IMPROVING COLLEGE ACCESS AND SUCCESS: Lessons from Institutions on the Performance Frontier

1

• IMPROVING COLLEGE ACCESS AND SUCCESS Lessons
  from Institutions on the Performance Frontier

Statewide Education Forum Baton Rouge, Louisiana

February, 2007

2
Youve come here today to talk together about how
you can improve both access to and success within
higher education in Louisiana.

• And, given the numbers, many of you are
  especially concerned about changing patterns for
  low-income students and African Americans.

3
At this meeting, youll be discussing mounting
initiatives aimed at both overall increases and
at cutting in half the gapsin both access and
successthat separate these students from other
young Louisianans.
4
For some of you, at least, theres a very big
question what does all of this have to do with
me?
5
Isnt improving college going and college
successespecially among low-income and minority
studentsmostly about better high school
preparation and more generous student financial
aid?
6
Yes, these things matter and they matter a lot.

• But it turns out that what you do matters a lot,
  too.

7
This morning

• Review the data on achievement and attainment
  patterns, K-16
• Identify some institutions that are exceptions to
  those patterns
• Share what were learning from those institutions
  about action steps that really matter.

8
First, some good news.

• After more than a decade of fairly flat
  achievement and stagnant or growing gaps, we
  appear to be turning the corner.

9
NAEP Reading, 9 Year-OldsRecord Performance for
All Groups
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
10
NAEP Math, 9 Year-Olds Record Performance for
All Groups
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
11
Bottom LineWhen We Really Focus on Something,
We Make Progress
12
Clearly, much more remains to be done in
elementary and middle school

• Too many youngsters still enter high school way
  behind.

13
But at least we have some traction on these
problems.
14
The Same is NOTTrue of High School
15
Age 17 Math and Science NAEP Long-Term Trends
Note Long-Term Trends NAEP
Source NAEP 2004 Trends in Academic Progress and
NAEP 1999 Trends in Academic Progress.
16
Age 17 Reading and Writing NAEP Long-Term Trends
Note Long-Term Trends NAEP
Source NAEP 2004 Trends in Academic Progress.
17
Gaps between groups wider today than in 1990
18
NAEP Reading, 17 Year-Olds
21
29
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
19
NAEP Math, 17 Year-Olds
28
20
Note Long-Term Trends NAEP
Source National Center for Education Statistics,
NAEP 2004 Trends in Academic Progress
20
Value Added in High School Declined During the
Nineties
21
Value Added Declining in High School Math...
Scale Score Growth, From Age 13 to Age 17
Note Scale score gains reflect the difference
between the scale scores of 17-year-olds and the
scale scores of 13-year-olds four years prior.
Source NCES, 1999. Trends in Academic Progress.
Data from Long Term Trend NAEP
22
... Still
Scale Score Growth, From Grade 8 to Grade 12
Note Scale score gains reflect the difference
between the scale scores of 12th Graders and the
scale scores of 8th Graders four years prior.
Source NAEP Data Explorer, http//nces.ed.gov/nat
ionsreportcard/nde
23
Reading Students Entering High School Better
Prepared, But Leaving Worse
Total 288
Total 290
Source NCES, 1999. Trends in Academic Progress.
Data from Long Term Trend NAEP
24
Hormones?
25
Students in Other Countries Gain far More in
Secondary School

• TIMSS

26
PISA
27
PISA 2003 US 15 Year-Olds Rank Near The End Of
The Pack Among 29 OECD Countries
Source NCES, 2005, International Outcomes of
Learning in Mathematics, Literacy and Problem
Solving 2003 PISA Results. NCES 2005-003
28
2003 U.S. Ranked 24th out of 29 OECD Countries
in Mathematics
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
29
Problems are not limited to our high-poverty and
high-minority schools . . .
30
U.S. Ranks Low in the Percent of Students in the
Highest Achievement Level (Level 6) in Math
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
31
U.S. Ranks 23rd out of 29 OECD Countries in the
Math Achievement of the Highest-Performing
Students
Students at the 95th Percentile
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
32
U.S. Ranks 23rd out of 29OECD Countries in the
Math Achievement of High-SES Students
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
33
Problems not limited to math, either.
34
PISA 2003 Problem-Solving, US Ranks 24th Out of
29 OECD Countries
Source NCES, 2005, International Outcomes of
Learning in Mathematics, Literacy and Problem
Solving 2003 PISA Results. NCES 2005-003
35
More than half of our 15 year olds at
problem-solving level 1 or below.
Source OECD Problem Solving for Tomorrows
World. 2004
36
One measure on which we rank high?Inequality!
37
PISA 2003 Gaps in Performance Of U.S.15
Year-Olds Are Among the Largest of OECD Countries
Of 29 OECD countries, based on scores of
students at the 5th and 95th percentiles.
Source Organization for Economic Cooperation and
Development (OECD), PISA 2003 Results, data
available at http//www.oecd.org/
38
These gaps begin before children arrive at the
schoolhouse door.

• But, rather than organizing our educational
  system to ameliorate this problem, we organize it
  to exacerbate the problem.

39
How?

• By giving students who arrive with less, less in
  school, too.

40
Some of these lesses are a result of choices
that policymakers make.
41
NationInequities in State and Local Revenue Per
Student
Gap
High Poverty vs. Low Poverty Districts -907 per student
High Minority vs. Low Minority Districts -614 per student
Source The Education Trust, The Funding Gap
2005. Data are for 2003
42
Not Just K-12 In higher education, we spend
less per student in the institutions where most
low-income students start.
Expenditures per student
2 Year Colleges 9,183
4 Year Colleges 27,973
Source NCES Digest of Education Statistics, 2003
43
But some of the lessesindeed, perhaps the
most devastating onesare a function of choices
that educators make.
44
Choices we make about what to expect of whom
45
Students in Poor Schools Receive As for Work
That Would Earn Cs in Affluent Schools
Source Prospects (ABT Associates, 1993), in
Prospects Final Report on Student Outcomes,
PES, DOE, 1997.
46
Choices we make about what to teach whom
47
Fewer Latino students are enrolledin Algebra 1
in Grade 8
Source CCSSO, State Indicators of Science and
Mathematics Education, 2005
48
Fewer Latino students are enrolledin Algebra 2
Source CCSSO, State Indicators of Science and
Mathematics Education, 2001
49
And choices we make about Whoteaches whom
50
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
High poverty Low poverty
High minority Low minority
Note High Poverty school-50 or more of the
students are eligible for free/reduced price
lunch. Low-poverty school -15 or fewer of the
students are eligible for free/reduced price
lunch. High-minority school - 50 or more of
the students are nonwhite. Low-minority school-
15 or fewer of the students are nonwhite.
Teachers lacking a college major or minor in the
field. Data for secondary-level core academic
classes. Source Richard M. Ingersoll, University
of Pennsylvania. Original analysis for the Ed
Trust of 1999-2000 Schools and Staffing Survey.
51
Poor and Minority Students Get More
Inexperienced Teachers
High poverty Low poverty
High minority Low minority
Teachers with 3 or fewer years of experience.
Note High poverty refers to the top quartile of
schools with students eligible for free/reduced
price lunch. Low poverty-bottom quartile of
schools with students eligible for free/reduced
price lunch. High minority-top quartile those
schools with the highest concentrations of
minority students. Low minority-bottom quartile
of schools with the lowest concentrations of
minority students
Source National Center for Education Statistics,
Monitoring Quality An Indicators Report,
December 2000.
52
Results are devastating.

• Kids who come in a little behind, leave a lot
  behind.

53
By the end of high school?
54
African American and Latino 17 Year-Olds Do Math
at Same Levels As White 13 Year-Olds
Note Long-Term Trends NAEP
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
55
African American and Latino 17 Year-Olds Read at
Same Levels As White 13 Year-Olds
Note Long-Term Trends NAEP
Source National Center for Education
Statistics, NAEP 2004 Trends in Academic Progress
56
And these are the students who remain in high
school.

• What do those numbers look like?

57
Students Graduate From High School At Different
Rates 4-Year Graduation Rates
Data is for the class of 2003.
Source Jay P. Greene and Marcus A. Winters, The
Manhattan Institute, 2006. Leaving Boys Behind
Public High School Graduation Rates.
58
True, Among High School Graduates, College-Going
is Increasing
59
Immediate College-Going Increasing for All
Groups 1980 to 2002

Source U.S. Dept. of Education, NCES, The
Digest of Education Statistics 2002 (2003), Table
183 AND U.S. Census Bureau, Current Population
Survey Report, October 2002.
60
College Going Increasing for High School Grads at
All Income Levels
Due to small sample sizes, 3-year averages used
for Low-income category
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166.
61
But though college going up for minorities, gains
among whites have been greater
62
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And though college going up for low-income
students, they still havent reached rate of high
income students in mid-seventies.
64
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Highest Achieving Low-Income Students Attend
Postsecondary at Same Rate as Bottom Achieving
High Income Students
Source NELS 88, Second (1992) and Third Follow
up (1994) in, USDOE, NCES, NCES Condition of
Education 1997 p. 64
66
But access isnt the only issue

• Theres a question of access to what

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• And what about graduation?

69
Black and Latino Freshmen Complete College at
Lower Rates (6 Year Rates All 4-Year
Institutions)
Overall rate 55
Source U.S. DOE, NCES, 1995-96 Beginning
Postsecondary Students Longitudinal Study, Second
Follow-Up (BPS 96/01) in U.S. DOE, NCES,
Descriptive Summary of 1995-96 Beginning
Postsecondary Students Six Years Later. Table
7-6 on page 163.
70
The result?

• Increases in college completion not commensurate
  with increases in college going.

71
College Going vs. Completion of BA or Higher,
Whites
19
10
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166 and 174.
72
College Going vs. Completion of BA or Higher,
Blacks
21
7
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166 and 174.
73
College Going vs. Completion of BA or Higher,
Hispanics
Source US Department of Commerce, Bureau of
Census, October Current Population Surveys,
1972-2000, in US DOE, NCES, The Condition of
Education 2002, p.166 and 174.
74
Internationally?

• After decades of leading all other developed
  countries in both college going and college
  completion, we are no longer first in either.

75
Moreover, while college graduates have stronger
literacy and quantitative skills than
non-graduates
76
2003 NAAL Prose Literacyby Educational Attainment
Some college refers to adults who attended a
post-secondary institution but did not obtain a
degree
Source National Center for Education
Statistics, 2005. Available at
http//nces.ed.gov/NAAL
77
2003 NAAL Quantitative Literacyby Educational
Attainment
Some college refers to adults who attended a
post-secondary institution but did not obtain a
degree
Source National Center for Education
Statistics, 2005. Available at
http//nces.ed.gov/NAAL
78
Too few are proficient, too many are basic or
below, and in both categories the numbers are
getting worse.
79
2003 NAAL Percent of College Graduates Proficient
Source National Center for Education
Statistics, 2005. Available at
http//nces.ed.gov/NAAL
80
2003 NAAL Percent of College Graduates Basic
Source National Center for Education
Statistics, 2005. Available at
http//nces.ed.gov/NAAL
81
ADD IT ALL UP...
82
Of Every 100 White Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
83
Of Every 100 African American Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
84
Of Every 100 Latino Kindergartners
(25-to 29-Year-Olds)
Source US Department of Commerce, Bureau of the
Census. March Current Population Surveys,
1971-2003, in The Condition of Education 2005.
http//nces.ed.gov/programs/coe/2005/section3/indi
cator23.aspinfo
85
Of Every 100 American Indian/Alaskan Native
Kindergartners
(25 Years Old and Older)
Source U.S. Census Bureau, We the People
American Indians and Alaska Natives in the United
States. Data source Census 2000,
www.census.gov/population/www/socdemo/race/censr-2
8.pdf
86
College Graduates by Age 24
Source Tom Mortenson, Postsecondary Educational
Opportunity.
87
So What Can We Do?
88
Many educators have concluded that we cant do
much.
89
What We Hear Many K-12 Educators Say

• Theyre poor
• Their parents dont care
• They come to schools without breakfast
• Not enough books
• Not enough parents . . .

90
The Postsecondary Equivalent?

• They enter without the necessary skills
• They have to work to support their families
• Their peers and families dont support and value
  their struggle

91
But if they are right, why are low-income
students and students of color performing so high
in some schools
92
M. Hall Stanton ElementaryPhiladelphia,
Pennsylvania
93
M. Hall Stanton ElementaryPhiladelphia,
Pennsylvania

• 487 students in grades K-6
• 100 African American
• 86 Low-Income

Source Philadelphia School District,
https//sdp-webprod.phila.k12.pa.us/school_profile
s/servlet/
94
Rapid Improvement at StantonGrade 5 Reading Over
Time
Source School Information Partnership,
http//www.schoolmatters.com
Pennsylvania Department of Education,
http//www.pde.state.pa.us
95
Rapid Improvement at StantonGrade 5 Math Over
Time
Source School Information Partnership,
http//www.schoolmatters.com
Pennsylvania Department of Education,
http//www.pde.state.pa.us
96
Capitol View ElementaryAtlanta, Georgia
97
Capitol View ElementaryAtlanta, Georgia

• 252 students in grades K-5
• 95 African American
• 88 Low-Income

Source Georgia Governors Office of Student
Achievement, http//reportcard2006.gaosa.org/
98
High Achievement at Capitol View 2006 Grade 5
Reading
Source Georgia Governors Office of Student
Achievement, http//reportcard2006.gaosa.org/
99
High Achievement at Capitol View2006 Grade 5 Math
Source Georgia Governors Office of Student
Achievement, http//reportcard2006.gaosa.org/
100
Elmont Memorial Junior-Senior High School
101
Elmont Memorial Junior-Senior High SchoolElmont,
New York

• 1,966 Students in Grades 7-12
• 75 African American
• 12 Latino

Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
102
Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements than the State,
Class of 2004 Regents English
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
103
Elmont MemorialHigher Percentage of Students
Meeting Graduation Requirements than the State,
Class of 2004 Regents Math
Source New York State School Report Card,
http//www.emsc.nysed.gov/irts/reportcard/
104
University Park Campus School
105
University Park Campus SchoolWorcester,
Massachusetts

• 220 Students in Grades 7-12
• 9 African American
• 18 Asian
• 35 Latino
• 39 White
• 73 Low-Income

Source Massachusetts Department of Education
School Profile, http//profiles.doe.mass.edu/
106
University Park Results 2004

• 100 of 10th graders passed MA high school exit
  exam on first attempt.
• 87 passed at advanced or proficient level.
• Fifth most successful school in the state,
  surpassing many schools serving wealthy students.
  

107
University ParkHigher Percentage of Students at
Proficient and Advanced than the State2005 Grade
10 Math
Source Massachusetts Department of Education
School Profile, http//profiles.doe.mass.edu/
108
Guess What?Also very big differences in college
resultseven among those who serve same kinds
of students.
109
Higher education institutions graduation rates
110
Some of these differences are clearly
attributable to differences in student
preparation and/or institutional mission.But not
all
111
Some colleges are far more successful than their
students stats would suggest.
112
Doc/Research Institutions With Similar Students
Getting Different Results
Median SAT Size Pell Overall 6 Yr-Grad Rate White/URM Grad Rate Gap
Penn State 1195 33,975 19 83 -14
Univ of Wisconsin 1240 27,711 12 76 -21
Texas A M 1185 33,901 14 75 -9
Univ of Washington 1185 25,059 21 71 -11
Univ of Minnesota 1145 28,273 16 54 -19
113
Masters Level Institutions With Similar Students
Getting Different Results
Median SAT Size Pell Overall 6 Yr-Grad Rate URM 6-Yr Grad Rate
Millersville U of PA 1055 6369 19 66 46
SUNY at Plattsburgh 1045 5130 33 59 52
NW MO State 1010 5043 27 53 44
Northern Michigan U 1010 7831 32 45 38
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Bac General/Masters Institutions With Similar
Students Getting Different Results
Median SAT Size Pell Overall 6 Yr-Grad Rate URM 6-Yr Grad Rate
Elizabeth City (NC) 810 2039 60 51 54
Kentucky State 825 1827 49 39 44
Fayetteville State (NC) 865 3820 55 38 39
U of Ark Pine Bluff 775 2918 68 31 31
Coppin State (MD) 875 2691 57 22 22
115
College Results Online
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Bottom LineAt Every Level of Education, What We
Do Matters A Lot!
118
MOVING FORWARD
119
1. Improving Preparation Four things higher
education can do
120
A. Dont be bashful about pressing for all
students to graduate high school college ready.

• High impact schools aim high for all students.
  Even when they start with high dropout rates,
  they aim students toward college and careers.

121
Thats Good, Because Education Pays 2000 U.S.
Median Earnings
Source U.S. Census Bureau, 2000 Public Use
Microdata Samples (based on the 2000 Decennial
Census)
122
Growing Need for Higher Levels of Education
Projections of Education Shortages and Surpluses
in 2012
Shortage
Surplus
Bachelors Degree
Associates Degree
Some College
Source Analysis by Anthony Carnevale, 2006 of
Current Population Survey (1992-2004) and Census
Population Projection Estimates
123
NEW STUDY FROM ACTCollege ready, workforce
training readysame thing
124
B. Add your voice to the movement to make the
college prep curriculum the default curriculum
for all students.
125
Single biggest predictor post-high school
success is QUALITY AND INTENSITY OF HIGH SCHOOL
CURRICULUM

• Source Cliff Adelman, 2006, The Toolbox
  Revisited, U.S. Department of Education.

126
High School Curriculum Intensity is a Strong
Predictor of Bachelors Degree Completion
Curriculum quintiles are composites of English,
math, science, foreign language, social studies,
computer science, Advanced Placement, the
highest level of math, remedial math and remedial
English classes taken during high school.
Source Clifford Adelman, U.S. Department of
Education, The Toolbox Revisited, 2006.
127
College prep curriculum has benefits far beyond
college.
128
Students of all sorts will learn more...
129
Low Quartile Students Gain More From College Prep
Courses
Grade 8-grade 12 test score gains based on 8th
grade achievement.
Source USDOE, NCES, Vocational Education in the
United States Toward the Year 2000, in Issue
Brief Students Who Prepare for College and
Vocation
130
They will also fail less often...
131
Challenging Curriculum Results in Lower Failure
Rates, Even for Lowest Achievers
Ninth-grade English performance, by high/low
level course, and eighth-grade reading
achievement quartiles
Source SREB, Middle Grades to High School
Mending a Weak Link. Unpublished Draft, 2002.
132
And theyll be better prepared for the workplace.
133
Leading districts, states making college prep the
default curriculum.

• Texas, Indiana, Arkansas, Michigan, Oklahoma,
  Kentucky, Kansas.

134
C. Getting All Students in Courses With the
Right Labels Isnt Enough.Higher education can
be strong partner in quality assurance
strategies.
135
Fertile ground for P-16 workHigh quality
assignments, lessons, units, end-of-course
assessments.
136
D. Good teachers matter big time.
137
LOW ACHIEVING STUDENTS IN TN GAIN MORE WITH
EFFECTIVE TEACHERS One Year Growth
Sanders and Rivers, Cumulative and Residual
Effects of Teachers on Future Academic
Achievement, 1998.
138
Cumulative Teacher Effects On Students Math
Scores in Dallas (Grades 3-5)
Beginning Grade 3 Percentile Rank 57
Beginning Grade 3 Percentile Rank 55
Source Heather Jordan, Robert Mendro, and Dash
Weerasinghe, The Effects of Teachers on
Longitudinal Student Achievement, 1997.
139
But some students dont get their fair share of
strong teachers.
140
More Classes in High-Poverty, High-Minority
Schools Taught By Out-of-Field Teachers
High poverty Low poverty
High minority Low minority
Note High Poverty school-50 or more of the
students are eligible for free/reduced price
lunch. Low-poverty school -15 or fewer of the
students are eligible for free/reduced price
lunch. High-minority school - 50 or more of
the students are nonwhite. Low-minority school-
15 or fewer of the students are nonwhite.
Teachers lacking a college major or minor in the
field. Data for secondary-level core academic
classes. Source Richard M. Ingersoll, University
of Pennsylvania. Original analysis for the Ed
Trust of 1999-2000 Schools and Staffing Survey.
141
Poor and Minority Students Get More
Inexperienced Teachers
High poverty Low poverty
High minority Low minority
Teachers with 3 or fewer years of experience.
Note High poverty refers to the top quartile of
schools with students eligible for free/reduced
price lunch. Low poverty-bottom quartile of
schools with students eligible for free/reduced
price lunch. High minority-top quartile those
schools with the highest concentrations of
minority students. Low minority-bottom quartile
of schools with the lowest concentrations of
minority students
Source National Center for Education Statistics,
Monitoring Quality An Indicators Report,
December 2000.
142
Does any of this matter to college
preparation?Teacher Quality in Illinois and
Its Impact on College Readiness
143
College Readiness at High Poverty, High Minority
Schools by TQI
Presley, J. and Gong, Y. (2005). The Demographics
and Academics of College Readiness in Illinois.
http//ierc.siue.edu/documents/College20Readiness
20-202005-3.pdf
144
Percent of Students More/Most Ready by High
School TQI and Highest Math Level
Presley, J. and Gong, Y. (2005). The Demographics
and Academics of College Readiness in Illinois.
http//ierc.siue.edu/documents/College20Readiness
20-202005-3.pdf
145
Because of pioneering work of Blue Ribbon
Commission, Louisiana already out ahead on
building necessary data systems, looking at
value-added by source college. But its
important for you to ACT on what you learn here.
146
So far, talked mostly about how you can help spur
and support improvements in high schools.
147
But while those efforts take root, there are
many, many things you can do to turn your numbers
around now.
148
2. Improving Access and Success in College.
Five places to focus.
149
A. Leadership Matters
150
A lot of campuses add learning communities,
freshman experiences, learning centers and the
likeand then wonder why their numbers dont
improve.
151
These things can help.

• But student access and success must become a high
  priority for all academic units.

152
Thats why presidential and provost leadership is
so important.

• Leadership role cant simply be delegated down.

153
B. Helps to set stretch goals on student
success, track progress, reward results.
154
And the data need to be used.

• Factor in presidential evaluation in CSU, ULS,
  USG, UMS.

155
C. Take a look at how you are deploying
institutional aid.
156
Both the federal government and state governments
have shifted more and more of their aid resources
toward more affluent students.
157
Maximum Pell Grant Coverage of Cost of College
158
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160
But the shifts away from poor students in
institutional aid money are MORE PRONOUNCED than
the shifts in government aid.
161
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Are you truly meeting legitimate need of
low-income students or shifting precious
resources to compete for high-income students?
164
D. Momentum matters.

• It is critically important to identify and fix
  choke points in student progressioncourses
  where availability and/or disproportionate
  failureis blocking student progression.

165
Best examples University of Northern Iowa also,
Univ of Alabama and others in NCAT course
redesign initiative.
166
E. Go after students who left in good standing
without a degree, and invite them back.

• e.g. University of New Mexico Graduation Project.

167
The Education Trust

• Download this Presentation
• www.edtrust.org
• Washington, DC 202-293-1217
• Oakland, CA 510-465-6444