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MBA 5410 Managing Business Ethics and Social Responsibility
Case Study #
Insert the Title of Your Paper Here
Hit the tab key and begin paragraph 1 here. In this
paragraph, you should describe a brief overview of the case.
This paragraph should be four to six sentences.
Questions for Case
In this section you will answer the questions for the case in one
or two paragraphs.
Company’s Approach
In this section you will describe the company’s approach in one
or two paragraphs.
Evaluation
In this section you will evaluate the company’s approach.
References
Put your references here. Remove these examples. Remove
instructions after you are finished.
Bloom, N., & Van Reenen, J. (2010). Why do management
practices differ across firms and countries? The Journal of

Economic Perspectives, 24(1), 203-224.
doi:10.1257/jep.24.1.203
Bloom, N., & Van Reenen, J. (2007). Measuring and explaining
management practices across firms and countries. The Quarterly
Journal of Economics, 122(4), 1351-1408.
doi:10.1162/qjec.2007.122.4.1351
Byrne, B. (2010). Structural equation modeling with AMOS.
NY: Taylor and Francis.
Garson, G. (2012). Structural Equation Modeling. North
Carolina State: Statistical Associates Publishing.
Kline, R. (1998). Principles and practice of structural equation
modeling. NY: Guilford Press.
Rubric for Case Studies
Category
Points Earned
Points Possible
Explain the ethical situation
10
Answer specific questions relevant to the case
25
Describe the company’s approach taken for the ethical dilemma
15
Evaluate the company’s approach, making recommendations for
improvement
25
Support arguments from textbook and scholarly literature
10
Demonstrate effective written communication with APA style
formatting – Include a title page, abstract, content pages, and
reference sheet

15
Increasing Access and Success in
Higher Education:
Lessons from Institutions on the Performance Frontier
Partners in Access and Success
NC State University November, 2008
First, some good news.
After more than a decade of fairly flat
achievement and stagnant or growing
gaps, we appear to be turning the corner.
Record Performance for All Groups
NAEP Reading, 9 Year-Olds
Source: National Center for Education Statistics, NAEP 2004
Trends in Academic Progress
Note: Long-Term Trends NAEP

African American-White Gap
Narrows to Smallest Size in History
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
A
v
e
ra
g
e
S
c
a
le
S
c
o

re
African American White
29 35
26
Latino-White Gap Narrows to Smallest
Size in History
150
170
190
210
230
250
1971 1975 1980 1984 1988 1990 1992 1994 1996 1999 2004
A
v
e

ra
g
e
S
c
a
le
S
c
o
re
Latino White
24 28
21
Record Performance for All Groups
NAEP Math, 9 Year-Olds

African American-White Gap Narrows to Smallest Size in
History
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004
A
v
e
ra
g
e
S
c
a
le
S
c
o

re
African American White
25
28
23
Latino-White Gap Narrows to
Smallest Size in History
150
170
190
210
230
250
1973 1978 1982 1986 1990 1992 1994 1996 1999 2004

A
v
e
ra
g
e
S
c
a
le
S
c
o
re
Latino White
21 26
17

Increases and Record Performance for All
Groups
And next time somebody tells you,
“We’re spending more on education,
but the results are flat,” show them
the results of a decade of effort in
mathematics…
1996 NAEP Grade 4 Math
by Race/Ethnicity, Nation
Source: National Center for Education Statistics, NAEP Data
Explorer, http://nces.ed.gov/nationsreportcard/nde/

by Race/Ethnicity, Nation
NAEP Grade 4 Math
Low-Income Students, Nation
1996 compared to 2007
Bottom Line:
When we really focus on
something, we make
progress!
Clearly, much more remains to be done
in elementary and middle school
Too many youngsters still enter high
school way behind.
But at least we have some
traction on elementary and

middle school problems.
The same is NOT true of our high
schools.
Achievement Flat or Declining in Reading,
17 year olds, NAEP
High School Achievement in Math
NAEP Long-Term Trends
But, before you give too much
credit for that math
improvement to our high
schools….

36
29
25
30
35
40
45
50
55
60
Math
S
c
a
le
S
c
o
r
e
G
a

in
Grade 12 in 1996 Grade 12 in 2000
Scale Score Growth, From Grade 8 to Grade 12
Source: NAEP Data Explorer,
http://nces.ed.gov/nationsreportcard/nde
Note: Scale score gains reflect the difference between the scale
scores of 12th Graders and the scale scores
of 8th Graders four years prior.
http://nces.ed.gov/nationsreportcard/nde
And gaps between groups are
wider today than in 1990
21
29

20 28
Why so much less progress in our
high schools?
Hormones?
If so, we’d see the same pattern
in other countries.
And we don’t.
A few years ago, we got a wake
up call when the 2000 PISA
results were published.
Rankings are for the 26 OECD countries participating in PISA
in 2000, 2003, and 2006.
PISA Performance
U.S.A. Ranks Near Bottom, Has Fallen Since 2000
Subject
2000 Rank

(out of 26)
Mathematics 17th
Science 13th
Source: Organization for Economic Cooperation and
Development (OECD), PISA 2006 Results,
http://www.oecd.org/
2003 Rank
(out of 26)
22nd
Tied for 17th
2006 Rank
(out of 26)
22nd
19th
A closer look at math
PISA 2003 Math
Of 29 OECD Countries, U.S.A. Ranked 24th

U.S.A.
Problems are not limited to our
high-poverty and high-minority
schools . . .
U.S. Ranks Low in the Percent of Students in the
Highest Achievement Level (Level 6) in Math
U.S.A.
U.S. Ranks 23rd out of 29 OECD Countries in the Math
Achievement of the Highest-Performing Students*
* Students at the 95th Percentile
U.S.A.

U.S. Ranks 23rd out of 29 OECD Countries in the Math
Achievement of High-SES Students
U.S.A.
Problems not limited to math,
either.
Science?
PISA 2006 Science
Of 30 OECD Countries, U.S.A. Ranked 21st
U.S.A.
Source: NCES, PISA 2006 Results,
http://nces.ed.gov/surveys/pisa/
Higher than U.S. average Not measurably different from
U.S. average Lower than U.S. average
The U.S.A. does have a larger percentage of
immigrants and children of immigrants than most

OECD countries
Source: OECD, PISA 2006 Results, table 4.2c,
U.S.A.
But ranks 21st out of 30 OECD countries when only
taking into account native student* scores
PISA 2006 Science
U.S.A.
*Students born in the country of assessment with at least one
parent born in the same country
Source: OECD, PISA 2006 Results, table 4.2c,
Even in problem-solving, something
we consider an American strength…
PISA 2003 Problem-Solving
U.S. Ranks 24th Out of 29 OECD Countries
U.S.A.

Only place we rank high?
Inequality.
*Of 29 OECD countries, based on scores of students at the 5th
and
95th percentiles.
PISA 2003: Gaps in Performance Of U.S.15
Year-Olds Are Among the Largest of OECD
Countries
Rank in Performance
Gaps Between Highest
and Lowest Achieving
Students *
Mathematical Literacy 8
th
Problem Solving 6
th

Development (OECD), PISA 2003 Results, data available at
Among OECD Countries, U.S.A. has the 4th Largest Gap
Between High-SES and Low-SES Students
PISA 2006 Science
Source: OECD, PISA 2006 Results, table 4.8b,
U.S.A.
These gaps begin before children
arrive at the schoolhouse door.
But, rather than organizing our educational
system to ameliorate this problem, we
organize it to exacerbate the problem.
How?
By giving students who arrive with
less, less in school, too.

Some of these “lesses” are a
result of choices that
policymakers make.
National Inequities in State and Local Revenue
Per Student
Gap
High Poverty vs. Low
Poverty Districts
–$938 per
student
High Minority vs. Low
Minority Districts
–$877 per
student
Source: The Education Trust, The Funding Gap 2008. Data are
for 2005.
North Carolina:
Inequities in State and Local Revenue Per
Student

Gap
High Poverty vs. Low
Poverty Districts
–$603 per
student
High Minority vs. Low
Minority Districts
–$663 per
student
Source: The Education Trust, The Funding Gap 2008. Data are
for 2005.
In truth, though, some of the
most devastating “lesses” are a
function of choices that we
educators make.
Choices we make about what to
expect of whom…

Source: Prospects (ABT Associates, 1993), in “Prospects:
Final Report on Student Outcomes”, PES, DOE,
1997.
Students in Poor Schools Receive ‘A’s for Work That
Would Earn ‘Cs’ in Affluent Schools
87
35
56
34
41
22 21
11
0
100
P
e
rc
e
n
ti
le
-

C
T
B
S
4
A B C D
Grades
Seventh Grade Math
Low-poverty schools High-poverty schools
Choices we make about what to
teach whom…
Source: CCSSO, State Indicators of Science and Mathematics
Education, 2001
Fewer Latino students are enrolled
in Algebra 2
45
62
0
80

1998
P
e
r
c
e
n
t
E
n
r
o
ll
e
d
Latino
White
African American, Latino & Native American high school
graduates are less likely to be in a full college prep track
25
46
22 21

39
0
50
African
American
Asian Latino Native
American
White
p
e
rc
e
n
t
in
c
o
ll
e
g
e
p

re
p
Source: Jay P. Greene, Public High School Graduation and
College Readiness Rates in the United States,
Manhattan Institute, September 2003. Table 8. 2001 high school
graduates with college-prep curriculum.
Full College Prep track is defined as at least: 4 years of
English, 3 years of math, 2 years of natural science,
2 years of social science and 2 years of foreign language
And choices we make about
who teaches whom…
US: More Classes in High-Poverty, High-Minority Schools
Taught By Out-
of-Field Teachers
34%
19%
29%
21%
0%

50%
P
e
rc
e
n
t
o
f
C
la
s
s
e
s
T
a
u
g
h
t
b
y
O
u
t

o
f
F
ie
ld
T
e
a
c
h
e
rs
*Teachers lacking a college major or minor in the field. Data
for secondary-level core academic classes.
Source: Richard M. Ingersoll, University of Pennsylvania.
Original analysis for the Ed Trust of 1999-2000 Schools and
Staffing Survey.
High poverty Low poverty High minority Low minority
Note: High Poverty school-50% or more of the students are
eligible for free/reduced price lunch. Low-poverty school -15%
or
fewer of the students are eligible for free/reduced price lunch.
High-minority school - 50% or more of the students are
nonwhite. Low-minority school- 15% or fewer of the students
are
nonwhite.

US: Poor and Minority Students Get More Inexperienced*
Teachers
20%
11%
21%
10%
0%
25%
P
e
rc
e
n
t
o
f
T
e
a
c
h

e
rs
W
h
o
A
re
In
e
x
p
e
ri
e
n
c
e
d
Source: National Center for Education Statistics, “Monitoring
Quality: An Indicators Report,” December 2000.
*Teachers with 3 or fewer years of experience.
High poverty Low poverty
High minority Low minority
Note: High poverty refers to the top quartile of schools with

students eligible for free/reduced price lunch. Low poverty-
bottom quartile of schools with students eligible for
free/reduced price lunch. High minority-top quartile; those
schools with
the highest concentrations of minority students. Low minority-
bottom quartile of schools with the lowest concentrations of
minority students
Results are devastating.
Kids who come in a little behind,
leave a lot behind.
African American and Latino
17 Year-Olds Do Math at Same Levels As White 13 Year-Olds
0%
100%
200 250 300 350
Average Scale Score
P
e
r
c
e

n
t
o
f
S
tu
d
e
n
ts
White 13 Year-Olds African American 17 Year-Olds Latino 17-
Year Olds
African American and Latino
17 Year-Olds Read at Same Levels As White 13 Year-Olds
0%
100%
150 200 250 300 350
Average Scale Score

P
e
r
c
e
n
t
o
f
S
tu
d
e
n
ts
White 13 Year-Olds African American 17 Year-Olds Latino 17
Year-Olds
And those are the students who
remain in high school through
the end of 12th grade.

Best available estimates of national
four-year graduation rates
Class of 2006
Source: Ed Trust analysis of enrollment data from the National
Center for Education Statistics, Common Core of Data using the
Averaged
Freshman Graduation Rate (AFGR) methodology. For more
information on the AFGR methodology, see National Center for
Education Statistics, Users Guide to Computing High School
Graduation Rates, Volume 2, August 2006.
Among those who do graduate,
college attendance is going up.
Immediate College-Going Up
Source: U.S. Dept. of Education, NCES, The Digest of
Education Statistics 2002 (2003), Table 183 AND U.S. Census
Bureau, Current
Population Survey Report, October 2002.
Recent High School Graduates
Most High School Grads Go On To
Postsecondary Within 2 Years

Source: NELS: 88, Second (1992) and Third (1994) Follow up;
in, USDOE, NCES, “Access to Postsecondary Education for the
1992
High School Graduates”, 1998, Table 2.
Entered Public 2-Year Colleges 26%
Entered 4-Year Colleges 45%
Other Postsecondary 4%
Total 75%
College-going is up for all groups.
Immediate* College-Going Increasing for
All Groups: 1980 to 2006
Source: Condition of Education 2008 Table 24-1.
http://nces.ed.gov/programs/coe/2008/section3/table.asp?tableI
D=902
* Percent of high school completers who were enrolled in
college the October after completing high school
http://nces.ed.gov/programs/coe
College-Going Generally Increasing for All
Income Groups
Source: U.S Dept. of Education, NCES, The Condition of

Education, 2008, Table 24-1
But though college-going is up
for minorities, gains among
whites have been greater.
All Groups Up In College-Going from
1980-2005, But Gaps Also Increase
13.0
1.7
23.4
0.0
10.0
20.0
30.0
40.0
50.0
Black Hispanic White
P
e

rc
e
n
ta
g
e
P
o
in
t
In
cr
e
a
se
i
n
C
o
ll
e
g
e

G
o
in
g
,
1
9
8
0
-2
0
0
5
Source: U.S. Department of Education, NCES, The Condition
of Education 2006.
And though college going is up for
low-income students, they still
haven’t reached the rate of high-
income students in the mid-
seventies.
College-Going Rates by Family Income

Year
Low
Income
Middle
Income
High
Income
1976 39% 41% 63%
1986 34% 49% 71%
1996 49% 63% 78%
2006 51% 61% 81%
of Education 2008. Indicator 24.
But what about graduation?
College Completion Rates, Entering Class of 2000
(6 Year Rates; All 4-Year Institutions)
Source: Analysis of Data from Integrated Postsecondary
Education System (IPEDS) by S. Chan, Education Trust, 2008.
Overall

rate: 53%
Data is for first-time full-time freshman who entered college in
the fall of 2000.
The result?
Increases in college completion are
not commensurate with increases in
college-going.
College Going vs. Completion of BA or Higher, White
(Age 25-29)
+19
+11
Immediate College-going refers to the percentage of high school
completers who were enrolled in college the October after
completing
high school. Percent attaining their BA refers to the percentage
of 25 and older with a BA or higher
Sources: Condition of Education 2008,Table 24-1. Current
Population Survey (1980 to 2002), Annual Social and Economic
Supplement to Current
Population Survey (2003 to 2007)

College Going vs. Completion of BA or Higher, African
American (Age 25-29)
+7
+12
completing
College Going vs. Completion of BA or Higher, Latino
(Age 25-29)
+6
+2
completing

Add it all up…
Different groups of young
Americans obtain degrees at very
different rates.
Some Americans Are Much Less Likely
to Graduate From College
25-29 Year Olds
with B.A. or Higher
White 35.5%
Black 19.5%
Latino 11.6%
of Education 2008. Indicator 25.
Some Americans Are Much Less Likely

to Graduate From College
Source: Postsecondary Education Opportunity, Number 156,
June 2005, “Family Income and Higher Education Opportunity
1970 to 2003”
Note: SES is a weighted variable developed by NCES, which
includes parental education levels and occupations and
family income. “High” and “low” refer to the highest and lowest
quartiles of SES.
B.A. Rate
by Age 24
Young People from
High SES Families
75%
Young People from
Low SES Families
9%
These rates threaten health of
our democracy.
But even for those who don’t care much
about that, they are particularly
worrisome, given which groups are
growing…and which aren’t.

The Demographics of the U.S. are
Changing Rapidly
Source: U.S. Census Bureau, Population Projections
Not surprisingly, our international
lead is slipping away
We’re still relatively strong (although
no longer in the lead) with all adults.
U.S: 3rd Out of 30 OECD Countries
in Overall Postsecondary Attainment
Source: 2007 OECD Education at a Glance,
www.oecd.org/edu/eag2007. Note: data is for 2005.
United States (38%)
U.S. tied for 9th out of 30 OECD nations in the
percentage of younger workers with an
associates degree or higher
United States (39%)

U.S. is one of only two OECD nations where
today’s young people are not better
educated than their parents
United States (0)
What Can We Do?
An awful lot of educators have
decided that we can’t do much.
What We Hear Many Educators Say:
• They’re poor
• Their parents don’t care
• They come to schools without breakfast
• Not enough books
• Not enough parents
But if they are right, why are low-income

students and students of color
performing so much higher in some
schools…
Capitol View Elementary
Atlanta, GA
► 228 students in grades K-5
► 96% African American
► 88% Low-Income
Source: Georgia Department of Education,
http://www.doe.k12.ga.us/findaschool.aspx?RPT=RC&RID=102
&StateID=ALL
High Achievement for All
at Capitol View, 2007
&StateID=ALL
Exceeding Standards at Capitol View
African American Students
Grade 3 Reading (2007)

&StateID=ALL
Exceeding Standards at Capitol View
Low-Income Students
Grade 5 Math (2007)
&StateID=ALL
Frankford Elementary School
Frankford Elementary
Frankford, Delaware
• 449 Students in Grades PreK-5
• 29% African American
• 34% Latino
• 34% White
• 76% Low-Income
Source: Delaware Department of Education Online School
Profiles,

http://issm.doe.state.de.us/profiles/EntitySearch.ASPX
Closing Gaps, Grade 5 Reading
Source: Delaware Department of Education, DSTP Online
Reports,
http://dstp.doe.k12.de.us/DSTPmart/default.asp
Closing Gaps, Grade 5 Math
Reports,
Higher Proficiency Rates than the State,
2005 Grade 3 Reading
Reports,

Higher Proficiency Rates than the State,
2005 Grade 3 Math
Reports,
Elmont Memorial Junior-Senior High School
Elmont, NY
► 2,012 students in grades 7-12
► 75% African American
► 14% Latino
► 26% Low-Income
Source: New York Department of Education,
https://www.nystart.gov/publicweb/
Elmont: Out-Performing the State
Secondary-Level English (2006)

Elmont: Out-Performing the State
Secondary-Level Math (2006)
Elmont: Graduating More Students
Class of 2006
Very big differences at district
level, too.
180
190
200
210
District of
Columbia

Los
Angeles
Atlanta Chicago Cleveland National
Public
San
Diego
Charlotte Houston New York
City
Boston
Low-Income African American Students
do Better in Some Districts
(NAEP Reading 4th 2003)
SOURCE: U.S. Department of Education, Institute of Education
Sciences, National Center for Education Statistics, National
Assessment of Educational
Progress (NAEP), 2003 Trial Urban District Reading
Assessment.
* There is a 19 point gap between Poor African American 4th
graders in the
District of Columbia and Boston (roughly equivalent to 2 years’

worth of
learning)
225
235
245
255
Los
Angeles
District of
Columbia
Atlanta Chicago National
Public
San
Diego
Cleveland Boston Charlotte New York
City
Houston

Low-Income African American Students
do Better in Some Districts
(NAEP Math 8th 2003)
Assessment.
* There is a 28 point gap between Poor African American 8th
graders in
Los Angeles and Houston (roughly equivalent to 3 years’ worth
of
learning)
180
190
200
210
Los Angeles Chicago District of
Columbia
National (Public) New York City Houston

Latino Students do Better in Some Districts
(NAEP Reading 4th 2002, 6 Urban Districts)
Assessment.
* There is an 18 point gap between Los Angeles and Houston
(equivalent
to almost 2 years worth of learning)
S
c
a
le
S
c
o
re
Guess What?
What Colleges Do Matters A Lot,
Too!

Current College Completion Rates:
4-Year Colleges
• Approximately 4 in 10 entering freshmen
obtain a Bachelor’s degree within 4 years;
• Within six years of entry, that proportion rises
to about 6 in 10.
• If you go further, to look at graduation from
ANY institution, numbers grow to about two-
thirds.
But graduation rates vary widely across the
nation’s postsecondary institutions
Source: NCES IPEDS , Graduation Rate Survey 2002.
Some of these differences are clearly
attributable to differences in student
preparation and/or institutional mission.
But…when you dig underneath the
averages, one thing is very clear:
Some colleges are far more
successful than their students’ “stats”
would suggest.

Research Institutions
Similar Students, Different Results
Median
SAT
Size % Pell % URM
Overall
Grad Rate
URM Grad
Rate
Penn State
University
1,190 33,684 18.5% 7.4% 84.2% 68.8%
University of
Wisconsin
1,260 27,869 13.7% 5.9% 76.7% 57%
University of
Washington
1,200 24,540 23.2% 8.7% 74.3% 63.7%
Purdue

University
1,145 30,579 18.4% 6.6% 66.4% 52.4%
University of
Minnesota
1,165 28,910 18.4% 7.2% 60.7% 41.4%
Source: College Results Online 2005 data
Research Universities: More Poor and Minority Students
Median
SAT
Size % Pell % URM
Overall
Grad Rate
URM Grad
Rate
Temple
University
1,090 22,022 34.4% 21.8% 57.3% 55.3%
East
Carolina

1,040 16,464 29.6% 17.4% 54.4% 58.1%
San Diego
State
1,080 23,088 31.2% 24.2% 53% 39.3%
University
of N. Texas
1,100 21,648 26.7% 23.9% 43.4% 41.4%
Middle
Tennessee
State
1,030 18,324 28% 14.6% 40.2% 38.8%
Masters Institutions – Large
Median
SAT
Size % Pell
Overall
Graduation
Rate

University of
Northern Iowa
1,045 10,167 26.5% 65%
Montclair
State
1,045 10,664 27.1% 58.3%
Western
Illinois
990 10,639 28.9% 55.4%
University of
Wisconsin
Whitewater
1,030 8,844 21% 50%
Southern
Illinois
Edwardsville
1,045 9,803 29.1% 44.8%
Historically Black Colleges

Median
SAT
Size % Pell
Overall
Graduation
Rate
Elizabeth City 835 2,390 65.6% 48.8%
Delaware
State
810 3,111 52.1% 35.1%
University of
Arkansas
Pine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State 2,968 67.1% 20.2%
Bottom Line:

At every level of education,
what we do matters a lot!
North Carolina?
2007 NAEP Grade 4 Reading
Average Overall Scale Scores by State
180
190
200
210
220
230
240
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ta
W
y
o
m
in
g
C
o
lo

ra
d
o
F
lo
ri
d
a
N
e
w
Y
o
rk
W
a
s
h
in
g
to
n
Id
a
h
o
N

e
b
ra
s
k
a
S
o
u
th
D
a
k
o
ta
W
is
c
o
n
s
in
In
d
ia
n
a
K

e
n
tu
c
k
y
M
is
s
o
u
ri
U
ta
h
N
a
ti
o
n
a
l
P
u
b
lic
M
ic

h
ig
a
n
T
e
x
a
s
G
e
o
rg
ia
Il
lin
o
is
R
h
o
d
e
I
s
la
n
d

N
o
rt
h
C
a
ro
lin
a
A
rk
a
n
s
a
s
O
k
la
h
o
m
a
A
la
b
a

m
a
T
e
n
n
e
s
s
e
e
O
re
g
o
n
W
e
s
t
V
ir
g
in
ia
A
la
s
k

a
S
o
u
th
C
a
ro
lin
a
H
a
w
a
ii
N
e
w
M
e
x
ic
o
N
e
v
a

d
a
A
ri
z
o
n
a
C
a
li
fo
rn
ia
M
is
s
is
s
ip
p
i
L
o
u
is
ia

n
a
A
v
e
ra
g
e
S
c
a
le
S
c
o
re
Proficient Scale Score: 238
National
Average
North
Carolina

Average African American Scale Scores by State
180
190
200
210
220
230
240
N
e
w
H
a
m
p
s
h
ir
e
D
e

la
w
a
re
V
ir
g
in
ia
H
a
w
a
ii
N
e
w
J
e
rs
e
y
M
a
s
s
a

c
h
u
s
e
tt
s
C
o
lo
ra
d
o
F
lo
ri
d
a
K
a
n
s
a
s
M
a
ry
la
n

d
N
e
w
M
e
x
ic
o
N
e
w
Y
o
rk
A
la
s
k
a
T
e
x
a
s
A
ri

z
o
n
a
W
a
s
h
in
g
to
n
G
e
o
rg
ia
Io
w
a
O
h
io
O
k
la
h

o
m
a
N
a
ti
o
n
a
l
P
u
b
lic
C
o
n
n
e
c
ti
c
u
t
K
e
n
tu
c
k

y
N
e
v
a
d
a
N
o
rt
h
C
a
ro
lin
a
W
e
s
t
V
ir
g
in
ia
A
la
b

a
m
a
Il
lin
o
is
In
d
ia
n
a
C
a
li
fo
rn
ia
M
is
s
o
u
ri
P
e
n

n
s
y
lv
a
n
ia
S
o
u
th
C
a
ro
lin
a
M
in
n
e
s
o
ta
O
re
g
o
n

R
h
o
d
e
I
s
la
n
d
M
ic
h
ig
a
n
A
rk
a
n
s
a
s
M
is
s
is

s
ip
p
i
L
o
u
is
ia
n
a
N
e
b
ra
s
k
a
T
e
n
n
e
s
s
e
e
W

is
c
o
n
s
in
A
v
e
ra
g
e
S
c
a
le
S
c
o
re
National

Average
North
Carolina
Average Latino Scale Scores by State
180
190
200
210
220
230
240
M
o
n
ta
n
a
D
e
la

w
a
re
F
lo
ri
d
a
V
ir
g
in
ia
N
e
w
J
e
rs
e
y
O
h
io
L
o

u
is
ia
n
a
M
a
rv
la
n
d
M
is
s
o
u
ri
G
e
o
rg
ia
T
e
xa
s
M

ic
h
ig
a
n
W
y
o
m
in
g
K
a
n
sa
s
M
a
ss
a
c
h
u
s
e
tt
s
N

e
w
H
a
m
p
s
h
ir
e
S
o
u
th
D
a
k
o
ta
Io
w
a
T
e
n
n
e
s
se

e
W
is
co
n
s
in
In
d
ia
n
a
A
la
sk
a
N
e
w
Y
o
rk
W
a
s
h
in

g
to
n
H
a
w
a
ii
Il
lin
o
is
N
o
rt
h
C
a
ro
lin
a
S
o
u
th

C
a
ro
lin
a
N
a
ti
o
n
a
l P
u
b
lic
C
o
lo
ra
d
o
Id
a
h
o
N
e
w

M
e
xi
co
C
o
n
n
e
c
tic
u
t
N
e
b
ra
sk
a
A
rk
a
n
s
a
s
U
ta

h
M
in
n
e
so
ta
P
e
n
n
sy
lv
a
n
ia
O
kl
a
h
o
m
a
R
h
o
d

e
I
s
la
n
d
A
la
b
a
m
a
A
ri
z
o
n
a
N
e
v
a
d
a
C
a
lif
o

rn
ia
O
re
g
o
n
A
v
e
ra
g
e
S
c
a
le
S
c
o
re

National
Average
North
Carolina
Average Poor Scale Scores by State
180
190
200
210
220
230
240
M
o
n
ta
n
a
N

o
rt
h
D
a
k
o
ta
D
e
la
w
a
re
M
a
s
s
a
c
h
u
s
e
tt
s
W
y
o
m

in
g
F
lo
ri
d
a
M
a
in
e
V
ir
g
in
ia
Id
a
h
o
Io
w
a
K
a
n

s
a
s
K
e
n
tu
c
k
y
N
e
w
H
a
m
p
s
h
ir
e
V
e
rm
o
n
t
O

h
io
N
e
w
J
e
rs
e
y
W
a
s
h
in
g
to
n
In
d
ia
n
a
N
e
w

Y
o
rk
O
k
la
h
o
m
a
S
o
u
th
D
a
k
o
ta
T
e
x
a
s
M
is
s
o

u
ri
N
e
b
ra
s
k
a
U
ta
h
G
e
o
rg
ia
M
a
rv
la
n
d
P
e
n
n

s
y
lv
a
n
ia
C
o
lo
ra
d
o
M
in
n
e
s
o
ta
W
e
s
t
V
ir
g
in
ia

N
a
ti
o
n
a
l
P
u
b
lic
A
rk
a
n
s
a
s
N
o
rt
h
C
a
ro
lin
a
W

is
c
o
n
s
in
Il
lin
o
is
M
ic
h
ig
a
n
A
la
b
a
m
a
H
a
w

a
ii
N
e
w
M
e
x
ic
o
R
h
o
d
e
I
s
la
n
d
T
e
n
n
e
s
s
e
e

C
o
n
n
e
c
ti
c
u
t
S
o
u
th
C
a
ro
lin
a
L
o
u
is
ia
n
a
M
is
s

is
s
ip
p
i
O
re
g
o
n
A
la
s
k
a
N
e
v
a
d
a
A
ri
z
o
n
a

C
a
li
fo
rn
ia
A
v
e
ra
g
e
S
c
a
le
S
c
o
re
National

Average
North
Carolina
Average Overall Scale Scores by State
230
240
250
260
270
280
290
300
M
a
s
s
a
c
h
u
s

e
tt
s
M
in
n
e
s
o
ta
N
o
rt
h
D
a
k
o
ta
V
e
rm
o
n
t
K
a
n
s

a
s
N
e
w
J
e
rs
e
y
N
e
w
H
a
m
p
s
h
ir
e
S
o
u
th
D
a
k

o
ta
V
ir
g
in
ia
M
o
n
ta
n
a
W
y
o
m
in
g
C
o
lo
ra
d
o
M
a

in
e
M
a
ry
la
n
d
P
e
n
n
s
y
lv
a
n
ia
T
e
x
a
s
W
is
c
o
n

s
in
In
d
ia
n
a
Io
w
a
O
h
io
W
a
s
h
in
g
to
n
Id
a
h
o
N

e
b
ra
s
k
a
N
o
rt
h
C
a
ro
lin
a
O
re
g
o
n
A
la
s
k
a
D
e

la
w
a
re
C
o
n
n
e
c
ti
c
u
t
S
o
u
th
C
a
ro
lin
a
M
is
s
o
u
ri

U
ta
h
Il
lin
o
is
N
a
ti
o
n
a
l
P
u
b
lic
N
e
w
Y
o
rk
K
e
n
tu

c
k
y
F
lo
ri
d
a
M
ic
h
ig
a
n
A
ri
z
o
n
a
G
e
o
rg
ia
O

k
la
h
o
m
a
R
h
o
d
e
I
s
la
n
d
A
rk
a
n
s
a
s
T
e
n
n
e
s

s
e
e
L
o
u
is
ia
n
a
N
e
v
a
d
a
C
a
li
fo
rn
ia
W
e
s
t
V
ir
g

in
ia
H
a
w
a
ii
N
e
w
M
e
x
ic
o
A
la
b
a
m
a
M
is
s
is

s
ip
p
i
A
v
e
ra
g
e
S
c
a
le
S
c
o
re
National
Average

North
Carolina
Average African American Scale Scores by State
230
240
250
260
270
280
290
300
C
o
lo
ra
d
o
O
re

g
o
n
A
la
s
k
a
T
e
x
a
s
V
ir
g
in
ia
K
a
n
s
a
s
A
ri
z
o
n

a
N
o
rt
h
C
a
ro
lin
a
D
e
la
w
a
re
M
a
ry
la
n
d
S
o
u
th
C

a
ro
lin
a
M
a
s
s
a
c
h
u
s
e
tt
s
N
e
w
J
e
rs
e
y
N
e
w
M
e

x
ic
o
W
a
s
h
in
g
to
n
G
e
o
rg
ia
M
in
n
e
s
o
ta
F
lo
ri
d

a
In
d
ia
n
a
N
a
ti
o
n
a
l
P
u
b
lic
L
o
u
is
ia
n
a
N
e
w
Y

o
rk
O
h
io
O
k
la
h
o
m
a
Io
w
a
K
e
n
tu
c
k
y
P
e
n
n
s
y

lv
a
n
ia
C
o
n
n
e
c
ti
c
u
t
N
e
v
a
d
a
A
rk
a
n
s
a
s
T
e
n

n
e
s
s
e
e
C
a
li
fo
rn
ia
Il
lin
o
is
M
is
s
o
u
ri
M
is
s
is
s

ip
p
i
R
h
o
d
e
I
s
la
n
d
W
e
s
t
V
ir
g
in
ia
W
is
c
o
n
s
in

A
la
b
a
m
a
M
ic
h
ig
a
n
N
e
b
ra
s
k
a
A
v
e
ra
g
e
S

c
a
le
S
c
o
re
National
Average
North
Carolina
Average Latino Scale Scores by State
230
240
250

260
270
280
290
300
T
e
x
a
s
O
h
io
V
ir
g
in
ia
A
la
s
k
a
W
y
o

m
in
g
N
o
rt
h
C
a
ro
lin
a
M
a
ry
la
n
d
S
o
u
th
C
a
ro
lin
a

N
e
w
J
e
rs
e
y
F
lo
ri
d
a
M
a
s
s
a
c
h
u
s
e
tt
s
M
is
s

o
u
ri
K
a
n
s
a
s
M
in
n
e
s
o
ta
S
o
u
th
D
a
k
o
ta
W
is
c
o

n
s
in
D
e
la
w
a
re
In
d
ia
n
a
G
e
o
rg
ia
Il
lin
o
is
C
o
lo
ra

d
o
H
a
w
a
ii
Id
a
h
o
N
a
ti
o
n
a
l
P
u
b
lic
N
e
w
H
a
m

p
s
h
ir
e
N
e
w
Y
o
rk
P
e
n
n
s
y
lv
a
n
ia
T
e
n
n
e
s
s
e
e

W
a
s
h
in
g
to
n
A
ri
z
o
n
a
Io
w
a
N
e
b
ra
s
k
a
O
re
g

o
n
N
e
w
M
e
x
ic
o
M
ic
h
ig
a
n
O
k
la
h
o
m
a
N
e
v
a

d
a
A
rk
a
n
s
a
s
C
a
li
fo
rn
ia
U
ta
h
C
o
n
n
e
c
ti
c
u
t

R
h
o
d
e
I
s
la
n
d
A
la
b
a
m
a
A
v
e
ra
g
e
S
c
a
le
S

c
o
re
National
Average
North
Carolina
Average Poor Scale Scores by State
230
240
250
260
270
280

290
300
N
o
rt
h
D
a
k
o
ta
V
e
rm
o
n
t
K
a
n
s
a
s
M
a
in
e

M
a
s
s
a
c
h
u
s
e
tt
s
S
o
u
th
D
a
k
o
ta
T
e
x
a
s
W
y
o
m
in

g
Id
a
h
o
M
in
n
e
s
o
ta
M
o
n
ta
n
a
In
d
ia
n
a
N
e
w
H

a
m
p
s
h
ir
e
D
e
la
w
a
re
Io
w
a
O
re
g
o
n
S
o
u
th
C
a
ro

lin
a
M
a
ry
la
n
d
N
e
w
Y
o
rk
N
o
rt
h
C
a
ro
lin
a
O
h
io

V
ir
g
in
ia
W
a
s
h
in
g
to
n
C
o
lo
ra
d
o
K
e
n
tu
c
k
y
P

e
n
n
s
y
lv
a
n
ia
U
ta
h
A
la
s
k
a
M
is
s
o
u
ri
N
e
w
J
e

rs
e
y
W
is
c
o
n
s
in
F
lo
ri
d
a
N
a
ti
o
n
a
l
P
u
b
lic
N
e

b
ra
s
k
a
L
o
u
is
ia
n
a
O
k
la
h
o
m
a
A
rk
a
n
s
a
s
A
ri

z
o
n
a
G
e
o
rg
ia
Il
lin
o
is
T
e
n
n
e
s
s
e
e
W
e
s
t
V
ir
g
in

ia
M
ic
h
ig
a
n
N
e
v
a
d
a
H
a
w
a
ii
N
e
w
M
e
x
ic
o
C

a
li
fo
rn
ia
M
is
s
is
s
ip
p
i
R
h
o
d
e
I
s
la
n
d
C
o
n
n

e
c
ti
c
u
t
A
la
b
a
m
a
A
v
e
ra
g
e
S
c
a
le
S
c
o
re

National
Average
North
Carolina
North Carolina:
College Going Rate for Recent High School
Graduates (2004)
Source: Postsecondary.org
Chance for College in North Carolina
(HS Grad. Rate x College Continuation Rate, 2004)
Source: Postsecondary.org
North Carolina: Six-Year College Graduation
Rate (2005)
Source: Ed Trust Analysis of IPEDS data. First-time, full-time

freshmen completing a BA within 6 years.
North Carolina Adults Ages 25-64 with
at least
Associate’s Degrees
Source: NCHEMS - calculated using data from U.S. Census
Bureau
North Carolina Adults 25+ with at least
Bachelor’s Degrees
Source: Postsecondary.org – Educational Attainment by State
1977 to 2007
North Carolina: 6 Year College
Graduation Rate for FT-Freshmen
Rate
African American 50%
Asian 67%
Latino 52%
Native American 46%
White 63%

Source: EdWatch 2008
North Carolina: Percent of Adults
with at Least Bachelors Degree
NORTH
CAROLINA
TOP STATES
African American 15% 33%
Asian 51% 68%
Latino 10% 29%
Native American 11% 24%
White 28% 40%
Source: EdWatch 2008
What Do We Know About How
To Accelerate Success?
What do the high performers do?
Let’s start with schools.

What do the leaders do?
#1. They set their goals high.
Even when they start with high drop out
rates, high impact high schools focus on
preparing all kids for college and careers
Education Trust 2005 study, “Gaining Traction, Gaining
Ground.”
COLLEGE is an ever-present part
of the way the school thinks
about itself, and of its
conversations with students and
parents.
And “all” really does mean all.
#2. They put all kids—not just
some—in a demanding high
school core curriculum.

The single biggest predictor post-high
school success is the QUALITY AND
INTENSITY OF THE HIGH SCHOOL
CURRICULUM
Cliff Adelman, The Toolbox Revisited, U.S. Department of
Education
College prep curriculum ALSO
has benefits far beyond college.
Students of all sorts will learn
more...
Source: USDOE, NCES, Vocational Education in the United
States: Toward the Year 2000, in Issue Brief:
Students Who Prepare for College and Vocation
*Grade 8-grade 12 test score gains based on 8th grade
achievement.
Low Quartile Students Gain More
From College Prep Courses*

They will also fail less often...
Challenging Curriculum Results in Lower Failure Rates, Even
for Lowest Achievers
Source: SREB, “Middle Grades to High School: Mending a
Weak Link”. Unpublished Draft, 2002.
Ninth-grade English performance, by high/low level
course, and eighth-grade reading achievement quartiles
And they’ll be better prepared
for the workplace.
Even if you have your doubts, NEW
STUDY FROM ACT:
COLLEGE READY =
WORKFORCE TRAINING
READY
Leading states, districts, schools
making college prep the default
curriculum for all kids.

#3. They don’t leave anything
about teaching and learning
to chance.
Result?
A System That:
• Doesn’t expect very much from MOST
students
• Expects much less from some types of
students than others.
An awful lot of our teachers—even
brand new ones—are left to figure out
on their own what to teach and what
constitutes “good enough” work.
“No,” say the education leaders.
“They’re supposed to teach to
standards!”
But when is the last time you looked
at a standard?

Sample Language Arts Standard:
Grade 9
“The student will develop and apply
expansive knowledge of words and word
meanings to communicate.”
Grade 10
Grade 11
Grade 12

Sample History Standard
“Students understand how science,
technology and economic activity
have developed, changed and
affected societies throughout
history.”
What does this do?
Leaves teachers entirely on their own to figure out
what to teach, what order to teach it in, HOW to
teach it…and to what level.
Source: Prospects (ABT Associates, 1993), in “Prospects:
Final Report on Student Outcomes”, PES, DOE,
1997.
‘A’ Work in Poor Schools Would Earn
‘Cs’ in Affluent Schools
87
35

56
34
41
22 21
11
0
100
P
e
rc
e
n
ti
le
-
C
T
B
S
4
A B C D
Grades
Seventh Grade Math

Low-poverty schools High-poverty schools
Students can do
no better than
the assignments
they are given...
Grade 10 Writing Assignment
A frequent theme in literature is the
conflict between the individual and
society. From literature you have read,
select a character who struggled with
society. In a well-developed essay,
identify the character and explain why
this character’s conflict with society is
important.
Grade 10 Writing Assignment
Write a composition of at least 4
paragraphs on Martin Luther
King’s most important
contribution to this society.
Illustrate your work with a neat
cover page. Neatness counts.

High Performing Schools and Districts
• Have clear and specific goals for what students
should learn in every grade, including the order in
which they should learn it
• Provide teachers with common curriculum,
assignments
• Have regular vehicle to assure common marking
standards
• Assess students every 4-8 weeks to measure
progress
• Act immediately on the results of those assessments
Leading states are making
college prep the default
curriculum.
#4. They provide extra
instruction to kids who enter
behind—and also work hard to
make sure that these kids get
expert teachers.

In most high schools, kids who
enter behind get less instruction,
not more. And they are taught
by teachers with the least
experience and subject area
knowledge.
Good schools turn those patterns
on their heads: they provide
extra instruction to struggling
students and make sure they get
their fair share of the best
teachers.
What’s most important on the
higher education side?
What do the leaders do?
1. They look at their data…and
act.

Masters Institutions – Large
Median
SAT Size % Pell
Overall
Graduation
Rate
University of
Northern Iowa
1,045 10,167 26.5% 65%
Montclair
State
1,045 10,664 27.1% 58.3%
Western
Illinois
990 10,639 28.9% 55.4%
University of
Wisconsin
Whitewater

1,030 8,844 21% 50%
Southern
Illinois
Edwardsville
1,045 9,803 29.1% 44.8%
• Student complaint…
• Critical Path Analysis…
• Course availability: major problem. Too few
sections of courses required for the major
were creating choke points…which, in turn,
created other choke points.
• Answer: added more sections. Often, only
one was enough to make the difference.
Also created two new tools for students:
• Degree audit tool allows students to map out
careers, majors, see what happens when
change major;
• New online Course Template. Students see
how changes affect graduation. Shows what
happens if veer from “critical path course.”

“The moral of this story is that when you get a
complaint, don’t assume it is the student’s
fault. Investigate, if you find it is a real
problem, try to solve it for that student and
you will probably solve it for a lot of students.”
Aaron Podolefsky,
Provost, Northern Iowa
Another Example of Looking at the
data—and acting:
Two states in our P-16 network—KY
and NV—have done analyses of
student progression, focused
specifically on students with
developmental needs.
Conclusion: Student who take those
courses immediately on entry are much
more likely to succeed.
Both now have new policies.
2. They pay attention to the
details, especially leading

indicators.
Successful institutions don’t just
aim at the final goal—
graduation—they concentrate on
each step along the way,
especially the early ones.
Historically Black Colleges
Median
SAT Size % Pell
Overall
Graduation
Rate
Elizabeth City 835 2,390 65.6% 48.8%
Delaware
State
810 3,111 52.1% 35.1%
University of

Arkansas
Pine Bluff
775 2,931 75.3% 30.3%
Norfolk State 880 4,726 55.5% 29.2%
Coppin State 2,968 67.1% 20.2%
Elizabeth City State
• Attendance mandatory. Faculty members
monitor; call when absent.
• Faculty advisors track absences, mid-term
grades. Expected to meet with students in
trouble.
• Deans, Provost monitor the data—and ACT
when involves one faculty member.
• Everybody on campus assumes responsibility
for acting on warning signs.
Technology can play a role.
University of Alabama
Tide Early Alert System flags students
with excessive absences, D’s, F’s or

withdrawals at six week point.
3. They take on Introductory
Classes
NASH CEO Session
Looking at D’s, F’s, W’s in Math
NASH/EdTrust Math Success
Initiative
9 Systems Analyzing Data on Student
Success in Math Courses
Participating Systems
• State Univ System of
Florida
• University System of
Georgia
• University of Hawaii
System
• Purdue University

• State University of New
York
• Kentucky Council on
Postsecondary Ed
• University of Louisiana
System
• Mississippi Institutions
of Higher Learning
• Nevada System of
Higher Education
Some Initial Findings
• Large numbers of remedial students not successful—either
withdraw or fail.
• Large D, F, W rates in first several credit-bearing courses
• Preparation matters. Students who have higher ACT math
subscores, for example, more likely to be successful. BUT
prep levels only explain a small part of success (ACT around
one-third; SAT even less).
• Math coursework taken during senior year important. Many
students taking courses below Algebra 1.
• In many cases, students who test as non-ready have success
rates in non-remedial courses equal to those in the remedial
courses designed for them. (California Community Colleges,
too.)

• Wide differences in these rates even among comparable
institutions.
Drop-Failure-Withdrawal Rates
Mathematics: 2000
• Georgia State U 45%
• Louisiana State U 36%
• Rio CC 41%
• U of Alabama 60%
• U of Missouri-SL 50%
• UNC-Greensboro 77%
• UNC-Chapel Hill 19%
• Wayne State U 61%
Source: National Center for Academic Transformation
Drop-Failure-Withdrawal Rates
Other Disciplines: 2000
• Calhoun CC Statistics 35%
• Chattanooga State Psychology 37%
• Drexel U Computing 51%
• IUPUI Sociology 39%
• SW MN State U Biology 37%
• Tallahassee CC English Comp 46%
• U of Iowa Chemistry 25%
• U of New Mexico Psychology 39%
• U of S Maine Psychology 28%
• UNC-Greensboro Statistics 70%

Source: National Center for Academic Transformation
Of course, some of this may be
about preparation. But clearly not
all…
Course Redesign
Doctoral/Research Universities
Median
SAT Size % Pell % URM
Overall
Grad Rate
URM Grad
Rate
Ohio
University
1,065 16,465 28.5% 5.3% 70.9% 58.7%
University of

Alabama
1,065 16,405 24.1% 13.7% 62.9% 58.6%
University of
Tennessee
1,125 19,255 22.8% 10.7% 57.2% 54.5%
Ball State 1,040 16,513 22.8% 8.5% 54.2% 43.7%
Northern
Illinois
1,030 17,228 28.5% 19.6% 53.3% 38.7%
College Algebra Course Redesign:
UNIVERSITY OF ALABAMA
SUCCESS RATES
• Fall 1998
• Fall 1999
• Fall 2000
• Fall 2001
• Fall 2002
• Fall 2003
• Fall 2004

• 47.1%
• 40.6%
• 50.2%
• 60.5%
• 63.0%
• 78.9%
• 76.2%
Also, totally eliminated black/white
gap in course outcomes.
Same students.
Same preparation.
Different results.
And didn’t just close gaps in
course outcomes.
In 2001, black freshmen at Alabama
graduated at a rate 9 points below
white freshmen. By the class of
2006, black students were graduating
at a rate 2 points HIGHER than white

students.
4. They don’t hesitate to
demand, require.
Alabama: faculty in redesigned
courses reluctant to make weekly
lab time mandatory. But every
time they backed off, results
dropped.
Same pattern with idea of
monitoring attendance,
mandatory participation in study
sessions….
The successful institutions, though,
tend to do exactly that. They don’t
leave things to chance.
San Diego State University
and

University of Houston
• Similar Institutions
• Similar enrollment percentages of Latinos
• Similar SAT
Different Results Over Time
2002 Latino
Graduation Rate
2006 Latino
Graduation Rate
University of
Houston
34.8% 41.1%
San Diego
State
31.4% 54%
What do the folks at SDSU think
made the difference?
1. Making services, supports
more coherent.

2. Making what was optional,
mandatory.
5. They assign clear
responsibility for student
success.
Black/White Graduation Rate Gaps:
Similar Institutions
Black/White Grad
Rate Gap
Florida State University 3%
The University of Texas at Austin -5%
University of Central Florida -7%
Louisiana State University -8%
University of Missouri Columbia -15%
Texas A&M -17%
University of Wisconsin Madison -22%
Michigan State University -24%

Florida State CARE Initiative
• Many black students come from local school
districts;
• Care program works with them in high school;
• Admission standards relaxed, but summer
transition program required;
• ONGOING SUPPORT, MONITORING ON
CAMPUS;
• Example: special sections of freshman math
courses, smaller and meet every day.
CARE reports to VPs for Student
Affairs AND Undergraduate
Education
Results?
• CARE students entering SAT: 940
(average success nationally: 56%)
• Non-CARE students entering SAT: 1204
(average success nationally: 73%)
• But at Florida State, CARE students persist to
second year at higher rate than non CARE
students; and,

• CARE students graduate at exactly same rate.
6. Their leaders make sure
student success is a priority.
AASCU Study: At Successful
Institutions, Presidents:
• Articulate a clear vision—and use numbers;
• Create vehicle for taking stock;
• Act strategically—rarely programmatically;
• Monitor and report on progress;
• Constantly “walk the talk”.
Pell Institute Report: Emphasizes importance of
acting. Faculty committees get discouraged
when recommendations aren’t acted on.
Delivery is the important part,
though.
7. They bring back the ones they
lose.

University of New Mexico
Median SAT: 1010
% Pell: 31.4%
White: 49.8%
African American: 2.8%
Latino: 33.6%
American Indian: 6.6%
Overall 6 year grad rate: 41.6%
The Graduation Project
• Founder: David Stuart, Assoc Provost
• Insight: A lot of the students who leave
without a degree leave pretty close—and in
good standing.
• Core idea of project: Track them down and
invite them back.
• Criteria: 2.0 gpa or better, at least 98 credits
• Universe: 3000

• Used credit company to track them down
• Offer:
– shortened (and free) application for re-admission,
– degree summary showing exactly which courses
short,
– priority enrollment in those courses, and
– help with problems along the way.
– Result: Of those 3000, 1800 now have degrees
and 59 have graduate degrees.
In the end, this is mostly just
common sense, right?
Question is when we’ll act on it.
Want to Stay Connected?
Place your card and/or contact
information in the purple
EdTrust bag in the back of the
room on your way out.

Bring a Team and Join us
for our national conference
November 13-15
“It’s Up to Us: Going the Distance to Close
Gaps and Raise Achievement for All”
Download this presentation on our website!
www.edtrust.org
Student AchievementStudent Achievement
Write an essay on your beliefs about studentachievement. Be
sure to include information gleaned from this article in your
paper. You should address the following as PART of your
paper: What is the relationship between believing and
achieving? What evidence supports your thinking? What is the
relationship between teacher efficacy and achievement? What
have you learned from the article? With what points in the
article do you agree/disagree?
Case 2
Read “Starbucks’ Mission: Social Responsibility and Brand
Strength” on pages 396-403 of your
textbook.
Use the Case Study Template shown in Canvas. Download this
to your computer and write your

case study on this document. Save and submit your Word
document in Canvas.
In your case analysis, you should have the following:
• In the first section give a one paragraph overview of the case.
• In the second section “Questions for the Case” answer these
questions in paragraph form:
o Why do you think Starbucks has been so concerned with
social responsibility in
its overall corporate strategy?
• In the next section “Company’s Approach” give a brief
overview of how Starbucks
handles their ethical issues.
• In the final section “Evaluation”, address how well Starbucks
handled the ethical issues
and your recommendations for Starbucks.
Make sure you use your textbook readings in to substantiate
your analysis. No direct quotes!
Paraphrase in your own words and cite your source.
This paper should be between 4-5 pages including the title page
and reference sheet. Remember,
this is a short case study with approximately two pages of your
analysis. Assume your reader

understands the case and present your analysis!
Let me know if you have questions!

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