Education Assessment

Post-Secondary Education

Part 3 of the Education Assessment

I. Introduction

While the K-12 system is the starting point to answer our basic questions: 1) are we closing the gaps, and 2) are we meeting higher standards, we cannot stop there. Post-secondary learning is equally important. Post-secondary learning comes in many forms, but this assessment will focus on the two and four year colleges and universities in our area.

Population growth, demographic shifts, and higher expectations have brought a new set of challenges to higher education, just as they have to the K-12 system. In addition, affordability and access are prominent concerns. There are a wide variety of other settings for post-secondary learning – trade and technical schools, apprenticeship programs, adult continuing education, to name a few – that warrant attention in further CAN work.

Several local factors complicate these conditions. Population growth has resulted in a more ethnically diverse student and prospective student population. Institutions of higher learning will need additional support to recruit and retain both under-represented minority students and students who are the first in their families to attend college. Meanwhile, economic disparities have increased, making self-sufficiency more challenging in the face of rising costs and heightening the importance of higher education. In addition to economic and demographic challenges to participation, pressure to produce a more educated workforce necessitates increased enrollment and graduation rates. The Condition of Education 2001 produced by the National Center for Education Statistics (NCES) identifies recurring themes that need to be addressed in assessing the state of higher education:

• participation and persistence
• student performance and other outcomes
• the environment for learning
• public and private financial support of education
• societal support for education at all levels

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II. Scope of Assessment

This assessment will focus on the state of higher education in Central Texas with comparisons to state and national trends. Texas has 140 public and independent institutions of higher education. Together, the public institutions account for 15.9% of the state’s general revenue appropriation for the 2002-2003 biennium. For assessment purposes, we have included six local institutions: The University of Texas at Austin, Southwest Texas State University, St. Edward’s University, Concordia University, Huston-Tillotson College and Austin Community College.

While the assessment data includes only these six formal institutions, many developments and challenges discussed in this assessment hold true throughout all institutions that address learning beyond high school. Postsecondary learning is seen in our community in such forms as apprenticeships, internships, proprietary schools, technical institutions, and continuing education classes. These other avenues of education offer multiple benefits and are valuable methods of learning. However, due to the complexity of the issue and the lack of uniform data available for these other institutions and settings, they are not included in this current process. These other forms of post-secondary learning are valuable to the community and do warrant attention in future assessments.

Regionally, this assessment considers:

• Diversity in higher education - demographic shifts
• The link between education and the economy - earning power by education level
• Participation - financial costs, enrollment, retention, graduation, and forecasts
• Additional considerations - first generation students, distance learning and remedial coursework

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III. Diversity In Higher Education

Investing in People: Developing All of America's Talent on Campus and in the Workplace, released in January 2002 by the Coalition of Corporate Chief Executives and University Presidents, asserts that the United States will face a social and economic crisis if diversity in higher education is not drastically improved. The report issued a warning that unless more money is spent on minority education the U.S. could face a workforce shortfall in the near future. Within Texas, it is glaringly apparent that this trend of African-Americans and Hispanics earning proportionately fewer degrees "could lead to a dearth of skilled laborers," (THECB) given that 80% of the traditional college-age population will be non-white by 2015 (see Figure 1).
	Closing the Gaps forecasts that, by 2008, Hispanics will account for more than 40% of the Texas population, African-Americans will represent 11%, and Whites 45%. Other groups, including Asian-Americans will represent 4%. The Higher Education Coordinating Board sees a clear discrepancy in completion for both high school and college (see Figure 2). In addition to this discrepancy in completion rates, we also find disparities in participation (number starting higher education) and retention (number staying enrolled beyond the first year).

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IV. The Link between Education and Economy

An educated population and workforce are needed to ensure economic stability and survival in this global market. Local and national data demonstrate that as the number of traditional industrial jobs decrease, returns associated with continued education increase. Several reports have found significant financial advantages to post-secondary education (see Table 1). For example, the Bureau of Labor Statistics (2001) finds that lifetime earnings are approximately double if one has an associate’s degree (2 years) or more education as compared to no high school diploma.

Locally, those with a bachelor's degree make 20% more than those with an associate's degree. Those with an associate's degree make more than double those without a high school diploma or equivalent. Not only does higher education offer greater earning potential, it also brings greater opportunities.

The strongest job growth in the coming decade is expected to occur in occupations requiring at least an associate's degree (US Bureau Labor Statistics, Winter 2001-02). Fostering greater institutional and community awareness of the impacts of higher education to the individual is a crucial step in breaking down barriers to access.

Like most of the nation, Texas has profited from a diverse, vibrant and, until recently, rapidly growing economy for most of the past decade. However, this recent prosperity could easily turn into a crisis if a concerted effort is not taken to ensure a sufficiently educated workforce for the future. In January 2002, The Business-Higher Education Forum, a partnership of the American Council on Education and the National Alliance of Business predicted the availability of 19 million more jobs nationwide than workers adequately prepared to fill them by 2028. To help fill Texas’ part of this deficit, the Higher Education Coordinating Board has set a goal to add 500,000 more students into the higher education pipeline by 2015. Statewide trends in educational attainment can be seen in Table 2.

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V. Participation in Higher Education

The number of people entering higher education has grown steadily over a number of years. This growth is associated with the increasing importance placed on postsecondary education in the job market and other factors.

Despite growth in the number enrolled, the proportion of Texans enrolled in higher education is declining. Texas lags behind the nation in the rate of participation in higher education, 4.9% compared to a national average of 5.4%. In Texas, this gap represents 80,000 students. Within Texas, participation rates vary across racial and ethnic groups: 4.6% for African-American students, 3.7% for Hispanic students, and 5.1% for White students. The Texas Higher Education Coordinating Board (THECB, 2001) has developed a plan to close these gaps in college participation rates both between Texas and other states and across racial and ethnic groups, increasing the overall enrollment rate from 5% to 5.7% by 2015. Closing the Gaps reports that this will increase enrollment by 500,000 students by 2015 (Sixty percent in local, public community colleges). It is important to note that regardless of these strategies, enrollment is expected to increase by 210,000 additional students by 2015 simply as a function of population growth (THECB, 2001).

Financial Barriers to Participation

Costs of Higher Education

The cost of higher education is a central issue in any discussion of participation. The rising cost of attendance at colleges and universities has an impact across all learner and socio-economic groups. However, because of underlying economic disparities, some groups will be impacted disproportionately.

The National Center for Public Policy and Higher Education identifies five national trends in college costs in its 2002 study.

Losing Ground: A National Status Report on the
Affordability of American Higher Education

Costs of higher education are currently increasing at a rate higher than household income. “In the fall of 1998, tuition and fees at a Texas public university represented 7.4% of median household income, up from 3.9% in fall 1987”(THECB, 2001;Texas Higher Education Facts). In comparison community college tuition and fees represented 3% of median household income in 1997. The National Center for Public Policy and Higher Education reports that from 1980 to 1998 tuition and fees increased 107% while state, federal and local support increased 13%, 53% and 35%, respectively. This leaves higher education costs increasing greatly, rapidly outpacing the growth rates of median income and government support.

The THECB recently released College Student Budgets, a comparison of the costs associated with attending Texas institutions. This report includes not only tuition and fees but also living expenses such as housing and food costs (the high cost of living in the Travis County area thus effects comparison with state institutions) (see Figure 4).

Financial Aid

With rising costs, financial aid is becoming an increasingly important part of the picture for students desiring higher education. Table 3 illustrates the financial demands to attend local institutions.

Equitable access to Texas institutions was one of the main concerns cited in the Austin Equity Commission’s August, 2001 report Improving the Odds: Increasing Opportunities in Austin. Reversing the trend of declining financial support for students from the poorest families was identified as a major challenge for policy makers at every level.

The current policy shift from grants to college loans poses a serious financial burden on low-income families (see Figure 5). The Pell Grant (need-based grant) covered 98 percent of the tuition at a public four-year institution in 1986; today, it is down to 57 percent. Although the Pell Grant maximum award is being increased from an average of $3,600 to $4,000, the increase in postsecondary enrollment has surpassed the funding estimate, resulting in a Pell Grant funding shortfall (http://www.blackissues.com/, Mar 14, 2002). Financial Aid Responses To combat this trend, changes are underway at both state and national levels. Within Texas, the legislature recently tripled funding for the TEXAS Grant Program to $300 million. This program, and the related Texas Grant II Program provide money for eligible students to attend four-year college, community college and technical school. Grant recipients typically earn award amounts equal to the total cost of their tuition and required fees (approximately $1,344 per term for university students, $582 per term for community college students and $861 per term for technical college students based on enrollment for 12 hours per semester.) To be eligible, a student must demonstrate a financial need and either graduate under the recommended high school program (Texas Grant) or be enrolled in a Texas Community College (Texas Grant II). In 2000-2001, 18,162 grants were awarded to students. The average award was $1,976 (www.collegefortexans.com).

In addition, a number of other more focused initiatives are either just beginning or being planned for Texas students.

• Legislation was passed to expand the pool of computer science and engineering graduates exiting Texas colleges.
• “Creating Opportunities” is being developed to use federal dollars for a new $20 million competitive grant program targeted at the student population that traditionally views college as inaccessible
• “First Generation Grant Program” is also in the planning stage and would direct funds to colleges to recruit, counsel, and prepare first-generation students for college.

Nationally, the Hope Credit and Lifetime Learning Credit were available for 2002 to reduce the financial burden of higher education. These tax credits are based on education expenses paid for the student, his/her spouse, or his/her dependents. The credit is determined by the amount paid for "qualified tuition and related expenses" for each student and income, with no limit on the number of tax years a student can claim the Lifetime Learning credit. The Hope scholarship, which provides a $3,000 tax credit for two years of college, assists middle-income families but provides little help for the poorest students whose families pay little or no federal income tax (though they pay disproportionately larger shares of their income for payroll, sales and other taxes that are more regressive relative to income).

These relatively new initiatives are in addition to a number of pre-existing federal and state financial aid resources.

• Federal resources
  • PELL Grant: needs based award of up to $3,750 in 2001-2002 to eligible students all over the country.
  • The Federal Supplemental Educational Opportunity Grant: maximum award of $4,000 (the minimum is $100). May be used at public, private, non-profit and proprietary colleges or universities. Universities awarded 31,796 FSEOGs in 1998-1999 while community colleges awarded 19,015.
    
• State resources
  • The Texas Public Education Grant: For the 1999-2000 academic year, 1,359 public university students and 1,571 public community college students received these awards, averaging $777 and $657 respectively.
  • The Tuition Equalization Grant Program (TEG): provides grant aid to financially needy students to help enable them to attend private, non-profit colleges or universities in Texas. In the 2000-2001 academic year, TEG awarded $2,324 per student on average, giving 26,769 awards.

Closing the Gaps outlined financial strategies for closing the gap in participation. The report states that an affordability policy should be established to ensure that students are able to participate and succeed in higher education by:

• providing grants and scholarships to cover tuition, fees, and books for every student with financial need;
• setting tuition and fees in a manner that closes gaps in participation and success; and
• establishing incentives that increase affordability through academic and administrative efficiencies in the higher education system.

Closing the Gaps states, “colleges and universities should monitor the cost of higher education as compared to what a family can pay based upon its income.” The “call to action” for increasing grants and scholarships is very clear, and economically disadvantaged students should be considered a high priority for gift aid. A recent NY Times article “Pricing the Poor Out of College,” reported that approximately 5% of high achievement, high income students fail to enroll in college while the non-entry rate to high achievement, low income students is about 25%. The Advisory Committee on Student Financial Assistance found that nationally, “170,000 college-qualified high school graduates won’t be able to afford even a two-year college this year and about 4.4 million qualified students will be unable to attend a four-year college in the next 10 years (Crenshaw, 2002).” The availability of financial aid will attract those students who historically have believed that higher education was out of their reach.

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VI. Enrollment Demographics

Similar to elementary and secondary education, two trends can be seen in enrollment. 1) Enrollment is growing – more students of all types are participating in higher education every year. 2) Enrollment in higher education is becoming more diverse.

Demographic shifts and challenges

According to The Condition of Education 2001, the national college enrollment rates for high school completers in the past decades have risen for White and African-American students. The enrollment rates for White high school completers immediately after graduation increased over the past 28 years from 50% to 66%. African-American "completer" rates fluctuated between 1972 and 1983 and then increased between 1984 and 1999, rising from 40% to 59%. No consistent growth in enrollment rates between 1972 and 1999 has been seen for Hispanic high school completers.

The Texas Legislative Council commissioned a report, Texas Challenged: The Implications of Population Change for Public Service Demand in Texas (1996), which projected massive shifts in the ethnic makeup of college enrollment over the next 30 years. However, the projected numbers still represent a clear under-representation of minority groups by population (Figure 6). (See Appendix D for Texas and Travis County population breakdowns)

According to the Texas Higher Education Coordinating Board, “together, Blacks and Hispanics represent about 48% of Texas’ 15-34 population, but about 35% of the students in Texas public higher education.”

This trend is also repeated locally. African-Americans and Hispanics represent 43.5% of the total population but only 20.9% of the students enrolled in the six institutions polled locally (See Figure 7)¹ . See Appendix F for local enrollment by ethnicity.

Local data demonstrates several trends. First, white students represent a declining portion of total enrollment at each of the six institutions. Meanwhile, the percentages of Hispanic, African-American, Asian and International students have all increased over the last four years. The data also shows that at individual institutions the decreasing White population seems to be replaced with either minority or international students but rarely both.²

Large Enrollment Increases

While there is much variation in growth across institutions and across racial and ethnic groups, the net effect is a steady growth in the number of students enrolling in post-secondary education. At this level, rising participation rates magnify the impact of population growth to produce projections of unprecedented demand upon higher education institutions. The Higher Education Coordinating Board reported that in 2000, of 5,409 Travis County public high school graduates, 22.2% (1,199) enrolled in Texas public universities, 25.2% (1,363) enrolled in Texas Public 2-year colleges and 52.6% (2,847)3 were not located in Texas public higher education (THECB).

The portion enrolled in public universities was down slightly from the 1995-96 school year, but the portion enrolled in public two-year colleges increased slightly. The majority (52.6%) of all graduates from Travis County were not located anywhere in the public higher education system in Texas.

In a national study, Measuring up 2000: The State-by-State Report Card for Higher Education participation in Texas was assessed (see Table 4)*. The report found, “a very low percentage of students in Texas go on to college immediately after high school, and only a fair percentage of young adults (ages 18 to 24) in the state are enrolled in college level education or training. A small proportion of working-age adults (ages 25-44) are enrolled in educational programs beyond high school.” Closing the Gaps found the participation rate of Texas residents in post-secondary education to be 4.9%, below the national average of 5.4% (The Chronicle of Higher Education, THECB 2002).

While enrollment rates in Texas do not compare favorably to the nation overall, significant and rapid growth is forecast locally (see Figure 8). Even as the University of Texas tries to maintain current enrollment levels, the other, smaller institutions in our area anticipate very rapid growth. St. Edward’s University, for example, projects enrollment to double by 2010, from 3,824 to 7,648 students. Growth of this magnitude will challenge our current system, teachers and facilities (see Table 5).

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VII. Retention

Following the mandate of the 76th Texas Legislature, the Higher Education Coordinating Board established a statewide Uniform Recruitment and Retention Strategy. The goal of this strategy is to provide greater diversity in Texas institutions by identifying, attracting, enrolling, and retaining students that reflect the population, resulting in increased diversity in all areas of the workforce.

Central to success in retention are:

• Close attention to student backgrounds;
• Careful identification of student needs and expectations;
• Effective action to accommodate student needs.

Additional attention should be given to those students who re-enroll. Effective retention programs should be based upon widely disseminated and easily accessible data. To be effective, any retention strategy must address the way student goals change over time. Nationally, 3.3 million students enrolled in postsecondary education for the first time in 1995-1996 (NCES, 2001). The study found their goals three years later varied, depending on their initial goal and the type of institution in which they were enrolled. Retention strategies must also be applied early. Among local institutions, 20%-25% of all students are lost prior to the second year.

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VIII. Graduation

Overall, fewer than half of students who enter a public university in Texas will graduate with a bachelor’s degree in six years. “A large proportion of freshmen return for their sophomore year at four-year colleges and universities in Texas. But a low proportion of first-time, full-time college students receive a bachelor’s degree within five years of enrolling. And a relatively low proportion of students complete certificates and degrees relative to the number enrolled (Measuring Up 2000).” Travis County graduation rates reflect these trends. However, there is a disconnect between first year retention and completion (See Appendix G and H). Additionally, graduation rates are not increasing to mirror enrollment increases over the past four years.

In Closing the Gaps, the Higher Education Coordinating Board confirms the large gap between White students and their Hispanic and African-American counterparts in enrollment and graduation from Texas colleges and universities. This trend must be reversed if Texas is to increase by 50% the number of degrees, certificates and other identifiable student successes from high quality programs.

The state does not just want to see more degrees, but also wants to see more in high demands fields. The strategy for the state is to focus institutional efforts on increasing graduates in critical fields including:

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IX. Additional Considerations

Just as a number of independent variables impact learning in elementary and secondary schools, several factors contribute to or detract from institutional effectiveness and student success in higher education. These factors include but are not limited to:

• Issues particular to First Generation students
• Challenges faced by students with disabilities
• Implications of remedial coursework in higher education
• Distance learning and other approaches to addressing access and physical constraints

Understanding the specific needs of distinct learner groups is essential to ensure a “quality education” for all students. Emphasis on specialized recruitment and retention strategies and well-integrated remedial/developmental education programs will increase the likelihood that all students can achieve their goals.

“First Generation” Students

These high school graduates whose parents did not attend college remain at a disadvantage with respect to postsecondary access, retention and completion, even after taking into account other important factors such as: educational expectations, academic preparation, support from parents and schools, and family income (NCES, 2001). However, the effort students put into their studies and the choices they make, combined with the quality of the instructional staff and the climate for learning within (and outside) the schools, are key contributors to their academic success and persistence. Among these First Generation students who first enrolled in postsecondary education in 1995-96, 30% were less likely than their peers to enroll in a 4-year institution. For those who did enroll, they were less likely to persist toward a bachelor’s degree three years later (13% versus 33%). It was found that the strongest predictor of eventual completion of a bachelor’s degree was the academic rigor of secondary education (NCES, 2001). According to the above study, by 1998, 87% of the first generation students who took rigorous coursework in high school persisted toward graduation compared to 62% who had not exceeded the Core New Basics curriculum. Although parents’ level of education is associated with student persistence in postsecondary education, rigorous academic preparation in high school narrows the gap between first-generation and other students.

Students with Disabilities

Recruitment and retention efforts for qualified students with disabilities are focused on providing an equal opportunity to access benefits, rights, and privileges of college/university services, programs and activities in compliance federal and state laws. Individuals with disabilities in higher education are also protected under the Individuals with Disabilities Education Act (IDEA). The National Postsecondary Student Aid Study in 1996 found that roughly 6 percent of all undergraduates reported having a disability and that 21 percent of those with disabilities reported having another “health related” disability or limitation. “Students with and without disabilities differed somewhat with respect to age and the type of institution they attended in 1995-1996. The average age of students with disabilities was 30 compared to an average age of 26 among students without disabilities. Additionally, students with disabilities were less likely to be enrolled in public 4-year colleges and universities (25% versus 32%), and more likely to attend either public 2-year institutions or ‘other’ institutions”(NCES, Stats in Brief). Local information is consistent with this national trend. In 2000-2001, ACC served 1,327 students with disabilities, 229% more than SWT and St. Edward’s combined, while enrolling 2,097 fewer students.

Basic categories for disability services include cognitive, hearing, learning, physical, psychological and vision. Examples of these needs include Attention Deficit/Hyperactivity Disorder, blindness/visual impairments, deafness/hearing impairments interpreter services and orthopedic/mobility impairments. Four of the most common disabilities at both ACC and Southwest Texas State are learning, psychological, hearing and physical. Reasonable accommodations include: extended time for tests, note-taking assistance, reduced course load, alternate formats of printed material, learning assistants, early registration, reader for tests, visual aids, audio aids, mobility aids, learning aids, and classroom aids. However, institutions are not legally required to track their disability services in a standardized manner and thus there exists a wide range of approaches and services available to students across institutions. ACC’s office for Students with Disabilities provides an example of how an institution may try to meet the needs of students with disabilities. The mission of the Office for Students with Disabilities (OSD) is to encourage a sense of empowerment for students by providing a process that involves the student in decision-making, encouraging personal development through self-advocacy, helping the student identify appropriate campus resources, and encouraging and supporting a commitment to academic success.

Distance Learning

Distance learning is currently the focus of much attention due to technological advances may make possible enrollment growth without necessitating physical expansion of campuses. The expansion of distance education has also expanded learning opportunities and reached new audiences. Distance Education: National Trends and Issues, a report completed by Austin Community College, concluded that most distance learning growth will be in web-based modes, and, while competition will likely increase among providers, and enrollment growth will produce revenue growth. The Moving Every Texan Forward report by the Governor’s Special Commission on 21st Century Colleges and Universities supports distance-learning initiatives as part of its call to minimize new facilities and expand other educational delivery. At Austin Community College, all distance learning delivery methods combined (electronic, site-based, and extension centers) comprised 13.2% of contact hours in Fall 2001, up from 10.2% in Fall 1999, tripling the number of web-based courses. Additionally, interactive video conferencing is a form of distance learning that allows for coursework to be brought to area high schools at an affordable cost, thus increasing educational access.

Remedial Coursework

Remedial programs have also been tied in to degree completion. Many students arrive at postsecondary institutions without adequate preparation in reading, writing, or math to succeed in college-level work. Core questions to be addressed are: (1) how do remedial courses affect degree completion, and (2) what kinds of institutions should offer remedial coursework. It has been found that not all remedial courses have the same implications for success. Remedial reading is associated with remediation in other subject areas and with a lower likelihood of degree completion (NCES, 2001). Students whose only remedial requirement was math and who took a maximum of two remedial courses completed associate’s or bachelor’s degrees at a higher rate (45%) than students with any reading problems (34%). However, students who took only one remedial course (other than remedial math or reading) completed degrees at approximately the same rate as students who took no remediation (55% and 56% respectively).

Appropriate interventions must also focus on students who: (1) fail one or more sections of the TASP after completing course-based remedial work; (2) take too long to complete the mandated developmental courses; (3) fail state or national licensing exams; (4) passed TASP but are unable to function academically in class; (5) are on academic probation or suspension. Policymakers and educators have debated the role of remedial education for quite some time. The underlying questions range from what kinds of institutions should offer remedial coursework to how remedial coursework affects degree completion.

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X. Promising Strategies

The State of Texas has defined a set of goals and strategies to address the economic and demographic challenges facing higher education (See Appendix I for a detailed breakdown). While the subject of research has not been addressed in this assessment, all four state goals are listed below.

Several major trends and challenges impacting the Austin Community College’s learning community were identified in a February 2002 Environmental Scans report. Increasingly, these challenges are surfacing as recurring themes impacting higher education as a whole. These six challenges were identified in the report as having a wide-reaching effect on the current educational conditions:

• Recruitment and retention of racial and ethnic minority and economically disadvantaged students.
• Recruitment and retention of qualified faculty that represent the diversity of the community.
• Expansion of educational opportunities for adult learners.
• Support for increasing numbers of under prepared students.
• Assessment of current workforce needs to graduate more academically prepared individuals for the workforce.
• Expansion of funding and facilities to meet the future population growth.

All institutions of higher education attempt to address these issues in diverse ways. To address these national and local trends, Travis County institutions have adopted a variety of strategies (Table 8).

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XI. Concluding Note

An examination of the condition of higher education reveals disturbing gaps in academic performance and educational participation among different racial/ethnic and socioeconomic groups. This situation is exacerbated by the large demographic shifts and growth facing Texas. These challenges in turn bring to light financial and access barriers to participation in higher education. An alarm has also sounded for institutions, Texas citizens and taxpayers to be prepared, fiscally and structurally, for the rising numbers in enrollment/population growth. The system is also facing challenges in dealing with the increasing and changing demands of the workplace.

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1. 2000 Census. Due to the various breakdowns of race used in this report, the percentages add to more than 100%.
2. Data is compiled from information provided by the individual institutions, data represented as an average of enrollments from 1998-2001.
3. High school graduates who enrolled in out-of-state or in Texas independent institutions of higher education during the year following their graduation are counted in this number as well as those not enrolled in any form of higher education.