Minnesota Office of Higher Education Updates Minnesota Senate Higher Education and Workforce Development Committee February 3, 2015 1
SLEDS Update Student Loan Refinancing Greater Minnesota Internship Program Study Abroad Health and Safety Retention and Completion 2
SLEDS What is the vision of SLEDS? The SLEDS tool can assist in identifying the most viable pathways for individuals in achieving successful outcomes in education and work The SLEDS data system enables researchers to: Identify predictors of long-term student success Design targeted improvement strategies in programs Improve data driven decision making Meet federal funding requirements 3
SLEDS State Research Agenda (4Ps) Pathways: The movement of individual students between K-12 / Higher Education / Workforce Who enrolls in college and when? What industries employ college graduates and at what wages? Progress: The benchmarks or transition points students meet or fail to meet How many students choose college, how many work? Which students enroll in developmental education? Predictors: The characteristics, patterns, or commonalities that help explain how students achieve successful outcomes Student demographics Immediate vs delayed entry into postsecondary education Performance: How well are education and workforce aligned for individual success? Where can we focus additional strategies and resources? 4
SLEDS Current SLEDS Reporting Getting Prepared 2014 http://www.ohe.state.mn.us/mpg.cfm?pageid=2102 Report on college participation, persistence and developmental education enrollments among Minnesota public high school graduates Graduate Employment Outcomes http://mn.gov/deed/geo Employment outcomes of Minnesota college graduates 1-4 years after graduation by college type, program and major NEW!! Includes graduates from 2007-2012 SLEDS Mobile Analytics sleds.mn.gov Reports focused on High School to College Transitions 2015 additions: Developmental Education (Getting Prepared), Demographic filters Website includes background info on project 5
SLEDS What does high school to college transition data tell us? MN does a good job in moving high school graduates into college (69% in fall; 86%+ by age 25) Less than half of high school graduates complete a certificate or degree by age 25 HS Class of 2006: 49% 28% of public high schools graduates enrolled in dev ed within 2 years of graduation; most enroll at MnSCU Students enrolling in dev ed at higher rates include: Black, Hispanic and American Indian students, Students who qualify for free or reduced price lunch, and Students who speak a language other than English at home 6
SLEDS What does MN wage data for recent graduates tell us? 66% of graduates were employed in MN one-year after graduation Wage outcomes increased by education level Bachelor s degree completers saw wages increase faster over time after graduation (1-4 years) Full-time status and year-round employment affect wage results Allows for comparisons across institutions by program and major 7
SELF Loan Program Overview SELF (Student Educational Loan Fund) Loan program authorized in 1984 Ensure all students had access to financial aid to meet cost of attendance (COA) Funded by tax-exempt and taxable revenue bonds and loan repayments $2 billion to over 250,000 students Variable and fixed interest rate options rates are the same for all students (not based on credit score) Low default rates 8
SELF Refinancing Overview Minnesota Statute 136A.1704 Authorization to refinance student and parent loans as determined by the Office The Office may establish credit requirements Funded by the Loan Capital Fund Maximum refinancing program outstanding loan limit of $100,000,000 The maximum borrower loan limit of $70,000 9
Reasons for Refinancing Borrowers refinance their student loans for several reasons including: Lower interest rate Change length of the loan repayment term Consolidate multiple loans from different lenders Lower monthly payment by utilizing one or all of the above options 10
Overview State Year Began Has program Rhode Island 2014 Declining portfolio balances & Market demand Impetus Pilot? Loan Volume (in 1 st year) Y Anticipated $10M Iowa 2014 To test market demand Y Pilot cap $4M North Dakota 2007 (enhanced 2014) Market demand N Exceeded $10M Not active Maine 2006 Market demand N ~$2M Do not have, but considering South Carolina 2009 Declining portfolio balances & Market demand Massachusetts 2015 Market demand N ~$6M Vermont Market demand Anticipating $10M Alaska Declining portfolio balances & Market demand
Refinancing Feasibility Refinancing program is feasible Pilot program by spring 2016 Implementation: Servicer selection Servicing system development Legal documents development Self-sustaining independent from SELF Loan program Does not qualify for tax-exempt financing Issue taxable bonds if needed Flexibility to modify program 12
Challenges MN Statute 16C E-Verify requirement Uncertainty regarding demand Private refinancing programs Teaser rates Utilize risk-based pricing Limited to preferred customers 13
Pilot - Probable Eligibility Criteria MN residents or SELF Loan borrowers Earned a degree or certificate Minimum FICO score Qualify with cosigner if borrower does not meet credit criteria Maximum debt-to-income ratio Qualify with cosigner if borrower does not meet credit criteria If cosigner required, release option offered 14
Pilot - Probable Characteristics Variable- and fixed-rate loans Minimum loan amount - $10,000 Maximum loan amount by law - $70,000 Lower amount for associate degree or certificate - $25,000 Borrower choice of 5, 10 or 15 year terms Consolidate private and maybe some federal and SELF loans 15
Minimize the Need to Refinance Current SELF Loan Program Based on the original intent - Ensure all students have access to financial aid to meet cost of attendance (COA) Student obtains low interest rate while in school SELF Loan structured to work like consolidation loan with extended repayment period for higher loan balances Minimum payments based on borrower, not loan SELF Loan program qualifies for tax-exempt financing 16
SELF Program Opportunities Restore Program Value Increase loan limits to better meet student financing needs while enrolled in school Current annual SELF Loan limits: $10,000 per year for bachelor s and graduate programs $7,500 per year for other programs Change federal law to allow institutions to inform students of the SELF Loan. 17
Greater MN Internship Tax Credit Program Overview: Greater Minnesota employers enter into agreements with campuses to hire student interns and earn tax credit o Greater Minnesota: All Minnesota counties except Anoka, Carver, Chisago, Dakota, Hennepin, Isanti, Ramsey, Scott, Sherburne, Washington, and Wright o Employers can apply for tax credits up to $2,000 per intern if student successfully completes internship o The amount of the tax credit is 40% of the compensation paid to each eligible student intern up to $2,000 per student intern Eligible student interns earn academic credit after successfully completing a paid internship 18
Greater MN Internship Tax Credit General Eligibility Requirements: Students: o Be attending a participating Minnesota college o Have completed at least 50% of their undergraduate or graduate program Postsecondary Institutions: o Be a Minnesota public or non-profit undergraduate or graduate degree granting college Employers: o Be a taxpayer under Minnesota Statutes Section 290.01 o Employ student at location in greater Minnesota o Pay the student at least minimum wage to work for a minimum of 16 hours per week for at least 8 weeks 19
Greater MN Internship Tax Credit Tax Year 2014 (as of 1/23/2015) Total Tax Credits Allocated to Employers: 9 ($18,000) o Actual usage data not available because employers still have to apply for the tax credit on their 2014 taxes Total Number of Employers: 7 Total Number of Students: 10 o 1 student did not successfully complete internship Total Number of Campuses with Allocated Tax Credits: 5 o 29 Participating Campuses Tax Year 2015 (as of 1/23/2015) 14 Participating Campuses 20
Greater MN Internship Tax Credit Low usage and participation Statutory barriers make it difficult for employers to participate, students to qualify and campuses to desire to participate o Campus must award academic credit but credits cannot be used to fulfill part of student s academic program o Employers not willing or able to affirm student would not have been hired without the availability of the tax credit Other barriers that limit usage o Most students charged for the academic credits associated with internship o Some internships are paid through stipends or other means and students are not hired as employees 21
Study Abroad - 2014 Law Chapter 312, Section 5 Requires postsecondary institutions that offer or approve credit for participation in educational programs abroad to report incidents of hospitalization and death that occurred as a result of program participation Secretary of State and OHE must post on websites best available information by country on sexual assaults and other criminal acts affecting study abroad participants Chapter 312, Section 14 OHE assess appropriate regulation; balance protecting students with opportunity to participate 22
Study Abroad Participation SEVEN MINNESOTA INSTITUTIONS ACCOUNTED FOR 66 PERCENT OF MINNESOTA STUDY ABROAD STUDENTS, 2012-13 All other Minnesota institutions, 3,063 University of Minnesota - Twin Cities, 2,555 St. Olaf College*, 739 Bethel University*, 371 Carleton College*, 422 College of Saint Benedict/Saint John's University*, 563 University of Saint Thomas*, 713 Hamline University*, 596 *Ranked in top 20 nationally in percent of the institution's undergraduate enrollment studying abroad. Source: Institute of International Education, Open Doors Report on International Educational Exchange 23
Implementation Stakeholders Secretary of State s Office ClearCause Foundation Postsecondary Institutions Third Party Providers Timeline Current Reporting Period: August 1, 2014 July 31, 2015 OHE Study Abroad Regulation Report: February 1, 2015 Data Reported: November 1, 2015 Report Available: January 1, 2016 24
Key Questions Who is included in an institution s report? How do we define study abroad program? What data is included in an institution s report? Standard definitions to ensure quality data How does an institution know about an incident? How will crimes and sexual assaults against students abroad be reported? 25
Institution s Reports What will the data look like to the public? Will follow FERPA Guidelines OHE may release summary data, including aggregate student counts for all groups including those of less than 10. However, OHE will not release any other information regarding the group. Participation by institution by country (if more than 10) Incident rates (hospitalizations and deaths) within each country cannot be identifiable Incident rates by program type 26
Recommendations Wait for data (January 1, 2016) Assemble broad-based working group Possible regulations: Require Best Practice Policies and Procedures for Study Abroad Establish Expectations for Faculty-Led Programs Set Requirements for Student Participation Possible statute changes: Amend to require institutions to request, but not mandate, incident disclosure from students Amend to clarify the definition of program such that health and safety incident reporting include program name and program host 27
Retention and Completion Minnesota s high levels of educational attainment, its professional economy, and its quality of life are at risk if we do not improve retention and completion for three key groups: Lower-income students Students of color Low-wage working adults 28
Percent of Population Age 25 and Older with Degrees EDUCATIONAL ATTAINMENT (ASSOCIATE DEGREE OR ABOVE) OF MINNESOTA S POPULATION AGE 25 AND OLDER BY RACE/ETHNICITY, 2013 100% 80% 60% 51% 40% 44% 29% 29% 39% 34% 45% 20% 13% 23% 20% 17% 23% 0% American Indian Asian Black 2 or More Races White Hispanic* Bachelor's Degree or Higher Associate Degree or Higher *Hispanics may be of any race. Data for Hispanics may overlap with data for other race groups. Source: U.S. Census Bureau, 2013 American Community Survey 1-Year Estimates 29
A Reinvigorated Social Compact 1. Take responsibility for increasing completion rates at all institutions. 2. Commit to solving and investing in these problems with urgency and collaboration. 3. Use transformational research both in state policy-making and at postsecondary institutions to inform policies and practices. 4. Embrace the diversity within Minnesota s higher education system. 5. Invest funds strategically. 6. Support institutional culture change. 30
Research-Based Best Practices Social and Campus Integration Academic Policies that Promote Completion Alternative Pathways to Completion Affordability Many of these practices are currently implemented on campuses around Minnesota 31
Social and Campus Integration 1. Expand high-impact activities 2. Expand available summer bridge programs for targeted students 3. Develop cohort models of block scheduling for key groups 4. Develop low cost, on-campus child care to accommodate student-parents. 32
Academic Policies 5. Implement intrusive advising 6. Implement opt-out scheduling and other alternatives based on degree mapping 7. Appropriately structured developmental education 8. Improve transfer alignment between institutions and make it easier to find which credits transfer 33
Alternative Pathways 9. Expand prior learning assessment 10.Develop competency-based degree programs 11.Utilize alternative academic schedules 12.Broaden alternative delivery models 13.Further expand dual enrollment, PSEO and other related opportunities to earn credit while in high school 14.Expand apprenticeship and paid internship related to education programs 34
Affordability 15.Increase public and policymaker awareness of grant effectiveness to improve economic mobility for lower income students 16.Continually evaluate outcomes 17.Alternative pathways 35
Questions? Meredith Fergus, Marilyn Kosir, Megan FitzGibbon Maren Gelle Henderson & Shaun Williams-Wyche 36