employers

Media State legislature

Board of trustees

Traditional stu dents FacuLty from traditional coLleges fun iversities Non-traditional students

Parents of traditional students

• Low ^{NeutraL • High}