Achieving the Dream

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State Updates - Archive

Arkansas

In February, Arkansas Governor Mike Beebe signed the Roger Phillips Transfer Policy Act, which guarantees an Associate’s degree from one of Arkansas’ community colleges will be fully transferable to any public institution in Arkansas for students who complete their courses with at least a C grade. Students who transfer with their degree will be guaranteed junior status and considered to have satisfied all of the general education requirements of the accepting institution.

Additionally, a proposed bill that would restrict the use of merit-based financial aid in public colleges and universities has received unanimous approval from both the Arkansas Senate and House of Representatives, and is headed to the Governor for approval. Senate Bill 316 would reduce the percent of tuition and unrestricted funds that public postsecondary institutions can use for merit-based aid from 30 to 25, thereby providing an incentive for the use of need-based financial aid.

Connecticut

As part of the state’s ongoing efforts to improve student outcomes in developmental education, Connecticut is currently conducting a series of evaluative studies to phase in common statewide placement standards for developmental education courses. The Connecticut State Legislature required that a statewide standard be developed during its 2007 session, and the implementation of this reform has been a critical component of the state’s Achieving the Dream work. Since then, state and institutional representatives have worked to align developmental education course curricula in order to pave the way for this reform. Once the standard is in place, the Connecticut will be able to track placement results in order to highlight high-impact interventions for students in developmental education.

Florida

The Florida Department of Education recently released the latest issue of its Zoom Newsletter: “Statewide Articulation Agreement—Effective and Comprehensive.” The report documents the benefits of Florida’s statewide articulation agreement, which guarantees that students who earn an associate’s degree at one of the state’s community colleges will be admitted to its public university system. The Department found that students transferring with their associate’s degree were 19 percent more likely to be admitted to the school of their choice than students who chose to apply directly. Additionally, they found that after enrolling these transfer students had grade point averages, course loads, and graduation rates that were comparable to those of students who started in the state’s four-year universities. Download Newsletter

Hawaii

The community colleges of the University of Hawaii System recently completed its UHCC Strategic Plan: 2008-2015. The plan includes specific and measurable annual student progress and attainment outcomes for each of the system’s seven community colleges:

The percentage of underprepared students who complete developmental classes and continue on to complete certificate or degree programs; and
The percentage of Native Hawaiian students who complete certificate or degree programs or who transfer to a baccalaureate-granting institution.

The inclusion of these outcomes measures in the system’s strategic plan was a major goal related to the system’s involvement in Achieving the Dream. The system will now focus on assisting campuses in updating and completing individual strategic plans linking these outcomes to specific strategies and methods.

Massachusetts

The Massachusetts Board of Higher Education enacted a new comprehensive success measure for community colleges. The measure, which is much broader than the federal standard, counts students who have earned a degree, transferred, or remain enrolled and have earned a minimum of 18 credits. Additionally, the board requested and received dual enrollment funding for the Commonwealth’s public higher education institutions for the 2009 fiscal year. This reinstated state-funded dual enrollment, which had previously been offered from 1994 through 2001. As a result, the number of students participating in dual enrollment is estimated to have doubled in fall 2008, and it is expected to triple during the spring 2009 semester.

Michigan

The Michigan Community College Association is working with the office of Governor Jennifer Granholm and various state organizations to create a statewide, longitudinal, community college student database. Currently, each of Michigan’s community colleges maintains it own student data. Gov. Granholm has appropriated funds for establishing the functional specifications of the database, including linking the community college system to the state’s K-12 database, which is also in development. The association is also working with the state’s Center for Education Performance and Information to create policy on the state use of student educational data.

New Mexico

New Mexico recently took several steps to support improved outcomes for students in developmental education. The New Mexico Higher Education Department is working with external vendors to establish common statewide placement cut scores; the goal is to ensure that students are properly placed in developmental or college- level coursework. Also, a statewide Developmental Education Task Force has been organized to research the status of developmental education in New Mexico’s colleges and identify best practices at the organizational, administrative, and instructional levels, including the alignment of developmental education competencies with related gateway course curricula.

North Carolina

The North Carolina Community College System regularly publishes Data Trends, a series of system-wide analyses of student success measures and institutional comparison data. The latest installment focuses on multiyear student retention rates across all 58 of the state’s community colleges. The system is also continuing to improve its data capacity. The fall 2008 semester marked the first time that college placement test data were collected statewide. These data will allow the system to monitor correlations among individual student course taking, completions, and success rates, and to use them to develop more responsive policies. View reports

Ohio

Ohio Governor Ted Strickland and Board of Regents Chancellor Eric Fingerhut have given their support to a proposal to implement a new performance funding system for Ohio’s colleges and universities. The new system, informed by the state’s participation in Achieving the Dream, will include rewards for both intermediate and final measures of student success as outlined in the Board’s Strategic Plan. The new models, which are being debated in the Ohio General Assembly, would be phased-in starting in July 2009 for all two- and four-year institutions.

Oklahoma

The Oklahoma State Regents for Higher Education influence by Achieving the Dream have established a goal to revise the state’s mandatory assessment policy. The Regents are seeking to amend the policy to include standardized placement in developmental education and college-level coursework among public institutions. The state’s academic vice presidents will review a proposal for a revised assessment policy at their spring 2009 meeting.

Pennsylvania

Pennsylvania community colleges are working to make sure that individuals affected by the economic downturn have an opportunity to further their education. Ten of the state’s 14 community colleges now provide tuition waivers for workers laid off since September 2008. Students enrolled through these programs can register for any courses with empty seats the day before the first class. The programs, which have served 1,100 dislocated workers statewide to date, represent a unique model for providing postsecondary training for unemployed workers while improving the economic efficiency of the colleges by putting open seats to use.

South Carolina

The South Carolina Technical College System is playing a key role in that state’s efforts to improve alignment between the K-12 and postsecondary sectors, as well as course transfer among the state’s 33 public colleges and universities. The Commission on Higher Education, Department of Education, and Technical College System are initiating the South Carolina Course Articulation Project, a series of activities and programs designed to improve alignment between secondary and postsecondary institutions.

Additionally, the Commission on Higher Education recently began working with AcademyOne, Inc. to develop a statewide Web portal for course transfer. The decision to establish a statewide system was motivated in part by increasing student mobility and the need to maximize the cost-efficiency of students’ postsecondary education. AcademyOne recently worked with Pennsylvania, another Achieving the Dream state, to develop its statewide PA TRAC web portal for course transfer.

Texas

The Texas Association of Community Colleges (TACC) has made student success a major part of its priorities for the 81st Texas Legislature, now in session. TACC’s appropriations request emphasizes community college’s commitment to outcomes, including innovation, accountability, and improvements in student success. The request includes an incentive-funding component informed by Achieving the Dream. TACC cites the need for innovation funds, which can help support community colleges seeking to test new methods of improving outcomes for traditionally underrepresented students. It also seeks incentive funds based on measures of student success that hold colleges accountable for improving outcomes and reward those that demonstrate improvement.

Virginia

The Virginia Community College System has made great strides in promoting state-level conversations about student success in developmental education. The Council has established a statewide developmental education task force, chaired by a college provost, with membership that includes administrators, faculty, and K-12 representatives. This task force is examining current policies and practices related to developmental education in the system, and expects to make recommendations for improvement in September 2009.

The Academic and Student Affairs Council also unanimously approved a set of recommendations made by a statewide placement task force charged with examining policies and practices around placement during the 2007-08 academic year. The Council has charged its student services subcommittee with developing an implementation plan based on these recommendations this year.

Washington

The Community College Research Center (CCRC) has issued its formal evaluation of the learning year for Washington’s Student Achievement Initiative. The initiative focuses on systematically rewarding institutions for getting students to intermediate success measures that correlate with increased outcomes. The 2007-08 academic year was designated as a learning year in order to familiarize institutions with the new reward structure.

CCRC conducted a detailed set of interviews to assess the impact of this learning year on institutions. The evaluation found evidence of institutional efforts to collect new data and early evidence of efforts to implement new programs and innovations, particularly in basic skills and developmental education. While the colleges largely supported the initiative’s principles and goals, the evaluation cites the need to increase awareness of it among legislators, as well as a concern among institutions that without oversight there may be unintended consequences in terms of institutional practices. View document

Washington State Policy Audit Report
The Washington State Policy Audit examines current state policies in Achieving the Dream goal areas, highlights key policy issues related to improving success for low income students and students of color, and identifies possible future directions and policy opportunities. It is based on a series of interviews with representatives from state agencies, the legislature, community and technical colleges, policy research and advocacy organizations, and outside experts in postsecondary education, training, and workforce and economic development; a comprehensive review of state research and policy reports and strategic plans; and a review of national research on related topics. The four goal areas on which the policy audit focuses are data and accountability, student success, alignment and articulation, and financial aid.

Washington State Policy Audit Brief
College Spark funds programs in Washington state that help low-income students become college ready and complete their degrees. To advance the work of six community colleges participating in the Achieving the Dream initiative, the foundation commissioned a state policy audit that identifies issues to address and recommendations for action. This publication offers a brief overview of that report.

State Updates - Connecticut l Florida l Hawaii l Michigan l New Mexico l North Carolina l Ohio l Oklahoma l Pennsylvania l South Carolina | Go back to Most Recent Updates

Connecticut Holds Forum on Financial Aid Reform
On June 16, Connecticut’s Community Colleges sponsored a forum to discuss next steps in improving financial aid for community college students. In his opening remarks, Chancellor Marc Herzog talked about several of Connecticut’s successes in this area. Need-based financial aid to Connecticut community college students has increased by 80 percent over the past eight years, and 90 percent of current financial aid is in the form of grants. Deborah Frankle-Cochrane, a Research Analyst from the Institute for College Access and Success, presented findings from the Institute’s recent report, Green Lights and Red Tape: Improving Access to Financial Aid at California’s Community Colleges. Her talk focused on steps that financial aid administrators could take to increase student access and the need to carefully coordinate financial aid reforms to achieve desired outcomes. Download the report, Green Lights and Red Tape: Improving Access to Financial Aid at California’s Community Colleges.

Florida Restructures Higher Education System, Expands Role of Community Colleges

On June 12, Florida Governor Charlie Crist signed the State College Bill, formally restructuring the state’s public postsecondary system. One of the bill’s most notable and controversial provisions is the creation of a pilot program through which nine Florida community colleges will offer an increased number of bachelor’s degrees to students. Proponents of the measure claim that Florida’s four-year universities are at or near capacity, and that the affordability of community colleges will help meet the state’s overwhelming need to grant more bachelor’s degrees. Others worry about the potential dilution of community colleges’ mission, and about the risks of putting these institutions in competition with four-year research universities. Formal recommendations will be made to the Legislature regarding next steps and a revised funding model for the system. Florida’s restructuring received considerable coverage at both the local and national levels.

Florida Continues to Build K-20 Partnership for Developmental Education
As part of the state’s ongoing effort to streamline developmental education coursework and create a seamless K-20 educational system, the Florida legislature recently passed a law which requires that all 11th grade students with an interest in college attendance who meet minimum score requirements on the state’s placement exam be tested for college readiness. Students identified as college-ready can forego developmental coursework at the state’s community colleges if they enroll within two years’ time. For students who are not yet college-ready, the state is also taking steps to extend its developmental education curriculum to its high schools. At a recent summit, 17 community colleges and their primary feeder school districts met to discuss how to incorporate developmental education coursework into the state’s high schools. Find out more.

Hawaii Legislature Mandates Performance Funding Plan
The Hawaii legislature recently passed a bill requiring the University of Hawaii system to designate part of its annual budget to a performance funding initiative for its institutions, including all seven of Hawaii’s community colleges. Hawaii House Bill 2978 mandates that the system designate two percent of its budget to rewarding institutions for meeting performance goals included in the system’s strategic plan. A task force has been established to help develop a funding formula for the system, which will be implemented beginning summer 2009.

Michigan Community College Association Proposes New Jobs’ Training Program
As part of Michigan’s ongoing effort to address statewide workforce goals through the community college system, a proposal has been made to the state legislature for the creation of a New Jobs Training Program. The program would allow the state’s 28 community colleges to issue debt for job training expenses to employers who create additional job opportunities in Michigan. Under the plan, the state would forego increases in state tax revenue resulting from employees’ wage increases. This increased revenue would be forwarded to the community college issuing the debt, thereby covering both principal and interest costs. A similar program has been successfully implemented in Iowa. If passed, the New Jobs Training Program would provide community colleges with a powerful new method to help spur economic development in Michigan. Visit the Michigan Community College Web site for more information.

New Mexico Hosts Statewide Conference on ABE and Developmental Education
The New Mexico Higher Education Department is hosting a statewide Transitions to College Forum on July 18. The purpose of the forum is to highlight areas where policy reforms can help to facilitate student transitions from adult basic education (ABE) to developmental education. Members of the New Mexico State Legislature will join a broad cross-section of educational professionals from New Mexico’s community colleges, tribal colleges, and ABE program offices at the event. Elaine DeLott Baker, Principal Investigator for the Colorado Lumina Initiative for Performance, will serve as the keynote speaker and will help participants develop an action plan and next steps for the state.

North Carolina Colleges Forbidden from Enrolling Undocumented Immigrants
On May 6, the North Carolina Attorney General’s Office distributed a letter to the state’s Community College System advising them to immediately cease enrolling undocumented immigrants at the state’s 58 community colleges. The letter directly contradicts a memo drafted by the North Carolina Community College System in November 2007, which notified institutions that they must accept undocumented immigrants as part of their open-admissions policy. The letter, signed by the North Carolina Department of Justice’s General Counsel, JB Kelly, states that, “federal law makes certain non-citizens ineligible for State and local public benefits… That definition includes ‘postsecondary education.’”

In a letter to community college leaders dated May 13, North Carolina Community College System President R. Scott Ralls advised that they abide by the state’s ruling. President Ralls further stated that currently enrolled undocumented immigrants could finish their course of study only at an out-of-state tuition rate.

The letter from the North Carolina Attorney General’s Office has been posted at the following link courtesy of the Raleigh News and Observer, here.

Ohio Program Facilitates Transfer of Technical Education Credits to Community Colleges
As part of the state’s effort to encourage working adults to enroll in its community colleges, Ohio has instituted the Career-Technical Credit Transfer Program. The program rewards applicants for credits completed in identified fields of study at the state’s adult education centers. Currently, a faculty committee is evaluating courses in automotive technology, computer networking, electrical and mechanical engineering technology, medical assisting, and nursing. Ohio’s program is a valuable model for states looking to increase the links between workforce education and postsecondary credentials. This initiative was profiled in the June 6 edition of the Chronicle of Higher Education, which is available online, here.

Oklahoma Moves to Require Reporting on Remediation Rates
Oklahoma is taking a significant step in sharing data on the remediation needs of its high school graduates. Superintendent Sandy Garrett has proposed a new annual requirement for junior high and high schools to report directly to the state’s school board on how many of their graduates who go on to enroll in public higher education need remediation in reading, English, math, and science. Garrett’s proposal has been met with mostly positive reactions across the state—it has been unanimously approved by the school board and is expected to receive the approval of Oklahoma Governor Brad Henry. For more information go here.

Pennsylvania Unveils New Online Transfer Resource
As part of its ongoing effort to create a seamless statewide transfer and articulation system, Pennsylvania has recently launched its online Transfer and Articulation Center (PA TRAC). The PA TRAC Web site is intended to serve as a central information warehouse for students, faculty, and administrators. The Web site includes information about the state’s Transfer Credit Framework—credits from within this framework are guaranteed to transfer and count toward graduation at any participating institution. It provides a direct link to an online database where students can search for courses or search course offerings by institution. PA TRAC also serves as a hub for information on transfer course equivalencies, institutional profiles, and transfer guidance.

South Carolina Launches Transfer Bridge Program for Technical College Students
The University of South Carolina and the South Carolina Technical College System are set to launch a statewide Bridge Program. The program is a collaborative effort to expand student success programs offered in 4-year public institutions to the 2-year sector for students who plan to transfer. This program, which had previously been available to students at two of South Carolina’s technical colleges, is designed to ensure a more seamless transfer process from 2 to 4-year institutions in South Carolina—particularly for first-time college attendees. Participating students are given an early introduction to student services professionals at a 4-year campus and are matched with a former transfer student from that campus the semester before transferring. The SC Bridge Program will be implemented beginning in the fall of 2008.

State Updates - New Mexico l North Carolina l Virginia | Go back to Most Recent Updates

New Mexico - Need-based College Affordability Act Funded, March 2006

In 2005, the New Mexico Legislature passed the College Affordability Act. This is a new, need-based aid program established to encourage New Mexico students with financial need to attend and complete educational programs at in-state public postsecondary institutions. Because of the focus on the New Mexico lottery scholarship, need-based aid had slipped as a priority for higher education in New Mexico. (The National Report Card for Higher Education, Measuring Up gave New Mexico an "F" grade in 2004, down from a rating of "B" in 2000 and "C-" in 2002.) In 2005, following the recommendation of a Higher Education Task Force formed by Gov. Richardson, the College Affordability Act was enacted, with an endowment fund created in the state treasury, but it went unfunded.

In the 2006 legislative session just concluded, the state decided that $49 million would be allocated to the fund (pending the Governor's signature). The goal is to have $250 million in the fund; until this goal is reached, half of the income from the investment of the fund will be applied to the corpus of the fund, and half will be distributed annually by the New Mexico Higher Education Department for scholarship awards of up to $1,000 per semester. The funds are targeted to New Mexico residents with demonstrated need: returning adults enrolling at any time later than the first semester following high school or attainment of a GED, enrolled at least half-time (six credit hours) for eight semesters of eligibility.

North Carolina - Lottery Pays Off: North Carolina's new Education Lottery, March 2006

North Carolina's new Education Lottery, which Gov. Mike Easley signed into law in August 2005, made an early start in April 2006. Although controversial, the lottery legislation has earmarked at least 35 percent of total proceeds for education programs. The General Assembly has estimated that $425 million will be produced by the Education Lottery for education purposes in the 2006-2007 fiscal year. Distribution of net proceeds include a provision for 10 percent of the proceeds to be used for college scholarships for students who qualify for the federal Pell Grant.

Virginia - Legislative Amendments for Undocumented Students, March 2006

The undocumented alien issue has been a point of contention in the last three General Assembly sessions in Virginia. In the current session, bills were introduced again to limit access to undocumented aliens. Additionally, bills were introduced to require out-of-state tuition for undocumented aliens who are admitted to institutions of higher education. Both bills have now been amended for afford access to students who: graduated from a Virginia high school; resided in the state for the last three years; and are pursuing citizenship status. The amended language represents a significant shift in perspective on the House side of the General Assembly. Virginia's community colleges are credited with playing a significant role in molding this language.