Why We Must Achieve the DreamWhy We Must Achieve the Dream

AMATYC 34AMATYC 34thth Annual Conference Annual Conference

November 21, 2008November 21, 2008

George R. BoggsGeorge R. Boggs

What is the Dream?What is the Dream?

Community Colleges in the USCommunity Colleges in the US

Community College ValuesCommunity College Values

Access >>> SuccessAccess >>> Success Community ResponsivenessCommunity Responsiveness Clear Focus on Student LearningClear Focus on Student Learning Resourcefulness Resourcefulness

Entrepreneurial Spirit Entrepreneurial Spirit Creativeness Creativeness InnovativenessInnovativeness

Changing Face of AmericaChanging Face of America

The Degree GapThe Degree Gap

Percent with BA or higher (2000)Percent with BA or higher (2000) 28% of whites 28% of whites 17% of African Americans 17% of African Americans 11% of Hispanics11% of Hispanics

Relationship of Income to Relationship of Income to College AccessCollege Access

RateRate

88.8%88.8%

68.2%68.2%

53.3%53.3%

Family IncomeFamily Income

> $74,584> $74,584

$25,064-$47,405$25,064-$47,405

< $25,064< $25,064

High Skilled & Unskilled Jobs as a % of the Workforce, 2000 to 2012High Skilled & Unskilled Jobs as a % of the Workforce, 2000 to 2012

18.4% 19.2%20.7%

13.0%11.8% 10.9%

0%

5%

10%

15%

20%

25%

Professional & RelatedOccupations

Production, installation,maintenance & Repair

Occupations

2000

2002

2012

Source: Bureau of Labor Statistics

Societal ChangeSocietal Change

Certificates and Degrees Certificates and Degrees change liveschange lives

Higher levels of education Higher levels of education lead to higher earnings for all lead to higher earnings for all racial and ethnic groups and racial and ethnic groups and for both men and women. for both men and women. People with associate People with associate degrees generally earn 20 to degrees generally earn 20 to 30 percent more than people 30 percent more than people with only high school with only high school diplomas.diplomas.

Civilian Labor Force by Educational Attainment 1970 to 2004

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%19

70

1971

1972

1973

1974

1975

1976

1977

1978

1979

1980

1981

1982

1983

1984

1985

1986

1987

1988

1989

1990

1991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

High School Graduate

Less Than 4 Years High School

1-3 Years College

Bachelor's Degree or More

Source: Bureau of Labor Statistics

Shared Prosperity?Shared Prosperity?

Projected Growth in Supply and Demand of Workers With Some Postsecondary Projected Growth in Supply and Demand of Workers With Some Postsecondary Education, 1998 to 2028Education, 1998 to 2028

60,000

70,000

80,000

90,000

100,000

110,000

120,000

130,000

140,000

150,000

1998 2008 2018 2028

Tho

usan

ds

Jobs requiring some postsecondary experience

Workers with some postsecondary experience

Source: Bureau of Labor Statistics, U.S. Census Bureau and National Alliance of Business

Education RequiredEducation Required

75% of new jobs require some post-75% of new jobs require some post-secondary education.secondary education.

Only 35% of Americans (25-34) have Only 35% of Americans (25-34) have 2 or more years post-secondary 2 or more years post-secondary education.education.

– -Source: 2000 data-Source: 2000 dataNational Information Center for Higher Ed.National Information Center for Higher Ed.

America’s Future at Stake

Job growth estimates for the 2010 Job growth estimates for the 2010 workforceworkforce

Based on 2005 U.S Census data + U.S. Department of Education, Office of Adult and Vocational Education, "The Economic Imperative for Improving Education," in The High School Leadership Summit, Issue Papers (Washington D.C., 2003), Figure 2.

Today’s Workforce: Data for 25+ Today’s Workforce: Data for 25+ year oldsyear oldsSource: 2005 U.S Census data

Overlapping these profiles Overlapping these profiles shows a significant gap will shows a significant gap will

need to be closed!need to be closed!

““Work gets done where it can be Work gets done where it can be done most efficiently and done most efficiently and effectively.” (Friedman, 2005)effectively.” (Friedman, 2005)

34% of doctoral degrees in natural 34% of doctoral degrees in natural sciences and 56% of engineering sciences and 56% of engineering Ph.D.s in U. S. are awarded to foreign-Ph.D.s in U. S. are awarded to foreign-born students.born students.

Source: Tough Choices or Tough Times, 2007

More Emphasis on STEM More Emphasis on STEM CompetitivenessCompetitiveness

NAS NAS Gathering StormGathering Storm report report Friedman’s flat worldFriedman’s flat world NSB commission NSB commission ACGs and SMART GrantsACGs and SMART Grants

– WDIWDI– AACC/NSF ATE PI conferenceAACC/NSF ATE PI conference

More Enrollment Pressure for CCsMore Enrollment Pressure for CCs

Rising university tuition costs and Rising university tuition costs and increased selectivity will drive more increased selectivity will drive more students to CCsstudents to CCs

Increased need for LLL will drive up Increased need for LLL will drive up enrollmentsenrollments

Retiring Baby Boomers will increase Retiring Baby Boomers will increase enrollmentsenrollments

Immigration will remain a political Immigration will remain a political issue for a whileissue for a while

DREAM act will still be politically DREAM act will still be politically sensitivesensitive

May cool somewhat if economy May cool somewhat if economy continues to be strongcontinues to be strong

Growing recognition for need to retain Growing recognition for need to retain some international studentssome international students

Accountability AgainAccountability Again

More focus on success of students—not More focus on success of students—not just accessjust access

Evidence of student learning will be Evidence of student learning will be required by accrediting agencies, required by accrediting agencies, states, and federal governmentstates, and federal government

Colleges will move toward a culture of Colleges will move toward a culture of evidence and use of dataevidence and use of data

We can help more community We can help more community college students succeedcollege students succeed

Achieving the Dream is about being Achieving the Dream is about being open and forthright about performance open and forthright about performance — and doing what it takes to improve it.— and doing what it takes to improve it.

Meaning for StudentsMeaning for Students

Accepting responsibility for their learning.Accepting responsibility for their learning. Learning in a more cooperative and Learning in a more cooperative and

collaborative environment.collaborative environment. Making use of college support services.Making use of college support services. Making use of available technology.Making use of available technology. Making connections with other learners.Making connections with other learners. Extending learning into the community.Extending learning into the community.

How Students LearnHow Students Learn

Traditional ThinkingTraditional Thinking LecturesLectures Reading Reading

assignmentsassignments Writing assignmentsWriting assignments Problem setsProblem sets Laboratory workLaboratory work Field workField work

New TheoriesNew Theories ConstructivismConstructivism Making connectionsMaking connections Learning stylesLearning styles InvolvementInvolvement Learning in groupsLearning in groups Learning to learnLearning to learn

Beyond Crossroads: Beyond Crossroads: Faculty ActionsFaculty Actions

Respect Diverse talents & ways of Respect Diverse talents & ways of learning & teachinglearning & teaching

Design & use a variety of activities, Design & use a variety of activities, assignments, & assessmentsassignments, & assessments

Encourage student-faculty contactEncourage student-faculty contact

Beyond Crossroads: Beyond Crossroads: Faculty ActionsFaculty Actions

Provide students with prompt feedbackProvide students with prompt feedback Be attentive, expressive, enthusiastic, Be attentive, expressive, enthusiastic,

clear, &organizedclear, &organized Present multiple representations of Present multiple representations of

mathematical conceptsmathematical concepts

Lessons from AtDLessons from AtD All AtD colleges are creating a “culture of All AtD colleges are creating a “culture of

evidence,” using data to make decisionsevidence,” using data to make decisions AtD colleges are engaging faculty in cross-AtD colleges are engaging faculty in cross-

college discussions college discussions AtD colleges are working with high schools AtD colleges are working with high schools

to align curricular standards and to align curricular standards and administering placement tests to HS juniorsadministering placement tests to HS juniors

Lessons from AtDLessons from AtD

College Success Skills or Freshman College Success Skills or Freshman Experience Courses improve student Experience Courses improve student success.success.

More AtD colleges are initiating these More AtD colleges are initiating these courses; some are requiring them for courses; some are requiring them for matriculated students.matriculated students.

Lessons from AtDLessons from AtD

Students who attend at least one Students who attend at least one Supplemental Learning (SL) session Supplemental Learning (SL) session show higher success rates and show higher success rates and withdraw less (Valencia CC)withdraw less (Valencia CC)

SL provides a trained peer student who SL provides a trained peer student who completes the class as a mentor.completes the class as a mentor.

Lessons from AtDLessons from AtD

Reasons given for success of SL:Reasons given for success of SL:– Less intimidating to ask a peerLess intimidating to ask a peer– SL Leader understands student pressuresSL Leader understands student pressures– SL Leader sat through classes amd knows SL Leader sat through classes amd knows

what instructor expectswhat instructor expects

Lessons from AtDLessons from AtD

Learning Communities improve student Learning Communities improve student success and persistence success and persistence (also see Beyond Crossroads)(also see Beyond Crossroads)

Class attendance is a significant predictor of Class attendance is a significant predictor of grade achievement across all racial groups grade achievement across all racial groups (Valencia CC)(Valencia CC)

Use of Math Lab substantially increased Use of Math Lab substantially increased pass rates (Jefferson CC)pass rates (Jefferson CC)

Lessons from AtDLessons from AtD

Referring students to tutoring increased Referring students to tutoring increased retention and success rates (Alamo CCD)retention and success rates (Alamo CCD)

Faculty development programs are Faculty development programs are increasing at AtD collegesincreasing at AtD colleges– Cooperative learningCooperative learning– Assessing learning outcomesAssessing learning outcomes– Developing a culture of learningDeveloping a culture of learning

Trend for Increased Student Trend for Increased Student Mobility, but many are Place-BoundMobility, but many are Place-Bound

Better articulation agreements with Better articulation agreements with universitiesuniversities

More university centers on CC More university centers on CC campusescampuses

More distance learning opportunitiesMore distance learning opportunities

American Association of American Association of Community CollegesCommunity Colleges

The Voice of America’s The Voice of America’s Community CollegesCommunity Colleges