Implementing the Cherry Commission Recommendations Within Michigans Current Fiscal Climate

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Implementing the Cherry Commission
RecommendationsWithin Michigans Current Fiscal
Climate

• A Public Forum Presented by Western Michigan
  Universitys Higher Education Leadership PhD
  Students
• Wednesday, December 7, 2005

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Implementing the Cherry Recommendations

• Who we are
• Doctoral students in WMUs Higher Education
  Leadership program
• Members of EDLD 6890 Advanced Policy Analysis
  and Enactment
• Administrators, faculty, and professionals
  representing 12 different HE institutions across
  the state (see handout for complete information)

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Implementing the Cherry Recommendations

• The Charge
• To research the best practices, possible
  approaches, and potential supports and barriers
  to implementing the Cherry Commission
  Recommendations in public and private HE
  institutions in Michigan.
• To synthesize our best recommendations for moving
  forward toward the goals set by the commission.

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Implementing the Cherry Recommendations

• The Context of This Presentation
• We addressed only those recommendations that
  require direct action or collaboration by HE
  institutions we stuck with what we can affect.
• We worked within the states current fiscal,
  legislative, and oversight structure no pie in
  the sky!
• We started our work with respect for the
  commissions work, and assumed that the
  recommendations were feasible.

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Presentation Overview

• The State of the Policy one year later.
• Our research and recommendations for action
• Preparation issues
• Coordinated pathways through postsecondary
  education leading to completion
• Community and economic impacts
• Open Discussion

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The State of the Policy Accomplishments so far

• All Michigan students will take the ACT as part
  of the states high school assessment program
• Credit Amnesty Currently reviewing retention
  and completion issues promoting Return to
  Learn for adults
• New Merit Scholarship proposed - students must
  complete at least two years of post secondary
  education to receive 4,000

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The State of the Policy Accomplishments so far

• 2 billion 21st Century Jobs Fund signed into
  law Fall, 2005
• Credit transfer Michigan Association of College
  Registrars and Admissions Officers (MACRAO) has
  created transfer/articulation agreements and
  initiated the creation of transfer wizard

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Our Framework from the HE Perspective

• Student Success is the goal
• Preparation Coordinated Pathways ? Completion
  student success
• The recommendations we addressed fit within and
  around this framework

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Preparation

• High School Curriculum and ACT
• Dual Enrollment
• Developmental Education

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Dual Enrollment The Issue

• Also known as Credit Based Transition
• In 2003-04, only 1.7 of all Michigan high school
  students took part in dual enrollment
  opportunities.
• When combined with the number of students
  enrolled in AP courses, only 7.2 of Michigan
  high school students participate in these Credit
  Based Transition programs.
• The Cherry Commission has set a goal of 50
  participation by 2015.

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Dual Enrollment The Findings
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Dual Enrollment Recommendations

• The number of college courses offered at high
  schools or on-line should be maximized
• Tuition should be paid directly by the state with
  no conditions attached to the college or high
  school district and be a flat fee.
• When funding becomes available, Middle College
  High Schools should be developed on the campuses
  of the other 27 community colleges
• Admissions policies should be left to the
  individual postsecondary institutions.

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Developmental / Remedial EducationThe Issues

• According to the Cherry Commission 68 (48,000)
  of Michigan's high school graduates are
  under-prepared for higher education.
• Proportionately the number for African Americans
  and Hispanics is even higher.
• This number does not include the Return to
  Learn students (estimated to be 1.5 million) who
  will likely require some type of remediation

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Developmental / Remedial EducationFindings

• Annual Cost of Developmental Education in
  Michigan
• Community Colleges 65-80 million annually
• Four Year Colleges 17-24 million annually
  Mackinaw Center for Public Policy
• Over time, new high school curricular standards
  should mitigate the need for remedial education
  at the post-secondary level, HOWEVER,
• In order to meet the commissions goals, ALL
  postsecondary institutions must address
  developmental and remedial education.

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Developmental Remedial EducationRecommendations

• Key components of an effective Developmental
  Program include
• Identification Placement
• Delivery
• Evaluation Assessment
• Benefits of Developmental / Remedial Education
  include greater access, higher retention and
  higher completion rates.

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Coordinated Pathwaysthrough Higher Education

• Transfer and Articulation
• CC Baccalaureate
• University Centers

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Transfer and Articulation The Issues

• CCs serve as stepping stone to HE, primarily
  because of cost. But new transfer trends go
  beyond CC to 4-year, and need to be supported.
• 42 of students enrolling in CCs express desire
  to earn 4-yr degree transfer rates are only 22.
• Significant barriers to transfer still exist.

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Transfer and Articulation The Findings

• MACRAO Transfer Agreement 40 year transfer
  agreement among participating public and private
  universities and colleges. Has taken on new
  vigor as a result of the commissions work.
• Facilitates transfer from CC to 4-yr
  institutions, and transfer among 2-years and
  4-years.
• Allows transferability of up to 30 credits to
  meet general education requirements of
  participating colleges.
• MACRAO member institutions are working to
  strengthen the Transfer Agreement.

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Transfer and Articulation Recommendations

• M-TENS MACRAO Transfer Equivalency Navigation
  System centralized web-based system.
• One Michigan college or university will host the
  M-TENS site.
• State funding support is needed to purchase
  server, develop software, and maintain the system.

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Community College Baccalaureate Degrees The
Issues

• How to improve access to 4year degrees in
  critical needs professions? In areas
  underserved by 4-year colleges and universities?
• One option is granting Community Colleges limited
  authorization to offer bachelors degree programs.
• States that offer CCBs include Florida, Utah,
  Nevada, Arkansas, and Texas.
• Others such as Arizona have considered and
  rejected the idea

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Community College Baccalaureate Findings

• The start-up costs of such programs are typically
  1,000,000 to 2,000,000 per community college.
• The ongoing cost of CCB programs is considerably
  higher than a normal CC program.
• CC Presidents would prefer to partner with a
  four-year university to deliver BA degrees (2003
  survey).
• Degree opportunities are already available in MI
  at suitable CC locations through partnerships
  with 4-year institutions.

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Community College Baccalaureate Recommendations

• IF the state wants to authorize CC
  baccalaureates, start with degrees having
  professional accreditation, since they are
  already accepted programs with strict standards
  (e.g., nursing).
• Authorize on a school-by-school basis.
• Require documented unmet student and employer
  demand to justify the need.
• Require periodic review and reauthorization as
  demands change.

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University Centers The Issues

• Access Large geographic areas in the state
  underserved by 4-year institutions.
• Access to 4-year institutions for adult learners
  and many poorer students is limited by distance,
  cost, and work responsibilities.
• Students express wish to finish their education
  where they start it.

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University Centers The Findings

• Multiple configurations bring 4-year degrees to
  students through community colleges or
  independently run centers.
• Close geographic proximity.
• Most programs fit personal time schedules.
• Usually a cost savings for the student.
• Quality of programs is strong overall.
• Studies have found
• A high degree of student satisfaction.
• Increased continuation of postsecondary
  education.
• The elimination of obstacles preventing the
  continuation or completion of educational programs
  .

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University Centers Recommendations

• Michigans universities and colleges (all
  independent of each other) must engage in
  collaboration.
• Based on a region/communitys needs, institutions
  must offer the programs they do best.
• Programs should address specific
  degree/certification needs of a region/community.
• State should provide incentives for University
  Center collaborations, rather than CC bachelors
  programs.

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Focusing on Completion the Issues

• Completion provides a big picture look at student
  success, but the state has few mechanisms to
  assess long-term completion.
• Long-term trend nationally in completion rates
  steady since 1970s around 50.
• The way that completion rates are calculated
  leaves MANY students uncounted and unaccounted
  for.
• Data driven decision-making can not be effective
  without complete and accurate information how
  do we know when we have achieved the goals set by
  the commission?

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Completion The Findings

• Parental education is the first step pushy
  parents help their kids reach completion. They
  need accurate information.
• Retention is next step Institutions must focus
  on first year experience and year to year
  retention strategies.
• Data tracking is critical we must know where
  students go pre-K through 20 in order to complete
  the cycle of preparation and coordinated
  pathways.

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Completion Recommendations

• Develop a state-wide educational campaign that
• Recognizes the critical role parents play in
  pushing high school students to pursue and
  attain a college degree.
• Helps parents understand the economic importance
  of college completion.
• Helps residents become better informed consumers
  regarding the actual costs, the programs to
  select, graduation rates, student support, and
  institutional strengths of schools in the state.

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Completion Recommendations

• Institutions (2 and 4 year, public and private)
  share best practices on first-year experience and
  retention. No one loses when students are
  retained.
• Develop or buy a State-wide Integrated Data
  System (PreK-20).
• Multiple measures are needed to accurately assess
  completion rates and student success.
• An integrated data system would improve data
  tracking for all students, including part-time
  and transfer students.
• Currently, five states have integrated data
  systems that could provide models the state could
  fund and implement quickly.

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Strengthening Economic Development of MI through
Higher Education The Issues

• Job growth in the future will be in radically
  different areas from our past economy.
• Post-secondary training required.
• Higher skill set and knowledge base needed.
• The link between post-secondary education and
  economic growth is well documented and needs to
  be fostered.

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Strengthening Economic Development of MI through
Higher Education Recommendations

• Coordinated communication and subsequent
  initiatives between
• Dept. of Labor Economic Growth
• Michigan Economic Development Corp.
• Michigan Dept. of Education
• Michigan Community College Association
• Presidents Council
• Michigan Municipal League
• Michigan Townships Association
• Michigan Association of Counties
• Need an overarching clearing house for
  initiatives many happening without the
  knowledge and input of other relevant
  stakeholders and potential partners.

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Concluding Recommendations

• The State and HE institutions can work
  collaboratively on key levers for maximizing
  the commissions recommendations preparation,
  student tracking, better information, and more
  communication are key levers.
• Dual enrollment expansion is possible, but needs
  a different funding model and more realistic
  goals.
• Preparation by HE institutions should include
  recognition of need to address remedial and
  developmental education. State should also
  support this necessity, especially at CCs, which
  are already overburdened.

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Concluding Recommendations

• Support for transfer and articulation should be a
  priority.
• MACRAO already working well on M-TENS, and should
  be further supported.
• University Centers are already in place and
  should be further expanded, instead of
  authorizing bachelors degrees at CCs.

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Concluding Recommendations

• Completion should be supported through
  state-wide, system-wide database.
• Educational campaign to parents in the state to
  help them be informed advocates for their
  children.
• Enhance retention strategies through sharing best
  practices within and across 2-year, 4-year,
  public, and private institutions.

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Concluding Recommendations

• Identify and bring more stakeholders into the
  dialog linking community and economic needs to HE
  programming.
• Invest in key critical needs educational areas
  and critical processes for maximum impact.
• Celebrate, publicize, and reward accomplishments.

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Thank You!

• Your comments and discussion are welcome!
• Also dont forget to sign up to receive our final
  report.
• For more information, contact Dr. Andrea Beach
  andrea.beach_at_wmich.edu
• (269-387-1725)