15 to FinishEnrollment Intensity andStudent Achievement Campaign

Advisor/Recruiter Workshop

CSN, NSC, UNLVMarch 28, 2013

WO

RK

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Creating a Culture of Completion

Today’s Presentation

What: 15 to Finish Campaign

Why: Data, data, data

How: Campaign Toolkit; Advising Strategies

Campaign Endorsed in 2013 by Board of Regents and your Presidents

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1 Korea2 Japan3 Canada4 Russian Federation5 Ireland6 Norway7 New Zealand8 United Kingdom9 Australia

10 Luxembourg11 Israel12 Belgium13 France14 United States

1 Korea2 United States3 Netherlands4 Canada5 Norway6 Spain7 Australia8 Denmark9 Greece

10 New Zealand11 United Kingdom12 Belgium13 Ireland14 Italy

U.S. Ranking Among Nations for 25-34 Year Olds with an Associate’s Degree or Higher

1996 2010

Among developed nations, the U.S. ranks 14th for its educated youth.

Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013

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1 United States2 Korea3 Japan4 Canada5 Russian Federation6 Ireland7 Norway8 New Zealand9 United Kingdom

10 Australia11 Luxembourg12 Israel13 Belgium14 France

To be first among nations by 2020, 60% of 25-34 year olds in

the United States will need to have a postsecondary

credential.

How it all began . . . The Goal of the Obama Administration

Source: Bridging the Higher Education Divide, The Century Foundation Press, May 22, 2013

Percent of Adults 25 to 34 with an Associates Degree or Higher

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NV 28.3%50th

National Average: 40.1%

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For a strong economy, the skills gap must be closed.

Complete College America

58%

28%

30%

By 2020, jobs in Nevada requiring a career certificate or college degree

Nevada adults who currently have an associate degree or higher

The Skills Gap

Source: Time is the Enemy, Complete College America, 2011

Creating a Culture of Completion

Complete College America

Strategic Directions

120 / 60 credit policy Low Yield Program Policy Excess Credit Policy Access and Affordability

New Funding Formula

Performance Pool

15 to Finish Campaign

A shift in focus from enrolling to graduating students . . . but there is more work to be done.

What we have already done

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Shifting GearsPromoting Student Completion through Policy

60/120 Credit Policy Limiting the number of credits for an associates or bachelor’s

degree to 60 and 120 credits, respectively

Low Yield Policy Requiring institutions to review programs on a regular

basis in the context of degree productivity. Institutions must develop a plan for increasing productivity or eliminate the low-yield program

Excess Credit Policy Tough love policy – charging students a 50 percent surcharge

if they accumulate more than 150 percent of the credits required for their degree program

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Is any of this making a difference?

North DakotaWyoming

New HampshireRhode IslandPennsylvania

VermontIllinois

DelawareNew York

OklahomaMassachusetts

MichiganConnecticut

MinnesotaWisconsin

KansasNew Jersey

MontanaGeorgia

KentuckyOhio

IdahoMaine

MissouriNorth Carolina

IndianaSouth Dakota

South CarolinaTexas

MarylandUnited States

ColoradoArkansasNebraskaCalifornia

West VirginiaMississippi

AlabamaLouisiana

TennesseeWashington

FloridaOregon

UtahHawaii

NevadaVirginia

New MexicoIowa

AlaskaArizona

-3.7%1.1%

1.9%1.9%

4.1%4.2%4.4%

5.3%7.4%7.6%7.7%

8.6%9.2%9.3%

10.2%10.4%10.6%11.0%11.2%11.5%

12.0%12.1%12.3%12.4%12.5%12.5%12.8%13.1%13.2%13.3%13.5%13.8%13.9%14.2%14.3%

14.7%14.8%15.1%15.4%

16.8%17.1%

19.1%19.3%19.4%19.9%

21.0%24.6%

28.5%31.1%

33.0%34.6%

Source: NCHEMS, NCES, IPEDS 2009-10, 2011-12 Completions FileAwards include 30+ credit certificates, associates degree, and bachelor’s degrees

Making a D

ifferencePercent Change in Awards Conferred,

2010 thru 2012

Bottom Line: YES!!! A 21% increase in awards conferred in the first three years

of Complete College America participation -- the policy initiatives and campaigns

associated with CCA are making a difference relative to other state

and the national average (13.5%)!

What: 15 to Finish Campaign

Encourage full-time enrollment – 15 credits per semester or 30 credits per yearo Complete a 4-year degree in 4 yearso Complete a 2-year degree in 2 years

Finish college faster and start a career that provides financial independenceo Meet Complete College America goals

Use a mix of media to target 18-24 year olds and their parentso Facebooko Public Service Announcementso Student Newspaperso Videos at college tours/fairs, high school senior parent

nights & senior events, in public places like dining commons, student unions, etc…

Student advising / Student orientation10

FOCUS OF CAMPAIGN15 to Finish

Targeted Student Population: Ages 18 to 24 Taking 12 to 14 credits

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Encouraging students to enroll in 15 credits per term

OR 30 credits per year

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Benefits include: Progress from freshman to

sophomore status after first year; More likely to graduate; Pay less in tuition and living

expenses; Gain additional years of earnings; Free up limited classroom space

for other students

Source: The Power of 15 Hours, Enrollment Intensity and Postsecondary Student Achievement by Dr. Nate Johnson. Fall 2012

Shift Focus to Benefits of15 Hours/Semester = Full Time

What is Full-Time?

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For some purposes, “full-time” is less than 15 credits per semester:

• Millennium Scholarship: 12 credits/semester• IPEDS: 12 or more credits/semester

BUT, taking only 12 credits per semester, students will:

• Take more than 4 years to complete a bachelor’s and more than 2 years to complete an associates degree

• Not achieve sophomore status after first year (Sophomore = 30 credits at all institutions)

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National Perspective

Complete College AmericaThe Power of 15 Credits: Enrollment Intensity

and Postsecondary Student Achievement; April 2013

Findings: Students who enrolled full-time in their first year were

more than twice as likely to earn a degree as those who took fewer.

Regardless of academic preparedness or preparation, work schedules, race, gender, or socioeconomic categories, data shows that almost all students are more likely to complete with a real full-time load.

To the extent students can go full-time at any point,

increased likelihood of completing.

National Perspective

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Overal

l

Exclu

sively

Full-

Time

Exclu

sively

Part-Ti

me

Mixe

d Enro

llment**

0%10%20%30%40%50%60%70%80%90%

100%

63.5%

82.3%

20.4%

49.4%

15.0%

3.8%

10.8%

26.0%

21.6% 13.8% 68.7% 24.6%

Six-Year Outcomes and First Completion for Students who Started at Four-Year Public Institutions by Enrollment In-

tensity

Not EnrolledStill EnrolledCompleted*

National Student Clearinghouse Research CenterFour-Year Public Institutions

Part-time students far less likely to graduate

*Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study periodSource: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013

To the extent students can go full-time at any point,

increased likelihood of completing.

National Perspective

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Overal

l

Exclu

sively

Full-

Time

Exclu

sively

Part-Ti

me

Mixe

d Enro

llment**

0%10%20%30%40%50%60%70%80%90%

100%

39.9%

57.6%

19.9%

36.5%

18.9%3.7%

11.8%

25.1%

41.2% 38.7% 68.3% 38.4%

Six-Year Outcomes and First Completion for Students who Started at Two-Year Public Institutions by Enrollment In-

tensity

Not EnrolledStill EnrolledCompleted*

National Student Clearinghouse Research CenterTwo-Year Public Institutions

Part-time students far less likely to graduate

*Completed: Includes students who completed at starting or different institution **Mixed Enrollment: Both part-time and full-time during the study periodSource: Completing College: A National View of Student Attainment Rates, National Student Clearing House, December 2013

National Perspective (continued)

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National Center for Education Statisticso Undergraduates enrolled full-time – 30 or more

credits completed in first year – are more likely to graduate on time than students who completed fewer credits per year.

Source: National Beginning Postsecondary Student Survey, 2004-09

o Withdrawal rates are lower for full-time students. One-third of part-time students withdrew in their first year.

Source: NCES Report 2011-12

Data: 2-year & CSN Graduation Rates by Credit Load

% Graduated

% Not GraduatedNOTE: Fall 2008 cohort, first-time, degree seeking students, who earned a certificate or associates degree at a community college within 200% time to degree; Enrollment load based on first term.

Undergraduate students who are enrolled full-time are

more likely to graduate from

college.

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CSN – Fall 2008 Cohort

88.6% 77.4%

NSHE 2-Year Institutions – Fall 2008 Cohort

< 12 Credits

2.3%

97.7%

12 - 14 Credits

9.4%

90.6%

15+ Credits

19.0%

81.0%

< 12 Credits

97.4%

2.6%

12 - 14 Credits

88.6%

11.4%

15+ Credits

22.6%

77.4%

Data: 4-year & NSC Graduation Rates by Credit Load

% Graduated

% Not Graduated

NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.

Undergraduate students who are enrolled full-time are

more likely to graduate from

college.

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NSC – Fall 2004 Cohort

88.6% 77.4%

NSHE 4-Year Institutions – Fall 2004 Cohort

< 12 Credits

100%

12 - 14 Credits

15.8%

84.2%

15+ Credits

18.2%

81.8%

< 12 Credits

79.0%

21.0%

12 - 14 Credits

56.6%

43.4%

15+ Credits

58.1%

41.9%

Data: 4-year & UNLV Graduation Rates by Credit Load

% Graduated

% Not Graduated

NOTE: Fall 2004 cohort, first-time, degree-seeking students, who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.

Undergraduate students who are enrolled full-time are

more likely to graduate from

college.

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UNLV – Fall 2008 Cohort

88.6% 77.4%

NSHE 4-Year Institutions – Fall 2008 Cohort

< 12 Credits

20.5%

79.5%

12 - 14 Credits

41.0%

59.0%

15+ Credits

53.1%

46.9%

< 12 Credits

79.0%

21.0%

12 - 14 Credits

56.6%

43.4%

15+ Credits

58.1%

41.9%

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Data: 2-yr & CSN Graduation Rates by Credit Load and Ethnicity

CSN – Fall 2008 Cohort

First-term Enrollment Load

< 12 12 – 14 15+

Minorities 2.3% 8.8% 17.8%

White Non-Hispanic 2.6% 10.3% 20.0%

NSHE 2-Year Institutions – Fall 2008 CohortFirst-term Enrollment Load

< 12 12 – 14 15+

Minorities 2.6% 11.3% 20.9%White Non-Hispanic 2.8% 11.5% 23.3%

NOTE: Fall 2008 cohort who earned a certificate or associates degree at a community college within 200% time to degree. Enrollment load based on first term.

Regardless of race or ethnicity, undergraduate students who are enrolled full-time are more likely to graduate from college.

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Data: 4-yr & UNLV Graduation Rates by Credit Load and Ethnicity

UNLV – Fall 2004 Cohort

First-term Enrollment Load

< 12 12 – 14 15+

Minorities 25.0% 36.9% 50.5%

White Non-Hispanic 17.4% 43.1% 54.8%

4-Year Institutions – Fall 2004 Cohort

First-term Enrollment Load

< 12 12 – 14 15+

Minorities 23.1% 38.7% 53.5%

White Non-Hispanic 19.1% 45.9% 60.5%

NOTE: Fall 2004 cohort who earned a bachelor’s degree within 200% time to degree at a 4-year institution. Enrollment load based on first term.

Regardless of race or ethnicity, undergraduate

students who are enrolled full-time are more likely to

graduate from college.

NSC – Fall 2004 Cohort

Cohort population too small to report

Persistence Rates

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NSHE 2-Year Institutions CSN0%

10%20%30%40%50%60%70%80%90%

65.2% 65.7%

82.4% 83.6%

84.0% 85.3%

Fall to Spring Persistence Rate

< 12 12 - 14 15+

NOTE: Analysis includes cohorts from Fall 2009, 2011, and 2012, first-time, degree-seeking freshmen

Full-time students are significantly more likely to persist to the next semester.

Persistence Rates

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NSHE 4-Year Institu-tions

NSC UNLV0%

10%20%30%40%50%60%70%80%90%

100%

67.3% 55.1%71.4%

91.0% 86.3% 92.0%

93.3% 87.1%94.0%

Fall to Spring Persistence Rate

< 12 12 - 14 15+

NOTE: Analysis includes cohorts from Fall 2009, 2011, and 2012, first-time, degree-seeking freshmen

Full-time students are significantly more likely to persist to the next semester.

NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.25

NSHE 2-Year Institutions CSN

Remedial English / Math

Enrollment GroupsCredit Load GPA

(cohort)GPA

(cohort)

College< 12 2.61 2.61

12 to < 15 2.68 2.6215+ 2.78 2.69

Remedial< 12 2.30 2.27

12 to < 15 2.38 2.3715+ 2.60 2.57

Lacking other data elements,

placement into remedial English and/or mathematics was used as a

proxy for academic

preparation.

Regardless of academic preparation, students enrolled full-time have higher grade point averages.

Data: Cohort GPA by Academic Preparation

NOTE: Fall 2008 cohort of first-time, degree-seeking freshmen.

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NSHE 4-Year Institutions NSC UNLV

Remedial English / Math

Enrollment GroupsCredit Load GPA

(cohort)GPA

(cohort)GPA

(cohort)

College< 12 2.37 2.13 2.37

12 to < 15 2.75 2.37 2.7415+ 2.98 2.54 2.92

Remedial< 12 2.05 1.77 2.15

12 to < 15 2.40 2.42 2.3715+ 2.53 2.94 2.57

Lacking other data elements,

placement into remedial English and/or mathematics was used as a

proxy for academic

preparation.

Data: Cohort GPA by Academic Preparation

Regardless of academic preparation, students enrolled full-time have higher grade point averages.

Data: Target Population

The 15 to Finish campaign will target students ages 18 to 24.

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Distribution of Freshmen by Credit Load (Fall 2012)

NOTE: First-time, degree-seeking freshmen, ages 18 to 24

CSN NSC UNLV

< 12 52.8% 23.0% 3.7%

12 to 14 40.7% 64.6% 59.4%

15+ 6.5% 12.4% 36.9%

% of First-Time, Degree-Seeking Freshmen that

are Ages 18-24

% of All Degree-Seeking Students that

are Ages 18-24

CSN 81.4% 55.5%

NSC 83.7% 44.2%

UNLV 98.1% 74.2%

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How: Deliverables and Timeline

Fall 2013 Academic Advisor Workshops

Fall 2013 Institutional Changes to Student Orientation

February 2014 Begin media campaign

Fall 2014 Semester of Impact

January 2015 Post-Campaign Data Review

March 2015 Post-Campaign Report to Board of Regents

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Campaign Toolkit

Web Site:

http://www.nevada.edu/15

LogosPostcardsPosterStudent HandoutVideoWorkshop presentations

Advising Strategies

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Benefits to Students• Long-term reduction in tuition and related costs if earn

degree sooner• Less debt after graduation• Better chance of completing

Emphasize Different Approaches to Achieve Goal of 30 Credits Per Year

• “15 to Finish” (15 credits/semester)• 12-12-6 (12 credits/semester plus summer courses)• Winter and summer terms

Other Institutional Support Approaches• Block Scheduling• Guided Pathways

Campaign Tool Kit

QUESTIONS?

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