utrecht sa- jacqueline e. king
TRANSCRIPT
The Access Challenge The Access Challenge in the United States: in the United States:
Demographics, Preparation, Information, & Affordability
Jacqueline E. King, PhDAssistant Vice President
July 16, 2008
The Problem: Differential Attainment by Race & Income
21%
38%
24%
18%
56%
White African American Hispanic Asian American American Indian
Source: U.S. Census Bureau, American Community Survey, 2006.
The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Overload
• Financial Barriers
Public High School Graduates, by Race/Ethnicity, 2001 to 2021
1,588,455
1,859,514
393,363434,234
244,143161,093
780,268
480,187
0
500,000
1,000,000
1,500,000
2,000,000
2000-01 2003-04 2006-07 2009-10 2012-13 2015-16 2018-19 2021-22
WhiteAfrican AmericanAsian AmericanHispanic
Source: WICHE, Knocking at the College Door.
Educational Progress of 2002 10th
Graders (15 years old) as of 2006
88% 93% 91%82% 81%
59%62%
75%82%
70%
45%49%
67%77%
60%
22%33%
46%54%
40%
All Students Asian American White African American Hispanic
High School Diploma Any Postsecondary Enrollment Immediate Enrollment University
Source: NCESSource: NCES, Education Longitudinal Study: 2002/06.
Educational Progress of 2002 HS Sophomores as of 2006,
by Family Income88%
78%85%
92% 96%91%78%
63%52%
70%84%
70%
52%40%
60%70%
49%
31%21%
40%
All Students Income $20,000or Less
$20,001 to$50,000
$50,001 to$100,000
$100,001 or more
High School Diploma Any Postsecondary Enrollment Immediate Enrollment UniversitySource: NCESSource: NCES, Education Longitudinal Study: 2002/06.
9
13
27
34
38
50
51
70
No HS Diploma
Single Parent
Has dependents
Works full time
Delayed enrollment
Financially independent
Attends part time
Any characteristic
Undergraduates with Nontraditional Characteristics
Source: NCES, National Postsecondary Student Aid Study: 2003-04.
The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Overload
• Financial Barriers
High School Does Not Prepare Many Students for Higher Education
• 30% of students do not complete high school.
• 40% to 45% of recent high school graduates report significant skill gaps.
• 30% of first-year college students must take remedial courses.
• Faculty estimate 42% of first-year students are unprepared.
• Employers estimate 45% of recent high school graduates lack skills to advance.
Source: Achieve.
Students Completing College Prep Math, by Income and Race-Ethnicity
23% 18% 17% 23% 26% 25%
26%25%
68%63% 50%
33%
Low-income High-income AsianAmerican
White AfricanAmerican
Hispanic
Trigonometry or Higher
Algebra II
Source: NCES, Education Longitudinal Study: 2002/06.
Expectations Gap Between High School & Higher Education
• Academic standards in HS not aligned with postsecondary requirements.
• HS graduation requirements set too low.• No connection between HS tests and
college entrance or course placement.• RESULT: Students often earn a high
school diploma without the skills necessary for success in higher education.
American Diploma Project Policy Agenda1. Align high school and higher education
standards.2. Require students to take a college-ready
curriculum to earn a high school diploma.3. Build college readiness measures into
statewide high school assessment systems.
4. Hold high schools and postsecondary institutions accountable for student preparation and success.
State Progress
5
8
13
11
4
4
1
6
8
2
13
7
36
23
12
13
Aligning Accountability
Aligning Data Systems
Aligning Assessments
Aligning GraduationRequirements
Aligning Standards
In place by 2007 In place by 2008 Anticipate in place by 2009 In process/planned
Source: Achieve. Closing the Expectations Gap: 2008.
The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Gap
• Financial Barriers
10th Graders Who Completed at Least Algebra II by Postsecondary
Participation, Income and Race/Ethnicity
57
89 83 7662 63
254 8 12 19 20
171913
97
18
Low-income
High-income
AsianAmerican
White AfricanAmerican
Hispanic
Never attended
Enrolled, then Left
Enrolled
Source: U.S. Department of Education, Education Longitudinal Study: 2002/06.
Admissions and Financial Aid• 6,500 institutions, most with unique admissions requirements
& applications.• Tuition ranging from $0 to more than $40,000.• Hundreds of federal, state, institutional and private grant and
loan programs, all with unique criteria and many with their own application.
• The main financial aid form has more than 100 questions and requires information from parent’s income tax forms.
Enrolled Students Often Do Not Apply for Financial Aid
• 41% of all students do not file the main financial aid form.
• 1.8 million low-
• 1.5 million of these students miss out on the largest federal grant program.
and moderate-income students do not apply.
Source: King, J. Missed Opportunities Revisited: New Information on Students Who Do Not Apply for Financial Aid. February 2006 ACE Issue Brief.
The Access Challenge
• Growing Diversity
• Inconsistent Preparation
• Information Gap
• Financial Barriers
Average Tuition and Fees Before and After Gift Aid
$2,361
$6,185
$23,712
$323$2,577
$14,400
Public Community College Public University Private University
Tuition and Fees
Tuition and FeesLess Grants & TaxCredits
Source: College Board. Trends in College Pricing: 2007.
Percentage of BA Completers with Debt, by Income
69%63% 61% 58%
48%
Less than$30,000
$30,000 to$49,999
$50,000 to$69,999
$70,000 to$99,999
$100,000 ormore
Median Debt of All Borrowers: $16,432
Source: King, J. Federal Student Loan Debt: 1993 to 2004. June 2005 ACE Issue Brief.
Undergraduates by Role and Workload
Did Not Work22%
Students who Work
52%Avg Hrs/Wk=25
Employees who Study
26%Avg Hrs/Wk=38
A Cautionary Tale
• California Community Colleges offer open admission and very low tuition ($480/year).
• Fantastic access, but very low success rates.
• When low tuition means low service levels, it is counter-productive.
• Students still need aid to cover living expenses and forgone income.
Some Lessons from U.S. Experience
• One size will not fit all: As population becomes more diverse, institutions and public policy must adapt.
• Rigorous, consistent and relevant standards are a necessity in elementary/secondary education.
• Simplicity matters: In aid and admissions, there can be too much of a good thing.
• Affordability is a real problem – but it is not the only problem.
Jacqueline King, PhD.Assistant Vice President
American Council on EducationWashington, DCwww.acenet.edu