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FOR IMMEDIATE RELEASE
FEBRUARY 15, 2006
FEWER THAN HALF OF STATES HAVE MEASUREABLE
GOALS FOR COLLEGE ACCESS AND SUCCESS,
SAYS NEW REPORT FROM JOBS FOR THE FUTURE
National Survey Finds Only 23 States Have Set Even a
Single Numerical Target for Improving College Success; Only 11 Have Set
Goals for Minority Student Success
Boston – Improving higher education
is a top priority in almost every state, but fewer than half of
states have set specific, measurable goals to track their progress
in enrolling, retaining and graduating students. According to
a new report from Jobs for the Future, By
the Numbers: State Goals for Increasing Postsecondary Attainment,
just 23 of the 50 states have set at least one numerical goal
for increasing the number of students who enroll in college, stay
in college, and graduate with a college degree. Only 10 have set
numerical goals for all three. And only 11 have set even one goal
related to improving the success rate among minority students.
The full report, including state-by-state data, is available free
at www.jff.org.
“States are spending $63 billion
a year on higher education, but if they don’t quantify what
they’re trying to accomplish, it’s going to be impossible
to tell when they’ve succeeded,” said JFF President
and CEO Marlene Seltzer. “Setting meaningful goals is an
important step in any state’s strategy for improving student
access to, and success in, higher education. It’s a step
many states have taken toward improving outcomes at the K-12 level,
and it’s a step we’d like to see more states take
for higher education as well. We hope this report can serve as
the starting point for conversations about setting those goals.”
The report is the result of JFF’s 50-state
survey of statewide higher education plans. In addition to which
states set numerical goals, the research also examined plans with
a specific emphasis on numerical goals for student access and
success, the rationale used in setting them, whether the goals
sought to address gaps among different ethnic or income groups,
and the methods used for measuring progress. States’ efforts
to inform the public about higher education goals and their importance
were also tracked.
Although a small cadre of states are commended
for setting goals, of particular concern is the lack, in most
states, of any goals aimed at increasing success rates among minority
students. Only eight states set goals for increasing the number
of minority students in college, and only four had one or more
goals for increasing minority graduation rates. Overall, just
eleven states identified any goals for increasing minority enrollment,
retention or graduation: Florida, Louisiana, Missouri, North Carolina,
New Jersey, Nevada, Oregon, Pennsylvania, Tennessee, Texas and
Utah. Given the changing demographics of many states, failure
to address these achievement gaps could potentially have a major
impact on states’ economic wellbeing into the future.
Of the states that set higher education goals,
increasing the number of students who enroll in some form of postsecondary
education was the one most commonly identified: 20 states set
such a target. Nineteen states set goals for the number or percentage
of students who complete a degree, and 10 for “retention,”
usually referring to the proportion of first-time, full-time freshmen
that continue into their sophomore year.
The report highlights the importance of a comprehensive
plan for getting students “in and through” higher
education. Ten states have set goals for improving outcomes in
all three key areas: enrollment, retention and graduation. They
are: Alaska, Missouri, New Jersey, Louisiana, Oregon, Pennsylvania,
Tennessee, Texas, Virginia and Wyoming. Kentucky also stands out
for its unique approach, incorporating higher education goals
into a broad plan to meet statewide economic needs. The plans
implemented by both Kentucky and Texas are discussed in detail
in the report as examples of this comprehensive approach.
In addition to the state-by-state survey, By
the Numbers provides a set of general recommendations for
states to use in setting goals for improving higher education.
“There is little empirical evidence on the best approaches
to setting goals, and further investigation is critical,”
explains Michael Collins, program director for JFF and author
of the report. “However, states can take a number of steps
now, drawing on best practices from business, other school improvement
strategies, and just plain common sense.” JFF’s recommendations
include:
- Set a small number of realistic, but
ambitious goals for improving higher education—and then
create a concise action plan delineating roles, responsibilities,
and timeline.
- Specify goals for different population
subgroups to emphasize the importance of progress that is fair
and equitable.
- Logically and clearly, connect goals
to the problems the state wants to address, such as economic
development.
- When it comes time to spend public
dollars, the public wants to know, “Are we headed in the
right direction?” Inform the public of progress on statewide
higher education goals, instead of reporting solely on goals
set for individual institutions.
- Use public awareness campaigns to build
and sustain both public and political will and to reach out
to populations that are traditionally underrepresented in higher
education.
Methodology: The data in By the Numbers is based on a review of public documents, in particular state
higher education plans and initiatives. This was augmented by
personal conversations and other communications with state higher
education officials. The research addresses the field at a single
point in time: mid-2005.
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Jobs for the Future ( www.jff.org)
is a Boston-based nonprofit that seeks to accelerate the educational
and economic advancement of youth and adults struggling in today’s
economy. JFF partners with leaders in education, business, government,
and communities around the nation to: strengthen opportunities
for youth to succeed in postsecondary learning and high-skill
careers; increase opportunities for low-income individuals to
move into family-supporting careers; and meet the growing economic
demand for knowledgeable and skilled workers.
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