beneath the surface - Squarespace

2017

BENEATH THE SURFACE The State of Higher Education in Tennessee

The State of Higher Education in Tennessee

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“We want to make a really loud and clear statement to everyone in Tennessee: ‘No matter who you are, no matter what your education path has been in the past, no matter what your income level is, you can go to college for free in Tennessee.’” —Bill Haslam, Governor, State of Tennessee, 2017

TABLE OF CONTENTS

LETTER FROM THE EXECUTIVE DIRECTOR

2

EXECUTIVE SUMMARY

4

KEY TENNESSEE POLICIES

6

HIGHER EDUCATION TYPES IN THE STATE

7

WHY SHOULD WE CARE

8

ENTERING COLLEGE

10

STAYING IN COLLEGE

12

FINISHING COLLEGE

14

POST-COMPLETION OUTCOMES

16

CASE STUDIES

18

MONETARY INCENTIVES

20

CONCLUSION

21

BOARD OF DIRECTORS, STEERING COMMITTEE & STAFF

22

LETTER FROM THE EXECUTIVE DIRECTOR

It is an honor to present the 2017 State of Higher Education in Tennessee report. This annual overview

of postsecondary performance serves as the foundation for Complete Tennessee’s efforts to help improve student success and increase the number of Tennesseans who have earned a college degree.

Over the past year, we have learned a great deal about Tennessee’s higher education landscape

by collaborating with community leaders across the state, discussing postsecondary challenges with students, and reviewing national reports on higher education access, completion, and outcomes. Through this work, we’ve identified common themes that can inform Tennessee’s ongoing efforts to improve college graduation and degree attainment rates.

This year’s report highlights three of the most pressing issues

affecting postsecondary attainment in Tennessee: low graduation rates, troubling equity gaps, and a weak school-to-workforce pipeline.

To build a better future for Tennesseans, we must work

together to improve postsecondary outcomes, provide all students – regardless of background or circumstance – with the resources and support necessary to excel in college, and help better align college

We must work together to improve postsecondary outcomes, provide all students...with the resources and support necessary to excel in college, and help better align college programs and credentials with employer needs.

programs and credentials with employer needs.

Tennessee has built a national reputation for education reform and student success, and that is to

be commended and celebrated. However, there are disturbing trends highlighted in this report that, if left unaddressed, will negatively affect the state’s future progress and prosperity.

On behalf of our Board of Directors, the Complete Tennessee Steering Committee, and our hard-

working staff, I thank you for taking the time to review this report and consider the role you and your community can play in strengthening postsecondary attainment and outcomes in our state. Our shared goal is to inspire action, and I hope you will join our work to strengthen education and better support current and future students throughout the Volunteer State. Sincerely,

Kenyatta Lovett, Ph.D. Executive Director

2 | Beneath The Surface


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55 PERCENT

EXECUTIVE SUMMARY

The inaugural State of Higher Education in Tennessee report,

released in 2016, highlighted startling statistics that could jeopardize Tennessee’s goal to increase college graduation rates.

From low graduation rates at many of the state’s four-year

institutions

to

dismal

community

college

outcomes

for

African-

American students, the inaugural report included several troubling findings that should serve as a call to action for enhanced community-led accountability and advocacy to improve post-secondary student success.

Tennessee has set an

ambitious goal of reaching

commitment to improving college graduation rates, beginning with the

55 percent degree

Complete College Tennessee Act in 2010. The state has invested heavily

attainment by 2025 in

in programs designed to improve postsecondary access. Most recently,

order to support the state’s

Tennessee approved a law allowing adult returning students to attend

workforce needs.

community colleges tuition-free.

Tennessee policymakers have demonstrated a longstanding

Signs of progress in postsecondary education outcomes are

evident. However, more progress is needed to attain the state’s Drive to 55 goal to equip 55 percent of Tennesseans with a college degree or credential by 2025. Beneath the surface, there are clear challenges that undermine the larger goal of transforming Tennessee’s pipeline of talent into a more skilled and educated workforce.

We have the opportunity to take action on our promise to

encourage more Tennesseans to earn a college credential. To meet the current and future job demands for skilled and credentialed talent, it is critical that everyone in Tennessee participate in this effort, especially the individuals and communities that have the most to benefit from higher degree attainment rates.

The second annual State of Higher Education in Tennessee

report provides an overview of our postsecondary education system, with special emphasis on the issues many students face in the pursuit of a college degree. Three main issues are highlighted throughout the report that capture the essence of our call to action for increasing the support for student success by postsecondary institutions, individuals, and communities:


1 Upward trends in postsecondary graduation rates must continue so the state can reach its degree attainment goal of 55 percent.

2

3

Current inequities in degree attainment and postsecondary student success require immediate attention to ensure the state’s improvements are inclusive of all Tennesseans.

Colleges and universities must take more deliberate action to align the pipeline of talent to employer needs.


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KEY TENNESSEE POLICIES

COMPLETE COLLEGE TENNESSEE ACT OF 2010

TENNESSEE PROMISE

Comprehensive postsecondary reforms focused on student

Provides tuition-free community or technical college to high school

success and completion. Key components included establishing

graduates through last-dollar scholarships. Students are paired

an outcomes-based funding formula for public colleges and

with a mentor who supports them while in high school through the

universities, mandating articulation and transfer pathways, and

college enrollment process. Students are required to complete

removing remedial coursework from universities.

community service hours, complete the Free Application for Federal Student Aid (FAFSA), maintain full-time enrollment, and

DRIVE TO 55 Tennessee’s degree attainment goal to meet projected workforce needs and to equip 55 percent of Tennesseans with a degree or certificate by the year 2025.

maintain satisfactory academic progress in order to remain eligible.

TENNESSEE RECONNECT ACT An extension of the Drive to 55 initiative that provides tuition-free community college to adults that do not already have a degree.

FOCUS ACT Focus on College and University Success (FOCUS) Act – aligns

Students are required to complete a FAFSA, enroll at least parttime (6 credit hours), participate in an approved advising program, maintain continuous enrollment, and earn at least a 2.0 GPA.

the postsecondary education system in Tennessee to sharpen the focus on community colleges and colleges of applied technology (TCATs) while granting pubic four-year universities autonomy via local governing boards for each institution.

TCAT RECONNECT Allows adult students to attend a Tennessee College of Applied Technology (TCAT) tuition-free. Students are required to complete

LABOR EDUCATION ALIGNMENT PROGRAM (LEAP)

a FAFSA, maintain satisfactory academic progress, and cannot

The Labor Education Alignment Program (LEAP) helps ensure

stop out.

that Tennessee’s postsecondary institutions are producing the skills and credentials employers in the state actually need. The objective of Tennessee LEAP is to eliminate skills gaps across the state in a proactive, data-driven, and coordinated manner by encouraging collaboration across education and industry, and by utilizing regional workforce data.


HIGHER EDUCATION INSTITUTION TYPES IN TENNESSEE

UNIVERSITY OF TENNESSEE SYSTEM

TENNESSEE INDEPENDENT COLLEGES AND UNIVERSITIES

The University of Tennessee is the state’s flagship public university

ASSOCIATION (TICUA):

system with main campuses in Knoxville, Chattanooga, and Martin.

The Tennessee Independent Colleges and Universities Association

All are governed jointly by a University of Tennessee Board, for

(TICUA) is a membership group representing 34 private, nonprofit

which board members are appointed by the governor.

colleges and universities. TICUA’s mission is to engage private colleges and universities to work collaboratively in areas of public

TENNESSEE BOARD OF REGENTS (TBR)

policy, cost containment, and professional development. Each institution is governed independently.

The TBR system consists of 13 community colleges and 27 Tennessee Colleges of Applied Technology (TCATs). Each type of institution has its own mission. Community colleges prepare

PROPRIETARY SCHOOLS

students for transfer to a university, as well as for direct entry

These are private institutions that provide degrees, certifications,

into the workforce. TCATs provide training and certification in

and licensures. They are operated by private, profit-seeking

fields with strong employment needs. The governor appoints the

businesses.

Regents, and the board appoints the chancellor of the TBR system. LOCALLY GOVERNED INSTITUTIONS (LGI) TENNESSEE HIGHER EDUCATION COMMISSION (THEC)

Locally governed institutions consist of the state’s six public

THEC is the state’s coordinating agency for higher education.

universities: Austin Peay State University, East Tennessee State

THEC oversees an array of finance, academic, research, and

University, Middle Tennessee State University, Tennessee State

consumer protection initiatives that promote student success and

University, Tennessee Technological University, and the University

support for the state’s completion agenda.

of Memphis. Each university has a local governing board appointed by the governor and confirmed by the Tennessee General Assembly.


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WHY SHOULD WE CARE...

ABOUT COLLEGE COMPLETION AND DEGREE ATTAINMENT RATES?

Improving college completion and degree attainment rates can have a positive effect on individuals,

households, and communities. Earning a college credential can lead to higher earning potential and, in some cases, help break the cycle of poverty. When degree attainment rises, local communities can benefit from the resultant increases in tax revenues and decreases in demand for social services.1 Additionally, employers are more likely to invest in communities with larger pools of skilled and credentialed talent. 2

While higher college completion and degree attainment rates cannot solve all social and economic

problems for a given community, there’s little doubt that improved postsecondary access and attainment can be an important part of a larger, more meaningful solution.

ABOUT EQUITY IN HIGHER EDUCATION?

Recent gains in college attainment and completion rates have not equally benefited all

Tennesseans. When examined through the lens of age, income, or race, data reveals a startling reality that both the opportunity to participate in higher education and the potential for success produce starkly different results. Current achievement gaps raise questions about the possibility or the moral standard of achieving the Drive to 55 goal if certain groups of Tennesseans are left behind.

Critical points of inequitable outcomes in Tennessee include: Age: Adult enrollment continues to decline

Race: African-American retention and employment rates remain substantially lower than other

student demographics

Income: Low-income students graduate at lower rates at most colleges except the Tennessee

Colleges of Applied Technology (TCATs)

1. Carroll, S. J. & Emre, E. (2009). The benefits to taxpayers from increases in students’ educational attainment. (Vol. 686. Rand Corporation, 2009. 2. Carnevale, A., Garcia, T., & Gulish, A. (2017). Career pathways: Five ways to connect college and careers. Georgetown University Center on Education and the Workforce. https://cew.georgetown.edu/cew-reports/careerpathways/


STRONG PIPELINE OF TALENT LEADS TO

ECONOMIC GROWTH HOUSEHOLD INCOME TAX REVENUES SOCIAL COSTS


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ENTERING COLLEGE REMAINS A CHALLENGE FOR MOST TENNESSEANS

FIGURE 1

Enrollment by Institution Type Tennessee enrollment trends have remained relatively flat across institution types from 2011-2015. Source: IPEDS

100,000

The college admissions and matriculation processes are often oversimplified, and

require critical decisions that are foreign to many students and their families. The journey

96,152

to college is an educational experience in and of itself, especially for students who are the

90,000 89,723

first in the family to pursue a postsecondary degree. Prospective students can face barriers

86,681

beyond tuition that hinder their ability to enroll, such as transportation, life obligations, or

80,000

access to childcare.3 More concerning, it appears students who could most benefit from state or able to participate in these initiatives.

Although preliminary numbers confirm community college enrollment has grown

by two percent from 2016-20174 , enrollment trends statewide have been relatively flat (see Figure 1).5 Community college enrollment has grown in part due to the state’s investment in the Tennessee Promise. However, enrollment growth has occurred despite significant downward trends for key populations: African-American student enrollment has decreased 12 percent and adult enrollment has dropped 25 percent (see Figure 2 and Figure 3).6

Without increasing enrollment for adults and students of color, the chances of

producing equitable outcomes in postsecondary completion and attainment diminish greatly. The state’s rapidly-changing demographics indicate these trends could have widespread

76,623 Number of Students by Enrollment

programs and policies designed to support postsecondary attainment are either not aware of

80,974 74,425

70,000

60,000 59,597

59,219

38,602

38,504

38,381

10,988

10,678

57,298 50,000

40,000

30,000

7

consequences. Data reveals that Tennessee’s average age is increasing , underscoring the need to help more adults earn a postsecondary credential. The state’s minority population

20,000

will become a larger share of the overall population8 , and the gap between rich and poor continues to expand.9 Equal participation in higher education is necessary to elevate Tennessee’s overarching college completion and degree attainment rates.

10,000

12,630

0 3. Complete Tennessee. (2017). Room to grow: Regional perspectives on higher education improvement 4. Tennessee Board of Regents Newsroom. Enrollment in Tennessee’s community colleges increases 2.2 percent over fall 2016: https://www.tbr.edu/news/enrollment-tennessee%E2%80%99s-community-collegesincreases-22-percent-over-fall-2016-2017-09-21 5. IPEDS, 2015 6. IPEDS, 2015 7. U.S. Census Bureau, 2016 Population Estimates 8. Boyd Center for Business and Economic Research 9. Federal Reserve Bank of Atlanta. (2017). Income inequality and the economy: The impact on workers and consumers. Retrieved from: https://www.frbatlanta.org/news/conferences-and-events/conferences/paforum/2017/0913-fazzarishelton-income-inequality-economy


2011

2012

2013

2014

2015

UT

Community College (CC)

TICUA

TCAT

LGI

FIGURE 2

FIGURE 3

Enrollment by Race

Adult Enrollment (ages 25-64) by Institution Type

African-American enrollment rates have declined by 12 percent from

Adult enrollment in Tennessee has dropped 25 percent from

2011-2015 across public and private higher education institutions in

2011-2015.

Tennessee. Source: IPEDS Source: IPEDS

200,000 199,923 192,962 186,808

180,000

40,000

35,000

140,000

120,000

100,000

80,000

60,000 53,394

49,552

40,000

46,891

Number of Adults Enrolled by Institution

Number of Students Enrolled by Race

160,000

36,990

30,000

30,838

25,000 23,880 21,521

20,000

18,793 16,748

15,000

11,560

10,000

9,171

8,706

0 2011

2012

White

10,700

2013

Black

2014

2015

Hispanic

11,175

5,009

4,616

4,473

4,820

4,471

4,008

5,000

20,000

12,596

0 2011

2013

2015

UT

CC

TICUA

TCAT

LGI


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STAYING IN COLLEGE IS A CHALLENGE FOR MANY

FIGURE 4

Retention Rate by Institution Type and Race Upward trends in student retention have included narrowing gaps in achievement for Hispanic students. However, disparities for AfricanAmerican students continue to exist. Source: THEC

Student retention is clearly a primary factor in college

completion. The further students progress through the courses required to earn a credential, the more likely that progress will result in completion. However, the challenges that give many

can dramatically affect students’ ability to remain in school. This underscores the critical role of support programs that can assist students in overcoming these issues.

Student retention rates for Tennessee’s colleges and

universities have increased over the past five years10 , but still remain below the national average.11 Tennessee’s community colleges have increased full-time freshman retention rates by three percentage points from 2011 to 2015.12 Four-year public institutions have increased retention rates over the same period by two percentage points.13 Similar gains have been realized in private institutions.14 However, fall-to-fall retention rates at community colleges for African-American students remain ten percentage points below

0%

20%

40%

60%

80%

100%

20%

40%

60%

80%

100%

2 YR

their peers (see Figure 4).

Retention Rate by Institution Type and Race 2014

tuition, childcare, and transportation, remain after enrollment and

4 YR

Tennesseans pause when considering college, such as costs beyond

0%

White 10. IPEDS, 2015 11. IPEDS trend generator, 2015 12. IPEDS, 2015 13. IPEDS, 2015 14. IPEDS, 2015


Black

Hispanic

Average

Postsecondary institutions can do more to improve student

relevant credentials.16 Also, employers in Warren County are providing

retention, especially for low-income students and students of color. For

area high school students with work-based learning opportunities in an

example, summer bridge programs help students transition and adapt to

effort to strengthen the connection between college and career. Still,

college life, and are proven to substantially aid at-risk student retention.

many regions lack the resources and local engagement necessary to help

By engaging high school graduates prior to the start of their freshman

college students make smarter choices on college and career.

year with course-prep and orientation resources, many institutions have

reduced or eliminated equity gaps.

attainment rates has produced a wealth of information about effective,

The national movement to improve college graduation and degree

The University of Tennessee at Chattanooga (UTC), for example,

evidence-based strategies to raise student retention. For example,

has established a summer bridge program for underprepared and

Complete College America supports practices such as incorporating

underrepresented students. This program, along with other support efforts

remediation into college-level coursework, prescribing schedules for

on campus, has allowed UTC to become the only public four-year university

students that eliminate the risk of taking unnecessary courses, and

15

in Tennessee to retain black males at a higher rate than their peers.

encouraging full-time enrollment to improve graduation rates.17 Colleges

Communities also play a vital role in student retention. Retention is

and universities in Tennessee should continue to invest in these and other

often negatively impacted by misinformed decisions about future career

high-impact practices to help ensure equitable outcomes for all students.18

and college options. In Memphis, leaders have developed Memphis Works,

Communities must also dedicate the critical resources required to help

an online resource to help prospective postsecondary students explore

students make informed choices about career and college options.

local career pathways, identify available job opportunities, and pursue

15. Tennessee Higher Education Commission - Fall 2014-2015 retention rates by race 16. For more information on Memphis Works: https://app.memphisworks.com/ 17. Complete College America website: http://completecollege.org/ 18. Kuh, G. D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.


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FINISHING COLLEGE IS NOT GUARANTEED FOR ALL STUDENTS

FIGURE 5

Graduation Rates by Race and System Level For Hispanic students, the achievement gap at many institutions has substancially narrowed. Black graduation rates, however, remain well below the rate of their peers. Source: IPEDS, 2016

Disparities in postsecondary education are best examined

through graduation rates. Nationally, significant gaps in achievement UT

have long existed for low-income and students of color, which further complicates income inequalities for many communities.

have also realized gains in graduation rates but were still ranked 33rd in 2015. 21 While this indicates progress and growth, institutions still need to improve graduation rates.

The state’s investment to incentivize college completion is

making a difference. Tennessee Promise students currently have a high rate of success. Persistence to the sophomore year, successful transfer, and graduation rates are far better than non-promise students and national averages. 22

The rise in graduation rates for Tennessee’s postsecondary

institutions has included growing completion rates for certain subpopulations. The achievement gap for Hispanic students at many institutions has substantially narrowed. Black and low-income student

LGI

increase and in 2016 averaged 20 percent. 20 Four-year universities

CC

Community college 3-year graduation rates have continued to

TCAT

universities, Tennessee ranks 44th in the nation in degree attainment.19

TICUA

Despite rising graduation rates at many colleges and Graduatinon Rates by Race and System Level

achievement, however, remains well below the rate of their peers (see Figure 5 and Figure 6). 23 0% 19. Lumina – A Stronger Nation: http://strongernation.luminafoundation.org/ report/2017/#nation&n-tsid=byAttainment 20. IPEDS, 2015 and 2016 21. Based on calculations from National Center for Higher Education Management Systems (NCHEMS) 22. Tamburin, A. (2017). Tennessee Promise students more likely to succeed in college, less likely to drop out, new data shows. The Tennessean. Retrieved from: http://www.tennessean.com/story/news/education/2017/09/21/ tennessee-promise-students-more-likely-succeed-college-less-likely-drop-out-newdata-shows/690091001/ 23. IPEDS, 2016


20%

White

40%

Black

60%

Hispanic

80%

Average

100%

FIGURE 6

There is evidence across the nation that closing achievement gaps for underrepresented or

Graduation Rates for Low-Income Students

underserved students is possible. Deliberate student success strategies at Florida State University (FSU) and

Graduation rates for low-income students (as measured by Pell

Guttman Community College offer signs of hope that implementing best practice models can substantially

grants) are consistently lower across Tennessee colleges except for

improve completion rates and narrow achievement gaps.

the Tennessee Colleges of Applied Technology (TCATs).

FSU has incorporated a series of high-impact practices, including summer bridge programs,

structured academic pathways, proactive advising, and financial assistance programs beyond tuition. Source: IPEDS, 2016

As a result, the institution has narrowed the achievement gap for African-American students to just three percentage points, ranking FSU in the top twenty nationally for African-American degree production.24

Guttman Community College in New York has implemented a portfolio of best practices, including

calendar.25 Guttman’s mission focuses on increasing the number of underserved students who graduate in UT

a timely manner. Outcomes for Guttman Community College have been impressive. In 2015, Guttman’s twoyear graduation rate (31 percent) was six percentage-points higher than the national average for two-year urban public institutions.26

TICUA

Evidence of successful practices can also be seen within Tennessee. The Tennessee Colleges of

Applied Technology (TCATs) maintain graduation rates above 80 percent.27 Clear pathways to completion, high-touch student support practices, competency-based education opportunities, and strong employer relationships are integrated into all TCAT programs.

LGI

Communities also play a critical role in improving college graduation rates. Work-and-earn opportunities

through employer-led internships and apprenticeships have resulted in higher rates of completion.28 Affordable resources for childcare or transportation are community supports that can help more citizens chart a successful path for college completion.

CC

We must continue to encourage and expect better outcomes in Tennessee’s higher education

system. The evidence exists to prove that greater and more equitable rates of completion are possible, but action must be intentional. Improving graduation rates at Tennessee’s colleges and universities will require thoughtful partnerships between postsecondary institutions and community leaders. These partnerships must be developed to understand student barriers to completion and identify the resources needed to

TCAT

Graduation Rates Overall Compared to Pell Eligible Students

vouchers for transportation and childcare, a full-time attendance requirement, and an 11-month academic

0%

remove these barriers.

20%

40%

60%

Pell Recipient Graduation Rate Overall Graduation Rate

80%

100%

24. Heller, D. (2017). FSU identified as top performer for black student success. Florida State University News. Retrieved from: http://news.fsu.edu/news/university-news/2017/03/01/fsu-identified-top-performer-black-student-success/ 25. Guttman Community College Newsroom. (2017). College continues to graduate high percentage of students as it marks fifth-year anniversary. Retrieved from: https://guttman.cuny.edu/2017/09/08/college-continues-to-graduate-high-percentage-of-studentsas-it-marks-fifth-year-anniversary/ 26. College continues to graduate high percentage of students as it marks fifth-year anniversary. (2017). Retrieved from: https://guttman.cuny.edu/2017/09/08/college-continues-to-graduate-high-percentage-ofstudents-as-it-marks-fifth-year-anniversary/ 27. Tennessee Higher Education Commission. (2017). 2016-2017 Tennessee higher education fact book. Retrieved from: https://www.tn.gov/assets/entities/thec/attachments/2016-17_Fact_Book_Suppressed_ Final_2.pdf 28. Kuh, G. D. (2008). Excerpt from high-impact educational practices: What they are, who has access to them, and why the matter. Association of American Colleges and Universities.


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DISPARITIES OFTEN REMAIN AFTER COMPLETION

FIGURE 7

Unemployment by Race and Educational Attainment in TN African-Americans in Tennessee are more likely to be unemployed than their peers at all levels of educational attainment. Source: U.S. Census Bureau, 2015

While postsecondary education is often heralded as a tool

for social mobility, post-success outcomes for many students do not

Furthermore, African-Americans in Tennessee experience higher levels of unemployment at every level of educational attainment (see Figure 7). 30 Still, earning a degree or credential remains the best option to increase and maintain incomes above the poverty rate.

Early exposure to careers and meaningful job experiences can

be instrumental to closing equity gaps in post-success outcomes. Additionally, more structured paths from postsecondary completion to available jobs is required from colleges and universities. In many cases, institutions equip students with skills and credentials that fail to meet the demands of employers.

Black

the current education system is not always “the great equalizer”. 29

Hispanic

attainment are lower for non-white families, underscoring the fact that

Total

National statistics show gaps in income and employment for

minority citizens. Income and wealth gains associated with degree

Unemployment by Race and Educational Attainment

White

always align with that narrative.

0


5%

10%

15%

20%

25%

Less than HS

Some College

Bachelors

HS

Associates

Grad+

30%

Currently, the state has a shortage of workers in sectors such as information technology and

manufacturing. 31 Yet few universities have proposed new or revised academic programs in these areas. In 2016, four new programs were approved at public four-year institutions: human services, sport science and coach education, religious studies, and engineering. 32 On the other hand, at the community college level, programs in advanced manufacturing, mechatronics, and information technology were expanded. While some of the latest programs launched by Tennessee colleges and universities address pressing needs in the labor market, many key industries still struggle to find qualified and credentialed workers.

More proactive approaches are necessary to strengthen and sustain labor supply in communities

across the state. Furthermore, postsecondary institutions must work together to align credentials to ensure Tennesseans have a clearer pathway in their career field. Deliberate strategies employed in Pittsburgh, Pennsylvania have helped the city and region build a new economy in the heart of America’s rustbelt. 34 Instead of creating discrete academic programs in high-demand industries, higher education institutions in the region are collaborating to foster local innovation in emerging industries. Strong linkages between education and the labor market have facilitated an effective talent pipeline for many of these high-tech jobs.

We must build stronger systems of information alignment to hold institutions accountable for equipping

students with the skills and credentials that employers need in the marketplace. Institutions and employers

29. College unintentionally increases racial and ethnic disparity in income and wealth. Federal Reserve Bank of St. Louis. (2017): https://www.stlouisfed.org/~/ media/Publications/In-the-Balance/Images/Issue_16/ITB16_february_2017.pdf 30. U.S. Census Bureau, 2015 31. Tennessee Higher Education Commission. (2017). Academic supply and occupational demand in Tennessee: Workforce needs and degree production. Retrieved from: https://www.tn.gov/assets/entities/thec/ attachments/Academic_Supply__Occupational_Demand_-_Final_Version.pdf 32. Tennessee Higher Education Commission. (2016). Academic Program Review. Retrieved from: https://www.tn.gov/assets/entities/thec/attachments/THEC_ Jan_2017_Academic_Program_Review.pdf 33. Tennessee Higher Education Commission. (2016). Academic Program Review. Retrieved from: https://www.tn.gov/ assets/entities/thec/attachments/THEC_Jan_2017_Academic_Program_Review. pdf 34. Andes, S., Horowitz, M., Helwig, R., & Katz, B. (2017). Capturing the next economy: Pittsburgh’s rise as a global innovation city. The Brookings Institute. Retrieved from: https://www.brookings.edu/research/capturing-the-next-economypittsburghs-rise-as-a-global-innovation-city/ 35. Institute for the Future. (2017). The next era of human/machine partnerships. Retrieved from: https://www. delltechnologies.com/content/dam/delltechnologies/assets/perspectives/2030/pdf/ SR1940_IFTFforDellTechnologies_Human-Machine_070517_readerhigh-res.pdf

must also work together to develop opportunities for citizens to continue earning credentials to advance their careers. There are many Tennesseans, especially veterans, with relevant work experience that could qualify for course credit. Also, many adults have the desire to earn additional postsecondary credentials to advance their careers. Through a more expanded use of prior-learning assessments, competency-based education, and stackable credentials, the opportunity exists for institutions and employers to help adults achieve postsecondary credentials. Given the majority of jobs in the future have yet to be created35 , our institutions will have to remain flexible and adapt to address changing skill and credential demands in the labor market.


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CASE STUDY: EQUITABLE STUDENT SUCCESS

GEORGIA STATE UNIVERSITY AND GRADUATION

Georgia State University graduates more black students with bachelor degrees than any other nonprofit institution in the United States,

including historically black colleges and universities (HBCUs). 49 To accomplish this major milestone, the university implemented a portfolio of initiatives aimed at improving student outcomes including:50, 51

Summer Success Academy

Panther Retention Grants are

GPS Advising uses predictive

Meta Majors require students

is a 7-week summer bridge

micro-grants given to students

analytics to identify students

to enroll in one of seven major

program which targets

who need small amounts of

who are in need to targeted

clusters placing them in

academically underprepared

financial assistance to cover

interventions. The use

pre-populated block schedules

students and enrolls them in

expenses such as minor car

of predictive analytics

and an associated freshman

seven credits of non-remedial

repair, medical bills, etc.

and proactive advising

learning community.

coursework to prepare

interventions have increased

them for the rigor of college

POUNCE is a virtual text-based

retention, decreased time to a

coursework. Enrollment is

intervention, which uses

degree, saved students money,

combined with intensive

artificial intelligence to assist

and ultimately saved tax payers

support services and all

students with filling out forms,

over $5 million.53, 54

students are put in freshmen

meeting deadlines, and learning

learning communities.

school rules. 52

The success of these initiatives has led to increased graduation rates for all students, including students of color and low-income students.

For example, graduation rates increased 28 percent for black students and 32 percent for Hispanic students from 2003 to 2015. Graduation rates for low-income and first-generation students also experienced similar increases. 55, 56 These gains were realized as Georgia State University increased enrollment of Black, Hispanic, and low-income students by ten percent.

49. 2015 status report: Georgia State University. (2015). Complete College America. Retrieved from: http://enrollment.gsu.edu/files/2015/08/Georgia-State-University-CCGReport-2015.pdf 50. Edelman, G. (2016). The sixteen most innovative people in higher education. Washington Monthly, Retrieved from: http://washingtonmonthly.com/ magazine/septemberoctober-2016/the-sixteen-most-innovative-people-in-higher-education/ 51. 2015 status report: Georgia State University. (2015). Complete College America. Retrieved from: http://enrollment.gsu.edu/files/2015/08/Georgia-State-University-CCG-Report-2015.pdf 52. Ravipati, S. (2017). Using AI chatbots to freeze “summer melt” in higher ed. Campus Technology. Retrieved from: https://campustechnology.com/Articles/2017/03/07/Using-AI-Chatbots-to-Freeze-Summer-Melt-in-Higher-Ed.aspx 53. University Innovation Alliance Predictive Analytics. Retrieved from: http://www.theuia.org/sites/default/files/UIA_predictive_onepagers.pdf 54. University Innovation Alliance Predictive Analytics. Retrieved from: http://www.theuia.org/sites/default/files/UIA_predictive_onepagers.pdf 55. Chiles, N. (2016). At Georgia State, more black students graduate each year than at any U.S. college. The Hechinger Report. Retrieved from: http://hechingerreport.org/at-georgia-state-black-students-find-comfortand-academic-success/ 56. EAB. (2016). How does GSU graduate more black students each year than any other US college? Retrieved from: https://www.eab.com/dailybriefing/2016/12/02/how-does-gsu-graduate-more-black-students-each-year-than-any-other-us-college


CASE STUDY: STRENGTHENING THE WORKFORCE PIPELINE

CALIFORNIA LAUNCHBOARD AND POST-COLLEGE SUCCESS

Stronger data collection across the education-to-career pipeline is integral to informing students, postsecondary institutions, and industry

partners of program quality and industry demand. Few systems exist to connect postsecondary outcomes and job performance. If they do exist, the data is typically not easily accessible. California has responded with a collaborative data tool which allows stakeholders to easily access college-to-career data for college and technical education (CTE) students and programs.

Officially launched in 2016, the California LaunchBoard provides community college and K-12 school leaders with economic information,

student performance, and employment outcomes. Highlights of the system include:

Enrollment patterns are built

Student success metrics

Regional employment

Employment outcomes display

into the system and special

are tracked at the program

demand is compared to the

the number of students who

categories of students are

level for enrollment,

supply of recent graduates

found work within one year

monitored closely including

persistence, retention, and

to gauge the proportion of

of graduation and if their

foster youth, veterans,

graduation. An equity

graduates to jobs.

earnings increased.

disabled students, and first-

index is embedded to evaluate

generation students.

if disproportionate impacts are observed by race/ethnicity. 57

Stronger connections between education and workforce data benefit multiple stakeholders: •

Individuals understand how their postsecondary choices align with career options.

•

Institutions can measure student success and program outcomes.

•

Employers can gauge quality and recruit quality talent.

•

Policymakers have the tools they need to understand the connections between education and workforce supply and demand.58

57. Booth, K., & Perry, P. (2015). The CCC “CTE LaunchBoard”. Retrieved from: http://slideplayer.com/slide/9016981/ 58. Carnevale, A. P., Garcia, T., & Gulish, A. (2017). Career pathways: Five ways to connect college and careers: Georgetown University. https://cew-7632.kxcdn.com/wp-content/uploads/LEE-final.pdf


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MONETARY INCENTIVES TO IMPROVING COMPLETION

Tennessee currently has the lowest unemployment rate 36

Our institutions also have much to gain by supporting

in the state’s history. In many regions, the strong economic

the state’s attainment goal. Tennessee remains the only

growth has tightened the labor market, making it difficult for

state to appropriate funds to public institutions based solely

employers to find qualified talent. To continue retaining and

on outcomes. 40 The policy rewards institutions for ensuring

attracting employers, the pipeline of talent will have to increase

students persist through college and earn a credential. 41

beyond the current output. All Tennesseans hope our economy

Based on the outcomes-based funding formula created by the

will continue to grow in the foreseeable future. However,

Tennessee Higher Education Commission, community colleges

employer demand in many regions is requiring a substantial

could have earned an estimated $300,000 in additional funds

amount of credentialed workers and the supply of talent is

last year if student progression had improved by five percent

often a challenge. There is also a real concern about equal

and an estimated $500,000 in additional funds for increasing

participation in this strong economy. The list of economically-

completion by five percent. 42

distressed counties continues to grow, and labor force

participation is the 8th lowest in the nation during this period of

better outcomes bring other financial benefits for colleges and

historically low unemployment rates. 37

universities. Georgia State University discovered that increasing

Low attainment rates for Tennesseans have a direct

the retention rate by just one percent raised the institution’s

bearing on the quality of life in the state. Data shows annual

continuing revenue by $3 million. 43 The university also found

social costs and tax burdens driven by low attainment for just

that providing small emergency grants averaging $900 helped

one graduating high school class in Chattanooga, Knoxville,

more students to persist in college, which, in turn, helped to

Memphis, and Nashville to be $67 million, $72 million, $185

stabilize annual income. 44

million, and $137 million respectively.

38

The cost correlation is

Even without state incentives to improve student success,

Tennessee has provided financial incentives for public

just as significant for non-urban counties such as Obion and

colleges and universities to improve student success, but the

Blount. Cost burdens for these counties range from $4 million

outcomes we see at the state’s public postsecondary institutions

to $16 million for the same student population. 39

are not always aligned with these incentives. Furthermore,

On the other hand, social benefits of improved degree

communities must engage in the work to improve degree

attainment are substantial for communities. For a city like

attainment rates, to increase tax revenues and reduce social

Nashville to reach its attainment goal, the increase in annual

cost burdens.

local tax revenue would be $30 million. Even smaller counties such as Lake County and Hamblen County that reach their Drive to 55 goals would see local tax revenue increase by a cumulative $4 million.


36. Department of Labor and Workforce Development Newsroom. (2017). Haslam announces decreased unemployment rates in all 95 counties. Retrieved from: https://www.tn.gov/workforce/news/53423 37. U.S. Census Bureau, 2016 ACS 1-year estimates. 38. Education Consumers Foundation Cost Calculator. Retrieved from: http://education-consumers.org/ research-areas/consumer-tools/efc-cost-calculator/ 39. Education Consumers Foundation Cost Calculator. Retrieved from: http://education-consumers.org/ research-areas/consumer-tools/efc-cost-calculator/ 40. National Conference of State Legislatures. (2015). Performance-based funding for higher education. Retrieved from: http://www.ncsl.org/research/ education/performance-funding.aspx 41. Johnson, N., & Yanagiura, T. (2016). Early results of outcomes-based funding in Tennessee: Lumina Foundation. 42. THEC outcomes-based funding formula dynamic simulation. Note: Progression measures include a five percent increase in students accumulating 12, 24, and 36 credits without increasing any other measures. 43. Georgia state backed up analytics with support system, Diverse Education, 2017: http://diverseeducation.com/article/102425/ 44. Abdul-Alim, J. (2017). Georgia State backed up analytics with support system. Retrieved from: http:// success.gsu.edu/initiatives/panther-retention-grants/

CONCLUSION

Progress in postsecondary student outcomes over the past few years offers hope for a

brighter future in Tennessee. With retention and completion on the rise, we should appropriately commend the colleges and universities in the state for their efforts. Beneath the surface, however, there are significant achievement gaps for low-income students and students of color. Barriers beyond tuition remain a factor for adults to engage in higher education. The changing demographics in our state, combined with the need for more Tennesseans to participate in the current economic boom, require a much larger supply of credentialed talent to attract and retain employers.

No longer will pilot programs or limited-cohort initiatives suffice for the needs of the

state. Tennessee’s completion agenda is now more than seven years old, and problems must be tackled with innovative solutions that can benefit all students. Postsecondary institutions need to strengthen existing programs and implement new initiatives based on best practices that have proven successful across the nation. Furthermore, postsecondary institutions and employers must work together to ensure the skills and credentials of graduates align with workforce demands.

Complete Tennessee will continue to press for greater outcomes in college completion and

degree attainment rates. We will cultivate partners across the state and equip these advocates with the tools and information necessary to hold institutions accountable. Our work within communities will remain focused on building strategies to support the state’s Drive to 55 goal.

Through this report we emphasize the importance of being mindful of the challenges that

students face in college every step of the way. By highlighting exemplars in postsecondary student success, a primary goal for this report is to encourage all regions in Tennessee to evaluate the strategies employed to help college students. This report serves as a call to action for institutions, communities, and employers to increase their investment and ownership of the state’s completion agenda. By looking beyond the current trends of improvement in postsecondary outcomes, data highlight an urgency to build solutions that offer an equal chance of success for the underserved and underrepresented. Our work across the state offers hope that we will make good on our promise to ensure more students are successful and our attainment rate is sufficient for the future needs of our economy.


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BOARD OF DIRECTORS JANET AYERS

BRUCE HARTMANN

President

Vice President of Community &

The Ayers Foundation

Government Relations University of Tennessee

RANDY BOYD

Medical Center

Founder Radio Systems Corporation

BARBARA HYDE Chairman

KRISSY D E ALEJANDRO

Hyde Family Foundations

Executive Director tnAchieves

STEERING COMMITTEE

JARED BIGHAM

BETH DUFFIELD

Executive Director

Vice President

Chattanooga 2.0

of Workforce Development

KEVIN LAVENDER

Rutherford County

Executive Vice President &

RICKY BOYD

CYNTHIA GIBSON

Head of Corporate Banking

County Commissioner

Executive Vice President &

Fifth Third Bank

Obion County

RENATA SOTO

MAURICIO CALVO

Nashville Area Chamber

Co-founder & Executive Director

Executive Director

of Commerce

Conexión Américas

Latino Memphis

Chief Legal Officer Scripps Networks Interactive CAROLYN HARDY

Chamber of Commerce NANCY EISENBRANDT Chief Operating Officer

Chief Executive Officer

ANDREW FRANTZ

Henderson Transloading

CATHY CATE

Student, tnAchieves Graduate

Services

Executive Director

University of Tennessee

Leadership Tennessee EMILY HOUSE HOLLY COLEMAN Program Director for Education Hyde Family Foundations KARLA COLEMAN-GARCIA Policy Manager Conexión Américas NANCY DISHNER President & Chief Executive Officer The Niswonger Foundation

Assistant Executive Director of Policy, Planning & Research TN Higher Education Commission TISH JONES Executive Director HC*Excell MIKE KRAUSE Executive Director TN Higher Education Commission


JOSE LAZO

CAMERON ROBINSON

Student Representative

Student, tnAchieves

Tennessee State University

Graduate TCAT Memphis

DAVID MANSOURI President

TERESA SLOYAN

State Collaborative

President

on Reforming Education

Hyde Family Foundations

GREG MARTZ

KYLE SPURGEON

Plant Manager / Board

President & CEO

Chairman

Jackson Chamber of

Chemours / Tennessee

Commerce

Chamber

COMPLETE TENNESSEE STAFF

KENYATTA LOVETT

HAMP PRICE

Executive Director

Operations & Communications Manager

KACI MURLEY Director of Engagement &

ADAM GOTTLIEB

Advocacy

Graduate Fellow

ANN THOMPSON JAN MCKEEL

Director, Workforce

JULIE ROBERTS

ALEX MONDAY

Executive Director

Development

Director of Policy Research

Graduate Fellow

South Central TN

TN Department of Economic

Workforce Alliance

and Community Development

JAYME PLACE SIMMONS

Photos courtesy of: Tennessee State University Media Relations, Roane State Community College, Volunteer State Community College

Special Assistant to the

KEVIN WOODS

Governor for Strategy &

Executive Director

Policy Director

Workforce Investment

The Office of Governor

Network

Bill Haslam


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Complete Tennessee advocates for students and communities by supporting increased postsecondary access and completion. P.O. Box 22796 Nashville, TN 37202 CompleteTennessee.org
