Biennial Budget Office of Higher Education

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1 Change Item Title: Minnesota State Grant Program Expenditures 41,200 41,200 41,200 41,200 Fund (specify the fund) Expenditures ,200 41,200 41,200 41,200 The Governor recommends increasing funding for State Grants by $82.4 million (26.6 percent) for the biennium. The recommendation has two parts: A) It will expand the number of individuals eligible, increase the amount of individual awards and reduce overall student debt burdens; and B) It will make deferred action status students eligible for State Grants. A) The Governor recommends $40 million each year ($80 million for the biennium) for changing the tuition and fee maximums, the living and miscellaneous expense allowance and adjusting the amount students are expected to pay. The adjustment to tuition and fees will reflect the highest resident tuition and fees charged at public 2-year and 4-year institutions. The Governor also recommends adjusting the amount students are expected to pay. These changes allow the program to recognize realistic prices and stay within the Governor s recommended appropriation. B) The Governor recommends $1.2 million each year ($2.4 million for the biennium) to open the State Grant program to Minnesota students granted deferred action status by the federal Department of Homeland Security. The Department of Homeland Security allows individuals brought to the United States as children to request deferred action status, allowing them to apply for work authorization and providing a two-year reprieve from deportation. A) Expand the number of individual eligible for State Grants and increase the amount of individual awards. o The tuition and fee maximums and living and miscellaneous expense allowance currently used for State Grants do not reflect the actual prices students pay. The current failure to reflect actual prices increases the burden on lower- and middle-income students, and limits student choice. Increases in tuition and fees for State Grant recipients attending Minnesota State Colleges and Universities campuses currently result in larger State Grants, but increases in tuition and fees for University of Minnesota and private college students do not result in larger grants. o Recognizing realistic expenses will maximize the ability of lower- and middle-income students to devote time to their studies and increase their ability to complete credentials and degrees on time. o This change will help middle-income families and will expand the number of individuals eligible for State Grants. B) Making deferred action status students eligible for State Grants will help Minnesota produce educated workers needed to respond to the demands of the state economy. A) Expand the number of individual eligible for State Grants and increase the amount of individual awards. o The base appropriation for State Grants is $154.6 million per year, $ million for the biennium. o The Governor s recommendation increases tuition and fee maximums, the living and miscellaneous expense allowance and the assigned student share. o Tuition and fee maximums would change to be equal to the highest resident tuition at MN public institutions: 4-year maximum - $13,526 for FY 2014 and FY 2015 Current level is $10,488 (increase will be $3,038) 2-year maximum - $5,865 for FY 2014 and $6,040 for FY 2015 Page 1

2 o o o Current level is $5,808. (Increase over the FY 2013 amount will be $57 for FY 2014 and $232 for FY 2015) Living and miscellaneous expense allowance: $8,300 for FY 2014 and FY Approximately equal to the poverty threshold for a household size of one for a nine-month academic year. Current level is $7,000. (Increase will be $1,300) Student Share 50% assigned student responsibility Current percentage is 46% Taken together, the change in the tuition and fee maximums, the living and miscellaneous expense allowance and the increase in the student share result in the following estimated changes in the number of recipients and dollars received by the type of institution students attend: Fiscal Year 2015 State Grant Spending Simulation - Recommendation A BASE (January 2013) FY2015, Base ASR 46.0% T&F Caps $10,488; $5,808 LME $7,000 Governor's Recommendation Change ASR, LME and T&F Maximums FY2015 ASR 50% T&F Caps $13,526; $6,040 LME $8,300 Current Parameters (includes 3% Tuition and Fee Increase for Full Proposal MnSCU institutions) SG Average SG Average Sector of Number of Spending State Number of Spending State Institution Recipients ( millions) Grant Recipients ( millions) Grant MNSCU 2 Totals 43,734 $32.61 $746 45,833 $37.13 $810 Change 2,099 $4.52 $64 MNSCU 4 Totals 15,461 $30.07 $1,945 15,500 $30.60 $1,974 Change 39 $0.53 $29 U of M Totals 10,861 $34.89 $3,213 11,497 $47.72 $4,150 Change 637 $12.83 $938 Non-profit Totals 13,705 $41.47 $3,026 14,726 $58.50 $3,973 Change 1,021 $17.03 $946 For profit Totals 11,554 $14.20 $1,229 13,088 $19.03 $1,454 Change 1,534 $4.83 $225 Total Totals 95,314 $ $1, ,643 $ $1,917 Change 5,329 $39.73 $310 B) Minnesota Students Granted Deferred Action Status o $1.2 million each year ($2.4 million for the biennium) is the estimated cost of making deferred action status students eligible for State Grants. o Deferred action status means individuals brought to the U.S. as children may apply for work authorization and receive a two-year reprieve from deportation. o The recommendation assumes 1,500 deferred action status students would enroll in postsecondary education in Minnesota and 50% would receive State Grants, so there would be 750 additional Page 2

3 recipients. Multiplying the average State Grant of $1,600 by 750 results in an increase of $1.2 million per year. This investment will reduce cumulative student debt for lower- and middle-income Minnesotans attending Minnesota postsecondary institutions and increase the ability of students to choose the institution that best meets their educational needs To measure progress toward reductions in education disparities based on income and race the Office of Higher Education will count the number of deferred action status recipients and their persistence in postsecondary education Statutory Change: Recommendation A: Expand the number of individual eligible for State Grants and increase the amount of individual awards. Tuition and fee maximums and the living and miscellaneous expense allowance for State Grants are set in session law, not statute. Increasing the student share: Amend MS136A.121, Subd. 5 Recommendation B: Make deferred action status students eligible for state financial aid programs. State Grants: Amend 136A.121, Subd. 2; Postsecondary Child Care Grants: 136A.125, Subd. 2; Indian Scholarships: 136A.126, Subd. 1; State Work Study: 136A.233, Subd. 2; Repeal Office of Higher Education rule , subpart 5f. Increased appropriations are not requested to make deferred action status students eligible for Postsecondary Child Care Grants, Indian Scholarships, and State Work Study. For these programs, making the deferred action status students eligible will slightly increase the pool of eligible students on each campus, but the programs currently are limited by the amount appropriated, and that limitation would continue. Page 3

4 Change Item Title: Tuition Reciprocity Payments Expenditures 2, Fund (specify the fund) Expenditures , The Governor recommends an increase of $2.25 million in FY 2014 and $950,000 in FY 2015 ($3.2 million for the biennium) to cover the projected cost of interstate tuition reciprocity payments to North Dakota during the coming biennium. Minnesota has tuition reciprocity agreements with Wisconsin, North Dakota, South Dakota, Iowa (limited campuses) and Manitoba. Under the agreements, in recent years, Wisconsin has a net obligation to pay Minnesota and Minnesota has a net obligation to pay North Dakota. The agreements with South Dakota, Iowa and Manitoba do not call for payments between states. This change item is for Minnesota s obligation to North Dakota, which has increased in recent years. Minnesota and North Dakota have a tuition reciprocity agreement that requires an annual contractual payment between states based on student flow. Minnesota has typically made a payment to North Dakota because Minnesota has more residents enrolled in North Dakota institutions than North Dakota residents enrolled in Minnesota. This can be attributed to Minnesota having a significantly higher population (5.3 million) than North Dakota (700,000). Over the years, approximately 20 to 50 percent more students go from Minnesota to North Dakota than come the other direction, though in more recent years, this has increased to over 100 percent. In 2010, 10,300 Minnesota students attended North Dakota institutions and 5,400 North Dakota students attended Minnesota institutions. North Dakota State University and University of North Dakota have become increasingly popular with Minnesota s students, given the University of Minnesota s higher tuition rates and selective admissions criteria. Another important driver in the increased tuition reciprocity payment is the increase in marginal instructional costs per fulltime equivalent charged for educating the gap number of Minnesota students attending in North Dakota, which is a result of increased appropriations to North Dakota universities. Minnesota is contractually obligated to make interstate reciprocity payments to North Dakota. For the coming biennium, the estimated payments to North Dakota exceed the agency s current base by $3.2 million dollars. If Minnesota is unable to obtain increased appropriations to cover the expected payments, North Dakota could take legal action against Minnesota and/or terminate the current reciprocity agreement. If the agreement were terminated, over 10,000 Minnesota students studying in North Dakota may be subject to higher North Dakota nonresident tuition rates or transfer to a Minnesota institution. IT Related Proposals: This change item will have no impact on the agency s strategic information systems plan. There are no additional costs associated implementation, operations, personnel, supplies, hardware, software, facilities, services or training. OHE reports tuition reciprocity enrollment, tuition rates, payment obligations and negotiations in an annual report to the Legislature available at: Statutory Change: Not Applicable. Page 4

5 Change Item Title: American Indian Scholarship Program Expenditures 1,500 1,500 1,500 1,500 Fund (specify the fund) Expenditures ,500 1,500 1,500 1,500 The Governor recommends an increase in the state appropriation to the American Indian Scholarship Program of $1.5 million per year, $3 million for the biennium. The increase is expected to provide approximately 500 additional scholarships to eligible students, the number on the current waiting list. The recommended change also modestly increases the amount of funds available for administration of the program including funds available for agency outreach to the American Indian community statewide. Established in 1959, the Minnesota Indian Scholarship Program provides scholarships to eligible Minnesota resident students who are of one-fourth or more American Indian ancestry, attending eligible Minnesota postsecondary institutions and who demonstrate financial need. American Indian high school graduates in Minnesota are the least likely population to immediately enroll in a Minnesota college or university. American Indian college students in Minnesota are also less likely to graduate from college than other population groups. Additionally, American Indians age 25 and over in Minnesota are less likely to have attained a college degree. The appropriation for the program is less than what would be needed to fund all qualifying applicants. As a result, hundreds of otherwise eligible students remain on a waiting list each year. Students on the waiting list often choose not to attend in the absence of the scholarship. Others attend without a scholarship and often encounter financial hardships that impact their academic progress. The change increases the program s state appropriation enough to fund most eligible applicants and provide grants to approximately 500 students on the current waiting list. The change also increases the amount of funds available for administration of the program, including funds available for agency outreach to the American Indian community statewide, promoting the availability of financial aid and the benefits of postsecondary education Graduation Rate of American Indian College Students in Minnesota Persistence and Graduation Rate of Program Recipients An increase in the number of students awarded through this program is likely to increase the number of American Indian college students who complete their postsecondary programs. To reflect this impact, the rates at which American Indian students, including program recipients, persist in and complete postsecondary education will be measured. Statutory Change: Not Applicable Page 5

6 Change Item Title: Statewide Longitudinal Education Data System (SLEDS) Expenditures Fund (specify the fund) Expenditures The Governor recommends $882,000 per year ($1.764 million for the biennium) for support and further enhancement of the Statewide Longitudinal Education Data System (SLEDS). SLEDS is a tool to access rich longitudinal data across state agencies and education institutions that can be transformed into information used by educators, policymakers, and researchers to answer program and policy questions. The recommendation has two parts: A) $582,000 per year ($1.164 million for the biennium) will flow to MN.IT services to maintain the SLEDS server and provide system support. This includes payroll expenses for current MN.IT staff compensation (2.5 FTE) and non-payroll expenses (MN.IT operating expenses, rent, infrastructure and other operation costs, including training and outreach). B) An additional $300,000 per year ($600,000 for the biennium) is recommended to purchase or acquire additional data and subsequent infrastructure development. This is new funding and replaces existing federal grant funds which end June 30, By improving information about how individuals transition between and progress through pre-k, K-12, higher education, and the workforce, leaders can evaluate the effectiveness of programs and use outcomes to design targeted improvement strategies. Improved postsecondary readiness, participation and completion metrics will be available as a result of SLEDS data-driven policymaking and investment. The funding proposed will maintain and enhance SLEDS which is currently funded by federal grant funds. SLEDS as a data analysis tool can assist the Office of Higher Education (and its partnering state agencies) in providing research and reporting on the alignment between education and workforce programs. The Office of Higher Education will be uniquely positioned to serve as a catalyst for educational and workforce program evaluation. The Office has placed a primary emphasis on three target research areas: longitudinal analysis of high school graduates postsecondary and employment activity, employment patterns of college graduates, and identification of predictors of postsecondary success using pre-high school graduation data. IT Related Proposals: The recommended funding represents the annual maintenance and enhancement costs for SLEDS. It also includes ongoing costs for personnel, hardware, and software for SLEDS (See the SLEDS Sustainability Budget Table below for details). SLEDS data used to inform policymakers, educators, and Minnesotans about results and effectiveness of education services Improved postsecondary readiness, participation and completion metrics as a result of SLEDS data-driven policymaking and investment Postsecondary institutions, educators, and researchers will use SLEDS data to design targeted programming for Minnesota s future workforce Page 6

7 The results of the program currently include: More than 20 individuals and groups have inquired about using SLEDS data for program evaluation and research purposes, including the Wilder Foundation, the University of Minnesota, Minnesota State Colleges and Universities, Minneapolis Public Schools and many individual educational researchers and program staff. SLEDS contains data elements linkable to two other state data initiatives the Early Childhood Longitudinal Data System (Minnesota Department of Education) and the Workforce Data Quality Initiative (WDQI). The challenging factors that will affect the continued performance of the program are: Without this appropriation, the federal investment will be lost. Access to and training about how to use SLEDS data for program improvement by state and local stakeholders and the public Federal and state data privacy statutory restrictions Sustained leadership and support by stakeholders. The program performance can be improved by sustained funding, staffing and planning. Statutory Change: Amendments to MS 13.47, Subd. 3 and will explicitly list OHE as an authorized user of unemployment insurance data. SLEDS Sustainability Budget 3000-E373B36E-E E3701-E A-REIMB STAFF COMPENSATION IT Notes Salary $ 240, Developer and Database Analyst $ 50, Program Manager (part-time) Total Compensation $ 290, OPERATING EXPENSE Rent - Staff Only $ 25, Mn.IT Infrastructure $ 86, FTP Server Environment $ 70, WebFocus Business Intelligence Servers $ 50, Software Licenses $ 46, Data subscription Other Operation Costs (Training & Outreach) $ 15, System Enhancement $ 300, Contractors and purchase costs specific to new data sets. Total Operating Expense $ 582, Total Operating $ 582, Total Budget $ 882, IT Payroll $ 290, IT Non Payroll $ 292, System Enhancement $ 300, Page 7

8 Biennial Budget State Colleges and Universities Advance Competitiveness of Minnesota s Workforce Expenditures (TR OUT to MnSCU Fund) 20,500 25,500 25,500 25,500 MnSCU Fund Expenditures 20,500 25,500 25,500 25,500 20,500 25,500 25,500 25,500 The Governor recommends that MnSCU advance Minnesota's workforce competitiveness through three programs: Internships and Apprenticeships, Leveraged Equipment, and Faculty Driven Educational Innovations. The Internships and Apprenticeships program, with a $12 million state investment, and the Leveraged Equipment program, with a $26 million state investment, will match state funding with private contributions to provide students hands-on learning experiences in high-demand, high-skill trades. The Faculty Driven Innovations program, with an $8 million state investment, will enable faculty to enhance the quality of instruction and accelerate student progress through technology-driven learning. This proposal directly supports students' career readiness by ensuring MnSCU students have the skills to compete in the job market upon graduation. The FY funding increase of $46,000,000 is a 4% increase over base funding. MnSCU has approximately 15,500 FTE system-wide. Internships and Apprenticeships Minnesota employers face increasing gaps in the skills of Minnesota s workforce and those required to stay internationally competitive. Enlarging the pool of highly trained workers with applied learning experiences will assist in closing the skills gap and help make the Minnesota workforce more competitive. Leveraged Equipment Minnesota employers have indicated there is an urgent need to train students on state-of-the-art equipment, thereby enabling them to acquire the skills and experience they need to be productive employees upon hire. Educational Innovations Faculty and students have articulated a significant need for faculty to have ongoing access to training and support in the use of the most current (and constantly evolving) computer and communication technologies. Ensuring the availability of local instructional designers and technologists will assist faculty in creating learning experiences that more effectively prepare students for real-world work. Internships and Apprenticeships Research shows that the best learning outcomes frequently come from real world work experience. Expanding and strengthening internship and apprenticeship opportunties will help students obtain applied learning experiences and significantly enhance their ability to contextualize their coursework before entering the workforce permanently. Minnesota employers have expressed strong support for expanded internship and apprenticeship opportunities. A dollar-for-dollar employer match will be required for program participation, with state funding and employer match used to support student stipends. This funding will support approximately 10,000 apprenticeships and internships in Student stipends will vary depending on the internship requirements, but will average $750 in state funds and $750 in employer match. Students enrolled in MnSCU colleges and universities currently participate in both for-credit and not-for-credit internships; the new funding will be for both credit and non-credit internships. Page 1

9 Biennial Budget State Colleges and Universities Student access to apprenticeship and internship opportunities is often limited by funding. Paid internships will help keep the cost of education affordable, as internship wages will likely be used to off-set the cost of tuition or other living costs that students may otherwise incur. The program is designed to build partnerships with employers to reduce the skills gap. New industry relationships will be formed as the program is developed. During the spring of 2013 criteria for implementation of the program will be developed and sent to all MnSCU colleges and universities. Funds will be distributed to all MnSCU colleges and universities based on credit headcount enrollment. Programming will begin in the summer of Leveraged Equipment Funding will be used to purchase state-of-the-art instructional equipment and will allow students to train on the equipment they will encounter in the workplace. State funding will be matched dollar-for-dollar from nonstate cash and in-kind contributions. Funds will be distributed to all MnSCU colleges and universities. MnSCU has successfully launched two previous leveraged equipment programs with smaller investments, most recently in September 2012, at which time a one-time appropriation of $457,000 coupled with $731,000 in contributions from 53 businesses, four vendors and six foundations, enabled the purchase of 24 new pieces of equipment at 12 colleges and universities. Based upon that success, now is the time to expand the partnerships already created between MnSCU colleges and universities and local businesses, vendors and foundations. Educational Innovations Currently, only a few of our colleges and universities have teams of dedicated instructional designers and technologists who can assist faculty in creating or modifying courses to prepare students for the new socially networked and/or digital jobs in all fields. This proposal would support systemwide expansion of such instructional innovation. The national literature is clear: the best instructional development occurs when faculty can have access to just-in-time workshops, peer consulting and instructional design assistance. They can bring their subject expertise to design teams who can help them create new kinds of assignments and flexible online learning materials so that students can work with faculty and with one another both inside the classroom and out. Over the biennium, we anticipate 100 major course redesigns in high-impact courses, through instructional design and technology training and support delivered to a significant proportion of faculty throughout the system. We also aim to have a majority of students reporting that their instructors use current technologies in ways that help them both to learn their subjects and to apply what they have learned. These educational innovations will require a three-month initial start-up interval for hiring and training design teams, and will launch in October Internships and Apprenticeships $3 million in employer matching funds will be secured before FY 2015 funds are released. By 2017, the related-employment rates of graduates will increase by 3.5%, from 80.9% to 84.4%. Leveraged Equipment $7.5 million in matching funds will be secured for leveraged equipment before FY2015 funds are released. In addition, MnSCU will report on the following metrics: o Total pieces and value of equipment purchased o Total amount of matching funds and number of businesses, vendors and foundations involved o Total number of programs (credit and non-credit) that were enhanced with new equipment o Potential number of incumbent or dislocated workers that benefited by training on new equipment Educational Innovations An interim report of project outcomes, including sustainability, will be completed December 31, The following elements will be evaluated to document performance success: 1. Instructional designers providing faculty consultation (FTE, ) 2. Instructional technologists providing faculty training, consultation (FTE, ) 3. Faculty participants in redesign, technology training (numbers x topic x department/program x college) 4. Faculty consultations (numbers x topic x department/program x college) Page 2

10 Biennial Budget State Colleges and Universities 5. Courses redesigned (numbers x topic x enrollment) a. Learning outcomes assessment before and after redesign (this data will not be available until fall 2015 for courses redesigned and delivered ). b. Instructional costs before and after (this data will not be available until fall 2015 for courses redesigned and delivered ) 6. Student experience of learning environment (Community College Survey of Student Engagement, National Survey of Student Engagement data, / ) Statutory Change: Not Applicable. Page 3

11 Biennial Budget State Colleges and Universities Retain High-Quality Faculty and Staff Expenditures (TR OUT to MnSCU Fund) 11,000 23,000 23,000 23,000 MnSCU Fund Expenditures 11,000 23,000 23,000 23,000 11,000 23,000 23,000 23,000 The Governor recommends state funding, in partnership with savings from administrative efficiencies and student tuition, to allow MnSCU to retain high-quality faculty and staff. This proposal seeks to mitigate the effects of increasing costs related to obligations such as health insurance and limit increases in tuition for MnSCU students, which could otherwise rise significantly in order to meet these obligations. State support will provide one-third of the funding for faculty and staff retention, and savings from administrative efficiencies and student tuition will fund the remaining two-thirds. The FY funding increase of $34,000,000 is a 3% increase over base funding. MnSCU has approximately 15,500 FTE system-wide. MnSCU faculty and staff provide the highest value, lowest cost education available in Minnesota, preparing graduates to lead in every sector of Minnesota s economy. In response to reductions in available resources in recent years, MnSCU faculty and staff have not received pay increases since Modest compensation increases are needed to retain and recruit talented faculty and staff. Faculty and staff are partners in MnSCU s strategic initiatives; their efforts and commitment are critical to ensuring student success. This request will fund approximately one-third of inflationary compensation increases for MnSCU faculty and staff for the FY biennium. The remaining two-thirds will be funded through administrative efficiencies and student tuition. The proposal represents a partnership between the state of Minnesota, the MnSCU system and its students in providing high quality, affordable higher education options throughout Minnesota. In FY 2012, MnSCU employed 17,962 people (15,490 FTE) systemwide: 10,347 faculty (8,430 FTE) and 7,615 staff (7,060 FTE). No new FTEs will be funded with this request. Funding will be distributed directly to colleges and universities to pay for faculty and staff compensation increases at their institutions. Implementation will take effect when contract settlements are finalized with faculty and staff bargaining units. Undergraduate resident tuition rate increases will be limited to a maximum of $145 for full-time college students and $205 for full-time university students in each year of the biennium. Statutory Change: Not applicable. Page 4

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