Reclaiming the American Dream

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1 Reclaiing the Aerican Drea Counity Colleges and the Nation s Future A Report Fro the 21st-Century Coission on the Future of Counity Colleges Aerican Association of Counity Colleges With Support fro Bill & Melinda Gates Foundation, Kresge Foundation, ACT, and Educational Testing Service

2 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges

3 Reclaiing the Aerican Drea Counity Colleges and the Nation s Future

4 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges 2012 by the Aerican Association of Counity Colleges. Printed in the United States of Aerica. All rights reserved. No part of this publication ay be reproduced or transitted in any for or by any eans, electronic or echanical, including, without liitation, photocopying, recording, or by any inforation storage and retrieval syste, without obtaining perission fro the publisher through the Copyright Clearance Center ( Suggested citation: Aerican Association of Counity Colleges. (2012, April). Reclaiing the Aerican Drea: A report fro the 21st- Century Coission on the Future of Counity Colleges. Washington, DC: Author. Available fro edu/21stcenturyreport The Aerican Association of Counity Colleges (AACC) is the priary advocacy organization for the nation s counity colleges. The association represents ore than 1,200 two-year, associate degree granting institutions and ore than 13 illion students. AACC prootes counity colleges through five strategic action areas: recognition and advocacy for counity colleges; student access, learning, and success; counity college leadership developent; econoic and workforce developent; and global and intercultural education. Inforation about AACC and counity colleges can be found at ii

5 Contents Acknowledgents Foreword Executive Suary Introduction 1 Part 1: An Iperiled Drea 3 Part 2: Education and National Progress 5 Part 3: Redesigning the Counity College 9 Part 4: Essential Eleents in Institutional Transforation 17 Part 5: Recoendations for Reiagining the Counity College: The Three Rs 25 A Final Word 31 Source Notes and References 32 Appendix A: Mebers of the 21st-Century Coission on the Future of Counity Colleges 34 Appendix B: Experts Who Presented to the Coission 38 Appendix C: Overview of the Listening Tour 39 Appendix D: List of 21st-Century Coission Working Briefs 40 List of Illustrations Figure 1 Expenditures Per FTE Student, by Institution Type: Figure 2 Percentage of Workforce by Educational Attainent: Figure 3 Fraework of Institutional Responses Needed to Move Counity Colleges Ahead 14 Table Counity College Fast Facts 8 Table 2 Career Plans of Entering Counity College Students and Occupational Deand: Fall Table 3 Counity College Areas of Study With the Largest Shortages: Table 4 Counity Colleges as Entrepreneurs 18 Table 5 Coon Core State Standards 21 Table 6 The Degree Qualifications Profile 22 Table 7 Voluntary Fraework of Accountability 23 iv v vii Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges iii

6 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Acknowledgents The 21st-Century Coission on the Future of Counity Colleges wants to express its gratitude for the contributions of any individuals and organizations whose assistance ade this report possible. Our first acknowledgent goes to the foundations that supported our efforts. In particular, we thank the Bill & Melinda Gates Foundation, the Kresge Foundation, ACT, and Educational Testing Service. Without their support, we could not have copleted our inquiry. We also want to thank the individuals who, with very little notice, provided us with short but powerful working papers on central issues confronting counity colleges and Aerican higher education. We cannot adequately acknowledge the value of these papers and the degree to which the Coission relied on the in working its way through yriad and coplex challenges. We particularly appreciate the contributions of Sarah Cale-Henson, progra anager for the 21st-Century Initiative. Sarah perfored Herculean tasks in organizing the eetings of the Coission and aking sure each eber had the aterials he or she needed. She contributed ieasurably to our effort. Finally, we want to acknowledge the assistance we received fro the following people: Jaes Harvey of Harvey Associates, Seattle, Washington, for drafting and revising this report; Nora Kent, AACC Senior Vice President, Counications and Advanceent, and Deanna D Errico, Editor, Counity College Press, for anaging editing, design, and production; and Brian Gallagher, Brian Gallagher Design, for design and production. We are grateful for their contributions. iv

7 Foreword In the suer of 2011, the Aerican Association of Counity Colleges (AACC) launched a new 21st-Century Initiative. The overall goal of the initiative is to educate an additional 5 illion students with degrees, certificates, or other credentials by Grounded in the enduring coitent of counity colleges to iproving the lives of students through opportunity and excellence, the initiative, which enjoyed the support of the Bill & Melinda Gates Foundation, the Kresge Foundation, ACT, and the Educational Testing Service, unfolded in two phases. In Phase 1, a listening tour, AACC staff gathered inforation fro across the nation on student access, institutional accountability, budget constraints, big ideas for the future, and what AACC can do for its ebers. During that activity, AACC staff heard fro ore than 1,300 stakeholders in 10 regions of the country students, college faculty and staff, adinistrators, trustees, state policyakers, and college presidents and chancellors. A report on broad consensus findings fro the listening tour was copleted in early The report ephasized several dozen issues, including the need to reexaine the role, scope, and ission of the counity college; the existence of an achieveent gap and need for scalable proven practices to respond; the use of data etrics ephasizing transparency, inclusion, and accountability; and the need for strategic partnerships with the business world, local counities, and K 12 and baccalaureate institutions. Counity college representatives deonstrated foridable energy and coitent to student, counity, and national needs during the listening tour. The 21st-Century Coission on the Future of Counity Colleges represents Phase 2 of the AACC effort. The Coission was handed an iposing charge. Recognizing that eerging challenges require unprecedented vision, ingenuity, courage, and focus fro counity colleges, the Coission was asked both to safeguard the fundaental ission of the counity college ensuring that illions of diverse and often underserved students attain a high-quality college education and to challenge counity colleges to iagine a new future for theselves, to ensure the success of our students, our institutions, and our nation. In this investigation, everything was to be put on the table, including the issues of the nation s prosperity and its global copetitiveness, counity college student success and copletion rates, equity of access and outcoes across student groups, public accountability for institutional perforance and student success, and effectiveness and efficiency in preparing students for real jobs paying failysupporting wages. This report, Reclaiing the Aerican Drea, is the culination of that effort. I want to thank the ebers of the Coission for their hard work and dedication to our coon task. Special gratitude goes to the three co-chairs of the Coission for their rearkable leadership. Augustine P. Gallego (Chancellor Eeritus, San Diego Counity College District), Kay M. McClenney (Director, Center for Counity College Student Engageent, The University of Texas at Austin) and Jerry Sue Thornton (President, Cuyahoga Counity College) were tireless in their coitent to bring the work of the Coission Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges v

8 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges to a successful conclusion, with a draatic new vision of the iportant transforation that lies ahead for counity colleges. This report is but the beginning of the counity college transforation story. I intend to work with counity college leaders to breathe life into the vision outlined by the Coission, in which students educational experiences are redesigned, institutional roles are reinvented, and the syste itself has been reset to eet the needs of students, their counities, and the nation. As part of the strategy for ipleenting the recoendations of the Coission, AACC proposes to establish a 21st-Century Center. The Center will coordinate ipleentation work, serve as a clearinghouse for research and institutional strategies, act as a repository for proising practices, and proote developent of counity college leaders for the future. Walter G. Buphus President and CEO Aerican Association of Counity Colleges vi

9 Executive Suary Introduction The Aerican Drea is iperiled. Upward obility, the contract between one generation of Aericans and the next, is under siege. Once unchallenged, this nation s priacy in college graduation rates has already been overtaken by coitted copetitors fro abroad. The nation can take great pride in what Aerica s counity colleges have accoplished, but the essage of this Coission is siple and direct: If counity colleges are to contribute powerfully to eeting the needs of 21st-century students and the 21st-century econoy, education leaders ust reiagine what these institutions are and are capable of becoing. In a rapidly changing Aerica and a drastically reshaped world, the ground beneath the nation s feet has shifted so draatically that counity colleges need to reiagine their roles and the ways they do their work. The preise of this Coission can be suarized in three sentences: The Aerican Drea is at risk. Because a highly educated population is fundaental to econoic growth and a vibrant deocracy, counity colleges can help reclai that drea. But stepping up to this challenge will require draatic redesign of these institutions, their ission, and, ost critically, their students educational experiences. An Iperiled Drea Once, the Aerican people understood that each new generation could enjoy a better standard of living than that of their parents. The generation of Aericans now passing through iddle age ay not be able to ake that proise to the next. The Aerican Drea has stalled. Median incoe in the United States stagnated between 1972 and Since 2000, edian faily incoe has declined by 7%. A child born poor in the United States today is ore likely to reain poor than at any tie in our history. Many other nations now outperfor us in educational attainent and econoic obility, and the Aerican iddle class shrinks before our eyes. In late 2011, the Associated Press reported on census data revealing that nearly half of all Aericans a record nuber either have fallen into poverty or have earnings that classify the as lowincoe. Not coincidentally, the United States for the first tie is seeing that younger generations actually will be less educated than their elders. Today, the copact between the generations is threatened, the proise of Aerica as the land of opportunity is at risk, and the nation s children and grandchildren stand to lose. Education and National Progress The connection between education and Aerican prosperity is direct and powerful. Education and historic circustances have any ties coe together to inject new energy into Aerican life. Furtherore, education historically has not been a partisan issue, because national leaders typically have understood that the ore educated people are, the ore likely they are to be eployed, earning a decent living, capable of supporting a faily, paying taxes, contributing to the counity, and participating in the deocratic life of the nation. Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges vii

10 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Despite its difficulties, the United States reains an exceptional nation and the wealthiest in the world. The nation faces a siple but critical choice: It can actively create its future and control its destiny, or it can be shaped by uncontrolled social and econoic circustances. Counity colleges, an Aerican invention, are one of the greatest assets of this nation in the task of creating a better future. A great challenge and an opportunity are at hand. Here is the challenge: The United States, which for generations led the world in college degree copletion, now ranks 16th in the world in copletion rates for 25- to 34-year-olds. At the very tie that global copetitiveness depends on a well-educated citizenry, we find ourselves losing ground in relative educational attainent. Here is the opportunity: By 2018, nearly two thirds of all Aerican jobs will require a postsecondary certificate or degree. The ost recent analyses indicate that the United States has been underproducing graduates with postsecondary skills since at least 1980, in the process contributing substantially to incoe inequality. Counity colleges have a crucial role to play in seizing this opportunity. If this nation can add 20 illion postsecondary-educated workers to its workforce over the next 15 years, incoe inequality will decline substantially, reversing the decline of the iddle class. Even while acknowledging the challenges and opportunities facing the United States and its counity colleges, the Coission notes the any ways that these conditions are shared by other countries and siilar institutions around the globe. In addition, it is iportant that college graduates, whatever their location, be not just globally copetitive but also globally copetent, understanding their roles as citizens and workers in an international context. While identifying coon probles, we ay also discover coon solutions. Redesigning the Counity College The historic coitent of the last two generations to the developent of counity colleges created a prodigious engine of opportunity and econoic growth. All told, by 2010 counity colleges enrolled ore than 13 illion students in credit and noncredit courses annually. They have prepared illions of students for careers and for transfer to baccalaureate institutions. Even now, in the idst of an econoy struggling to recover, counity colleges have responded to calls for retreading the Aerican workforce, training displaced workers, and helping develop new industries. For a rearkably diverse student population, they have long served as the gateway to higher education and thus to the iddle class. It is a record for which all Aericans can take great pride. Despite these historic successes, and aidst serious conteporary challenges, counity colleges need to be redesigned for new ties. What we find today are student success rates that are unacceptably low, eployent preparation that is inadequately connected to job arket needs, and disconnects in transitions between high schools, counity colleges, and baccalaureate institutions. Counity colleges, historically underfunded, also have been financed in ways that encourage enrollent growth, though frequently without adequately supporting that growth, and largely without incentives for prooting student success. These conditions hinder iddle-class students and have a devastating effect on low-incoe students and students of color, those often in greatest need of what counity colleges have to offer. These are harsh judgents, but the evidence to back the up is abundantly clear. Capus leaders understand that far too any students viii

11 are arriving at college unprepared for collegelevel work, that developental education as traditionally practiced is dysfunctional, that barriers to transfer inhibit student progress, that degree and certificate copletion rates are too low, and that attainent gaps across groups of students are unacceptably wide. They know that student and acadeic support services often are inadequate. They know that student career planning is too often uninfored and that the gap between the skills needed locally and the training offered on capus is often uncofortably large. These leaders live with the daunting financial challenges created by enrollent expansion of over 1.6 illion students over the last decade, with no increase in funding per student. And whether on urban, rural, or suburban capuses, they know that all of these factors underine the aspirations of students. These are the challenges counity colleges ust address if they are to contribute to the restoration of the Aerican Drea. Essential Eleents in Institutional Transforation In oving forward, it is clear that several crosscutting eleents ust be incorporated into work to transfor institutions. This Coission supports the open door to college and its historic grounding in an enduring coitent to equity. Given the pressing needs for change, coitted and strategic leadership is critical. Collaboration at entirely new levels, aong internal and external entities, will be essential. And the need for systes of support including professional developent, technology, and a new culture of evidence is inescapable. Counity colleges ust reiagine their purposes and practices in order to eet the deands of the future, optiizing results for individuals, counities, and the nation. In this effort, hard choices will be inevitable. Who are counity colleges going to serve? What are the colleges priorities? What outcoes will they seek? To who and to what issions will they say No? Or, Sorry, but not any longer? How will liited resources be reallocated to bring effective educational practices to scale? What acadeic progras or student services will be eliinated? How will colleges ensure equity in educational outcoes? How will faculty associations and collective bargaining units lead and contribute to the redesign of students educational experiences? How will governing boards appropriately define their roles in ensuring institutional focus on student success? How will adjunct faculty be fully prepared for and fully involved in the work ahead? How will governing boards and college leaders ensure that institutions engage in the courageous conversations that ust occur before these questions can be answered? Recoendations for Reiagining the Counity College: The Three Rs While the reiagined counity college cannot yet be fully defined, the Coission suggests a fraework for change. The Coission believes that counity colleges ust change their institutional characteristics as follows. Fro a focus on student access to a focus on access and student success. Fro fragented course-taking to clear, coherent educational pathways. Fro low rates of student success to high rates of student success. Fro tolerance of achieveent gaps to coitent to eradicating achieveent gaps. Fro a culture of anecdote to a culture of evidence. Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges ix

12 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Fro individual faculty prerogative to collective responsibility for student success. Fro a culture of isolation to a culture of collaboration. Fro ephasis on boutique progras to effective education at scale. Fro a focus on teaching to a focus on learning. Fro inforation infrastructure as anageent support to inforation infrastructure as learning analytics. Fro funding tied to enrollent to funding tied to enrollent, institutional perforance, and student success. Building on the legacy of the contributions of counity colleges, the Coission calls for a new vision grounded in the Three Rs. Incorporating seven recoendations, the Three Rs consist of the following: redesign students educational experiences, reinvent institutional roles, and reset the syste to create incentives for student and institutional success. Each of the seven recoendations is accopanied by a set of ipleentation strategies that are described in the body of this report. Redesign Students Educational Experiences Recoendations: 1. Increase copletion rates of students earning counity college credentials (certificates and associate degrees) by 50% by 2020, while preserving access, enhancing quality, and eradicating attainent gaps associated with incoe, race, ethnicity, and gender. 2. Draatically iprove college readiness: By 2020, reduce by half the nuber of students entering college unprepared for rigorous college-level work, and double the nuber of students who coplete developental education progras and progress to successful copletion of related freshan-level courses. 3. Close the Aerican skills gaps by sharply focusing career and technical education on preparing students with the knowledge and skills required for existing and future jobs in regional and global econoies. Reinvent Institutional Roles Recoendations: 4. Refocus the counity college ission and redefine institutional roles to eet 21stcentury education and eployent needs. 5. Invest in support structures to serve ultiple counity colleges through collaboration aong institutions and with partners in philanthropy, governent, and the private sector. Reset the Syste Recoendations: 6. Target public and private investents strategically to create new incentives for institutions of education and their students and to support counity college efforts to reclai the Aerican Drea. 7. Ipleent policies and practices that proote rigor, transparency, and accountability for results in counity colleges. x

13 A Final Word Aerica s exceptional drea consists of opportunity, counity, and intergenerational upward obility. In pursuit of that drea, counity colleges have been a national asset, creating opportunity for and nourishing students and counities. And every year, counity college leaders see the powerful eotions of parents and students as graduates take their place on the coenceent stage. Counity colleges have served the nation, and its counities and failies, well. Now counity colleges are asked to take part in a great rebirth of Aerica. The nation s future is at risk, in part because of inadequate investent in our huan capital. The developent of huan potential is what counity colleges are all about. This is an issue that counity college leaders and their partners ust take up and ake their own. For it is in grappling with the coplexity of global issues that Aericans can learn again the siplicity of huan aspiration. It is in wrestling with uncertainty about the econoic future of the nation that educators can reiagine the role of counity colleges in reclaiing the Aerican Drea. And it is in nurturing the struggling drea of Aerica that counity colleges contribute ightily to the futures of their students, their counities, and the nation. Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges xi

14 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges The Aerican Drea is at risk. Counity colleges can help reclai it. But stepping up to the challenge will require draatic redesign of these institutions, their issions, and ost critically, students educational experiences.

15 Introduction The Aerican Drea is iperiled. Upward obility, the contract between one generation of Aericans and the next, is under siege. Once unchallenged, this nation s priacy in college graduation rates has already been overtaken by deterined copetitors fro the Russian Federation, South Korea, Canada, Japan, and elsewhere. Although every eber of the 21st-Century Coission on the Future of Counity Colleges takes great pride in the contributions of counity colleges to the welfare of the Aerican people, we are united in this assessent: If counity colleges are to contribute powerfully to eeting the needs of 21st-century students and the 21st-century econoy, education leaders ust reiagine what these institutions are and are capable of becoing. Our essage is that siple, that direct, and that iportant. In a rapidly changing Aerica and a drastically reshaped world, Aerican counity colleges have served as the people s colleges and the Ellis Island of Aerican higher education. They have been the platfor fro which illions of low- and iddle-incoe Aericans have launched their dreas. They do the toughest work in Aerican higher education. And they do soe of the ost iportant work in Aerica. They have served our counities and our nation well, and they have done so for ore than 100 years. But no atter how significant the contributions of counity colleges in the past, the ground beneath their feet has shifted so draatically in recent years that they need to rethink their role and ission. Just as a century ago the United States underwent a transition fro an agricultural to a anufacturing econoy, it is today eerging fro a siilar shift fro anufacturing to services in a knowledge-based econoy. No atter how diligently counity colleges perfor their traditional role, they cannot effectively eet the needs of their students and counities without responding to the transforation in the larger econoic and societal environent. The preise of this Coission can be suarized in three sentences: The Aerican Drea is at risk. Because a highly educated population is fundaental to econoic growth and a vibrant deocracy, counity colleges can help reclai that drea. But stepping up to this challenge will require draatic redesign of these institutions, their ission, and, ost critically, their students educational experiences. Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges 1

16 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Once, the Aerican people understood that each new generation could enjoy a better standard of living than that of their parents. The generation of Aericans now passing through iddle age ay not be able to ake that proise to the next.

17 Part 1: An Iperiled Drea Aericans are slowly beginning to realize that the Aerica of their iaginations ight rapidly becoe a thing of the past. What was true for two centuries in this nation is now at risk. Once, the Aerican people understood that each new generation could enjoy a better standard of living than that of their parents. The generation of Aericans now passing through iddle age ay not be able to ake that proise to the next. The nation s situation is very troubling: Median incoe in the United States stagnated between 1972 and Since 2000, edian faily incoe has declined by 7%. 1 A child born poor in the United States today is ore likely to reain poor than at any tie in our history. According to the Urban Institute, about 23% of Aerican children were poor in 2011, and ore than a fifth of the are likely to be poor as adults, a generation characterized by high rates of dropping out and unwed teenage pregnancy, along with erratic eployent. 2 The great Aerican iddle class is shrinking. In late 2011, the Associated Press reported on census data revealing that nearly half of all Aericans a record nuber either have fallen into poverty or have earnings that classify the as low-incoe. 3 The Aerican Drea has stalled. Recent studies confir that nations such as Norway, Sweden, and Canada now outperfor us in educational attainent and intergenerational econoic obility What is at risk is the essence of the Aerican ideal: the proise that each generation would do better than the last. For ore than 200 years, Aericans have kept that proise. Today, the copact between the generations is threatened, the proise of Aerica as the land of opportunity is at risk, and the nation s children and grandchildren stand to lose. Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges 3

18 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Our network of counity colleges provides Aerica with a capacity that few other advanced industrial econoies enjoy: the ability to rebuild the workforce, reinforce connections between education and the econoy, and reverse the decline of the iddle class.

19 Part 2: Education and National Progress Tie to Think Anew The connection between education and Aerican prosperity is direct and powerful. Education and historic circustances have any ties coe together to inject new energy into Aerican life. In putting his signature on the Morrill Act in 1862, President Lincoln established great land-grant institutions and helped open the Aerican West. President Eisenhower s 1958 National Defense Education Act laid the foundation for winning the race to space. President Johnson vastly expanded access to higher education with the Higher Education Act of In signing the 1972 aendents to that legislation, President Nixon established what are today known as Pell Grants. Education has not historically been a partisan issue, because national leaders typically have understood that education, as Horace Mann put it, is the great equalizer... the balance-wheel of the social achinery. Siply put, the ore educated people are, the ore likely they are to be eployed, earning a decent living, and able to support a faily, pay taxes, and contribute to the counity while participating in the deocratic life of the nation. For counity colleges, few federal laws rivaled the ipact of the Higher Education Facilities Act of 1963, which set out to double college enrollents and open 500 new counity colleges within the decade. Edund J. Gleazer, one of the chapions of the counity college oveent, rearked on this success in He said, We built the colleges. The illions cae. 7 Today we ust think anew. Millions ore need what counity colleges have to offer, but as they currently function, counity colleges are not up to the task before the. A Challenge and an Opportunity Despite its challenges, the United States reains an exceptional nation. It is both the ost powerful econoy on the planet and the wealthiest nation in the history of the world. Aerica s great national challenges are anageable if Aericans can find the will to address the. The nation faces a siple but critical choice: It can actively create its future and control its destiny, or it can be shaped by uncontrolled social and econoic circustances. Our view is unshakeable: Counity colleges, an Aerican invention, are one of the nation s greatest assets in the task of creating a better future. In this effort, the United States draws on any strengths. In addition to the nation s econoic strength, we are a relatively young nation with the world s ost entrepreneurial people. We can draw on rearkably productive and hard-working eployees. And our network of counity colleges provides Aerica with a capacity that few other advanced industrial econoies enjoy: the ability to rebuild the workforce, reinforce connections between education and the econoy, and reverse the decline of the iddle class. A great challenge and an opportunity are at hand. The United States, which for generations led the world in college degree copletion, now ranks 16th in the world in copletion rates for 25- to 34-year-olds. 8 At the very tie that global copetitiveness depends on a well-educated Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges 5

20 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges citizenry, we find ourselves losing ground in relative educational attainent. Helping reclai preeinence in degree copletion is the historic opportunity presented to this generation of counity college leaders. Between now and 2025, the United States will need to find an additional illion eployees, as an aging and highly skilled workforce retires. 9 How is the nation to replace these skills? Two analyses fro the Center on Education and the Workforce at Georgetown University frae the opportunity. The first outlines the growing reliance of the Aerican econoy on collegeeducated workers, especially workers with counity college credentials. 9 The second deonstrates that expanding the nuber of Aericans with postsecondary credentials can help close the incoe gap that has characterized Aerican society since A generation ago, nearly three quarters of eployed Aericans could get by with a high school diploa or less (see Figure 1). A certificate, an associate degree, a bachelor s degree, or postbaccalaureate education was a requireent for eployent for only about one quarter of Aericans. Those proportions are in the process of being reversed. By 2007, 59% of eployed Aericans needed a postsecondary credential or degree, a figure that is expected to approach two thirds of all eployed Aericans by Can the nation eet this challenge? 9 Meanwhile, it is clear that the United States has been underproducing graduates with postsecondary skills since at least 1980, in the process contributing substantially to incoe inequality. Unless the nation turns this around, up to 60 illion Aericans are at risk of being locked into predoinantly low-wage jobs that cannot support a faily. Counity colleges have a crucial role to play in this situation. If this nation is able to add 20 illion postsecondary-educated workers to its workforce over the next 15 years, according to the Center on Education and the Workforce, incoe inequality will decline substantially, reversing the decline of the iddle class. 10 Even while acknowledging the challenges and opportunities facing the United States and its counity colleges, the Coission notes the any ways that these conditions are shared by other countries and siilar institutions around the globe. In addition, it is iportant that college graduates, whatever their location, be not just globally copetitive but also globally copetent, understanding their roles as citizens and workers in an international context. While identifying coon probles, we ay also discover coon solutions. Figure 1. Percentage of Workforce by Educational Attainent: % 75% 50% 25% 0% Note. Fro Carnevale, Sith, and Strohl (2010) Master s + Associate degree or certificate Bachelor s High school or less 6

21 The nation can take great pride in what Aerica s counity colleges have accoplished, but the essage of this Coission is siple and direct: If counity colleges are to contribute powerfully to eeting the needs of 21st-century students and the 21st-century econoy, education leaders ust reiagine what these institutions are and are capable of becoing. Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges

22 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Table Counity College Fast Facts Nuber and type of colleges 1 Public 986 Independent 115 By progra type Headcount Enrollent (fall 2009) # % Tribal 31 Total 1,132 By attendance Other significant deographics: 5 First generation to attend college 42% Single parents 13% Non U.S. citizens 6% Veterans 3% Students with disabilities 12% # % Credit 2 8 M 61.5% Part-tie M 58% Noncredit 3 5 M 38.5% Full-tie M 42% Total 13 M Estiated increase fall 2009 fall 2011: 2.9% 4 Student Deographics Age 5 Gender 2 Ethnicity 2 Average 28 Woen 57% White 54% Median 23 Men 43% Hispanic 16% < 21 39% Black 14% % Asian/Pacific Islander 6% % Native Aerican 1% Other/unknown 10% Representation of Counity College Students Aong Undergraduates (fall 2009) 2 % who are CC students Undergraduate segent 44% all U.S. undergraduates 43% first-tie freshen 54% Native Aerican 51% Hispanic 45% Asian/Pacific Islander 44% Black Eployent status ( ) 5 Full-tie students eployed full tie 21% Full-tie students eployed part tie 59% Part-tie students eployed full tie 40% Part-tie students eployed part tie 47% Student financial aid ( ) 5 % of students applying: Any aid 59% Federal aid 42% % of federal aid received by counity colleges ( ) 6 Pell Grants 32% Capus-based aid 10% Acadeic copetitiveness grants 18% % of students receiving: Any aid 46% Federal grants 21% Federal loans 10% State aid 13 % Institutional aid 11% Average Annual Tuition and Fees ( ) 7 Counity colleges (public, in district) $2,963 4-year colleges (public, in state) $8,244 Degrees and Certificates Awarded ( ) 8 Associate degrees 630,000 Certificates 425,000 Bachelor s degrees awarded by 48 public and 82 Independent colleges 1,8 Revenue Sources ( ) 9 State funds 34% Federal funds 16% Local funds 20% Other 13% Tuition and fees 16 % Fast Facts Sources 1 Aerican Association of Counity Colleges. (2012). Mebership database. 2 National Center for Education Statistics. (2009b). Integrated postsecondary education data syste (IPEDS) fall enrollent survey [Data file]. Washington, DC: U.S. Departent of Education. 3 Aerican Association of Counity Colleges. (2006). Mebership database. 4 Mullins, C. M., & Phillippe, K. (2011, Deceber). Fall 2011: Estiated headcount enrollent and Pell Grant trends [Report]. Washington, DC: Aerican Association of Counity Colleges. Available fro National Center for Education Statistics. (2009c). National postsecondary student aid study: (NPSAS:08). Washington, DC: U.S. Departent of Education. Washington, DC: U.S. Departent of Education. Available fro the Data Analysis Syste Website, 6 College Board. (2011b). Trends in student aid: 2011.Washington, DC: Author. 7 College Board. (2011a). Trends in college pricing: 2011.Washington, DC: Author. 8 National Center for Education Statistics. (2009a). Integrated postsecondary education data syste (IPEDS) copletions survey [Data file]. Washington, DC: U.S. Departent of Education. 9 Knapp, L. G., Kelly-Reid, J. E., & Ginder, S. A. (2011). Enrollent in postsecondary institutions, fall 2009; graduation rates, 2003 & 2006 cohorts; and financial statistics, fiscal year 2009 (NCES ). Washington, DC: U.S. Departent of Education. 10 National Center for Education Statistics. (2010). Integrated postsecondary education data syste (IPEDS) institutional characteristics survey [Data file]. Washington, DC: U.S. Departent of Education. 8

23 Part 3: Redesigning the Counity College Today s Challenges The historic coitent of the last two generations to the developent of counity colleges created a prodigious engine of opportunity and econoic growth. All told, by 2010 counity colleges enrolled ore than 13 illion students in credit and noncredit courses annually. 11 They have prepared illions of students for careers and transfer to baccalaureate institutions. Even now, in the idst of an econoy struggling to recover, counity colleges have responded to calls for retreading the Aerican workforce, training displaced workers, and helping develop new industries. For a rearkably diverse student population, they have served as the gateway to higher education and thus to the iddle class. It is a record for which all Aericans can take great pride. (See Table 1 for facts about counity colleges.) Despite these historic successes, and aidst serious conteporary challenges, counity colleges need to be redesigned for new ties. What we find today are student success rates that are unacceptably low, eployent preparation that is inadequately connected to job arket needs, and disconnects in transitions between high schools, counity colleges, and baccalaureate institutions. Counity colleges, historically underfunded, also have been financed in ways that encourage enrollent growth, although frequently without adequately supporting that growth, and largely without incentives for prooting student success. These conditions hinder iddle-class students and have a devastating effect on low-incoe students and students of color, those often in greatest need of what counity colleges have to offer. These are the challenges counity colleges ust address if they are to contribute to the restoration of the Aerican Drea. The consequences of the current education odel are evident. They are no longer acceptable. And they take a particular toll on low-incoe students, students of color, and first-generation college students. Student Success Rates The evidence on student success in counity colleges is distressing. Consider the following exaples: The counity college landscape is littered with lost credits that do not add up to student success. Fewer than half (46%) of students who enter counity colleges with the goal of earning a degree or certificate have attained that goal, transferred to a baccalaureate institution, or are still enrolled 6 years later. 12 The rates, unfortunately, are lower for Hispanic, Black, Native Aerican, and low-incoe students. Nearly half of all counity college students entering in the fall ter drop out before the second fall ter begins. 13 Students don t do optional. Alost a third (30%) of entering students do not attend orientation; ost avoid online orientation; about 90% indicate that acadeic planning and advising is iportant to the, yet less than a third of entering students report that a college advisor helped the set acadeic goals and create a plan for achieving the; and although a large ajority of entering Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges 9

24 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges students are underprepared for college-level work, 76% never use tutoring services. 14 Well into the first ter, any students have alost no idea of how well or poorly they are doing acadeically and report a general sense of bewilderent with registration processes. 15 Developental (reedial) education is all too often a burial ground for student aspirations. Getting up to speed in ath and reading for soe students can take 3 or ore years (P.U. Treisan, personal counication, 2011). Placeent ethods and advising are often dysfunctional. Colleges often lack the structure and coherence in acadeic planning, advising, career counseling, financial aid, and coursetaking patterns that are required if larger nubers of students are to succeed (P.U. Treisan, personal counication, 2011). Rocky Transitions A significant eleent in the student success challenge is that transitions fro secondary schools to counity colleges and then on to baccalaureate institutions are hardly ideal. The ajority of incoing students are not well prepared for college work, and the proportion of students transferring to baccalaureate capuses is far lower than the proportion enrolling with intent to transfer. Fro high school to counity college. Aong high school graduates, only 24% of those intending to go to college eet all four ACT bencharks of college readiness in English, atheatics, reading, and science. 16 About 60% of counity college students take at least one developental education course. 17 Transfer to baccalaureate institutions. The situation is hardly better in ters of success in transferring to baccalaureate institutions. Definitions of eligible transfer students vary, but a nuber of studies exaining students enrolling in a counity college with the intention of transferring indicate that soewhere between 25% and 39% of these students succeed in transferring to a baccalaureate institution within 4 6 years. 18 A related issue ust be raised. Too any senior college and university leaders, faculty, departent chairs, and deans are abivalent about counity colleges, understanding the not as having different issions but as soehow inferior because of their open-door adissions. Counity college transfer students often have to fight to have their credits recognized at baccalaureate institutions, and universities often are reluctant to share data about transfer students and their perforance. This abivalence coplicates the effort to iprove articulation between the two sectors and lends credence to calls for ore coprehensive policy solutions at the state level. Job Market Needs Close exaination of the connections between education and training and eployent deands reveals serious shortcoings pertaining to student career planning, curricular and progra alignent with labor arket needs, and the preparation of students in ters of high-deand job skills. The Career Planning Gap Reports suggest an overabundance of both adult and younger students planning to enroll in lowdeand fields, and a corresponding shortage of students planning to enroll in high-deand fields paying a faily-supporting wage. Estiates indicate eployent opportunities for just 3% of students planning on enrolling in fields such as personal services, eployent-related services, regulation and protection, crafts, and 10

25 the creative and perforing arts. 18 While there ay be copelling personal reasons for students to pursue these courses of study, a healthy eployent outlook is not aong the. On the other hand, students plans prior to college entry indicate very little understanding of eployent possibilities in high-deand, high-wage fields (see Table 2). The disparities in eployent plans versus eployent deand are striking: The initial plans of students in several highdeand fields indicate that, even if they finish their progras, they will eet only 19% of labor-arket deand overall. The gap between plans and eployent possibilities indicates that just 3% of jobs in distribution and dispatching are likely to be filled by counity college students with certificates or degrees. Coparable rates in other occupational clusters are as follows: 5% of jobs in counications and records are filled by counity college graduates, 10% in anufacturing and processing, and 38% in transport operations. 19 It sees clear that a substantial opportunity exists for counity colleges to (a) do a better job of counseling and advising students, (b) find ways to align progra and degree offerings ore closely with labor-arket deand, and (c) teach the skills required for a 21st-century workforce that is globally copetitive. The Degree Gap Whatever the plans of the students, the fact is that counity colleges are producing too few graduates to eet workforce needs in several highdeand occupations (see Table 3). According to one study, counity colleges produced enough graduates to eet just 51% of deand across eight occupations seeking nearly one illion new hires in The analysis indicated that If the health professions were reoved fro the calculation, associate degree production would be sufficient to eet only 31% of deand in the reaining seven occupational categories. Degree underproduction ranged fro eeting just 13% of deand for construction trades to 75% of deand for legal studies. Table 2. Career Plans of Entering Counity College Students and Occupational Deand: Fall 2010 Career Area Planned Potential Supply Deand % of Deand Met Distribution and dispatching 44 1,284 3% Counications and records 1,348 24,553 5% Construction and aintenance 2,049 33,418 6% Manufacturing and processing 1,153 11,158 10% Marketing and sales 2,890 21,763 13% Mechanical and electrical specialties 2,556 11,541 22% Transport operations 438 1,148 38% Manageent 13,278 19,185 69% Total 23, ,050 19% Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges Note. Data are drawn fro all high school seniors who took the ACT and enrolled in a counity college, fall Cited in ACT (2012). 11

26 Reclaiing the Aerican Drea A Report Fro the 21st-Century Coission on the Future of Counity Colleges In the case of health professions and related progras, counity colleges actually overproduced graduates in , although it is unclear if that is a continuing proble or a teporary challenge related, perhaps, to inability to fill job openings in the public sector aidst funding cutbacks. 19 In another study, ACT analyzed occupational data for ore than 18,000 jobs against three essential skills: applied atheatics, locating inforation, and reading for inforation. These skills are required for 98% of jobs in occupations paying a wage sufficient to support a faily. Indexing the three skills against the 18,000 jobs, analysts found that counity college graduates were, on average, adequately skilled for just 57% of these desirable occupations. 19 It should be noted that apprenticeship progras; proprietary, profit-aking schools; and on-the-job training fill soe of the unet labor arket needs in areas such as construction trades, aterials oving, and echanics and repair technologies. Still, each of these high-deand areas represents an occupational category in which counity colleges are already productive and copetitive. Underfunding Financially, counity colleges face daunting challenges. These institutions rely on state and local governent for 55% of their revenues. 19 In the current econoy, pressure on counity college budgets has been, and reains, acute. Enrolling 8 illion credit students, 11 counity colleges spend close to $13,000 annually per full-tie-equivalent student. 20 That aount is not uch ore than average K 12 per-pupil expenditures. It is also considerably below perstudent expenditures at 4-year colleges and universities (see Figure 2). Over the past decade, counity colleges have shouldered the lion s share of higher education enrollent growth, serving over 1.6 illion additional students with no ore oney per student. By raising tuition, senior public and private institutions ore than copensated on a per-student basis for recent reductions in state and local appropriations. Counity colleges, which offer low tuition as part of their coitent to access, are disproportionately hared when enrollents surge and public funding fails to keep pace. Table 3. Counity College Areas of Study With The Largest Shortages: % of Area of Study Supply Deand Deand Met Construction trades 19, ,357 13% Transportation and aterials oving 16,280 73,929 22% Business, anageent, arketing, and related support 106, ,314 33% Science technologies/technicians 2,103 5,931 35% Mechanics and repair technologies 50, ,788 45% Precision production 23,652 47,925 49% Legal professions and studies 7,242 9,596 75% Health professions and related progras 241, , % Total 467, ,102 51% Note. Data are drawn fro all high school seniors who took the ACT and enrolled in a counity college, fall Cited in ACT (2012). 12

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