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STRATEGIC PRIORITIES FOR HIGHER EDUCATION IN OREGON
Day 1
PRESENTED TO: WAYS AND MEANS, EDUCATION COMMITTEE
BEN CANNON, EXECUTIVE DIRECTOR, HIGHER EDUCATION COORDINATING COMMISSION
2
Oregon’s Goals for Student Success WHAT PROGRESS HAVE WE MADE?
Day 1
3
By 2025, 40% of adult Oregonians will hold a bachelor’s or advanced degree, 40% will have an associate’s degree or a meaningful postsecondary certificate, and all adult Oregonians will hold a high school diploma.
OREGON’S 40-40-20 GOAL
4
40-40-20: “ALL ADULTS”? THE “PIPELINE”?
As a pipeline goal, applying to the expected high school class of 2025 (and beyond).
As a goal for the adult population, applying to working-age adults in 2025 (and beyond).
The latter goal should be continually refined based on actual labor market needs and valuable
certificates, and may not be 40-40.
5
MEASURING OREGON AGAINST 40-40-20
35%
20%
18%
24%
6
40-40-20 TRENDS: PERCENTAGE OF ADULTS WITH ASSOCIATE’S DEGREE OR HIGHER
35.0%
36.0%
37.0%
38.0%
39.0%
40.0%
41.0%
2006 2007 2008 2009 2010 2011 2012 2013
OregonUS
Source: American Community Survey data. Does not include people for whom a post-secondary certificate or apprenticeship is their highest form of educational attainment. .
7
We endorse a broad understanding what
“counts” for the middle 40, including:
• two year associates’ degrees,
• one-year certificates, • registered
apprenticeships, and • Career pathways
certificates • Other credentials
should include • industry-based
nationally-recognized certificates and
• state licensure for various fields.
40-40-20: THE MIDDLE 40
8
AMERICA AS 100 COLLEGE STUDENTS
See: Gates Foundation, http://postsecondary.gatesfoundation.org/student-stories/america-as-100-college-students/
9
Key Priorities in 2015-17 Postsecondary Education Budget AFFORDABILITY AND STUDENT SUCCESS OUTCOMES
Day 1
10
Funding Affordability: potential new investments in
OOG, free community college, Pay it Forward, tuition policy Alignment: e.g. accelerated learning, dual credit,
placement policies Outcomes-based funding Consumer protection: especially for-profit
institutions Workforce training
MAJOR 2015 STATE ISSUES THIS SESSION
11
BUDGET PRIORITIES: THE 40-40-20 VISION
Advance Oregon toward 40-40-20: • Achieve results for Oregon students and the State, advancing
Oregon's economy, prosperity, and the 40-40-20 attainment goal through strategic investments and policy alignment.
• Align strategic investments and policies with the state’s 40-40-20 goals • Invest in key pathways and transition points from secondary education to
career, connecting more Oregonians with postsecondary futures and workforce opportunities
• Ensure a streamlined integrated agency to meet the coordination needs of 40-40-20.
12
BUDGET PRIORITIES: AFFORDABILITY
Affordability • Ensure that Oregonians from all backgrounds have the opportunity
to access, afford, and complete postsecondary education through targeted investments to make college affordable.
• Expand and strategically redesign the Oregon Opportunity Grant. • Reinvest in public universities and community colleges including
continuation of tuition offset investment approved in 2013, building resources and capacity for campuses to focus on improving student outcomes and keeping tuition manageable.
• Continue and expand successful pre-college outreach programs.
13
BUDGET PRIORITIES: OUTCOMES
Student Success Outcomes: • Reinvest in public colleges and universities with an intentional focus on
improving student outcomes for those who are not crossing the finish line today.
• Reinvest to build capacity at community colleges and public universities to intentionally focus on student success.
• Increase per-student funding for students of Oregon community colleges and public universities, including continuation of the 2013 tuition off-set investment.
• Shift to an outcomes-based funding model for the community colleges and universities.
• Support bond capacity for university capital requests, and fund debt service on previously approved capital projects.
14
PROPOSE KEY PERFORMANCE MEASURES: OVERVIEW
Types of Measures
K-12 transition success measures including dual credit and K-12 students’ college enrollment
Community College success measures including number of GED’s, certificates, and degrees awarded; retention rates; rates of developmental education completion; and median earnings of graduates and students who leave
University success measures including number of bachelors and advance degrees awarded; retention rates; transfer-student completions; median earnings of graduates
Access and affordability measures including percentage of students incurring unaffordable costs; average debt amount of graduates; default rates; average cost of attendance; and tuition and fees
15
New Higher Education Governance Structure HECC’S ROLE IN STRATEGIC ALIGNMENT AND COORDINATION OF POSTSECONDARY EDUCATION
Day 1
16
A COMPREHENSIVE APPROACH TO POSTSECONDARY SUCCESS
The HECC provides a comprehensive view of education and training programs, including community colleges, public universities, private colleges, trade schools, financial aid and workforce training.
17
INSTITUTION TYPE NUMBER OF
INSTITUTIONS ENROLLMENT (FTE)*
PRIMARY HECC RESPONSIBILITIES
Oregon public universities 7 82,883 Funding allocations, state budget development, program approval, mission approval, coordination
Oregon Health and Sciences University
1 2,452 Coordination
Oregon community colleges 17 72,113 Funding allocations, state budget development, program approval, coordination
Oregon-based private, degree-granting schools
27 (state-regulated) 8,990 Degree authorization, coordination
22 (exempt) 35,498 Coordination
Oregon-based private career schools (non-degree granting)
198 4,040 Licensure, teacher registry, coordination
Non-Oregon degree-granting schools (distance education)
115 (state-regulated) NA Degree authorization, coordination
114 (exempt) NA Coordination
OREGON HIGHER EDUCATION INSTITUTIONS
*For the sake of consistency, enrollment data is drawn from the National Center for Educational Statistics IPEDS database. This represents a significant undercount, as it does not include: (a) students attending institutions that do not participate in federal financial aid programs; and (b) many students attending community colleges who are enrolled in non-credit and other courses.
Postsecondary Before 2013 (animated version)
Postsecondary Post 2013 (animated version)
HECC
EOU OIT SOU
SBHE
UO OSU PSU
WOU
OSAC CCWD
OUS
SBE OSAC
WOU EOU OIT SOU
Institution Board/Council
Achievement Compacts
OEIB
CCC
LBCC OCCC
CCC KCC
COCC UCC
RCC
CGCC
TVCC
BMCC
TBCC
LCC
CCC
SOCC PCC MHCC
UO OSU PSU
Agency
HECC
OUS
Shared Services
OSAC CCWD
OUS OUS
7/1/15
Postsecondary Before 2013 (full diagram)
Postsecondary Post 2013 (full diagram)
HECC
EOU OIT SOU
SBHE
UO OSU PSU
WOU
OSAC CCWD
OUS
SBE OSAC
WOU EOU OIT SOU
Institution Board/Council
Achievement Compacts
OEIB
CCC
LBCC OCCC
CCC KCC
COCC UCC
RCC
CGCC
TVCC
BMCC
TBCC
LCC
CCC
SOCC PCC MHCC
UO OSU PSU
Agency
HECC
OUS
Shared Services
OSAC CCWD
OUS OUS
7/1/15
CCC
LBCC OCCC
CCC KCC
COCC UCC
RCC
CGCC
TVCC
BMCC
TBCC
LCC
CCC
SOCC PCC MHCC
20
New institutional governing boards created for public universities
Existing local governing boards maintained at community colleges
INCREASED LOCAL AUTONOMY
21
From five* state boards to two**
A single state agency with responsibility for all sectors of higher education, public and private
A clearly-defined focus on coordination, not governance
BETTER STATE COORDINATION
*OEIB, HECC, SBHE, SBE, OSAC **OEIB, HECC
22
We will foster and sustain the best, most rewarding pathways to opportunity and success for all Oregonians through an
accessible, affordable and coordinated network for educational achievement beyond a high school diploma .
From Pathways to Progress, HECC Strategic Plan, 2014
HECC VISION STATEMENT
23
ROLES OF THE HECC: COORDINATION AND CONNECTIONS
HECC connects and coordinates policy and funding recommendations across postsecondary education in Oregon.
• Funding allocations (public colleges and universities) • Program/degree approval (public colleges and universities, some privates) • Mission approval (public universities) • Student/consumer protection (some privates) • Data and reporting (all) • Strategies for coordination (all) • Need-based financial aid and scholarship programs (students)
Responsibilities touch community colleges, public universities, state financial aid, and the private higher education sector
Collaborates to advance P-16 education with OEIB, ODE, campuses, policymakers, and educational partners
Leadership, support, and connections to workforce development
24
Uniquely positioned to
consider broad aspects of
postsecondary education in
Oregon
Permits the state to strategically focus on: • Investing resources to maximize student
success • Improving student achievement • Increasing postsecondary affordability • Key pathways to and within
postsecondary institutions • Connecting job-seekers with employment
opportunities
VALUE OF THE HECC: STRATEGIC FOCUS
25
Serving an Increasingly Diverse State and Student Body HECC EQUITY LENS, STUDENT DEMOGRAPHICS
Day 1
26
In 2014, the HECC adopted the Oregon Education Investment Board Equity Lens as a cornerstone to the state’s approach to policy and budgeting.
“…Equity requires the intentional examination of systemic policies and practices that, even if they have the appearance of fairness, may in effect serve to marginalize some and perpetuate disparities. Data are clear that Oregon demographics are changing to provide rich diversity in race, ethnicity, and language. Working toward equity requires an understanding of historical contexts and the active investment in changing social structures and changing practice over time to ensure that all communities can reach the goal and the vision of 40/40/20.” -Excerpt, OEIB Case for Equity:
HECC/OEIB EQUITY LENS
27
0
5,000
10,000
15,000
20,000
25,000
30,000
35,000
40,000
45,000Actual Projections
American Indian/Alaska Native Asian/Pacific Islander Black, non-Hispanic Hispanic White, non-Hispanic
Source: Western Interstate Commission on Higher Education (WICHE)
OREGON PUBLIC HIGH SCHOOL GRADUATES BY RACE/ETHNICITY, 1996-97 TO 2008-09 (ACTUAL), 2009-10 TO 2027-28 (PROJECTED)
2014-15
28
PREPARING ALL FOR 40-40-20: OREGON STUDENTS INCREASINGLY DIVERSE
Leveling of high school graduate
numbers
• Oregon’s high school graduating classes are not growing rapidly in total numbers, but are growing increasingly diverse.
Increased Diversity
• The fastest growing youth populations are among Oregonians who currently have low high school completion and college-going rates.
Hispanic/Latino growth
• From 2008 to 2025, Hispanic/Latino Oregon high school graduates are expected to nearly triple from 12% to 33% of all graduates.*
New approaches for
40-40-20
• The educational system will need to better serve first-generation students, low-income students, rural students, students of all ages, and students of color.
*Source: WICHE, Knocking at the College Door
29
MEASURING OREGON AGAINST 40-40-20
10% 32%
20%
42%
40%
40%
17%
13% 40% 31% 14%
0%
20%
40%
60%
80%
100%
Goal (2025) Oregon working-age adults (2013)
Selectedracial/ethnicsubgroups*
Bachelor's or advanceddegreeAssociate's degree orcertificate (estimate)High school completion
Less than high school
*African-American, Hispanic, Native American
30
POSTSECONDARY EDUCATION NEEDED FOR HIGH-PRIORITY, HIGH-WAGE/HIGH-DEMAND OCCUPATIONS IN OREGON
OED Prority Rank Occupation Total openings 2012-2017 Competitive education
level 16 General and Operations Managers 3,470 Bachelor's 11 Accountants and Auditors 2,662 Bachelor's 5 Carpenters 2,303 Post-secondary training
16 Physicians and Surgeons 1,794 Advanced 4 Industrial Machinery Mechanics 1,118 Post-secondary training
16 Computer Systems Analysts 973 Bachelor's 16 Cost Estimators 879 Bachelor's 16 Welders, Cutters, Solderers, and Brazers 802 Post-secondary training 16 Computer Occupations, All Other 800 Bachelor's 10 Machinists 751 Post-secondary training 5 Sales Managers 715 Bachelor's
16 Pharmacists 704 Advanced 3 Medical and Health Services Managers 661 Advanced 5 Industrial Engineers 656 Advanced
16 Operating Engineers and Other Construction Equipment Operators 642 Post-secondary training
5 Computer Hardware Engineers 621 Advanced 5 Marketing Managers 604 Bachelor's
11 Construction Managers 600 Bachelor's 1 Physical Therapists 591 Advanced
16 Firefighters 585 Associate's 16 Librarians 317 Advanced
2 Medical and Clinical Laboratory Technologists 297 Bachelor's
11 Veterinarians 272 Advanced 11 Urban and Regional Planners 268 Advanced
11 Medical and Clinical Laboratory Technicians 265 Associate's
“By 2020, two thirds of all jobs will require postsecondary education.” (national figure) - Lumina Foundation, http://www.luminafoundation.org/facts-and-figures
31
A growing number of companies recognize the need for a globally-minded diverse workforce to remain intelligent in the marketplace.
OREGON’S WORKFORCE NEED A SKILLED, DIVERSE WORKFORCE
“In January, Intel announced the creation of our new Diversity in Technology initiative to support, enhance and encourage more diversity at Intel and in the technology industry as a whole. In order to design products and services for consumers, our company make-up must more closely mirror the face of America.”
• Jill Eiland, Public Affairs Director, Intel
32
IF NOT NOW, WHEN?
If the ladder of educational opportunity rises high at the doors of some youth and scarcely rises at the doors of others, while at the same time formal education is made a prerequisite to occupational and social advance, then education may become the means, not of eliminating race and class distinctions, but of deepening and solidifying them. -President Truman, in releasing a repot of the President’s Commission on Higher Education, 1947
"We are true to our creed when a little girl born into the bleakest poverty knows that she has the same chance to succeed as anybody else."— President Obama, 2nd inaugural address
Equity in education is vital because equality of opportunity is a core American value. Young people in this country—regardless of wealth, home language, zip code, gender, sexual orientation, race or disability—must have the chance to learn and achieve. Education must provide a path to a thriving middle class for all who are willing to work hard. Our national identity and our economic strength depend on it. –http://www.ed.gov/equity
33
Why Postsecondary Education Matters, Return on Investment
Day 1
34
MEAN WAGES BY EDUCATIONAL ATTAINMENT FOR WORKING AGE (25-64) OREGON ADULTS
$14,190
$21,319
$24,911
$31,673
$44,687
$64,690
$- $10,000 $20,000 $30,000 $40,000 $50,000 $60,000 $70,000
No HS diploma
HS diploma or GED
Some college, no degree
Associate's
Bachelor's
Advanced degree
Source: 2013 American Community Survey, U.S. Census.
35
Source: Oregon Employment Department, Research Division
UNEMPLOYMENT RATES BY EDUCATIONAL ATTAINMENT LEVEL, OREGON, 2014
7.8%
6.8%
6.3%
5.6%
4.0%
Less than a high school diploma
High school diploma
Some college or associate's degree
Total Population
Bachelor's degree or higher
36
OREGONIAN EARNINGS AND TAXES PAID 2009-2011 STUDY
Source: Oregon University System analysis of various data sources
$13,448 $18,919 $20,809
$27,656
$41,491
$49,097
$79,184 $75,811
$-
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
No HSD HSD Some College Associate's degree Bachelor's degree Master's degree Professional degree Doctoral degree
Ann
ual E
arni
ngs
Annual Earnings and Taxes Paid by Educational Attainment (2009-2011)
After Tax Income State & Local Taxes Federal Taxes
37
RETURNS TO OREGON
$108,726
$128,261
$131,450
$150,615
$187,113
$196,438
$78,105
$147,323
$251,427
$284,183
$620,332
$588,939
HS diploma
Associate's degree
Bachelor's degree
Master's degree
Professional degree
Doctoral degree
Direct State and Federal Investments per Degree and Estimated Returns
Returns to Oregon
Direct state and federalinvestment per degree
Source: Oregon University System analysis of various data sources
38
RETURN ON INVESTMENT: BUILDING STUDENT, FAMILY, COMMUNITY, STATE, AND WORLD FUTURES
INVESTING TO IMPROVE RESULTS FOR OREGON STUDENTS
March 17, 2015
FUNDING HISTORY IN HIGHER EDUCATION, AND OPPORTUNITIES
40
Components of HECC Budget OPPORTUNITY GRANT COMMUNITY COLLEGE SUPPORT FUND PUBLIC UNIVERSITY SUPPORT FUND DEBT SERVICE TUITION OFF-SET
Day 2
41
2015
-17
GR
B
2013
-15
All figures are General and Lottery Fund, in millions 1Public University funding includes technical adjustment reducing GRB by $4.7 million. 2HECC GRB also includes new investments in Youth Employment ($15m), Worker training ($6m), and a Community Innovation Fund ($25m).
WHAT IS THE STATE INVESTMENT?
Debt Service 216.7
Debt Service 140.8
Financial Aid
142.0
Financial Aid 113.8
Comm Colleges 500.0
Comm Colleges 466.9
Public Universities1 589.0
Public Universities 528.5
OH
SU
72.6
OH
SU
75.6
Stat
e Pr
ogra
ms/
SW
PS
139.
5
Stat
e Pr
ogra
ms/
SW
PS
126.
7
Oth
er2
28.7
Oth
er
21.5
42
AFFORDABILITY PRIORITIES: AN INTEGRATED APPROACH
Expansion and strategic redesign of the Oregon Opportunity Grant, by targeting more state financial aid grants to thousands of Oregon’s highest-need students who are on track to succeed academically but struggling with college costs.
Balance targeted grant aid with increased institutional funding, by empowering community colleges and public universities to intentionally focus on student success and keep tuition levels manageable.
Help prospective students and families to plan for postsecondary success, and how to pay for it, through continuation and expansion of successful pre-college outreach.
43
Expands the OOG by 25.6%, redesigning the program to ensure that highest need students receive the necessary financial support to both consider entry and then successfully complete. Increasing the state’s investment to $143.3M will: Expand the program to serve approximately 16,000
additional Oregon students facing affordability challenges. Target the grant to serve students with the highest financial
need who are on track academically. Improve predictability by creating an extended rolling
application period.
More detailed presentation on affordability on Day 3
OREGON OPPORTUNITY GRANT EXPANSION POP 131, REDESIGN HOUSE BILL 2407
44
Goal: increase the number of Oregon students completing the certificate and degree programs they’ve invested in, particularly students who are not crossing the finish line today.
• Support Oregon’s students, with an increase in per-student funding at Oregon community colleges and public universities.
• Reinvest to build capacity at community colleges and public universities to intentionally focus on student success and keep tuition levels manageable.
• Shift to an outcomes-based funding model for the community colleges and universities, supporting campus innovation to improve completion rates and reduce time to degree for Oregon students.
STUDENT SUCCESS OUTCOMES: PRIORITIES
45
A Quick Funding History
Day 2
46
COMMUNITY COLLEGE FUNDING HAS NOT KEPT PACE WITH INFLATION, ENROLLMENT
STATE APPROPRIATIONS FOR COMMUNITY COLLEGES (non-adjusted)
-
50,000
100,000
150,000
200,000
250,000
$-
$100,000,000
$200,000,000
$300,000,000
$400,000,000
$500,000,000
$600,000,000
$700,000,000
CCSFDebt ServiceEnrollment (FTE)
STATE APPROPRIATIONS FOR COMMUNITY COLLEGES (CPI-adjusted)
-
50,000
100,000
150,000
200,000
250,000
$-
$100,000,000
$200,000,000
$300,000,000
$400,000,000
$500,000,000
$600,000,000
$700,000,000
CCSFDebt ServiceEnrollment (FTE)
STATE APPROPRIATIONS AND FTE ENROLLMENT (CPI-adjusted)
-
50,000
100,000
150,000
200,000
250,000
$-
$100,000,000
$200,000,000
$300,000,000
$400,000,000
$500,000,000
$600,000,000
$700,000,000
CCSFDebt ServiceEnrollment (FTE)
Data Source: CCWD
47
PUBLIC UNIVERSITY FUNDING HAS NOT KEPT PACE WITH INFLATION, ENROLLMENT
STATE APPROPRIATION TO PUBLIC UNIVERSITIES (non-adjusted)
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
$- $100,000,000 $200,000,000 $300,000,000 $400,000,000 $500,000,000 $600,000,000 $700,000,000 $800,000,000 $900,000,000
University SupportDebt ServiceEnrollment (FTE)
STATE APPROPRIATION TO PUBLIC UNIVERSITIES (CPI-adjusted)
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
$- $100,000,000 $200,000,000 $300,000,000 $400,000,000 $500,000,000 $600,000,000 $700,000,000 $800,000,000 $900,000,000
University SupportDebt ServiceEnrollment (FTE)
STATE APPROPRIATION AND RESIDENT ENROLLMENT (CPI-adjusted)
-
20,000
40,000
60,000
80,000
100,000
120,000
140,000
$- $100,000,000 $200,000,000 $300,000,000 $400,000,000 $500,000,000 $600,000,000 $700,000,000 $800,000,000 $900,000,000
University SupportDebt ServiceEnrollment (FTE)
Statewide Public Services and Capital Outlays excluded Data Source: OUS IR 2013 Fact Book, enrollment projections
48
STATE APPROPRIATION PER STUDENT Non-inflation adjusted state appropriations, including Education and General Funds and Debt Service
$6,273
$5,480
$4,653
$5,143
$5,900
$5,417
$4,416
$5,289
$2,243
$1,972
$2,347 $2,456
$2,624
$1,871
$1,796
$2,379
$1,500
$2,500
$3,500
$4,500
$5,500
$6,500
$7,500
Public University Funding Per FTE StudentCommunity College Funding Per FTE Student
49
EDUCATIONAL APPROPRIATIONS PER FTE STATE DIFFERENCES FROM U.S. AVERAGE, FISCAL 2013
Source: Western Interstate Commission on Higher Education (WICHE)
Oregon
50
UNIVERSITY: SHIFT OF COSTS FROM STATE TO STUDENT
9% 8% 7% 7% 8% 8% 8% 8% 8%
49% 46% 45% 51% 58% 58% 59% 66% 73%
43% 46% 47% 41% 34% 35% 33% 26% 19%
1997 1999 2001 2003 2005 2007 2009 2011 2013
Public University Percentage of Total Revenue by Source
StateAppropriations
Tuition andFees
Other
51
COMMUNITY COLLEGE: SHIFT OF COSTS FROM STATE TO STUDENTS
50% 50% 44% 40% 37%
31% 23% 22% 24% 22% 22% 22% 22% 22% 23% 23% 23% 24% 22% 23% 22% 24% 21% 24%
20% 21%
22% 22%
24%
23%
23% 22% 23%
23% 24% 25% 26% 30% 32% 32% 32% 32% 31%
36% 39% 45%
44% 47%
30% 29% 34% 37% 39%
46% 53% 55% 52% 55% 54% 53% 53%
48% 45% 45% 45% 44% 46% 41% 39%
31% 35% 29%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1989-90 1991-92 1993-94 1995-96 1997-98 1999-00 2001-02 2003-04 2005-06 2007-08 2009-10 2011-12
Pro
porti
on o
f per
stu
dent
Academic Year
Community College Revenue Sources (Tuition and Fees, Local Property Taxes, State General Fund)
State General Fund Tuition/Fees Property Taxes
52
TUITION AS A PERCENT OF TOTAL PUBLIC HIGHER EDUCATION REVENUE, FISCAL 2013
Oregon
53
PER STUDENT STATE FUNDED GRANT AID
$0
$200
$400
$600
$800
$1,000
$1,200
$1,400
$1,600
$1,800
$2,000
NH
WY AL
AZ
UT HI
ID SD KS
MT
CT
NE
MS RI MI
IA OH
MA
CO OR
ME
MO
ND
MD
AK WI
DE
VT
VA
OK FL TX MN
USA IL NV
NM IN PA NC
CA
KY
NY
WV LA AR NJ
WA
GA
TN SC
Stat
e Fu
nded
Gra
nt A
id
State Funded Grant Aid Per Resident Undergraduate Student (2012-13)
Data Source: College Board, 2014 Affordability Report
54
NEED-BASED GRANT DOLLARS DISBURSED VS APPLICANTS AND RECIPIENTS
55
Shift to Outcome-Based Funding Model
Day 2
56
To reach 40-40-20, Oregon needs to
increase the number of Oregon students
successfully completing the
certificate, degree, and credential programs in
which they have invested.
Shifts the basis for state funding
distribution from enrollment – seats in a
class– to access and successful program
completion, joining 35 states that have moved to include outcomes as part of their funding
system.
Provides resources and incentives to foster
campus-level innovations to increase
student success — especially among the
least represented student populations such as low-income,
rural and underserved minorities.
OUTCOMES-BASED FUNDING FOR OREGON’S COMMUNITY COLLEGES AND PUBLIC UNIVERSITIES
57
With outcomes-based funding, individual institutions will be rewarded for developing and extending programs that support students all the way through, including the: 74% of students who begin but do not complete a 1-2 year certificate
program within 2 years at community colleges. 83% of students not completing 2-year Associate’s degrees within 3
years at community colleges. 40% of students not completing Bachelor’s degrees within 6 years at
Oregon public universit ies.
PERCENT WHO DO START BUT DO NOT COMPLETE: OREGON'S OPPORTUNITY
Bachelor’s degree completion rates: OUS Institutional Research, 6-year graduation rate of students entering in 2007 (graduating 2013), Oregon public universities. 4. Certificate and Associate’s completion rates: Complete College America, data provided in 2013.
58
Incentivizes campus-level innovation to increase student success all the way through from access to completion.
Intentional focus on student and state needs:
• Provides incentives for institutions to support the highest-need and underrepresented students to meet 40-40-20, and
• Rewards institutions for student success in high demand fields. The greatest economic returns come to those who not just start but complete. The average annual earnings for Oregon students based on completion level tell a compelling story: • No HS diploma: $14,190 • HS diploma or GED: $21,319 • Some college, no degree: $24,911 • Associate’s: $31,673 • Bachelor’s: $44,687 • Advanced degree: $64,690
BENEFITS: OUTCOMES-BASED FUNDING
59
Building a funding plan to achieve 40-40-20
Day 2
60
CONTEXT: ACADEMIC ACHIEVEMENT
Source: ECONW Analysis of NSC, OUS and CCWD data
61
High School Remedial
Uni
vers
ity
Dual
Cre
dit
BA/B
S
Com
mun
ity C
olle
ge
Dual
Cre
dit
AA
Dual
Cre
dit
Cert
Oregon Sophomores of 2004Educational Attainment as of 2013 (OR Public Institutions)
Course LevelLower Div Lower Div Upper Div Upper Div
Associate's Degrees and Certificates1,938 Students
HS Diploma8,205
Students
GED43 Students
Stranded Investment10,678 Students (with HSD)
2,065 Students (without HSD)12,743 Students total
Bachelor'sDegree
5,625Students
No Completions7,399 Students
FLOW MODEL – PUBLIC INSTITUTIONS
Source: ECONW and HECC analysis of NSC, OUS, and CCWD data
62
40-40-20: ATTAINMENT OF OREGON HS SOPHOMORES IN 2004, SEVEN YEARS AFTER HIGH SCHOOL
Attainment Public Private/Out of State Total
BA 5,625 13.5% 3,482 8.3% 9,107
AA | Cert 1,938 4.7% 285 0.7% 2,223
Stranded Investment 12,743 30.6% 1,911 4.6% 14,654
HSD | GED 8,248 19.8% N/A -- 8,248
No Completion 7,399 17.8% N/A -- 7,399
Total 35,953 -- 5,678 -- 41,631
Source: ECONW and HECC analysis of NSC, OUS, and CCWD data
63
OUTCOMES
Source: ECONW and HECC analysis of NSC, OUS, and CCWD data
64
Enrollment Pattern
% of Students
No Attainment
HS Attainment
2 Year Attainment
4 Year Attainment
a) H 46.8% 42.9% 57.1% - -
b) H4 21.5% 3.3% 30.7% 0.3% 65.8%
c) H2 17.8% 19.8% 66.0% 14.1% 0.1%
d) H24 7.1% 3.4% 27.3% 15.2% 54.1%
e) H42 2.2% 4.9% 64.0% 18.0% 13.1%
f) H424 2.0% 1.3% 32.1% 10.8% 55.9%
g) H242 0.9% 6.3% 57.6% 16.4% 19.8%
h) H2424 0.9% 3.3% 26.0% 15.5% 55.1%
TYPICAL STUDENT ENROLLMENT PATTERNS
*Omits breaks in enrollment, includes students at all institutions
H = High School enrollment 2 = Community College enrollment 4 = University enrollment
Source: ECONW and HECC analysis of NSC, OUS, and CCWD data
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