Improving School Completion. Policies and Programs in Mid-Atlantic Historically Black Colleges and Universities

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1 Improving School Completion Policies and Programs in Mid-Atlantic Historically Black Colleges and Universities

2 Kent McGuire Welcome

3 Symposium Goals Enable participants to understand: 1) The policies and practices that HBCUs in the Mid-Atlantic Region are implementing to improve graduation rates; 2) The research basis for those policies and practices; and 3) How REL MA can assist HBCUs in evaluating and improving those policies and 3

4 Teresa Duncan Introduction to REL Mid-Atlantic

5 Institute of Education Sciences (IES) Research arm of the U.S. Dept. of Education Mission is to improve educational outcomes for all students by: Providing rigorous and relevant evidence as a foundation for education practice and policies Identifying what works, what doesn t, and why IES s National Center of Education Evaluation and Regional Assistance (NCEE) funds the 10 Regional Educational Laboratories 5

6 NCEE Flagship Initiatives What Works Clearinghouse National Library of Education Education Resources Information Center (ERIC) Regional Educational Laboratory Program 10 across the nation REL Mid-Atlantic serves Delaware, the District of Columbia, Maryland, New Jersey, and Pennsylvania 6

7 REL Mid-Atlantic Goals To help stakeholders (state and local education agencies, communities, researchers): Gain access to and use high quality research Use research, data, and data analysis to improve policy and practice To respond to high-priority needs of the region 7

8 What does REL Mid- Atlantic do? Technical assistance and research services are provided free of charge within the context of research alliances Research alliances: Are partnerships between education stakeholders and the REL Bring partners together to learn more about a specific educational concern Are intended to help stakeholders make sound decisions and improve educational outcomes 8

9 What does REL Mid- Atlantic do? (cont d) Direct research services Descriptive studies Environmental scans Research syntheses Rigorous studies Technical assistance products and services Bridge events Trainings Workshops Webinars How-to guides White papers (emphasis on data use) 9

10 Ray Hart Setting the Stage for the Morning Discussion

11 History: HBCU Success Stories Total Enrollment Has Grown in each of the past 4 decades (Particularly Public HBCUs) HBCUs Accounted for 9.7% of all African American Student Enrollment in Fall 2010 (302,666/3,116,020) Source: Lee, J.M. (2012). An examination of the participation of African American students in graduate education without public HBCUs. In R. Palmer, A. Hilton, & T. Fountaine (Eds.), Black Graduate Education at Historically Black Colleges and Universities: Trends, Experiences, and Outcomes. Charlotte, NC: Information Age Publishing. 11

12 History: HBCU Success Stories 2010 HBCU Percentage of All Degrees Awarded To African Americans (by Category) 2010 HBCU Percentage of All Degrees Awarded To African American Males (by Category) 2010 HBCU Percentage of All Degrees Awarded To African American Females (by Category) Degree Awarded Associate s Total 2% 1.9% 2.0% Bachelor s Total 19.8% 19.9% 19.7% Master s 10.7% 9.8% 11.1% Doctoral 9.3% 9.5% 9.8% Professional 17.3% 17.7% 17.1% Source: Lee, J.M. (2012). An examination of the participation of African American students in graduate education without public HBCUs. In R. Palmer, A. Hilton, & T. Fountaine (Eds.), Black Graduate Education at Historically Black Colleges and Universities: Trends, Experiences, and Outcomes. Charlotte, NC: Information Age Publishing. Source: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data Systems (IPEDS), spring 2011 Survey. 12

13 Goal: Increased College Completion College/University % First-Time, Fulltime Students Who Began Studies in fall 2009 and Returned in fall Year Graduation Rates for Students Who Began Pursuing Bachelor's Degrees in Year Graduation Rates for Students Who Began Pursuing Bachelor's Degrees in 2004 Bowie State University, Bowie, MD 71% 15% 37% Cheyney University of Pennsylvania, Cheyney, PA 55% 13% 24% Coppin State College, Baltimore, MD 61% 5% 16% Delaware State University, Dover, DE 67% 19% 39% Howard University, Washington, DC 83% 48% 69% Lincoln University of Pennsylvania, Lincoln University, PA 75% 21% 36% Morgan State University, Baltimore, MD 67% 11% 32% University of Maryland, Eastern Shore, Princess Anne, MD 65% 18% 32% University of the District of Columbia, Washington, DC 54% 2% 8% 13

14 Sharing Histories What specific challenges to college graduation do students at your institution face? What policies, programs, or practices to support graduation does your institution have in place? What barriers to implementation have you encountered? 14

15 Are Our Efforts Working? Why were those policies, programs, or practices selected? How have you tried to determine the impact of those policies, programs, or practices intended to support graduation? 15

16 What Can We Do To Improve Outcomes? What technical support needs does your institution have (related to policies, programs, or practices intended to support graduation)? What research needs does your institution have (related to policies, programs, or practices intended to support graduation)? 16

17 Teresa Duncan Next Steps

18 Next Steps Additional research regarding effective policies and programs conducted by colleges with REL assistance or by REL directly Communication of promising policies and programs to HBCUs New RA as a vehicle for research and communication, plus other assistance 18

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