1.Strengthening the Arkansas Education Pipeline 2.Improving
Preparation 3.Decreasing Remediation 4.Accessing Financial Aid
5.Increasing Retention and Graduation 6.Enhancing Funding and
Governance 7.Addressing Data Needs 8.Supporting Economic
Development 9.Issues for Further Study
Slide 6
State Per Capita Personal Income v. Share of Adult Population
with Bachelor's Degree or Higher (2008) DC TX NM FL ND NC AL IN LA
MI WI SD WY TN NV AR IA OH ID SC KY MS WV MO ME AZ VA NJ PA MD MT
CT MA CO NE AK GA HI KSOR DE IL RIMN WA UT VT NHNY CA OK No state
with a low proportion of Bachelors degrees has a high per capita
income. No state with a high proportion of Bachelors degrees has a
low per capita income. 2008= 18.8% 2002= 19.7% 20062005 2002
20072008 6
Slide 7
Percent 96-97 Arkansas 9 th Graders Progression into High
School and College (percent) 100% 71% 28% Fall 2000 College
Freshmen
Slide 8
96-97 Arkansas 9 th Graders Progression into High School and
College (number) Fall 2000 College Freshmen 100% 71% 28%
Slide 9
Reading Remediation Rates by County Fall 2007 % Needing
Remediation First-time entering (full- and part-time) students
seeking an associate or baccalaureate degree.
Slide 10
English Remediation Rates by County Fall 2007 % Needing
Remediation First-time entering (full- and part-time) students
seeking an associate or baccalaureate degree.
Slide 11
% Needing Remediation Math Remediation Rates by County Fall
2007 First-time entering (full- and part-time) students seeking an
associate or baccalaureate degree.
Slide 12
% Needing Remediation Unduplicated Remediation Rates by County
Fall 2007 First-time entering (full- and part-time) students
seeking an associate or baccalaureate degree.
Slide 13
A student who has to take remediation graduates at less than
half the rate of students who come to college with the requisite
skills.
Slide 14
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Cost of Remediation $53,800,000 Equivalent to the combined
budget of seven of Arkansass community colleges. 2007-08 - $65.7
million with $24 million (36%) of those expenditures subsidized by
state general revenues.
Slide 16
Slide 17
2005 Loan Default Rates Source: U.S. Department of Education
6.8% (5 th ) 6.9% 7.1% 7.2% 2.0% 2.6% 6.9% 2.2% (DC) 2.3% (VT)
Slide 18
2006 Loan Default Rates Source: U.S. Department of Education
7.6% (4 th ) 8.8% 9.3% 9.7% 7.4% 2.3% 2.4% 2.4% (VT) 2.4%
Slide 19
2007 Loan Default Rates Source: U.S. Department of Education
9.0% (4 th ) 9.3% 9.8% 8.8% 2.8% 2.3% 3.1%
Slide 20
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
Slide 21
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.
Slide 22
comparable: 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. Yell
County
Slide 23
MATHENGLISHREADINGOTHER ASUJCompass ATUACT HSU Compass
SAUMCompass UAF ALEKS -Pilot Compass and Essay Compass UAFSCompass
UALRNA*Compass UAMSNA UAM Compass/Asset UAPBCompass UCACompass
*Minimum ACT 19 needed for entry into Intermediate Algebra.
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
Slide 26
The pathway to hell is paved with good intentions.
Slide 27
Slide 28
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 instructionthat decision
will be at the discretion of the institution awarding the
developmental course credit.
Slide 29
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Slide 34
Ozark College 71.4% Math Henderson State University: 62.8%
overall 51.1 in Math and 68.1% in English Lowest: 18.2 overall
Several Maths in the teens
Slide 35
Future Efforts Quantify student gains Compare the success of
students who were passed on with and without passing exit
assessment Targeted remediation: Greater use of diagnostics Develop
small modular instructional vignettes Individualized instruction
Supplemental instruction for students on the margin in credit
bearing course based upon assessment/motivation Require an Ability
to Benefit assessment for students who score very low on the
remediation metric limit course taking options until college
ready
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