access to success individual, institutional and societal considerations dr. rick miner president,...
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Access to SuccessIndividual, Institutional and Societal
Considerations
Dr. Rick Miner
President, Seneca College
Caveats
• Different results and conclusions depend on populations surveyed
• Limited Canadian data
• Definitional issues (attrition, PSE, persistence, etc.)
• Enrolment management has become an industry
• Failures can be successes
• Successes can result in failures
Some “Facts”
• Access
• Attrition
• Success
Access
Access
Year 2000 Ontario student flow from Grade 9 to post-secondary destinations
• 28% to university
• 23% to colleges
• 25% leave before completing high school
• 24% graduate from high school and go to work
Alan KingOntario Ministry of EducationDouble Cohort Study Phase 2 ReportOctober 17, 2002
Access
High school graduates @ age 20: Post-secondary “enrolment”
• 59% Enrolled in PSE within 12 months of graduation
• 19% Enrolled in PSE more than 12 months after graduation
• 21% Not enrolled in PSEJoanna Tombowicz and Tracy Bushnik
Who goes to post-secondary education and when: Pathways chosen by 20 year olds
Statistics Canada, 2003
Characteristics Right-awayers
Delayers No-goers
Gender (male) 45% 51% 58%Visible Minority 14% 10% 8%Married 6% 7% 12%Have child 2% 2% 6%Rural Community 17% 16% 25%Parents have degree or some PSE
69% 68% 45%
From single parent family 17% 15% 16%Not academically engaged 8% 13% 19%Not socially engaged 9% 15% 15%69% or less average 7% 16% 33%
Friends attending PSE 83% 75% 55%Took career planning course 63% 64% 72%Took courses with work experience
26% 27% 44%
AccessCharacteristics of right-awayers, delayers, no-goers
Joanna Tombowicz and Tracy Bushnik
Who goes to post-secondary education and when: Pathways chosen by 20 year olds Statistics Canada, 2003
Hours worked
per week
Right-awayers
Delayers
No-goers
30+ 4 6 1120 to 30 12 20 2010 to 20 25 24 181 to 10 16 16 16Zero 43 34 34
Characteristics of right-awayers, delayers, no-goers (continued)
Joanna Tombowicz and Tracy Bushnik
Who goes to post-secondary education and when: Pathways chosen by 20 year olds Statistics Canada, 2003
Access
AccessPost-secondary education for Canadians 18 to 24Category Never
taken PSE
Taken PSE
Male 57% 47%
Parents encourage PSE
76% 93%
High school average <70%
73% 53%
Some PSE savings made
36% 62%
Neither parent with PSE
66% 53%
Family income <$30,00
39% 27%
Family income> $80,00
6% 19%
Lynn Barr-Telford, Fernado Cartwright,Sandrine Prasil and Kristina SimmonsAccess, persistence and financing: First results from the post-secondary education surveyStatistics Canada, 2003
Access
Attrition
AttritionGraduation completion rates
College
• 56% Ontario colleges (2002)(within twice the duration of the program)
• 34% U.S. colleges (2003)(within 150% of program length)
• 44% of college graduates thought about quitting at some point.
University
• 73% Ontario Universities (2002)(within seven years)
• 52% U.S. colleges/universities (within 5 years of a 4-year program)
Attrition
At risk students• low high school grades
• male
• part-time
• first generation of PSE
• married with children
• family conflict exists
• working more than 10 hours per week
• unprepared for workload
• unprepared for high school to college transition
• attendance is poor
• little academic or social involvement
• little institutional involvement
• larger classes
AttritionAttrition “Solutions”
Academic Approaches
• Rethink first year, offerings and sequence
• Test early and often
• Provide remedial and academic support
• Keep students “together”
• More faculty advisors
• More “hands on” activities
• Put “right” teachers in the first year
• High school articulations
AttritionAttrition “Solutions”
Social-Interpersonal Approaches
• More academic and social interactions (students with faculty and staff)
• More engagement/involvement in college activities
• Peer mentoring
Life Skills Approach
• Time Management
• Priority Setting
• Money management
• “Control” part-time work
AttritionAttrition “Solutions”
Pre-enrolment Approaches
• Career counseling
• Skill and ability testing
• College success course
• Orientation program
Post Enrolment Approaches
• Research/date collection
• Exit interviews
• Program reviews
Attrition
There’s not a lot of“good” Canadian data
Successand
Educational Achievement
SuccessStatistics Canada 2001 Census Data
Category 25 to 64 25 to 34 Average Earnings
No high school certificate
23% 15% $21,230
High school certificate
24% 24% $25,477
Trade certificate
13% 12% $32,743
College 18% 21% $32,736
University 23% 28% $48,648
Success
By 2010 it is predicted only 10% of new jobs will be available to those with a high school education or less education.
• 25 to 64 year olds = 47%
• 25 to 34 year olds = 39 %
2001 Statistics Canada data (high school or less)
Success
Employment by educational obtainment- Statistics Canada (2002)
% employed
Less than Grade 9 22%
Some secondary 45%
High school graduate 66%
Some post-secondary 63%
Post-secondary certificate/diploma 73%
University degree 77%
Success
Education level is correlated with:
• Better health• Lower unemployment• Higher incomes• Lower crime
Note: The average incarceration cost per inmate is $66,381 per year and per female inmate is $110,473 per year. (2000-01)
Daily ward “rates”: $858 (Ottawa) to $3,120 (Toronto) (1999)
Canada spends about $4,000 per capita on health care (2001)
The Seneca Experience(Access and Attrition)
Most things have stayed the same
Input measures have not changed much… • Math and English test scores
• Source of students
• English as first language
• Subject interest
Reading Comprehension Test Scores
0
10
20
30
40
50
60
70
80
90
100
Entry Cycle
Co
lleg
e M
ean
Sco
re o
n C
PT
Read
ing
Co
mp
reh
en
sio
n
Test
1992-2002
Sentence Skills Test Scores
0
10
20
30
40
50
60
70
80
90
100
Entry Cycle
Co
lle
ge
Me
an
Sc
ore
on
CP
T S
en
ten
ce
Sk
ills
Te
st
1992-2002
Arithmetic Test Scores
0
10
20
30
40
50
60
70
80
90
100
Entry Cycle
Co
lle
ge
Me
an
Sc
ore
on
CP
T A
rit
hm
eti
c
Te
st1992-2002
Algebra Test Scores
0
10
20
30
40
50
60
70
80
90
100
Entry Cycle
Co
lle
ge
Me
an
Sc
ore
on
CP
T A
lge
bra
Te
st
1992-2002
“My first language learned was English”
•1997 66% 54%•1998 64% 52%•1999 64% 49%•2000 63% 49%•2001 63% 46%•2002 66% 49%
Fall Term Winter Term
•1992 68% N/A•1993 65% N/A•1994 65% N/A•1995 65% N/A•1996 64% N/A
“My main activity in the past 12 months has been…”
0%10%20%30%40%50%60%70%80%90%
100%
F94 F95 F96 F97 F98 F99 F00 F01 F02
Secondary College/Univ Adult upgrading
working/homemaker Unemployed Other
1992-2002
Student projected hours of work duringschool year
0
10
20
30
40
50
60
1993 1995 1997 1999 2001 2003
20 hours/week11 plus/week10 or less/weeknone
Attrition analysis - Seneca College (2002-2003)
45%
35%
8%11% 1%
Required academic withdrawlEarly leaversStudent withdrawalGraduation requirement not completedOther
0%
5%
10%
15%
20%
25%
30%
35%
1992 8% 12% 19% 6% 23% 7% 2% 23%
2002 5% 5% 19% 5% 34% 5% 3% 24%
Going to work
Lack of money
Change in career
Changing school
Personal problems
Academic difficulties
OtherNo reason
given
Withdrawal Results: 1992 vs. 2002
Non-Returners (January to September): Departure reasons (N=84)
Reason
Academic/career change 30%
Program/organizational dissatisfaction 15%
Academic performance 8%
Financial 15%
Work commitments 7%
Health/family matters 18%
Other 6%
Non-Returners: Current Status
Category
Employed 41%
Enrolled in PSE 21%
Seeking employment 15%
Other (health, applications pending, 23% upgrading, unemployed – not seeking)
Non-Returners: Post-secondary intentions
Category
Currently enrolled in PSE 21%
Return to Seneca 37%
Return to other PSE 13%
Don’t plan PSE 13%
Other 15%
Access and
Attrition Reduction Activities
Pan Canadian Project
• High school graduate with no PSE experience
• Academic and Life Preparation emphasis
• Five or six national locations
• Multiple partners- College/University- NGO (National)- Local School Boards- Local Businesses
• Action research model• Preparatory (with credit)
Access
Role of Seneca College Learning Centres
Out-of-classroom Academic and Curriculum Support:
• Help for all registered Seneca students;
• Cross-curricular issues of literacy and numeracy;
• Support for most academic areas, particularly English and Math-related subjects;
• Students work closely with tutors on concepts and problem solving;
• Small group tutoring and workshops;
• Study Skills and Time Management;
• Maximum of 100 minutes per week per subject.
Attrition
0
5,000
10,000
15,000
20,000
25,000
30,000
Annual Total Visits 10,104 9,912 14,621 21,408 26,868 27,900
Seneca FTE 15,691 16,430 16,372 16,589 16,865 17,438
Visits/FTE 0.64 0.6 0.89 1.29 1.59 1.6
1997-98 1998-99 1999-2000 2000-2001 2001-20022002-2003 projected
Seneca Learning Centres' Total Annual VisitsAttrition
Student Mentoring in Life & Education (SMILE)
• ibox project (2002-2003)• 10 “senior” students/20 protégés• Developed mentor guidelines, orientation• Proactive approach• Faculty/staff support• Technology assistance (My Seneca)• 100% retention after one semester• Expanded in 2003-2004 (20 mentors, 48 proteges)
Attrition
Attrition research project (proposed)
• First year intervention, follow-up years two and three
• Identify at risk students
• Randomly assign students to treatment
Attrition
Attrition research project (proposed)
• Treatments
- “Required” support- Optional support- General support
• Support
- Career clarification- Mentoring- Math tutoring- English language support
Sample size= 450 (150/treatment/year) Follow-up in years two and three.
New intake each year.
Attrition
Closing Remarks• Access to Success is a College hallmark
Recommendation from a university attrition report:
“Recruitment efforts should be focused on potential students who are both committed and prepared to begin university and who are certain university is an appropriated choice for them.”
• Society needs a better educated population
• economic reasons
• social reasons
• personal reasons
• return on investment is there (12.0%): narrow perspective
Closing Remarks
Failures can be successes
Not all attrition is bad
• Logical progression (transfers)
• New learnings (self discovery)
• Planned progression (articulated programs)
Closing Remarks
Successes can be failures
• Resource requirements might jeopardize other programming
• Attrition reduction might result in access problems