College Readiness, College Enrollment and Long-term College Success Presented by The Midwest Office...
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Transcript of College Readiness, College Enrollment and Long-term College Success Presented by The Midwest Office...
College Readiness, College Enrollment and Long-term College Success
Presented by The Midwest Office of ACT
Bonnie Weisz- Program SolutionsChris Mitchell- Program Solutions
National Curriculum Survey
2009 National Survey available online. 2012 Survey will be available soon.
ACT CRS & Curriculum Review Worksheets—Coding Guide
The following coding comes from the ACT College Readiness Standards Tables available at:
http://www.act.org/standard/instruct/pdf/CollegeReadinessStandardsTables.pdf
With this information in hand, schools using the Curriculum Review Worksheets
have coding to use with their curriculum alignment/mapping software.
The level of the standard is related to College Readiness Standard (CRS) intervals, i.e.
2XX - 13 to 15 3XX - 16 to 19 4XX - 20 to 23 5XX - 24 to 27 6XX - 28 to 32 7XX - 33 to 36
Connect the Standards to Instruction Assists in organizing instructional practices Offers a sequence for delivering content Provides clear scope of what is ideally taught to
all students
Mind the Gaps
• In 2009, ACT published Mind the Gaps: How College Readiness Narrows Achievement Gaps in College Success.
Reductions in Racial/Ethnic Gaps in College Enrollment Associated with Meeting All Four ACT College Readiness Benchmarks
Enrolled in college first year
Reductions in Family Income Gaps in College Enrollment Rates Associated with Meeting All Four ACT College
Readiness BenchmarksEnrolled in college first year
New ACT Research• Two studies conducted using data from COMPASS/ACT
tested students entering fall 2003 and the National Student Clearinghouse
• Tracked students through year 7 to obtain graduation rates
• COMPASS study was unique in that it looked at degree intent of students at two year institutions.
• Unlike previous studies and national statistics, this new research tracked degree completion from any institution so that degrees earned by transfer students counted as well.
• Recent ACT studies further validate previous research on college readiness and success
Study Sample Findings• Students from four-year institutions:
– Tended to be more academically-able than students from two-year institutions.
– More likely to meet the ACT College Readiness Benchmarks, to earn a higher ACT Composite score, to take a core curriculum, to take higher-level mathematics and science coursework in high school, and to earn a higher HSGPA.
– More likely to have a higher family income range and slightly more likely to be female.
Year 7 degree completion status for four-year students
(ACT study)
3530
410
22
0
20
40
60
80
100
Bachelor'sdegree
by year 4
Bachelor'sdegree
year 5 to 7
Associate'sdegree
only
No degree, still enrolled
No degree, not enrolled
Per
cen
t
Percentages do not sum to 100 percent due to rounding.
Degree completion rates over time for two-year students
(ACT Study)
02
58 9
03
8
121516
18 18 17 17
0.2 0.1
8
0
10
20
30
40
50
2 3 4 5 6 7
Year
Pe
rce
nt
Associate's and bachelor's degrees
Bachelor's degree only
Associate's degree only
Reported percentages in text do not always equal the sum of those shown in the figure due to rounding.
Six-year Bachelor’s Degree Completion Rates by Race/ethnicity and Number of
ACT Benchmarks Met for Four-year Students
37
44
52
59
66
48
56
63
70
76
41
49
56
64
70
47
54
62
69
75
0
20
40
60
80
100
0 1 2 3 4
Number of ACT College Readiness Benchmarks met
Pe
rce
nt
African American Asian Hispanic White
Degree attainment by academic readiness
(COMPASS Reading)
0%
5%
10%
15%
20%
25%
30%
35%
Not ready Almost ready Ready
Pe
rce
nt
ge
ttin
g d
eg
ree
Certificate Associate's degree Bachelor's degree Total
19.2%
26.3%
30.3%
Six-year Degree Completion Rates by Race/Ethnicity
45
1521
63
18
34
53
21
29
64
26
41
0
20
40
60
80
100
Bachelor's degree Associate's degree Associate's orBachelor's degree
Four-year students Two-year students
Per
cen
t
African American Asian Hispanic White
Retention Rates to the Same Institution at Year 4 by Family Income Range and
Number of ACT Benchmarks Met for Four-year Students
39
45
51
57
63
43
49
55
6166
49
5560
6671
0
20
40
60
80
100
0 1 2 3 4
Number of ACT College Readiness Benchmarks met
Pe
rcen
t
<$30,000 $30,000 to $60,000 > $60,000
Six-year Degree Completion Rates for EPA-tested Students who Met 1 to 3 Benchmarks in Grades 8 and 10 by Number of ACT Benchmarks Met
44
19
32
61
26
41
76
35
52
0
20
40
60
80
100
Bachelor's degree Associate's degree Associate's orBachelor's degree
Four-year students Two-year students
Pe
rce
nt
Met 1 to 3/Met 1 to 3/Met none Met 1 to 3/Met 1 to 3/Met 1 to 3
Met 1 to 3/Met 1 to 3/Met all 4
College Enrollment Rates by Combined EXPLORE/PLAN Benchmark Attainment
and Student Demographic Group for EPA-tested Students
5652
47
53
48
53
59
69
78
7276
80
5451
7470
64
71
65
71717173
7780
7876
0
20
40
60
80
100
Male Female AfricanAmerican
Asian Hispanic White <$30,000 $30,000 to$60,000
> $60,000
Gender Race/ethnicity Family income range
Per
cen
t
Met none/Met none Met 1 to 3/Met 1 to 3 Met all 4/Met all 4
Degree Intentions: What level of education do you want to obtain?
Degree Intent Sample
Classes only 3.9%
Certificate 4.1%
Two-year Degree 31.7%
Four year Degree 29.1%
Grad/Prof Degree 12.5%
No response 18.8%
Degree intent, by age group – Two-Year
Institutions
0%5%
10%15%
20%25%
30%35%
40%45%
less than 19 20-24 25 and older
Missing Classes only Certificate
Associates Deg. Bachelor's Deg. Grad./Prof. Deg.
Degree attainment by age group
0%
5%
10%
15%
20%
25%
30%
35%
Less than 19 20-24 25 and older
Pe
rce
nt
wit
h d
eg
ree
Certificate Associate's Degree Bachelor's Degree Total
32.2%
23.3%
26.1%
Age and Intent
0%
5%
10%
15%
20%
25%
30%
35%
40%
Associate's Deg. Graduate Deg.
Degree Intent
Pe
rce
nt
ge
ttin
g d
eg
ree
19 and younger 20-24 25 and older
Summary of Findings• NCES/IPEDS Graduation Data not true measurement of success for
all students
• Academic readiness, degree intent, and enrollment status matter in determining degree completion rates; age does not.
• New studies affirm findings of those found in earlier ACT studies
• Students meeting the individual ACT College Readiness Benchmarks were substantially more likely to enroll in college, to persist in college through degree completion, and to earn a degree in a timely manner.
• As the number of ACT Benchmarks met increased, students’ likelihood of success also increased.
• College success rates were also higher for student who – Earned a higher ACT Composite Score– Took a Core Curriculum in High School– Took Higher-level Math and Science Coursework in
High School– Earned Higher GPAs
• Average ACT Composite scores and HSGPA were higher for four-year students who completed a bachelor’s degree by year 4 than those who took longer
• Students completing a bachelor’s degree by year 7, on average had higher ACT Composites and HSGPA than those earning an Associates Degree or no degree
• Consistent with findings from other studies, there were gaps across demographic groups. College readiness helps to reduce these gaps.
• Completion rates for any degree were higher for females, higher-income students, and white students.
• Students who returned to the same institution were more likely to complete a degree.
• Students taking EXPLORE/PLAN/ACT were more likely to enroll in college immediately following high school, to persist at the same institution, and to complete a degree than ACT tested only students.
• Those meeting E/P Benchmarks had higher college success rates than those who met one or none.
• As the number of E/P Benchmarks met increased, college success rates also increased.
What can colleges do to improve retention and graduation rates?
• Reinforce the need for entering students to be college and career ready to maximize their chances for college success.
•Offer remediation/resources to those not college ready to get skills to college level.
• Track your own students for more accurate graduation statistics. Look at enrollment status, intent, age, college readiness vs. remediation, transfer students.
• Use EOS PLAN buys to recruit those on track for college readiness earlier.
•2010 Report, What Works in Student Retention”
www.act.org/research/policymakers/reports/retain.html