Percent of adults with postsecondary degree. Japan. Mexico. Canada. Poland. Denmark. Greece Germany. Italy. Austria. Korea.

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1 Turkey Percent of adults with postsecondary degree New Zealand Switzerland Iceland Netherlands Greece Germany Poland Mexico Luxembourg Hungary Portugal Austria Slovak Republic Italy Czech Republic Denmark United Kingdom Ireland Australia Spain France United States Belgium Norway Finland Sweden Korea Japan Canada

2 Turkey Percent of adults with postsecondary degree New Zealand Switzerland Iceland Netherlands Greece Germany Poland Mexico Luxembourg Hungary Portugal Austria Slovak Republic Italy Czech Republic Australia Denmark United Kingdom France Ireland United States Spain Belgium Finland Norway Sweden Korea Japan Canada

3 Turkey Percent of adults with postsecondary degree United Kingdom New Zealand Switzerland Iceland Netherlands Greece Germany Poland Mexico Luxembourg Hungary Portugal Austria Slovak Republic Italy Czech Republic Denmark Australia Ireland France United States Spain Belgium Norway Finland Sweden Japan Korea Canada

4 New Zealand Switzerland Iceland Netherlands Greece Germany Poland Mexico Luxembourg Hungary Portugal Austria Slovak Republic Italy Czech Republic Turkey France Ireland Australia Denmark United Kingdom 37 Percent of adults with postsecondary degree Norway Belgium United States Spain Finland Korea Sweden Japan Canada

5 Massachusetts Minnesota North Dakota Connecticut/Colorado/New York New Jersey/Vermont/New Hampshire Maryland/Nebraska/Illinois Virginia/Iowa RI/SD/WI/WA Pennsylvania/Kansas/Delaware Hawaii Utah/Montana Michigan/North Carolina/Georgia OH/MO/OR/WY/CA/FL/ME Indiana Idaho/South Carolina/Arizona Texas/Alabama/Tennessee/Alaska Oklahoma Kentucky/New Mexico Mississippi/Louisiana West Virginia/Arkansas Nevada Canada Japan Korea Sweden/Finland/Norway Belgium United States Spain/France/Ireland Australia/Denmark U.K. New Zealand Switzerland/Iceland Netherlands Greece Germany Poland Mexico

6 Canada Japan Korea Sweden/Finland/Norway Belgium United States Spain/France/Ireland Australia/Denmark U.K. New Zealand Switzerland/Iceland Netherlands Greece Germany Poland Mexico Hungary Portugal Turkey Austria Italy/Czech Republic Slovak Republic Hamilton Monroe Tippecanoe Marion/Hendricks/Warrick Boone Allen/St. Joseph/Hancock LaGrange/Crawford Scott Switzerland/Fayette Parke Pike/Owens/Jennings Starke/Noble/Clinton

7 450, , , , , , , ,000 50,000 0 Degrees needed annually to close gap with top-performing countries by 2025 States with the need for the largest increases, ranked by size of gap Current annual degree production Additional Associate degrees needed Additional Bachelors degrees needed California Florida Arizona Georgia North Carolina Tennessee Ohio Nevada Louisiana New Jersey Michigan Kentucky Arkansas South Carolina Alabama Indiana Washington Virginia Pennsylvania Oregon Wisconsin Maryland Illinois Texas

8 100% 90% Indiana Ages 25 to 64, % 70% 60% College graduates 50% 40% 30% High school graduates 20% 10% 0% White African American Hispanic American Indian Asian Did not graduate high school

9 Indiana Earnings by education level Ages 18 to 64 $52,000 $59,000 $45,000 $35,000 $29,000 $22,300 $16,000 Less Than High School High School Graduate Associate Degree Baccalaureate Degree Masters Degree Doctorate Degree Professional Degree

10 Composition of the U.S. population, 2000 to 2050 Source: United States Census Bureau Other Asian Black Hispanic White, non- Hispanic

11 Indiana Net change in the population 1995 to Asian Hispanic Black White

12 Growth in the U.S. population, 2000 to 2020 Source: United States Census Bureau 24,134,000 10,207,000 9,547,000 7,304,000 4,747,000 White, not Hispanic Black Asian Other Hispanic

13 Japan 91 Ireland Korea Greece 79 United Kingdom 78 Netherlands Belgium Spain Turkey Germany Finland 71 Portugal Australia Poland 66 Austria 65 Czech Republic Hungary Sweden New Zealand Graduation rates for college students OECD countries United States 54 Mexico 53

14 THE CHANGING AGENDA FOR COLLEGE ACCESS AND SUCCESS 1. Assuring that every child graduates from high school with the necessary preparation and support to be successful in college and the workplace. Recent research by the Education Trust and others has shown that the preparation students need to be successful in college and the workplace is the same. A significantly larger number of young people should go to and graduate from college. High school curricula and standards must directly align with readiness for college. Every young person should know what it takes to go to and be successful in college. Lumina s KnowHow2Go campaign is addressing this issue.

15 THE CHANGING AGENDA FOR COLLEGE ACCESS AND SUCCESS 2. Assuring that every potential student has access to affordable high quality two- and four-year higher education opportunities. The cost of attending college has risen steadily in recent years, even compared to the rate of inflation. Financial aid availability has not kept up with increases in tuition and other costs, and an increasing share of aid is allocated on the basis of merit, and not financial need. The current cost structure of higher education makes it difficult to respond to increasing demand. Lumina s Making Opportunity Affordable initiative is working with states and higher education institutions to address these issues.

16 THE CHANGING AGENDA FOR COLLEGE ACCESS AND SUCCESS 3. Strengthening community college systems as a major contributor to meeting these goals. Almost half of all college students are in community colleges, including most low-income, minority and first-generation college students. Community colleges can be more rapidly expanded and adapted to meet new student needs. The transfer of students from community colleges to four-year institutions is still limited, due to poor articulation of programs, concerns over quality of learning, and other barriers. However, the success rates of community college students are relatively low. This issue is the focus of Lumina s Achieving the Dream initiative.

17 THE CHANGING AGENDA FOR COLLEGE ACCESS AND SUCCESS 4. Improving accountability systems, particularly through the development of state-of-the-art student performance data systems. Without better data on college students, programs, and outcomes, it is difficult or impossible to make good decisions on reallocation of resources, strengthening academic programs, and improving student services. New comprehensive K-16 student unit record data systems are being developed in Florida and other states. Lumina supports the development of improved data systems in Indiana and other states, national efforts to improve data, the development of new indicators of the performance of education systems, and learning how data can be used by policymakers and education professionals to make better decisions.

18 THE CHANGING AGENDA FOR COLLEGE ACCESS AND SUCCESS 5. Improving student learning outcomes from higher education. Very little is currently known about what students learn in college. In the absence of knowledge about learning outcomes, colleges are evaluated based on input measures, such as those used in the U.S. News and World Report rankings. Better measures of college learning outcomes are being developed by the Collegiate Learning Assessment and others.

19 THE CHANGING POLICY AGENDA FOR COLLEGE ACCESS AND SUCCESS 6. Improving opportunities for adult learners and workforce development. More and more people need to return to higher education multiple times in their lives. Higher education plays an increasingly important role in state workforce development. Systems that support adult learners (assessment of prior learning and credentials, accelerated schedules, on-line or hybrid courses, student services) are not well developed. Learning opportunities for vulnerable adult populations (immigrants and second language learners, the working poor) are especially limited.

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