This document discusses demographic trends in the Southern region of the United States, specifically increasing diversity, and challenges in education. By 2030, the Southern region will account for nearly 40% of the US population and experience significant growth among Hispanic residents. Helping the growing diverse population of high school graduates transition to and complete postsecondary education will be key, as the US has fallen behind other nations in attainment levels. While enrollment of women and minorities has increased, completion gaps persist between racial/ethnic groups. Increasing college costs also present a challenge as the populations seeing the most growth typically have lower incomes.
The document discusses Latino education in the United States. It notes that while Latino high school dropout rates and college enrollment have increased dramatically in recent decades, Latinos still lag behind other groups in obtaining 4-year degrees. Only 15% of Latinos ages 25-29 have a bachelor's degree compared to 40% of whites and 20% of blacks. Reasons for this gap include that Latinos are less likely to attend 4-year colleges and more likely to attend 2-year community colleges. The document also discusses Latino participation and access to early education, STEM fields, and available grants and scholarships.
The document discusses strategies for states to improve FAFSA completion rates. It recommends that states set ambitious yet achievable FAFSA completion goals, build shared ownership of completion efforts across K-12 and higher education, spur local action through incentives and partnerships, use data to target support and measure progress, and spread awareness of the importance of completing the FAFSA form. FAFSA completion is positioned as a promising strategy for states to improve postsecondary access and attainment.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.
This document provides data and charts on higher education trends in the Western Interstate Commission for Higher Education (WICHE) region from 2006 to 2018. Some key findings include:
- Undergraduate enrollment increased 13% overall with growth at public research and private non-profit institutions offsetting declines at public two-year schools.
- Diversity among high school graduates increased but Hispanics remain the most underrepresented in college enrollment.
- 41% of adults have an associate degree or higher with attainment rates varying significantly by race.
- Educational revenue per student increased due to rising tuition but appropriations per student remain below pre-recession levels.
- Tuition as a share of revenue increased nearly 10 percentage
Benchmarks: WICHE Region 2018 presents information on the West’s progress in improving access to, success in, and financing of higher education. The information is updated annually with the most recent data available, to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. https://www.wiche.edu/benchmarks
Need for Change in the American Educational SystemF Jenkins
Our educational system is failing to adequately prepare students for the challenges of the 21st century. Test scores show that less than half of students are proficient in reading, math, and science. High school graduation rates, especially for minority students, are unacceptable. Teacher quality is uneven, and new teachers often lack support. For our economy and national security to thrive, more reforms are needed to establish rigorous standards, improve teacher training, and make schools engaging places that foster creativity. Communities must come together to ensure all students have access to a high-quality education.
- Minority, low-income, and students from underperforming high schools disproportionately require developmental education in college. In FY13, over 45,000 New Mexico students took developmental courses costing $22 million.
- New Mexico's high schools underprepare many students for college as evidenced by high remediation rates, even for students meeting graduation requirements. Improving partnerships between high schools and colleges could better align expectations.
- While colleges are implementing promising practices like redesigned math pathways and corequisite support models, widespread adoption is still needed to significantly improve student outcomes, such as lowering time and costs to degree completion.
International Literacy Day, traditionally observed annually on September 8, focuses attention on worldwide literacy needs. More than 780 million of the world’s adults (nearly two-thirds of whom are women) do not know how to read or write, and between 94 and 115 million children lack access to education.
The document discusses Latino education in the United States. It notes that while Latino high school dropout rates and college enrollment have increased dramatically in recent decades, Latinos still lag behind other groups in obtaining 4-year degrees. Only 15% of Latinos ages 25-29 have a bachelor's degree compared to 40% of whites and 20% of blacks. Reasons for this gap include that Latinos are less likely to attend 4-year colleges and more likely to attend 2-year community colleges. The document also discusses Latino participation and access to early education, STEM fields, and available grants and scholarships.
The document discusses strategies for states to improve FAFSA completion rates. It recommends that states set ambitious yet achievable FAFSA completion goals, build shared ownership of completion efforts across K-12 and higher education, spur local action through incentives and partnerships, use data to target support and measure progress, and spread awareness of the importance of completing the FAFSA form. FAFSA completion is positioned as a promising strategy for states to improve postsecondary access and attainment.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.comWilliam Kritsonis
This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.
This document provides data and charts on higher education trends in the Western Interstate Commission for Higher Education (WICHE) region from 2006 to 2018. Some key findings include:
- Undergraduate enrollment increased 13% overall with growth at public research and private non-profit institutions offsetting declines at public two-year schools.
- Diversity among high school graduates increased but Hispanics remain the most underrepresented in college enrollment.
- 41% of adults have an associate degree or higher with attainment rates varying significantly by race.
- Educational revenue per student increased due to rising tuition but appropriations per student remain below pre-recession levels.
- Tuition as a share of revenue increased nearly 10 percentage
Benchmarks: WICHE Region 2018 presents information on the West’s progress in improving access to, success in, and financing of higher education. The information is updated annually with the most recent data available, to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. https://www.wiche.edu/benchmarks
Need for Change in the American Educational SystemF Jenkins
Our educational system is failing to adequately prepare students for the challenges of the 21st century. Test scores show that less than half of students are proficient in reading, math, and science. High school graduation rates, especially for minority students, are unacceptable. Teacher quality is uneven, and new teachers often lack support. For our economy and national security to thrive, more reforms are needed to establish rigorous standards, improve teacher training, and make schools engaging places that foster creativity. Communities must come together to ensure all students have access to a high-quality education.
- Minority, low-income, and students from underperforming high schools disproportionately require developmental education in college. In FY13, over 45,000 New Mexico students took developmental courses costing $22 million.
- New Mexico's high schools underprepare many students for college as evidenced by high remediation rates, even for students meeting graduation requirements. Improving partnerships between high schools and colleges could better align expectations.
- While colleges are implementing promising practices like redesigned math pathways and corequisite support models, widespread adoption is still needed to significantly improve student outcomes, such as lowering time and costs to degree completion.
International Literacy Day, traditionally observed annually on September 8, focuses attention on worldwide literacy needs. More than 780 million of the world’s adults (nearly two-thirds of whom are women) do not know how to read or write, and between 94 and 115 million children lack access to education.
This document provides a summary of data on college access and attainment in New Mexico. It finds that while New Mexico has many affordable higher education options, it lags the national average in postsecondary degree completion. The state faces a significant workforce shortage by 2018 if rates do not increase. The report reviews demographics, educational attainment, college access programs and recommendations. It finds that New Mexico has lower high school and college graduation rates compared to national averages, especially at four-year institutions. It also has a higher percentage of residents who have started but not completed college.
Enhancing Young Hispanic DLLs' AchievementDebra Ackerman
This document summarizes key factors that contribute to young Hispanic dual language learners being academically at-risk. It discusses their English proficiency, parental education levels, family income, and availability of family support. The document reviews research showing achievement gaps for Hispanic students and outlines strategies for supporting dual language learners in preschool, along with challenges to implementing these strategies.
Financing the Dream: Securing College Affordability for the Middle ClassObama White House
This is a report from the White House Task Force on Middle Class Working Families: The Task Force is a major initiative targeted at raising the living standards of middle-class, working families in America. It is comprised of top-level administration policy makers, and in addition to regular meetings, it will conduct outreach sessions with representatives of labor, business, and the advocacy communities. More information is available at http://www.whitehouse.gov/strongmiddleclass/
This document provides a summary of data and trends related to higher education in the Western Interstate Commission for Higher Education (WICHE) region from 2005 to 2017. Some key findings include:
- Undergraduate enrollment increased 13% at public and private non-profit institutions between 2005-2015.
- The diversity of high school graduates in the region increased between 2004-2005 and 2014-2015, which is partially reflected in the diversity of full-time undergraduate students.
- Tuition and fees at public institutions increased substantially over the past decade, while state appropriations declined as a percentage of total educational revenue.
United South End Settlements Environmental Scan 2014Kimberly Dinehart
This document provides a summary of a report on demographic data for the United South End Settlements service area. It analyzes data on race and ethnicity, age, education, and other factors. Some key findings include:
- The population is diverse but the largest group is White at 48%; the next largest groups are Black at 18.6%, Hispanic at 15%, and Asian at 13.5%.
- A third of residents are aged 20-34, and 18% are under 20, with the largest group of those being aged 0-5.
- Over 60% of adults have some form of college degree, but 15% do not have a high school diploma.
- Half of residents enrolled in school
This document analyzes disparities in college preparation resources between high-poverty and low-poverty high schools. It finds that high-poverty high schools have less experienced teachers, with around 15% being in their first or second year compared to 10% in low-poverty schools. High-poverty schools also offer fewer college prep courses like Algebra II, Calculus, and Physics and have higher percentages of uncertified teachers. Additionally, more than 3% of students in high-poverty schools attend ones without counselors altogether. These resource gaps between high-poverty and low-poverty schools present barriers to college access and success for low-income students.
The Chambersburg Area School District seeks funding for an after-school and summer program to support at-risk students. Four elementary schools have high percentages of students below the poverty line and not meeting state standards in math and reading. Survey data also shows many students engage in risky behaviors like fighting, drinking, and skipping school. The proposed program would provide academic support, youth activities, and family programming in the afternoons and summer to improve student achievement and reduce risky behaviors through collaboration between the school, students, parents, and community organizations.
A Right Denied - The Critical Need For Genuine School ReformLeila Jerusalem
1) The document presents statistics showing that higher levels of education correlate with higher lifetime earnings and lower rates of unemployment, poverty, and incarceration.
2) Despite rising spending on K-12 education, educational outcomes like test scores and graduation rates in the US have stagnated or declined relative to other countries.
3) The author argues that this is due to declining teacher quality, an unaccountable education system, and students spending more time engaged in non-academic activities like TV and video games rather than studying.
Vermont experienced some serious violations of Ethics, Public Trust, Economic Hardships, Education Costs with needed School Consolidation for 21st Century STEM, High-Tech Start-Up Eco-Systems www.gilbertforsenate.us better access to information with accurate statistics at www.greenmountainrepublicans.org or President of Technology Award Earning Roth IRA/Roth IRA Rollover Business Models in order to grow good paying jobs with benefits. People are leaving Vermont due to an outdated, out of touch Socialist Democrat/Progressive Super Majority Destroying the Affordability of Vermont causing issues with all 3 E's. I love E, Economics, Education, Ethics.
The document outlines a collective impact initiative called the Road Map for Education Results project. The project aims to dramatically improve student achievement from early childhood through postsecondary education in South Seattle and South King County. It focuses on nine communities with large populations of low-income students and students of color. The project brings together organizations to work on early learning, K-12 education, postsecondary attainment, and building community support. The goal is to double the number of students earning a postsecondary credential by 2020 and close achievement gaps.
A Reflection of Minimally Adequate Education In South Carolina More Than Fift...dbpublications
1) The document reflects on the minimally adequate education in South Carolina more than 50 years after key Supreme Court cases like Brown v. Board of Education. It examines ongoing issues with unequal and inadequate funding of public education for some districts.
2) In 2004, a lawsuit (Abbeville case) was filed against South Carolina by 36 school districts claiming the state failed to provide adequate and equal education. The court examined funding inputs and student outcomes.
3) To this day, some South Carolina school districts still struggle with issues like inadequate funding, lack of qualified teachers, poor facilities, and low student achievement due to a lack of support programs. The legacy of unequal treatment of public education for predominantly low-income
The document discusses market research to better understand adult learners in Louisiana. It notes that nearly half a million Louisiana adults have not completed their college education. To address this, the Center for Adult Learning in Louisiana (CALL) is collaborating with researchers at Louisiana State University to study Louisiana adult learners. They aim to understand differences in needs based on age, goals for education, impacts on success and well-being, and how work, school and family responsibilities interact. The research seeks to provide knowledge to guide CALL's service delivery and increase educational access for adult learners in Louisiana.
This document summarizes a report by the Minnesota Minority Education Partnership (MMEP) called "College Access Matters II". The report examines diverse student pathways to college in Minnesota. It finds that while students of color aspire to attend college, they face barriers in areas like academic preparation, selecting and applying to schools, understanding financial aid, and career exploration. To address Minnesota's future workforce needs and educational disparities, the report recommends boosting college enrollment and completion rates among students of color through improved college access and readiness programs.
8.International Student Mobility - Global Trends and Lessons for Brazil (Schl...Rafael Schleicher
- International student mobility has grown exponentially in recent decades, from 3 million students studying abroad in 2005 to over 5 million in 2014.
- Asian countries now account for over half of all tertiary students worldwide, while the US role as a top destination is declining.
- Brazil has seen rapid growth in students studying abroad through programs like Science Without Borders, but still lags behind countries like China and India in numbers of outbound students. Brazil also struggles to attract many foreign students to its own universities.
- To keep up with global trends and opportunities, Brazil needs policies that better link international student mobility to its foreign policy goals of promoting Brazilian culture, values and soft power abroad.
1) Graduation rates and test scores vary widely between school districts in Mississippi, with wealthier districts like Rankin County having much higher rates than poorer rural districts like Durant.
2) Rankin County offers students who fall behind numerous options to catch up like online classes, compressed classes, and summer school, while Durant has very limited options due to lack of funding and staff.
3) This funding disparity has contributed to graduation rate gaps between districts and has blocked statewide progress on improving education outcomes in Mississippi.
The document discusses strategies for achieving the goal of universal college completion or a "college for all" system. It outlines several approaches currently used, including honors courses, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, and early college high schools. Early college high schools, which offer the most intensive integration of high school and college coursework, may be the most effective strategy for increasing college attainment rates, especially among low-income and underrepresented students. The document makes the case for expanding early college high schools to help achieve the goal of a college credential for all.
Western School is a non-denominational Christian boarding school in South Dakota that serves Native American students in grades 8-12. It aims to provide tuition assistance through its Native American Tuition Assistance Program to students from the Crow Creek and Pine Ridge reservations, where poverty and lack of opportunities are prevalent. These students often face challenges such as low academic performance, high dropout rates, substance abuse, and unstable home environments that prevent them from being prepared for higher education. As a boarding school with dedicated faculty and an emphasis on faith and avoiding harmful behaviors, Western School provides an alternative environment that can help these students graduate and pursue further education.
By 4th grade, Black and Latino students are nearly 3 years behind their white and Asian peers academically. The US spends over twice as much per prison inmate annually than per student. High school dropouts live shorter lives than graduates and are 8 times more likely to be incarcerated than college graduates. An effective teacher has more impact on student achievement than class size or funding.
1. The document summarizes a technical assistance visit to Kenton Middle School to evaluate its implementation of key middle grades practices and goals.
2. The visit team provided feedback on actions taken, next steps, challenges, and recommendations for each goal area including increasing academic rigor, strengthening the curriculum, student engagement, guidance and advisement systems, and teacher collaboration.
3. The school was recognized for positive practices like study skills classes, accelerated math programs, and guidance supports. Recommendations focused on increasing rigor, developing school-wide literacy plans, and implementing an advisory program.
The document summarizes the findings and recommendations from a technical assistance visit (TAV) to Kenton Middle School. The TAV team identified goals in areas like increasing academic rigor, strengthening the curriculum, engaging students in challenging work, developing guidance systems, and supporting teacher collaboration. For each goal, the team outlined actions taken by the school, next steps, challenges, and recommendations. The overall challenge is for the school to close achievement, opportunity, and expectations gaps to meet state and federal targets.
This document provides a summary of data on college access and attainment in New Mexico. It finds that while New Mexico has many affordable higher education options, it lags the national average in postsecondary degree completion. The state faces a significant workforce shortage by 2018 if rates do not increase. The report reviews demographics, educational attainment, college access programs and recommendations. It finds that New Mexico has lower high school and college graduation rates compared to national averages, especially at four-year institutions. It also has a higher percentage of residents who have started but not completed college.
Enhancing Young Hispanic DLLs' AchievementDebra Ackerman
This document summarizes key factors that contribute to young Hispanic dual language learners being academically at-risk. It discusses their English proficiency, parental education levels, family income, and availability of family support. The document reviews research showing achievement gaps for Hispanic students and outlines strategies for supporting dual language learners in preschool, along with challenges to implementing these strategies.
Financing the Dream: Securing College Affordability for the Middle ClassObama White House
This is a report from the White House Task Force on Middle Class Working Families: The Task Force is a major initiative targeted at raising the living standards of middle-class, working families in America. It is comprised of top-level administration policy makers, and in addition to regular meetings, it will conduct outreach sessions with representatives of labor, business, and the advocacy communities. More information is available at http://www.whitehouse.gov/strongmiddleclass/
This document provides a summary of data and trends related to higher education in the Western Interstate Commission for Higher Education (WICHE) region from 2005 to 2017. Some key findings include:
- Undergraduate enrollment increased 13% at public and private non-profit institutions between 2005-2015.
- The diversity of high school graduates in the region increased between 2004-2005 and 2014-2015, which is partially reflected in the diversity of full-time undergraduate students.
- Tuition and fees at public institutions increased substantially over the past decade, while state appropriations declined as a percentage of total educational revenue.
United South End Settlements Environmental Scan 2014Kimberly Dinehart
This document provides a summary of a report on demographic data for the United South End Settlements service area. It analyzes data on race and ethnicity, age, education, and other factors. Some key findings include:
- The population is diverse but the largest group is White at 48%; the next largest groups are Black at 18.6%, Hispanic at 15%, and Asian at 13.5%.
- A third of residents are aged 20-34, and 18% are under 20, with the largest group of those being aged 0-5.
- Over 60% of adults have some form of college degree, but 15% do not have a high school diploma.
- Half of residents enrolled in school
This document analyzes disparities in college preparation resources between high-poverty and low-poverty high schools. It finds that high-poverty high schools have less experienced teachers, with around 15% being in their first or second year compared to 10% in low-poverty schools. High-poverty schools also offer fewer college prep courses like Algebra II, Calculus, and Physics and have higher percentages of uncertified teachers. Additionally, more than 3% of students in high-poverty schools attend ones without counselors altogether. These resource gaps between high-poverty and low-poverty schools present barriers to college access and success for low-income students.
The Chambersburg Area School District seeks funding for an after-school and summer program to support at-risk students. Four elementary schools have high percentages of students below the poverty line and not meeting state standards in math and reading. Survey data also shows many students engage in risky behaviors like fighting, drinking, and skipping school. The proposed program would provide academic support, youth activities, and family programming in the afternoons and summer to improve student achievement and reduce risky behaviors through collaboration between the school, students, parents, and community organizations.
A Right Denied - The Critical Need For Genuine School ReformLeila Jerusalem
1) The document presents statistics showing that higher levels of education correlate with higher lifetime earnings and lower rates of unemployment, poverty, and incarceration.
2) Despite rising spending on K-12 education, educational outcomes like test scores and graduation rates in the US have stagnated or declined relative to other countries.
3) The author argues that this is due to declining teacher quality, an unaccountable education system, and students spending more time engaged in non-academic activities like TV and video games rather than studying.
Vermont experienced some serious violations of Ethics, Public Trust, Economic Hardships, Education Costs with needed School Consolidation for 21st Century STEM, High-Tech Start-Up Eco-Systems www.gilbertforsenate.us better access to information with accurate statistics at www.greenmountainrepublicans.org or President of Technology Award Earning Roth IRA/Roth IRA Rollover Business Models in order to grow good paying jobs with benefits. People are leaving Vermont due to an outdated, out of touch Socialist Democrat/Progressive Super Majority Destroying the Affordability of Vermont causing issues with all 3 E's. I love E, Economics, Education, Ethics.
The document outlines a collective impact initiative called the Road Map for Education Results project. The project aims to dramatically improve student achievement from early childhood through postsecondary education in South Seattle and South King County. It focuses on nine communities with large populations of low-income students and students of color. The project brings together organizations to work on early learning, K-12 education, postsecondary attainment, and building community support. The goal is to double the number of students earning a postsecondary credential by 2020 and close achievement gaps.
A Reflection of Minimally Adequate Education In South Carolina More Than Fift...dbpublications
1) The document reflects on the minimally adequate education in South Carolina more than 50 years after key Supreme Court cases like Brown v. Board of Education. It examines ongoing issues with unequal and inadequate funding of public education for some districts.
2) In 2004, a lawsuit (Abbeville case) was filed against South Carolina by 36 school districts claiming the state failed to provide adequate and equal education. The court examined funding inputs and student outcomes.
3) To this day, some South Carolina school districts still struggle with issues like inadequate funding, lack of qualified teachers, poor facilities, and low student achievement due to a lack of support programs. The legacy of unequal treatment of public education for predominantly low-income
The document discusses market research to better understand adult learners in Louisiana. It notes that nearly half a million Louisiana adults have not completed their college education. To address this, the Center for Adult Learning in Louisiana (CALL) is collaborating with researchers at Louisiana State University to study Louisiana adult learners. They aim to understand differences in needs based on age, goals for education, impacts on success and well-being, and how work, school and family responsibilities interact. The research seeks to provide knowledge to guide CALL's service delivery and increase educational access for adult learners in Louisiana.
This document summarizes a report by the Minnesota Minority Education Partnership (MMEP) called "College Access Matters II". The report examines diverse student pathways to college in Minnesota. It finds that while students of color aspire to attend college, they face barriers in areas like academic preparation, selecting and applying to schools, understanding financial aid, and career exploration. To address Minnesota's future workforce needs and educational disparities, the report recommends boosting college enrollment and completion rates among students of color through improved college access and readiness programs.
8.International Student Mobility - Global Trends and Lessons for Brazil (Schl...Rafael Schleicher
- International student mobility has grown exponentially in recent decades, from 3 million students studying abroad in 2005 to over 5 million in 2014.
- Asian countries now account for over half of all tertiary students worldwide, while the US role as a top destination is declining.
- Brazil has seen rapid growth in students studying abroad through programs like Science Without Borders, but still lags behind countries like China and India in numbers of outbound students. Brazil also struggles to attract many foreign students to its own universities.
- To keep up with global trends and opportunities, Brazil needs policies that better link international student mobility to its foreign policy goals of promoting Brazilian culture, values and soft power abroad.
1) Graduation rates and test scores vary widely between school districts in Mississippi, with wealthier districts like Rankin County having much higher rates than poorer rural districts like Durant.
2) Rankin County offers students who fall behind numerous options to catch up like online classes, compressed classes, and summer school, while Durant has very limited options due to lack of funding and staff.
3) This funding disparity has contributed to graduation rate gaps between districts and has blocked statewide progress on improving education outcomes in Mississippi.
The document discusses strategies for achieving the goal of universal college completion or a "college for all" system. It outlines several approaches currently used, including honors courses, Advanced Placement (AP), International Baccalaureate (IB), dual enrollment, and early college high schools. Early college high schools, which offer the most intensive integration of high school and college coursework, may be the most effective strategy for increasing college attainment rates, especially among low-income and underrepresented students. The document makes the case for expanding early college high schools to help achieve the goal of a college credential for all.
Western School is a non-denominational Christian boarding school in South Dakota that serves Native American students in grades 8-12. It aims to provide tuition assistance through its Native American Tuition Assistance Program to students from the Crow Creek and Pine Ridge reservations, where poverty and lack of opportunities are prevalent. These students often face challenges such as low academic performance, high dropout rates, substance abuse, and unstable home environments that prevent them from being prepared for higher education. As a boarding school with dedicated faculty and an emphasis on faith and avoiding harmful behaviors, Western School provides an alternative environment that can help these students graduate and pursue further education.
By 4th grade, Black and Latino students are nearly 3 years behind their white and Asian peers academically. The US spends over twice as much per prison inmate annually than per student. High school dropouts live shorter lives than graduates and are 8 times more likely to be incarcerated than college graduates. An effective teacher has more impact on student achievement than class size or funding.
1. The document summarizes a technical assistance visit to Kenton Middle School to evaluate its implementation of key middle grades practices and goals.
2. The visit team provided feedback on actions taken, next steps, challenges, and recommendations for each goal area including increasing academic rigor, strengthening the curriculum, student engagement, guidance and advisement systems, and teacher collaboration.
3. The school was recognized for positive practices like study skills classes, accelerated math programs, and guidance supports. Recommendations focused on increasing rigor, developing school-wide literacy plans, and implementing an advisory program.
The document summarizes the findings and recommendations from a technical assistance visit (TAV) to Kenton Middle School. The TAV team identified goals in areas like increasing academic rigor, strengthening the curriculum, engaging students in challenging work, developing guidance systems, and supporting teacher collaboration. For each goal, the team outlined actions taken by the school, next steps, challenges, and recommendations. The overall challenge is for the school to close achievement, opportunity, and expectations gaps to meet state and federal targets.
This document summarizes a technical assistance visit to Kenton Middle School to evaluate their progress towards several goals. The visit team provided an assessment of current promising practices, next steps, challenges, and recommendations. Key practices included study skills classes, homework policies, and accelerated math courses. Next steps included aligning homework and assessments. Challenges included fully preparing students for algebra and engaging parents. Recommendations focused on increasing rigor, differentiation, and critical thinking across all classes.
The document provides an overview of the Literacy Design Collaborative (LDC), which aims to engage students in complex texts and align assignments to standards to promote college and career readiness. It explains that quality LDC assignments include prompts, rubrics, and products to guide student learning and practice. Examples show how LDC teaching tasks differ from traditional writing prompts by requiring more rigorous analysis and engagement with multiple texts.
Your Learners ARE Mobile. Is Your Learning?Judy Brown
This document discusses mobile learning and how it is becoming increasingly important as more learners use mobile devices. It begins with an introduction to audience response systems that can be used for mobile polling and feedback. It then discusses the growing capabilities and use of mobile phones before examining definitions and examples of mobile learning. The document considers the opportunities mobile learning provides and looks at several case studies. It concludes by discussing future directions such as location-based learning and augmented reality before opening for questions.
Pathways to Prosperity:Meeting the Challenge of Preparing Young Americans for the 21st Century
William C. Symonds
Director
Pathways to Prosperity Project
Harvard Graduate School of Education
Frankfort, Kentucky
September 21, 2011
The document outlines an agenda for a presentation on using social media for college access, including a presentation, discussion, lunch, hands-on activities, and round table. It discusses marketing basics and why social media marketing is important for college access. It also covers building a brand, telling stories, and planning by identifying audiences, prospects, leads, customers, and evangelists.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of MemphisWilliam Kritsonis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
Immigrants In Community Colleges. Immigrants In Community Colleges. Immigrant...Veronica Smith
This document discusses how community colleges can better serve immigrant students. It notes that immigrant youth and children of immigrants make up a large portion of the US population. Community colleges are well-suited to meet the needs of immigrant students because they are affordable and accommodate those who work or have family responsibilities. However, immigrant students face challenges such as lack of academic preparation, limited English proficiency, and lack of information about financial aid. The document examines how community colleges can expand outreach, provide English language instruction, and raise funds to improve educational opportunities and outcomes for immigrant students.
Bridging the Achievement Gap - The Need for Change in American Public EducationChristin Siller
The document summarizes research showing significant achievement gaps in the United States between white and Asian students compared to black, Latino, and low-income students. It finds that minority and low-income students on average perform worse on standardized tests, graduate from high school at lower rates, and are less likely to attend and complete college. This achievement gap has negative economic consequences and persists despite spending more per student than other high-performing countries. The quality and effectiveness of teachers is identified as the most important school-based factor for student outcomes.
The document discusses issues related to English language learners (ESOL) in Boston. It notes that in 2007 there were around 3,600 students enrolled in ESOL courses in Boston, with over 4,000 on waiting lists. The majority of ESOL students are female, between 25-60 years old, and from Asian or Latin American backgrounds such as China, the Dominican Republic, and Haiti. While ESOL students and programs generally meet performance benchmarks, dropout rates could be improved.
Current Trends In College Student EnrollmentLakesia Wright
College enrollment in the United States has seen significant increases over the past few decades. The percentage of high school graduates enrolled in some form of college increased from around 70% in 2009 to over 91% enrolled full-time in 2009. College enrollment increased substantially between 1987 and 1997, and again between 1997 and 2007. Women, minorities, and younger students between ages 18-24 have seen the greatest increases in enrollment percentages. Attendance at both 2-year community colleges and 4-year universities has risen, though 2-year colleges have seen especially large growth recently.
The document discusses debates around promoting college enrollment and completion rates in the U.S. It notes that high school and college graduation rates have increased significantly over the 20th century. The GI Bill helped millions of veterans afford college after WWII. While more students are enrolling in college, completion rates, especially for minorities, lag behind. Some argue promoting college for all has failed, but others say more should have the option of at least some college. Developing a college-bound culture and better matching students to suitable colleges could help improve rates.
This document discusses trends in graduation rates for Hispanic students at four-year colleges. It finds that while Hispanic graduation rates overall improved modestly from 2004 to 2010, rising 3.5 percentage points to 47.2%, rates declined at about 1 in 3 schools. However, some schools demonstrated significant gains, with the top 25 public and private schools averaging an increase of almost 9 percentage points. Schools that saw the largest improvements, such as Stephen F. Austin State University and Virginia Commonwealth University, implemented intentional policies and practices to support student success and close equity gaps.
The document summarizes key issues in adult education in the United States. It finds that while community college enrollment is increasing, overall the US lags behind other developed nations in education levels. Community college serves over 6.5 million students and is an important pathway for minorities and low-income students. However, the US still faces challenges as a significant portion of the workforce may not qualify for higher-wage jobs or further training due to inadequate education levels. The text concludes that improving adult education one person at a time can help address these issues.
The document provides an overview of the US education system. It discusses that the system is typically divided into three levels - elementary, middle, and high school. It then covers several topics related to the US education system, including a brief history of how education became compulsory in the 19th century. It also discusses differences in educational attainment based on social class, gender, and race/ethnicity. Finally, it compares the US system to other OECD countries and finds that the US lags behind in measures like high school graduation rates and test scores in core subjects.
The document discusses retention rates of Latino college students. It finds that Hispanic students have the highest high school dropout rates at 6.0% compared to 3.3% for white students. Foreign born Hispanic dropout rates are even higher at 11.2% compared to 4.9% for US born Hispanics. The document also finds that native Hispanics and immigrants have lower rates of bachelor's degree attainment than their white counterparts. It suggests reasons for these gaps like low family income levels, parents' education levels, and the importance of support programs for first generation students.
This document discusses academic success programs designed to help minority students at Kent State University. It begins by outlining national trends that show Hispanic/Latino students enroll in college at similar rates as white students but graduate at much lower rates. The cultural deficit model is introduced as highlighting barriers like lack of cultural capital that hinder academic success for minority groups.
The document then focuses on three programs at Kent State - Upward Bound, Academic S.T.A.R.S., and McNair Scholars Program. These programs target low-income and underrepresented students to help with the transition to college and prepare them for academic success through mentoring and research opportunities. The paper will analyze these programs using qualitative and quantitative data to
Analyzing the western states projected demographics through 2020czjones
This document analyzes projected demographic changes in California through 2020 and their implications. It finds that the Hispanic population will become the majority by 2019-2020, comprising around 50% of high school graduates. Fewer students overall will graduate high school, declining numbers for whites and blacks but growing numbers for Hispanics. Colleges will consequently have fewer enrolling students and a predominantly white student body. The education system and minority economic outcomes do not seem to change much despite population shifts, indicating persistent racial inequities.
The document discusses degree attainment trends for Latino adults in the United States and individual states. Nationally, 22% of Latino adults have earned a college degree, compared to 47% of white adults, representing a gap of 25 percentage points. While degree attainment has increased for both groups since 2000, the gap remains due to slower growth for Latinos. Attainment varies significantly among states, with the highest rates in places like New Hampshire, Florida, and Virginia, and lowest in Idaho, Arkansas, and Nevada. Ten states account for over three-quarters of the Latino adult population nationally.
1. Leaders of colleges that have improved student success focus on long-term goals of increasing graduation rates for all students, especially underrepresented groups. They build coalitions, communicate clearly, and relentlessly pursue goals over many years.
2. These leaders work within shared governance structures and value faculty input and opinions. They use data to identify problems and hold members accountable for solutions rather than dictating changes.
3. Tapping into a culture that values teaching and students, these leaders engage faculty and staff as partners in using data to raise achievement for all students. They distinguish effective programs and interventions from those that "feel good".
SummaryIn this chapter, we discussed the changing context of sch.docxfredr6
This document summarizes research on the influence of families on student success and the changing ways that teachers and schools interact with families. It discusses how the student population is becoming more diverse while the teaching force remains mostly white. Research shows that supportive family involvement can positively influence student achievement, regardless of socioeconomic status. New teaching practices aim to build partnerships with families by learning about their cultural backgrounds and sharing expertise. The document outlines benefits and challenges of these collaborative approaches.
The aim of this study was to examine the growing education gap between urban ...nabelas
The document discusses the growing education gap between rural and urban areas in Pakistan. It provides statistics that show literacy rates, school enrollment rates, and other education indicators are significantly lower in rural areas compared to urban areas. The government has implemented some programs to address this, such as the Khushal Pakistan Program, Benazir Income Support Program, and Tameer-e-Pakistan Program, but the rural-urban education gap remains large. More efforts are needed to promote education development and reduce disparities between rural and urban areas.
This document provides an overview and introduction to public education in North Carolina. It discusses the following key points:
- North Carolina has over 1.4 million students enrolled across 116 public school districts, 180 charter schools, and 3 residential schools. The student population is growing and becoming more diverse.
- Governance of public schools involves state, local, and federal roles. Key issues in North Carolina education policy include teachers, facilities, accountability, standards, school choice, technology, and early childhood education.
- Student performance on national and state tests has generally improved over time but there is still progress to be made, especially for economically disadvantaged students and students of color. Increasing postsecondary attainment is also a
There is an epidemic of illiteracy in America, costing billions per year. Approximately 50% of unemployed youth and 60% of prison inmates have literacy problems or are illiterate. Over 20% of adults read at a 5th grade level or below. Parent and community involvement in schools correlates with higher academic performance and improvement, yet many teachers do not feel prepared to teach students with limited English proficiency. Working together, schools, families, and communities can help address illiteracy.
There is an epidemic of illiteracy in America that costs billions per year. Over 20% of adults read at a 5th grade level or below, and 21 million Americans cannot read at all. When schools, families, and communities work together to support learning, students do better, parents become empowered, and teachers and schools improve. Parent and community involvement correlates with higher academic performance and school improvement.
This document summarizes research on Latino enrollment practices at for-profit colleges and universities. It finds that while Latino enrollment at for-profits is growing, completion rates for Latinos at these institutions remain significantly lower than at non-profit schools. The document analyzes recruitment tactics, costs, completion rates, and legislative opportunities to improve outcomes for Latino students.
The document is the final report of the Florida Blue Ribbon Task Force on State Higher Education Reform from November 2012. It provides recommendations on accountability, funding, and governance for the Florida State University System. The task force organized their work around these three areas and provided a strengths/weaknesses analysis of the system. They recommend a set of linked accountability, funding, and governance changes intended to improve understanding between universities and funding stakeholders and help the system better demonstrate its value and operational innovation.
The document is a draft report from the Florida Blue Ribbon Task Force on State Higher Education Reform. It includes a letter from the chair introducing the task force's work over 6 months to assess the state university system. The draft report contains sections on strengths and weaknesses of the system, and recommendations related to accountability, funding, and governance. It emphasizes the complexity of higher education issues and the need for the university system to improve its standing and contributions to the state.
The document proposes refinements to the "System Strengths and Weaknesses" section of a report. It lists three strengths: 1) an effective professional staff supports the Board of Governors, 2) local control enables excellent learning environments, and 3) comprehensive coordination allows the Board to manage higher education goals. It also lists three weaknesses: 1) limitations in data analysis inhibit decision making, 2) over-centralization may hinder innovation, and 3) insufficient data assessment of university performance.
The document is a draft report from the Florida Blue Ribbon Task Force on State Higher Education Reform. It contains an introduction outlining the task force's focus on accountability, funding, and governance of the state university system. It also includes a summary of the strengths and weaknesses of the current state university system governance structure centered around the Board of Governors. The task force aims to provide recommendations to improve performance and innovation within the university system.
The document is a draft report from the Florida Blue Ribbon Task Force on State Higher Education Reform. It contains recommendations on accountability, funding, and governance of the state university system. The task force analyzed strengths and weaknesses of the current system and sought to address the complexity of issues facing higher education in Florida. The recommendations are presented as an interconnected whole and are intended to close the gap in understanding between universities and those who appropriate resources by linking accountability, funding, and governance.
The Florida Blue Ribbon Task Force on State Higher Education Reform drafted recommendations to improve accountability and transparency in the state university system. The recommendations included enhancing the Board of Governors' metrics-based accountability framework to focus on outcome-based performance metrics aligned with the governor's strategic goals. These goals include increasing degrees in strategic areas, employment rates and salaries of graduates, and lowering costs. The recommendations also suggested the Board of Governors articulate goals for each university's contributions to the overall system goals, and that universities align their plans with the Board's strategic plan and report progress annually.
This document provides guidance for states on implementing performance funding for higher education institutions. It outlines 11 principles for designing an effective performance funding system, including getting agreement on clear state goals, using metrics that are difficult to manipulate, and ensuring incentives align with goals. The principles are meant to help states avoid pitfalls of prior performance funding attempts and focus institutions on key priorities like increasing degrees and certificates awarded. The document also provides examples from states that have implemented performance funding successfully.
This document provides a technical guide for common college completion metrics adopted by Complete College America. It outlines outcome, progress, and context metrics for measuring degree production, graduation rates, transfer rates, remedial education, credit accumulation, retention, and enrollment at the state level. The purpose is to inform the public and policymakers about college completion, identify areas for improvement, show progress over time, and ensure accountability. Data will be collected uniformly to allow for comparisons across states and institutions.
The document outlines essential steps for states to measure progress and success in college completion. It recommends that states uniformly collect and publicly report data using key metrics like graduation rates, remediation rates, credit accumulation, and time to degree. This will allow states to diagnose challenges, identify opportunities for improvement, and be accountable for students' success. The document suggests states measure interim milestones and outcomes to drive completion, and disaggregate data by student demographics to close achievement gaps.
This document provides a summary and draft recommendations from Florida's Blue Ribbon Task Force on State Higher Education Reform. It catalogs previous recommendations from other reports and outlines draft recommendations in the areas of accountability, funding, and governance. The key recommendations include:
1. Enhancing the Board of Governor's accountability framework to focus on outcome-based metrics like employment rates, degrees in strategic areas, cost per graduate, and graduate salaries.
2. Differentiating tuition rates between universities and programs, with no tuition increases for 3 years for high-skill, high-wage degrees that are important to the state economy.
3. Rewarding "Preeminent Universities" that meet specific metrics with more flexibility in
This document provides a draft summary of recommendations from various efforts addressing reform of Florida's higher education system. It catalogs recommendations in the areas of accountability, funding, and governance. For accountability, it recommends enhancing metrics around outcomes like employment and enhancing alignment between university and state strategic plans. For funding, it discusses balancing access with excellence and tying funding to performance metrics. For governance, it recommends tying decreased regulation and flexibility to achieving strategic plan outcomes.
The document provides notes from a Governor's Blue Ribbon Task Force conference call discussing strategies to address tensions between increasing and decreasing university tuition in Florida. It recommends increasing state funding toward the national average per student and allowing differentiated tuition rates between degree programs. Specific degree programs in strategic state emphasis areas could qualify for lower tuition rates if universities meet metrics agreed upon by the state Legislature and Board of Governors. Universities meeting additional metrics could be designated "Preeminent" with more tuition flexibility and reduced regulation.
This document provides draft talking points to guide a teleconference discussion about implementing a differentiated tuition model. It outlines a three-step plan where universities could gradually increase tuition rates for degrees up to 6 times the Consumer Price Index annual increase. Degrees classified as "eminent," such as those leading to high employment, could have lower tuition increases. The program would be reevaluated after 4 years based on economic factors. If a university's student quality or graduation rates dropped for two years in a row, tuition increases would be capped at the CPI increase until improvements are made.
This document summarizes a journal article about the relationship between public university research and state economic development. It describes potential virtuous and vicious cycles in this relationship. The virtuous cycle involves increased federal research funding leading to more university discoveries, job growth, and increased state tax revenues that fund universities. However, a vicious cycle can also occur if states do not adequately fund universities. This can weaken universities' research competitiveness and the state's long-term economy. It can also exacerbate disparities between states with strong vs. weak university systems.
The Blue Ribbon Task Force on State Higher Education Reform held a webinar to discuss recommendations on funding, accountability, and governance for state universities. They aimed to refine, improve, accept, table or reject proposed recommendations and identify areas needing further work. Next meeting dates were established to continue discussions and finalize recommendations by October 30th.
The document contains recommendations from working groups on university funding, accountability, and governance. It recommends giving universities more autonomy over tuition rates while tying funding to performance metrics. It also suggests establishing flagship research universities and rewarding programs with high employment outcomes. Additional meetings are scheduled to further refine recommendations for submission to the governor.
This document provides a draft recommendation from a task force on tuition rates at public universities in Florida. It summarizes research showing that state funding for public higher education has declined significantly in recent decades while tuition rates have risen sharply. For Florida universities in particular, state funding has dropped by 25% in four years while tuition rates have remained capped below rates charged by peer institutions in other states. The recommendation suggests removing Florida's system-wide tuition cap and allowing individual universities to set tuition appropriate to their missions and programs.
This document contains draft recommendations from a task force regarding tuition and governance at public universities in Florida. It provides background information on declining state support for higher education and restrictions on tuition increases in Florida. The task force recommends abandoning the tuition policy that locks universities into a narrow tuition range. It also recommends giving university boards of trustees more authority over tuition rates and allowing differentiated rates by program. The recommendations aim to provide universities more flexibility to deal with state funding cuts while maintaining affordability.
The document discusses reforms needed for Florida higher education. It argues that (1) Florida already has an effective structure in place and does not need reorganization, (2) restoring state funds cut in recent years is essential to improve student/faculty ratios and access to courses, and (3) additional new funding is needed to address salary compression and retain faculty talent, in order to build a strong knowledge-based economy.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Sreb florida facts_report
1. -
Florida
Featured Facts
from the SREB Fact Book on Higher Education
2011
Southern
Regional
Education
Board
592 10th St. N.W.
Atlanta, GA 30318
(404) 875-9211
www.sreb.org
2. Accepting the College Completion Challenge
Educating the Increasingly Diverse Population to Ever Higher Levels
Changes in the who and where of America’s students will have a profound impact on public
education as we head toward 2030. More than half of the nation’s population growth in the
initial decades of the 21st century is projected to be in the 16 SREB states. By 2030, this one
region is expected to grow by almost 30 million people and to account for nearly 40 percent
of the U.S. population, with the most dramatic increase among Hispanic residents.
Hispanic public high school graduates are projected to account for 27 percent of the SREB
region’s public high school graduates by 2019. Non-white students are expected to account
for more than half of the graduates in eight SREB states — and for at least 57 percent in four.
Only one other major U.S. region has a higher estimate of future minority graduates: the
West at 59 percent, with four states topping 70 percent.
Helping this rising tide of more diverse graduates move from high school into postsecondary
study will be a key goal for state leaders nationwide. The United States (particularly the SREB
and Western regions because of their accelerated diversification) is being challenged as never
before to increase higher education attainment and regain lost ground in a global environment
where we are no longer the top nation. In 2008, the United States fell to third (with 41 per-
cent) behind both Canada (49 percent) and Japan (43 percent) in the percentage of working-
age adults with associate’s or higher degrees.
The nation’s changing demographics increase the difficulty of maintaining the decade-by-
decade improvements in higher education attainment that have been our history. The reality is
that the fastest-growing racial and ethnic groups, including African-Americans and Hispanics,
generally have lower education attainment levels. In 2009, for example, 27 percent of white
adults ages 25 and older in the SREB region had a bachelor’s degree or higher. In contrast,
17 percent of black and 14 percent of Hispanic adults had at least a bachelor’s degree. Progress
has been made since 2000, however. The rate rose about 3 percentage points for white adults
and black adults and 2 percentage points for Hispanic adults in the region. But will recent
improvements be sufficient to help today’s younger generation of students achieve higher
education attainment levels than their parents and compete internationally? For all regions,
the outcome depends on actions by today’s state leaders.
Although gaps remain, some enrollment and graduation trends are promising.
The college-going rate of Hispanic young adults 18 to 24 years old was 10 percentage points
lower in 2009 than the rate for black young adults in the same age group: 27 percent compared
with 37 percent. White and Asian young adults of those ages had significantly higher college-
going rates: 45 percent and 65 percent, respectively.
More promising is the fact that enrollment growth from 2004 to 2009 was led by women and
minority students. Women accounted for more than half of college enrollment growth in the
SREB region and for almost half of the region’s total increase in bachelor’s degrees. The enroll-
ment of black students in the region rose 27 percent — well above the 21 percent rate for all
students. The number of Hispanic students rose 44 percent in SREB states. Despite these
increases, black students still accounted for only 16 percent of the bachelor’s degrees awarded
in 2009 — and Hispanic students, only 9 percent.
Continued on inside back cover
3. Continued from inside front cover
Accepting the College Completion Challenge
Educating the Increasingly Diverse Population to Ever Higher Levels
Graduation rate gaps also persist. The SREB states’ 150 percent of normal time (six-year) gradu-
ation rates for bachelor’s degree recipients in 2009 were 62 percent for Asian students, 57 per-
cent for white students, 45 percent for Hispanic students and 38 percent for black students.
Since large percentages of these graduates were transfer students at the colleges granting their
degrees, special attention to articulation and transfer policies is warranted.
College affordability is a major factor in boosting completion and participation.
College costs are an increasing challenge for students from middle- and lower-income families.
While students in SREB states, on average, pay less to attend college than their peers nation-
wide, the gap in costs compared with other regions continued to narrow from 2005 to 2010.
Tuition and fee levels at public four-year institutions in the SREB region reached 91 percent
of the national average — up from 88 percent five years earlier. Among major regions, only the
West had lower median annual tuition and fees. Median household income in the SREB region
over the same period stayed at about 86 percent of the national level. As a result, college costs
are taking a larger share of household income.
The portion of annual household income needed for a student to attend a U.S. public univer-
sity for one year has risen significantly for students from middle- and lower-income households
in recent years. Nationwide, students from middle-income families ($49,500 average annual
income in 2010) used the equivalent of 22 percent of family income in 2000 to pay for one year
of tuition, fees, room and board at a public university. The costs climbed to 34 percent of family
income by 2010. For a family in the lowest fifth of incomes ($11,500 average annual income),
one year at a public university for one child in 2010 cost the equivalent of 145 percent of
annual income — a significant jump from 90 percent in 2000.
Demographics and affordability collide.
The percentages of households considered low income were highest for those racial and ethnic
groups with the fastest-growing student populations. (Low income is defined here as income less
than 125 percent of the poverty level in 2009.) That year, 32 percent of black households were
low income, as well as 30 percent of Hispanic households and 13 percent of white households.
Recent pressures on state budgets have scaled back appropriations or reduced increases during the
current economic downturn. This makes it increasingly difficult for colleges and universities to
hold back tuition increases and meet rising operational costs. Tuition and fee revenues continue
to rise faster than state and local appropriations at public colleges and universities. State appro-
priations for the SREB region’s public four-year colleges and universities decreased 8 percent or
$1.3 billion from 2008 to 2010, and tuition and fee revenues went up 17 percent or $2.2 billion.
During the same period at public two-year colleges, state and local appropriations rose by 3 per-
cent or $256 million, and tuition and fee revenues rose 21 percent or $764 million. When com-
bined, these funds amounted to a 9 percent increase for two-year colleges and a 3 percent gain
for four-year colleges. Combining funds and adjusting for inflation, per student funding fell
9 percent at public four-year colleges and universities and 12 percent at public two-year colleges.
The “net price” after scholarship and grant aid for in-state undergraduates at public four-year
colleges and universities in the SREB region in 2009 was $15,900. More than half of that year’s
bachelor’s graduates left college with a debt averaging $18,700.
4. Message from the SREB President
When SREB first published a Fact Book on Higher Education in 1956, only one in
20 of the SREB region’s adults had bachelor’s degrees. By 2009, that figure had
grown to more than one in four. Now SREB is calling for six in 10 working-age
adults to hold a postsecondary career certificate of value or at least an associate’s
degree by 2025. The mission is to remain economically and socially vibrant and
competitive.
The public, education leaders and policy-makers in every state need to know how far
we’ve come. But even more, all of us need to keep up to date on the current trends
that shape and challenge the future we are building. Helping our 16 member states
monitor their progress in education is a cornerstone of SREB’s mission. The SREB
Fact Book on Higher Education 2011 breaks new ground by showing trends for all
50 states in a nationwide geographical context. We implement this expansion to
fulfill even further SREB’s commitment to help our states strive for — and then
surpass — national benchmarks of educational progress. This Featured Facts report
contains highlights for all four major U.S. regions. These Fact Book data are
essential in understanding the issues that affect the future of education in our region
and the nation.
Helping more students earn college degrees and career credentials is one of the most
important priorities in public education — especially in this economic downturn and
as our region’s demographics change rapidly. This is a time that requires state
education leaders to make the best use of the limited resources of students, their
families and states — to keep students preparing for and progressing toward college
completion and career readiness.
Challenging issues emerge on these pages. Much of our region’s population growth
in the coming years will be among racial and ethnic minorities who traditionally
have been the least likely to attend and graduate from college. Without more
attention to helping students from these underrepresented groups prepare for college
and earn degrees, our region and the nation could see greater numbers of
undereducated, working-age adults. Lower overall education attainment levels could
result.
More students must be better prepared for postsecondary education and have the
academic and financial support necessary to complete four-year degrees, two-year
degrees, career certificates and other postsecondary workplace training. This is how
we maintain America’s educational progress. Our states’ economic prospects and
quality of life depend on how we succeed in this endeavor.
Dave Spence
President
5. Projected Population Change
2010 to 2020
United States (+26.9 million) 9%
West (+9.5 million) 13%
Midwest (+2.1 million) 3%
Northeast (+1.4 million) 2%
SREB states (+14 million) 12%
Florida (+4.2 million) 22%
Texas (+4 million) 16%
North Carolina (+1.4 million) 15%
Georgia (+1.3 million) 13%
Virginia (+907,200) 11%
Maryland (+592,700) 10%
Delaware (+78,900) 9%
Tennessee (+549,800) 9%
South Carolina (+375,900) 8%
Arkansas (+185,200) 6%
Kentucky (+159,300) 4%
Oklahoma (+144,200) 4%
Alabama (+132,600) 3%
Louisiana (+106,500) 2%
Mississippi (+73,400) 2%
West Virginia (-28,000) -2%
Source: Table 1, U.S. Census Bureau.
More than half (52 percent) of the nation’s population growth
from 2010 to 2020 is expected to be in the 16 SREB states —
an increase of 14 million. Florida’s population is projected to
grow by 4.2 million, or 22 percent, the highest projected
growth rate in the region.
Page 2 Tables listed are in the SREB Fact Book on Higher Education 2011.
6. Hispanic Population Representation
2010 and Change 2000 to 2010
United States (+15.2 million) 16%
West (+5.3 million) 29%
Midwest (+1.5 million) 7%
Northeast (+1.7 million) 13%
SREB states (+6.6 million) 16%
Texas (+2.8 million) 38%
Florida (+1.5 million) 22%
Georgia (+418,500) 9%
Oklahoma (+152,700) 9% Change
Delaware (+35,900) 8% from
Maryland (+242,700) 8% 2000 to
North Carolina (+421,200) 8% 2010
Virginia (+302,300) 8%
Arkansas (+99,200) 6%
South Carolina (+140,600) 5% (Numbers in
Tennessee (+166,200) 5% parentheses are
Alabama (+109,800) 4% growth since
1998
Louisiana (+84,800) 4% 2000.)
Kentucky (+72,900) 3%
Mississippi (+41,900) 3%
West Virginia (+10,000) 1%
Source: Table 4, U.S. Census Bureau.
The increase in Hispanic residents is the region’s major
demographic trend. Hispanic population growth accounted for
46 percent of all growth in the SREB region from 2000 to
2010. Florida gained 1.5 million Hispanic residents —
36 percent of all Hispanics in the state. This increase raised the
proportion of Hispanic residents to 22 percent of the overall
resident population of Florida in 2010.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 3
7. Public High School Graduates
2018-19
White Black Hispanic Other
United States 54% 13% 24% 8%
West 41% 5% 39% 15%
Midwest 72% 11%11% 6%
Northeast 64% 12% 15% 9%
SREB states 45% 21% 27% 6%
Alabama 58% 29% 10%3%
Arkansas 57% 17% 20% 6%
Delaware 47% 30% 15% 8%
Florida 43% 18% 34% 5%
Georgia 40% 33% 20% 7%
Kentucky 77% 9% 11%
Louisiana 66% 27% 3%
Maryland 41% 33% 16% 10%
Mississippi 47% 47% 5%
North Carolina 48% 25% 23% 4%
Oklahoma 50% 9% 16% 26%
South Carolina 51% 30% 16% 3%
Tennessee 62% 19% 16% 3%
Texas 32% 15% 47% 6%
Virginia 52% 21% 16% 10%
West Virginia 91% 5%
Source: Table 8, Western Interstate Commission for Higher Education.
By 2019, black and Hispanic students are expected to account
for 48 percent of the SREB region’s public high school
graduates. White students, who were 56 percent of graduates in
2009, are projected to be 45 percent in 2019. In Florida,
Hispanic and black students are expected to rise from
43 percent to 52 percent and white students to decline from
51 percent to 43 percent. Hispanic graduates, the fastest-
growing group, are projected to be 34 percent of Florida
graduates by 2019.
Page 4 Tables listed are in the SREB Fact Book on Higher Education 2011.
8. Percent of Working-Age Population
With an Associate's or Higher Degree
Leading Nations, 2008
Canada 49%
Japan 43%
United States 41%
New Zealand 40%
Finland 37%
South Korea 37%
Norway 36%
Australia 36%
Denmark 34%
2000
Ireland 34%
Note: Ages 25 to 64.
Source: Organisation for Economic Co-operation and Development.
Working-age adults have become the new focus among
national leaders when comparing education levels. Using an
equivalency yardstick common for international attainment
comparisons (percent with the equivalent of an associate’s or a
higher degree), the United States has slipped to third place
internationally behind Canada and Japan.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 5
9. Working-Age Adults With an
Associate's or Higher Degree
2005 and 2009
2005 2009
United States 38%
West 39%
Midwest 38%
Northeast 44%
SREB states 35%
Maryland 44%
Virginia 43%
Delaware 39%
North Carolina 38%
Florida 36%
Georgia 36%
South Carolina 35%
Texas 33%
Tennessee 32%
Oklahoma 32%
Alabama 32%
Kentucky 30%
Mississippi 29%
Louisiana 28%
Arkansas 27%
West Virginia 26%
Note: Ages 25 to 64.
Source: Table 3, U.S. Census Bureau.
On U.S.-based measures of the 50 states, the percentage of
adults with associate’s or higher degrees has risen since 2005
nationally, regionally and in eight SREB states. In 2009,
36 percent of adults ages 25 to 64 in Florida had at least an
associate’s degree, down from 37 percent in 2005.
Page 6 Tables listed are in the SREB Fact Book on Higher Education 2011.
10. Adults With a Bachelor's
or Higher Degree
2000 and 2009
2000 2009
United States 28%
West 29%
Midwest 26%
Northeast 32%
SREB states 26%
Maryland 35%
Virginia 34%
Delaware 28%
Georgia 27%
North Carolina 26%
Florida 26%
Texas 26%
South Carolina 24%
Tennessee 23%
Oklahoma 23%
Alabama 22%
Louisiana 21%
Kentucky 20%
Mississippi 19%
Arkansas White
19%
West Virginia 17%
Source: Table 2, U.S. Census Bureau.
The percentage of adults with at least a bachelor’s degree has
risen since 2000 nationally, regionally and in every SREB
state. In 2009, 26 percent of adults ages 25 and older in Florida
had bachelor’s or higher degrees, up from 22 percent in 2000.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 7
11. Adults With a Bachelor's
or Higher Degree, 2000 and 2009
2000 2009
Column1 White 29%
United States
Column2 Black 17%
Column3 Hispanic 13%
Column4
Column5 27%
Column6
SREB states 17%
Column7 14%
Column8
Column9 39%
Maryland
Column10 24%
Column11 21%
Column12
Column13 27%
Florida
Column14 16%
Column15 21%
Column16
Column17 17%
West Virginia
Column18 13%
Column19 17%
Note: SREB states with the smallest and largest percentages of white adults
with bachelor’s degrees are shown to put data in context.
Source: Table 6, U.S. Census Bureau.
The percentage of Hispanic adults with at least a bachelor’s
degree was higher than the percentage of black adults with
degrees in five SREB states in 2009, down from 10 in 2000. In
Florida, 27 percent of white adults and 16 percent of black
adults had bachelor’s or higher degrees in 2009. Twenty-one
percent of Hispanic adults had bachelor’s or higher degrees.
Page 8 Tables listed are in the SREB Fact Book on Higher Education 2011.
12. 18- to 24-Year-Olds in College
United States, 2005 and 2009
2005 2009
All racial/ethnic groups 41%
Asian 65%
White (non-Hispanic) 45%
Black (non-Hispanic) 37%
Women
Hispanic 27%
Source: U.S. Census Bureau.
Even after years of progress, a smaller proportion (27 percent)
of Hispanic young adults attended college than black young
adults (37 percent) and white young adults (45 percent) in
2009. This means that the fastest-growing population in the
United States had the lowest percentage enrolled in college.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 9
13. Men's and Women's
Enrollment Growth
2004 to 2009
Women Men
19% (1.9 million)
United States
20% (1.5 million)
23% (559,100)
West
21% (413,000)
18% (427,500)
Midwest
18% (312,200)
12% (207,500)
Northeast
16% (204,500)
20% (643,500)
SREB states
22% (524,100)
33% (18,100)
West Virginia
66% (28,200)
24% (122,900)
Florida
27% (96,200)
Black and Hispanic
10% (2,900)
Delaware
13% (2,600)
Note: SREB states with the smallest and largest percentages of women’s
enrollment growth are shown to put data in context.
Source: Table 23, National Center for Education Statistics.
Women accounted for most of the college enrollment growth in
the SREB states from 2004 to 2009. In Florida, 122,900 more
women and 96,200 more men were enrolled in college in 2009
than in 2004.
Page 10 Tables listed are in the SREB Fact Book on Higher Education 2011.
14. Black and Hispanic
Enrollment Growth
2004 to 2009
Black + Hispanic White
34% (1.3 million)
United States
9% (979,700)
38% (370,000)
West
9% (202,700)
38% (206,100)
Midwest
10% (287,800)
26% (137,500)
Northeast
5% (102,200)
33% (528,900)
SREB states
11% (379,700)
185% (10,700)
West Virginia
34% (29,000)
39% (116,700)
Florida
14% (66,200)
20% (11,800)
Mississippi
9% (7,500)
Note: SREB states with the smallest and largest percentages of black plus
Hispanic enrollment growth are shown to put data in context.
Source: Table 23, National Center for Education Statistics.
The number of black and Hispanic students grew more rapidly
from 2004 to 2009 than the number of white students in
virtually every SREB state. In Florida, there were 116,700
more black and Hispanic students enrolled in 2009 than in
2004. This was a 39 percent increase, compared with a
14 percent increase in the enrollment of white students.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 11
15. Average Annual Earnings of Adults
United States, 2009
All $46,400
Professional degree $128,600
Doctoral degree $103,400
Master's degree $74,200
Bachelor's degree $58,800
Associate's degree $41,500
Some college, no degree $38,600
High school diploma or GED
$32,800
credential
Some high school, no
$24,300
diploma
Less than ninth grade $19,800
Source: U.S. Census Bureau.
More than ever, education pays. Adults ages 25 and older with
associate’s degrees earned 27 percent more than those with
only high school-level credentials. Those with bachelor’s
degrees earned 79 percent more. And, those with professional
degrees in fields such as law and medicine earned 119 percent
more than those with bachelor’s degrees.
Page 12 Tables listed are in the SREB Fact Book on Higher Education 2011.
16. Projected Increase in Job Openings
by Education or Training
United States, 2008 to 2018
Total (+15.3 million) 10%
Associate's degree (+1.2 million) 19%
Master's degree (+464,000) 18%
Professional degree (+353,000) 18%
Bachelor's degree (+3.1 million) 17%
Doctoral degree (+345,000) 17%
Postsecondary vocational
13%
certificate (+1.2 million)
Bachelor's degree plus work
8%
experience (+550,000)
Work experience or on-the-job
8%
training (+8.1 million)
Source: U.S. Census Bureau.
The fastest-growing, highest-paying jobs require education
beyond high school. Jobs in the United States are projected to
increase by 19 percent (1.2 million) by 2018 for people with
associate’s degrees and by 17 percent (3.1 million) for those
with bachelor’s degrees. Most jobs openings still will require
only work experience or on-the-job training.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 13
17. 150 Percent of Normal Time
Graduation Rates
Public Two-Year Colleges, 2006 Cohort
Asian White Hispanic Black
25%
United States 23%
15%
11%
32%
West 26%
18%
13%
16%
Midwest 26%
15%
9%
16%
Northeast 21%
10%
8%
16%
SREB states 19%
15%
12%
46%
Florida 40%
35%
23%
Note: Full-time, first-time, degree-seeking freshmen who graduated within
150 percent of normal program time, usually three years.
Source: Table 44, National Center for Education Statistics.
At public two-year colleges, the highest three-year graduation
rates for the 2006 cohort were in the West. Gaps in the rates for
racial and ethnic groups remain in all regions. Graduation rates
in Florida were above the national and all regional averages for
each of the four major groups.
Page 14 Tables listed are in the SREB Fact Book on Higher Education 2011.
18. 150 Percent of Normal Time
Graduation Rates
Public Four-Year Colleges, 2003 Cohort
Asian White Hispanic Black
66%
United States 59%
47%
39%
69%
West 58%
49%
44%
64%
Midwest 60%
47%
35%
64%
Northeast 62%
47%
46%
62%
SREB states 57%
45%
38%
65%
Florida 63%
63%
49%
Note: Full-time, first-time, degree-seeking freshmen who graduated within
150 percent of normal program time, usually six years.
Source: Table 44, National Center for Education Statistics.
At public four-year colleges, the SREB region’s six-year
graduation rates for the 2003 cohort were below the national
average for every major racial and ethnic group. Graduation
rates in Florida were above the SREB average for each of the
four major groups.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 15
19. Entering Transfer Status of
Associate's Graduates
Public Two-Year Colleges, 2008-09
Transfer student at graduating college
First time in college at graduating college
Other or unknown whether first-time or transfer
Tennessee 48% 52%
West Virginia 38% 47%
Georgia 36% 63%
Virginia 33% 67%
Texas 30% 49%
Arkansas 29% 70%
Florida 27% 63%
North Carolina 16% 84%
Kentucky 15% 59%
Note: These nine SREB states participated in the initial graduates’ time- and
credits-to-degree study.
Source: Table 49, SREB-State Data Exchange.
A significant percentage of associate’s degree graduates in
2008-09 were transfer students to the colleges awarding their
degrees. Among the first nine states to participate in SREB’s
initial data collection, the percentage of transfers ranged from
48 percent in Tennessee to 15 percent in Kentucky.
Page 16 Tables listed are in the SREB Fact Book on Higher Education 2011.
20. Entering Attendance Status of
Asssociate's Graduates
Public Two-Year Colleges, 2008-09
Full time
Part time
Unknown whether full time or part time
West Virginia 66% 19%
Georgia 61% 38%
Tennessee 59% 41%
Florida 57% 30%
Arkansas 56% 32%
North Carolina 48% 50%
Kentucky 46% 28%
Texas 39% 40%
Virginia 31% 69%
Note: These nine SREB states participated in the initial graduates’ time- and
credits-to-degree study.
Source: Table 49, SREB-State Data Exchange.
In many states, 2008-09 associate’s degree graduates entered
the colleges from which they graduated as full-time students.
Among the nine states to participate in SREB’s initial data
collection, the percentage who attended full time ranged from
66 percent in West Virginia to 31 percent in Virginia.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 17
21. Change in Associate's Degrees
Earned by Women
2003-04 to 2008-09
United States (+84,300) 18%
West (+28,500) 24%
Midwest (+20,000) 20%
Northeast (+7,100) 8%
SREB states (+28,500) 19%
Delaware (+300) 42%
West Virginia (+700) 37%
Virginia (+3,300) 34%
Arkansas (+1,100) 33%
Kentucky (+1,700) 25%
Maryland (+900) 25%
Florida (+9,500) 22%
Texas (+5,600) 22%
North Carolina (+2,400) 18%
Tennessee (+700) 12%
Georgia (+900) 11%
Mississippi (+600) 10%
Oklahoma (+700) 9%
South Carolina (+400) 5%
Alabama (+300) 4%
Louisiana* (-500) -10%
*Due to the effects of Hurricanes Katrina and Rita.
Source: Table 47, National Center for Education Statistics.
Women accounted for 69 percent of the increase in associate’s
degrees in the SREB region from 2003-04 to 2008-09. In
Florida, women accounted for 74 percent of the increase.
Florida increased the number of degrees awarded to women by
22 percent — one of the middle rates of increase in the region.
In Florida, women were 62 percent of graduates in 2008-09, up
from 59 percent in 2003-04.
Page 18 Tables listed are in the SREB Fact Book on Higher Education 2011.
22. Change in Associate's Degrees
Earned by Black + Hispanic Students
2003-04 to 2008-09
United States (+40,400) 28%
West (+12,500) 32%
Midwest (+6,700) 37%
Northeast (+3,700) 15%
SREB states (+17,400) 28%
West Virginia (+200) 148%
Virginia (+2,000) 58%
Kentucky (+400) 51%
Arkansas (+400) 42%
Florida (+7,400) 42%
Maryland (+700) 30%
Delaware (+100) 29%
Texas (+4,600) 28%
Georgia (+900) 22%
Oklahoma (+200) 22%
Tennessee (+300) 20%
North Carolina (+700) 19%
Alabama (+35) 1%
Mississippi (+20) 1%
South Carolina (+8) 0%
Louisiana* (-400) -19%
*Due to the effects of Hurricanes Katrina and Rita.
Source: Table 47, National Center for Education Statistics.
The number of black plus Hispanic graduates increased by
28 percent nationally and in the SREB region from 2003-04 to
2008-09. In Florida, black plus Hispanic graduates rose by
7,400 students or 42 percent. In Florida, black and Hispanic
students added up to 37 percent of graduates in 2008-09
compared with 34 percent in 2003-04.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 19
23. Entering Transfer Status of
Bachelor's Graduates
Public Four-Year Colleges, 2008-09
Transfer student at graduating college
First time in college at graduating college
Other or unknown whether first time or transfer
Texas 56% 38%
Florida 50% 50%
Mississippi 48% 46%
Georgia 47% 53%
Tennessee 41% 59%
Arkansas 36% 61%
North Carolina 35% 63%
Kentucky 32% 58%
Virginia 31% 69%
West Virginia 29% 64%
Note: These 10 SREB states participated in the initial graduates’ time- and
credits-to-degree study.
Source: Table 50, SREB-State Data Exchange.
A significant percentage of bachelor’s degree graduates in
2008-09 were transfer students to the colleges awarding their
degrees. Among the first 10 states to participate in SREB’s
data collection, the percentage of transfers ranged from
56 percent in Texas to 29 percent in West Virginia.
Page 20 Tables listed are in the SREB Fact Book on Higher Education 2011.
24. Entering Attendance Status of
Bachelor's Graduates
Public Four-Year Colleges, 2008-09
Full time
Part time
Unknown whether full time or part time
North Carolina 91% 6%
West Virginia 89% 4%
Tennessee 87% 13%
Virginia 84% 16%
Georgia 83% 17%
Kentucky 79% 11%
Florida 78% 19%
Arkansas 74% 14%
Texas 74% 21%
Mississippi 52% 42%
Note: These 10 SREB states participated in the initial graduates’ time- and
credits-to-degree study.
Source: Table 50, SREB-State Data Exchange.
A very high percentage of bachelor’s degree graduates in
2008-09 entered the colleges from which they graduated as
full-time students. Among the 10 states participating in
SREB’s initial data collection, the percentage who attended full
time ranged from 91 percent in North Carolina to 52 percent in
Mississippi.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 21
25. Bachelor's Degrees Earned by Women
2003-04 to 2008-09
United States (+112,200) 55%
West (+27,600) 56% Percent
Midwest (+21,700) 54% of degree
growth
Northeast (+19,200) 50%
earned
SREB states (+42,700) 58%
Louisiana (+100) 100%
Georgia (+3,200) 75%
Arkansas (+800) 68%
North Carolina (+3,800) 62%
Texas (+10,300) 61%
South Carolina (+1,800) 58%
Tennessee (+2,600) 58% (Numbers in
Delaware (+200) 57% parentheses are
Oklahoma (+1,300) 57% additional
Florida (+9,400) 56% women
graduates.)
Kentucky (+1,500) 54%
Virginia (+3,700) 54%
Alabama (+1,500) 53%
Maryland (+1,500) 52%
Mississippi (+400) 48%
West Virginia (+800) 35%
Source: Table 51, National Center for Education Statistics.
Women accounted for 58 percent of the increase in bachelor’s
degrees in the SREB region from 2003-04 to 2008-09. In
Florida, women accounted for 56 percent of the increase.
Florida increased the number of degrees awarded to women by
9,400. In Florida, women were 57 percent of graduates in both
2003-04 and 2008-09.
Page 22 Tables listed are in the SREB Fact Book on Higher Education 2011.
26. Increases in Bachelor's Degrees
Earned by Black + Hispanic Students
2003-04 to 2008-09
United States (+54,200) 31%
West (+14,200) 31% Percent
Midwest (+7,700) 22% of degree
growth
Northeast (+7,700) 25%
earned
SREB states (+24,000) 37%
Delaware (+200) 64%
Texas (+9,300) 57%
Mississippi (+400) 53%
North Carolina (+2,200) 41%
Georgia (+1,600) 39%
Florida (+5,900) 38%
Maryland (+700) 37%
Virginia (+1,200) 26%
Tennessee (+1,000) 25% (Numbers in
Alabama (+500) 23% parentheses are
Arkansas (+300) 21% the increase in
Oklahoma (+400) 20% black and
West Virginia (+300) 15% Hispanic
graduates.)
South Carolina (+400) 14%
Kentucky (+200) 9%
Louisiana (-400) NA
“NA” indicates not applicable. There was an overall decline in the state.
Source: Table 51, National Center for Education Statistics.
Black and Hispanic graduates accounted for 37 percent of the
increase in bachelor’s degrees in the SREB region from
2003-04 to 2008-09. In Florida, black and Hispanic graduates
accounted for 38 percent of the increase in degrees earned. In
Florida, black and Hispanic students were 31 percent of
graduates in 2003-04 and 32 percent in 2008-09.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 23
27. Tuition and Required Fees
Public Two-Year Colleges
Full-Time, In-State Undergraduates, 2009-10
United States (27%) $2,900
West (28%) $1,500
Midwest (28%) $3,800
Northeast (28%) $3,900
SREB states (27%) $2,600
Kentucky (19%) $3,800
South Carolina (5%) $3,400
Maryland (1%) $3,200
Georgia (57%) $3,000
Tennessee (19%) $3,000
Virginia (26%) $2,900 (Numbers
West Virginia (-4%) $2,900 in
Delaware (19%) $2,800 parentheses
Alabama (-12%) $2,700 are
inflation-
Oklahoma (12%) $2,700 adjusted
Florida (27%) $2,600 changes
Arkansas (11%) $2,200 from 2005
Louisiana (-1%) $2,100 to 2010.)
Texas (22%) $1,900
Mississippi (-1%) $1,800
North Carolina (18%) $1,700
Note: Based on the academic-year Consumer Price Index, which rose
15.6 percent over the period.
Source: Table 61, SREB-State Data Exchange and National Center for
Education Statistics.
Median annual tuition and required fees (often called sticker
price) reached $2,600 in SREB states in 2009-10. This was
27 percent more than in 2004-05 after adjusting for inflation.
In Florida, tuition and fees were $2,600 — 27 percent higher
than in 2004-05 after adjusting for inflation.
Page 24 Tables listed are in the SREB Fact Book on Higher Education 2011.
28. Tuition and Required Fees
Public Four-Year Colleges
Full-Time, In-State Undergraduates, 2009-10
United States (20%) $6,300
West (22%) $5,200
Midwest (16%) $6,800
Northeast (7%) $7,400
SREB states (23%) $5,700
South Carolina (26%) $8,800
Delaware (18%) $8,000
Virginia (21%) $7,300
Maryland (-2%) $6,700
Kentucky (38%) $6,600
Texas (33%) $6,300
Alabama (28%) $6,200
Arkansas (21%) $6,100
Tennessee (23%) $5,800
Georgia (54%) $5,100 (Numbers
West Virginia (21%) $5,000 in
parentheses
Mississippi (6%) $4,600 are
Florida (24%) $4,400 inflation-
North Carolina (16%) $4,300 adjusted
Oklahoma (23%) $4,200 changes
Louisiana (9%) $4,000 from 2005
to 2010.)
Note: Based on the academic-year Consumer Price Index, which rose
15.6 percent over the period.
Source: Table 61, SREB-State Data Exchange and National Center for
Education Statistics.
Median annual tuition and required fees (often called sticker
price) were $5,700 for the SREB region in 2009-10. This was
23 percent more than in 2004-05 after adjusting for inflation.
In Florida, tuition and fees were $4,400 — an increase of
24 percent from 2004-05 after adjusting for inflation.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 25
29. Percent of Freshmen With
Grants and Loans
Public Two-Year Colleges, 2008-09
Grant or Loan 66%
United States ($4,200)
Loan 22%
Average
loan 56%
amount West ($4,500)
10%
71%
Midwest ($4,500)
36%
64%
Northeast ($4,000)
26%
70%
SREB states ($3,900)
20%
71%
Florida ($3,700)
17%
Source: Table 69, National Center for Education Statistics.
Nationally, 66 percent of first-time, full-time freshmen seeking
degrees or certificates at public two-year colleges received a
financial aid grant, took out a student loan, or both, in 2008-09.
Twenty-two percent took out loans. In Florida, 71 percent had
a grant, loan or both, and 17 percent had loans that averaged
$3,700 that year.
Page 26 Tables listed are in the SREB Fact Book on Higher Education 2011.
30. Percent of Freshmen With
Grants and Loans
Public Four-Year Colleges, 2008-09
Grant or Loan 79%
United States ($6,000)
Loan 48%
Average
loan 70%
amount West ($5,200)
36%
81%
Midwest ($6,300)
55%
81%
Northeast ($6,800)
59%
82%
SREB states ($5,700)
45%
95%
Florida ($5,300)
30%
Source: Table 68, National Center for Education Statistics.
Nationally, 79 percent of first-time, full-time freshmen seeking
undergraduate degrees at public four-year colleges received a
financial aid grant, took out a student loan, or both, in 2008-09.
Forty-eight percent took out loans. In Florida, the percentages
were 95 percent and 30 percent, respectively. The average loan
amount for Florida freshmen taking out loans that year was
$5,300.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 27
31. Cost of Attendance and
Net Price After Grant Aid
Public Two-Year Colleges, 2008-09
Grant and scholarship aid Net price
United States $6,500 $10,200
West $6,600 $10,000 Cost of
Midwest $7,400 $10,900 attendance*
Northeast $6,300 $10,300
SREB states $6,100 $9,900
Florida $7,600 $11,600
Arkansas $7,400 $11,100
Maryland $7,100 $10,700
South Carolina $6,800 $10,600
Oklahoma $6,800 $10,500
Kentucky $6,700 $10,300
North Carolina $6,200 $10,300
Tennessee $6,300 $10,300
Louisiana $6,700 $10,100
Georgia $6,600 $9,800
West Virginia $4,800 $9,100
Texas $5,000 $9,100
Virginia $5,200 $8,800
Alabama $4,800 $8,400
Mississippi $4,700 $8,100
Delaware $5,000 $7,400
*Cost of attendance consists of tuition/fees, books/supplies, room/board and
other expenses. Figures are for fall-term, full-time, degree-/certificate-seeking
undergraduates who paid in-state or in-district tuition and received
government or institutional scholarships or grants.
Source: Table 70, National Center for Education Statistics.
The net price of college (cost of attendance minus grant and
scholarship aid) for full-time, in-state undergraduates at public
two-year colleges in the SREB region in 2008-09 was $6,100,
the lowest of any U.S. region. In Florida, the net price was
$7,600.
Page 28 Tables listed are in the SREB Fact Book on Higher Education 2011.
32. Cost of Attendance and
Net Price After Grant Aid
Public Four-Year Colleges, 2008-09
Cost of
Grant and scholarship aid Net price attendance*
United States $11,100 $17,100
West $10,800 $17,600
Midwest $12,700 $18,200
Northeast $12,300 $18,000
SREB states $9,800 $15,800
South Carolina $13,400 $20,000
Maryland $12,600 $18,800
Virginia $12,400 $18,500
Delaware $12,400 $17,200
Texas $9,700 $16,600
Mississippi $10,600 $16,200
Tennessee $9,400 $16,000
Alabama $10,700 $16,000
Florida $10,300 $15,400
Kentucky $9,800 $15,400
Oklahoma $9,600 $15,300
Arkansas $8,800 $15,100
Georgia $9,100 $15,100
North Carolina $7,100 $14,400
West Virginia $7,000 $13,200
Louisiana $7,500 $13,000
*Cost of attendance consists of tuition/fees, books/supplies, room/board and
other expenses. Figures are for fall-term, full-time, degree-/certificate-seeking
undergraduates who paid in-state or in-district tuition and received
government or institutional scholarships or grants.
Source: Table 70, National Center for Education Statistics.
The net price of college (cost of attendance minus grant and
scholarship aid) for full-time, in-state undergraduates at public
four-year colleges in the SREB region in 2008-09 was $9,800,
the lowest of any U.S. region. In Florida, the net price was
$10,300.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 29
33. Enrollment and Funding Changes
Public Two-Year Colleges, 2007-08 to 2009-10
SREB states Florida
Funding from state 9%
appropriations and tuition and
fees 3%
Full-time-equivalent (FTE) 16%
enrollment 17%
-6%
Funding per FTE student
-12%
Funding per FTE student -12%
(adjusted for inflation) -18%
Note: Based on the Higher Education Price Index (HEPI), which increased by
7.3 percent from 2008 to 2010.
Source: Table 89, SREB-State Data Exchange.
In Florida in 2010, funding from state appropriations and
tuition and fees per FTE student for public two-year colleges
was $4,900 — 18 percent ($1,000) less than in 2008 after
adjusting for inflation. The regional average funding per FTE
student was $6,700 — 12 percent ($1,000) less than in 2008
after adjusting for inflation.
Page 30 Tables listed are in the SREB Fact Book on Higher Education 2011.
34. Enrollment and Funding Changes
Public Four-Year Colleges, 2007-08 to 2009-10
SREB states Florida
Funding from state 3%
appropriations and tuition and
fees -7%
Full-time-equivalent (FTE) 5%
enrollment 8%
-2%
Funding per FTE student
-14%
Funding per FTE student -9%
(adjusted for inflation) -20%
Note: Based on the Higher Education Price Index (HEPI), which increased by
7.3 percent from 2008 to 2010.
Source: Table 88, SREB-State Data Exchange.
In Florida in 2010, funding from state appropriations and
tuition and fees per FTE student for public four-year colleges
and universities was $10,800 — 20 percent ($2,800) less than
in 2008 after adjusting for inflation. The regional average
funding per FTE student was $13,700 — 9 percent ($1,400)
less than in 2008 after adjusting for inflation.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 31
SREB states
35. Appropriations and Tuition
Revenue Changes
Public Colleges, 2007-08 to 2009-10
SREB states Florida
3%
State/local appropriations
-6% (-$71.2 million)
Two-year
21%
Tuition and fee revenues
23% (+$128.1 million)
-8%
State appropriations
-19% (-$443.3 million)
Four-year
17%
Tuition and fee revenues
22% (+$202.2 million)
Sources: Tables 88-89, SREB-State Data Exchange.
At Florida’s public two-year colleges, state/local
appropriations fell $71.2 million from 2008 to 2010, while
tuition and fees revenue increased $128.1 million — for a net
funding increase of $56.9 million.
At Florida’s public four-year colleges, state appropriations fell
$443.3 million from 2008 to 2010, while tuition and fees
revenue increased $202.2 million — for a net funding decrease
of $241.1 million.
Page 32 Tables listed are in the SREB Fact Book on Higher Education 2011.
36. Changes in Annual Pay
(adjusted for inflation)
24% All workers,
United
States
20% ($49,511
average in
2010)
16% Public four-
year college
faculty,
SREB states
($73,557
average in
2010)
Public four-
year college
faculty,
United
States
($76,153
average in
2010)
1980 1985 1990 1995 2000 2005 2010
Sources: SREB-State Data Exchange, National Center for Education
Statistics and U.S. Census Bureau.
College faculty have higher levels of education and higher pay
than American workers overall, but faculty salaries nationwide
and in the SREB region have not grown as fast when compared
with growth of the average American wage. Faculty salaries at
public four-year colleges and universities in the SREB region
were 20 percent higher in 2010 than in 1980 when adjusted for
inflation. The average increase for all workers nationwide was
24 percent.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 33
37. Faculty Salaries
Public Two-Year Colleges
2009-10
United States (1%) $61,300
West (4%) $72,300
Midwest (0%) $61,400
Northeast (0%) $65,900
SREB states (1%) $51,800
Maryland (2%) $66,000
Delaware (-5%) $62,800
Virginia (9%) $57,200
Florida (-1%) $53,600
Alabama (5%) $53,400
Texas (0%) $53,300 (Numbers
Louisiana (9%) $50,600 in
Kentucky (-3%) $48,900 parentheses
Oklahoma (2%) $48,900 are percent
Mississippi (3%) $48,800 changes
Georgia (-8%) $48,200 2005 to
2010
North Carolina (4%) $47,600 adjusted
Tennessee (-6%) $46,800 for
West Virginia (-2%) $46,700 inflation.)
South Carolina (-3%) $46,600
Arkansas (-4%) $43,600
Note: Inflation adjustment based on the academic-year Consumer Price
Index, which rose 13.7 percent over the period.
Source: Table 82, SREB-State Data Exchange and National Center for
Education Statistics.
From 2005 to 2010, the SREB region’s average two-year
faculty salary increased 1 percent to $51,800 and remained
lower than the national average of $61,300. The average salary
in Florida fell 1 percent to $53,600. The two-year college
average salary in Florida in 2010 was one of the top five in the
SREB region.
Page 34 Tables listed are in the SREB Fact Book on Higher Education 2011.
38. Faculty Salaries
Public Four-Year Colleges
2009-10
United States (2%) $77,000
West (3%) $81,900
Midwest (0%) $75,300
Northeast (3%) $83,000
SREB states (1%) $73,600
Delaware (4%) $93,500
Maryland (0%) $81,200
Virginia (0%) $80,700
North Carolina (5%) $79,500
Florida (1%) $76,300
Texas (3%) $76,300
Georgia (-3%) $72,800 (Numbers
Alabama (2%) $71,800 in
South Carolina (-2%) $70,100 parentheses
are percent
Kentucky (-1%) $68,300 changes
Tennessee (-2%) $67,000 2005 to
Oklahoma (3%) $66,600 2010
Mississippi (3%) $65,700 adjusted
Louisiana (3%) $65,500 for
West Virginia (4%) $64,900 inflation.)
Arkansas (-3%) $59,800
Note: Inflation adjustment based on the academic-year Consumer Price
Index, which rose 13.7 percent over the period.
Source: Table 83, SREB-State Data Exchange and National Center for
Education Statistics.
From 2005 to 2010, the SREB region’s average four-year
faculty salary rose 1 percent to $73,600, but remained below
the national average of $77,000. The average salary in Florida
rose 1 percent to $76,300. The four-year college and university
average salary in Florida in 2010 was the fifth highest in the
SREB region.
Tables listed are in the SREB Fact Book on Higher Education 2011. Page 35