ERIC ED503595: Measuring Up 2008: The State Report Card on Higher Education. Connecticut

2008·0.96 MB·English

by  ERIC

MEASURING UP
2008
THE STATE REPORT CARD
ON HIGHER EDUCATION
Connecticut
What Is Measuring Up? A Snapshot of
Grades and
M Change Over Time
easuring Up is a series of biennial report cards that provide the general public
Preparation:
and policymakers with information to assess and improve higher education in Grades: 6 states received an A,
18 states received a B, 21 states
each state. The report cards evaluate states because they are primarily responsible
received a C, 5 states received a
for educational access and quality in the United States. This year’s edition, Measuring
D, and no state received an F.
Up 2008, is the fifth in the series, which began in 2000. In Measuring Up, “higher
Change Over Time:* 34 states
education” refers to all education and training beyond high school, including public have improved or remained
stable on the key indicator
and private, two- and four-year, and for-profit and nonprofit institutions.
and 16 states have declined on
the key indicator.
The report card grades states in six overall all portion of income that most families must de-
Participation:
performance categories: vote for higher education continues to escalate.
Grades: 2 states received an A,
Preparation: How adequately does the state In Measuring Up 2008, state performance in 8 states received a B, 22 states
prepare students for education and training higher education is assessed in three ways: received a C, 15 states received
beyond high school? a D, and 3 states received an F.
Graded Information: Each state’s current
Participation: Do state residents have sufficient performance is compared with that of the best- Change Over Time:* 43 states
opportunities to enroll in education and training performing states, and the results are indicated have improved or remained
beyond high school? by letter grades. stable on the key indicator
and 7 states have declined on
Affordability: How affordable is higher educa- Change Over Time: Change Over Time indicators
the key indicator.
tion for students and their families? compare each state’s current performance with its
Affordability:
own previous performance in the 1990s. For each
Completion: Do students make progress toward
category, the state’s change is determined by its Grades: 1 state received a C
and complete their certificates or degrees in a
improvement or decline in performance on a key and 49 states received an F.
timely manner?
indicator in that category. This information is Change Over Time:* 2 states
Benefits: What benefits does the state receive displayed in two ways. First, states receive either an have improved or remained
from having a highly educated population? “up” or a “down” arrow in each performance area stable on the key indicator
(see page 3). An “up” arrow indicates that the state and 48 states have declined
Learning: What is known about student learning
has increased or remained stable on the key indica- on the key indicator.
as a result of education and training beyond high
tor in the category, a “down” arrow indicates that
school? Completion:
the state has declined on the key indicator in the
Grades: 11 states received
Each state receives a letter grade in each per- category. Secondly, information about Change
an A, 20 states received a B,
formance category. Each grade is based on the Over Time is presented graphically in greater detail
16 states received a C, 1 state
state’s performance on several indicators, or on the fourth page of this report card.
received a D, and 2 states
quantitative measures, in that category.
International Comparisons: As in 2006, this year’s received an F.
In four of the performance categories — Prepara- edition of Measuring Up offers international
Change Over Time:* 48 states
tion, Participation, Completion, and Benefits — comparisons that reveal how well the United States
have improved or remained
grades are calculated by comparing each state’s and each of the 50 states are preparing residents
stable on the key indicator
current performance with that of the best-per- with the knowledge and skills necessary to
and 2 states have declined on
forming states. This comparison provides a bench- compete in a global economy. State performance
the key indicator.
mark for evaluating each state’s performance is compared with the performance of nations that
Benefits:
within a national context and encourages each are associated with the Organisation for Economic
state to “measure up” to the highest-performing Co-operation and Development (OECD). Grades: 5 states received an A,
states. The Affordability category is the exception. 15 states received a B, 19 states
In Measuring Up 2008, all states receive an
In this category, the state’s current performance is received a C, 10 states received
“Incomplete” in Learning because there are not
compared with the performance of the best states a D, and 1 state received an F.
sufficient data to allow meaningful state-by-state
in the late 1990s, since current performance re- Change Over Time:* 50 states
comparisons. Measuring Up 2006 provided state-
flects a trend to “measure down” rather than have improved or remained
specific information on Learning for nine states,
“measure up.” All but one state receive an “F” in stable on the key indicator.
but in 2008 no state collects and provides the
Affordability. The failing grades in this category
information necessary to determine the state’s * For the key indicators for Change
confirm the fast decline in affordable higher edu-
“educational capital” — or the level of knowledge Over Time, please see the five in-
cation for American families. Despite state and
and skills possessed by its residents. dicators with asterisks on page 4.
federal increases in student financial aid, the over-
MEASURING UP 2008 2 www.highereducation.org
Connecticut
PREPARATION
Connecticut performs well in preparing its REPORT CARD
A
young people for college, but there are large
gaps by ethnicity.
2008 Grade
nConnecticut is among the top states in student
Preparation A
performance on Advanced Placement tests.
nHowever, only 81% of Hispanics have a high school
credential, compared with 95% of whites. Participation C-
Change Over Time
Affordability F
Completion B-
PARTICIPATION
College opportunities for Connecticut
C- Benefits A-
residents are only fair.
nThe likelihood of enrolling in college by age 19 is
2008 Grade
high, but a low percentage of working-age adults Learning I
(4 in 100) are enrolled in higher education.
nTwenty-seven percent of Hispanic young adults are
enrolled in college, compared with 50% of whites.
Change Over Time
AFFORDABILITY BENEFITS
Higher education has become less affordable A very large proportion of residents have a
F A-
for students and their families. bachelor’s degree, but there are substantial
nPoor and working-class families must devote 43% gaps by ethnicity.
2008 Grade 2008 Grade
of their income, even after aid, to pay for costs at nThirteen percent of Hispanics have a bachelor’s
public four-year colleges. degree, compared with 41% of whites—one of the
nFor every dollar in Pell Grant aid to students, the largest gaps in the nation.
state spends 74 cents. n If all racial/ethnic groups had the same
Change Over Time Change Over Time
educational attainment and earnings as whites,
total annual personal income in the state would
be about $8 billion higher.
COMPLETION LEARNING
Connecticut performs fairly well in awarding Like all states, Connecticutreceives an
B- I
certificates and degrees relative to the “Incomplete” in Learning because there is
number of students enrolled. not sufficient data to allow meaningful
2008 Grade nSixty-three percent of college students complete a 2008 Grade state-by-state comparisons.
bachelor’s degree within six years.
nHowever, only 53% of Hispanics graduate within
six years, compared with 64% of whites.
Change Over Time
WHAT DO THE ARROWS MEAN?
State has increased or remained stable on the key indicator
State has declined on the key indicator in the category.
in the category.
MEASURING UP 2008 3 www.highereducation.org
CHANGE OVER TIME: KEY INDICATORS Connecticut 2008
This page reflects Connecticut’s performance and progress since the early 1990s on several key
indicators.
PREPARATION PARTICIPATION
The percentage of young adults in Connecticut College enrollment of young adults in The enrollment of working-age adults, relative to
who earn a high school diploma has increased Connecticut has improved substantially since the the number of residents without a bachelor’s de-
slightly since the early 1990s. High school early 1990s. The state is slightly below the na- gree, has declined substantially in Connecticut—
completion is well above the U.S. average but tional average and well below the top states in as it has nationally and in the best-performing
slightly below the top-performing states. the percentage of young adults enrolled. states. The percentage attending college in Con-
necticut is well below the U.S. average and the top
states.
Percentage of 18–24 Year-Olds with Percentage of 18–24 Year-Olds Percentage of 25–49 Year-Olds Without a
a High School Credential* Enrolled in College* Bachelor’s Degree Enrolled in College
100 60 12
10.6
95 94 94 95 10 9.3 8.9
50
43 44 8.2
90 92 92 39 8 7.2
90 40
85 88 35 34 6 7.2 6.9
86 86
29 5.7
80 30 33 33 4
3.9
27
75 20 2
1990-92 1998-2000 2006 1991 2001 2007 1991 2001 2007
AFFORDABILITY COMPLETION BENEFITS
The share of family income, even after financial The number of undergraduate credentials The percentage of residents who have a
aid, needed to pay for college has risen substan- and degrees awarded in Connecticut, relative bachelor’s degree has increased. Connecticut
tially. To attend public two- and four-year colleges to the number of students enrolled, has is well above the U.S. average and the same as
in Connecticut, students and families pay more increased since the early 1990s. Connecticut top states.
than the U.S. average and more than those in the performs near the U.S. average but below the top
best-performing states. states on this measure.
Percentage of Income Needed to Pay for Certificates and Degrees Awarded Percentage of 25-64 Year-Olds with
Public Two- and Four-Year Colleges per 100 Students* a Bachelor’s Degree or Higher*
■ Connecticut ■ United States ■ Median of Best 5 states
40 Public Two-Year Public Four-Year* 30 40 37
35
35 25
30 29 28 20 21 21 31 35 37
25 2524 25 20 17 18 30
20 2119 17 20 15 15 16 17 29 27 29
15 14
15 13 10 20 23
10
10
5
5
0 0 10
1999-2000 2007-2008 1999-2000 2007-2008 1992 2000 2007 1990 2000 2006
*Key indicator for the category.
LEGEND:
& = Connecticut & = United States & = Median of Top Five States
MEASURING UP 2008 4 www.highereducation.org
PREPARATION Connecticut 2008
Connecticut performs well in preparing its young people for college,
A
but there are large gaps by ethnicity.
2008 Grade Change Over Time
Graded Information
PREPARATION Connecticut Top
Compared with other states: States
Early 1990s* 2008
n Ninety-two percent of young
adults in Connecticut earn a High School Completion (25%)
high school diploma or General 18- to 24-year-olds with a high school credential 90% 92% 95%
Education Development (GED)
K-12 Course taking (30%)
diploma by age 24.
n Only a fair proportion (37%) 9th to 12th graders taking at least one upper-level math course 42% n/a** 64%
of 8th graders take algebra. 9th to 12th graders taking at least one upper-level science course 34% n/a** 46%
n Eighth graders perform very 8th grade students taking algebra n/a 37% 47%
well on national assessments in
K-12 Student Achievement (35%)
reading and writing, indicating
that they are well prepared to 8th graders scoring at or above “proficient” on the national
26% 35% 41%
succeed in challenging high assessment exam in math
school courses. Connecticut is 8th graders scoring at or above “proficient” on the national
42% 37% 39%
among the top-performing states assessment exam in reading
in writing. Eighth graders also
8th graders scoring at or above “proficient” on the national
perform well in math and fairly 36% 33% 41%
assessment exam in science
well in science.
n Low-income 8th graders 8th graders scoring at or above “proficient” on the national 44% 53% 46%
assessment exam in writing
perform very poorly on national
assessments in math. Low-income 8th graders scoring at or above “proficient” on
9% 10% 24%
n Connecticut is among the top the national assessment exam in math
performers in the proportions Number of scores in the top 20% nationally on SAT/ACT college
154 250 265
of 11th and 12th graders scoring entrance exam per 1,000 high school graduates
well on Advanced Placement Number of scores that are 3 or higher on an Advanced Placement
101 237 237
tests. In addition, very large subject test per 1,000 high school juniors and seniors
proportions of 11th and 12th
Teacher Quality (10%)
graders score well on college
entrance exams. 7th to 12th graders taught by teachers with a major in their subject n/a 80% 83%
n Eighty percent of secondary * The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. See the
school students are taught by Technical Guide for Measuring Up 2008.
qualified teachers, which com-
**Data are not available because the state did not participate in the national survey.
pares very well with top-perform-
ing states.
Performance Gaps Change in Graded Measures Other Key Facts
n There is a 10% gap between n Over the past decade, Connecticut has declined n Among working-age adults (ages 25 to 49) without a
whites and all minorities in the substantially in the percentage of 8th graders scoring high school diploma, only eight out of 1,000 earned
percentage of 18- to 24-year-olds well on national assessments in reading. a GED.
with a high school credential. n During the same period, Connecticut has consis- n About 11% of children under age 18 live in poverty,
Among the same population, tently performed very well in the percentage of 8th compared with a national rate of 18%.
86% of blacks and 81% of His- graders scoring well on national assessments in writ- n Policymakers and state residents do not have access
panics, the largest minority ing.
to important information about the courses students
populations in Connecticut,
n Over the past 15 years, the state has consistently take in high school because the state declined to
have a high school credential,
performed very well in the proportions of 11th and participate in the national survey.
compared with 95% of whites.
12th graders scoring well on college entrance exams.
The preparation category measures how well a state’s K-12 schools prepare students for education and training beyond high school. The opportunities that
residents have to enroll in and benefit from higher education depend heavily on the performance of their state’s K-12 educational system.
MEASURING UP 2008 5 www.highereducation.org
PARTICIPATION Connecticut 2008
C-
College opportunities for Connecticut residents are only fair.
2008 Grade Change Over Time
Graded Information
Connecticut
PARTICIPATION Top
Compared with other states: States
Early 1990s* 2008
nThe chance of Connecticut high
Young Adults (67%)
school students enrolling in
college by age 19 is very high. Chance for college by age 19 46% 54% 57%
nHowever, a very low percentage 18- to 24-year-olds enrolled in college 27% 33% 44%
of working-age adults (ages 25 to Working-Age Adults (33%)
49) are enrolled in college-level 25- to 49-year-olds enrolled in any type of postsecondary
8.2% 3.9% 8.9%
education or training. education with no bachelor’s degree or higher
* The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. See the
Performance Gaps Technical Guide for Measuring Up 2008.
nThere is an 17% gap between
whites and all minorities in the
Other Key Facts
percentage of 18- to 24-year-olds
enrolled in college, which is one nConnecticut’s population is projected to grow by nIn Connecticut, 6,258 more students are leaving the
of the largest gaps in the United 5% from 2005 to 2025, below the national increase state than entering to attend college. About 44% of
States. The gap between whites of 18%. During approximately the same period, the Connecticut high school graduates who go to college
and Hispanics is 23%, and the number of high school graduates is projected to attend college out of state.
gap between whites and blacks decrease by 7%.
is 16%.
nAbout 12% of the adult population has less than a
high school diploma or its equivalent, compared with
Change in Graded
16% nationwide.
Measures
Since the early 1990s:
nThe chance of enrolling in
college by age 19 has increased
by 19%, compared with a
nationwide increase of 8%.
Although a smaller percentage
of students graduate from high
school in four years, more of
those who graduate enroll in
college.
nThe percentage of working-age
adults (ages 25 to 49) who are
enrolled in education or training
beyond high school has declined
by 52%, the largest decline in the
nation.
The participation category addresses the opportunities for state residents to enroll in higher education. A strong grade in participation generally indicates that state
residents have high individual expectations for education and that the state provides enough spaces and types of educational programs for its residents.
MEASURING UP 2008 6 www.highereducation.org
AFFORDABILITY Connecticut 2008
Higher education has become less affordable for
F
students and their families.
2008 Grade Change Over Time
Graded Information
Connecticut Top States
nCompared with best-performing AFFORDABILITY
Previous Current in Previous
states, families in Connecticut Years* Year Years
devote a very large share of
Family Ability to Pay (50%) 2000 2008
family income, even after
financial aid, to attend public Percent of income (average of all income groups) needed to pay
two-year, public four-year, and for college expenses minus financial aid:
private four-year colleges and at community colleges 21% 25% 13%
universities in the state.
at public 4-year colleges/universities 25% 29% 10%
nConnecticut’s investment in at private 4-year colleges/universities 67% 81% 30%
need-based financial aid is high
Strategies for Affordability (40%) 1993 2008
when compared with top-
State investment in need-based financial aid as compared to
performing states. Nonetheless, 58% 74% 89%
the federal investment
the share of family income, even
At lowest-priced colleges, the share of income that the poorest
after financial aid, needed to pay 11% 20% 7%
families need to pay for tuition
for college is very large when
compared with other states, and Reliance on Loans (10%) 1995 2008
the state does not offer low- Average loan amount that undergraduate students borrow each year $3,145 $4,307 $2,619
priced college opportunities.
* See the Technical Guide for Measuring Up 2008.
nUndergraduate students
Note: In the affordability category, the lower the figures, the better the performance for all indicators except for “State
borrowed on average $4,307 investment in need-based financial aid.”
in 2007.
Change in Graded
Measures
nSince the early 1990s,
Connecticut’s investment in
need-based financial aid has
increased substantially.
Other Key Facts
nIn Connecticut, 32% of students
are enrolled in community
colleges, 36% in public four-year
colleges and universities, and
30% in private four-year
institutions.
The affordability category measures whether students and families can afford to pay for higher education, given income levels, financial aid, and the types of colleges
and universities in the state.
MEASURING UP 2008 7 www.highereducation.org
AFFORDABILITY Connecticut 2008
Financial Burden to Pay for College Varies Widely by Family Income
Those who are striving to reach or stay in the middle class — the 40% of the nIf the same student were to attend a public four-year college in the state,
population with the lowest incomes — earn on average $24,752. their net cost to attend college would represent about 43% of their
nIf a student from such a family were to attend a community college in the income annually.
state, their net cost to attend college would represent about 37% of their Tuition, room, and board: $16,031
income annually.
Financial aid received: -$5,379
Tuition, room, and board: $11,410
Net college cost: $10,652
Financial aid received: -$2,367
Percent of income: 43%
Net college cost: $9,043
Note: The numbers shown for tuition, room, and board, minus financial aid
Percent of income: 37%
may not exactly equal net college cost due to rounding.
Community Public 4-Year Private Non-Profit 4-Year
A CLOSER LOOK Colleges colleges/universities colleges/universities
Median Percent Percent Percent
AT FAMILY
Family Net of income Net of income Net of income
Income college needed to college needed to college needed to
ABILITY TO PAY
cost* pay net cost* pay net cost* pay net
college college college
cost cost cost
Income groups used to calculate 2008
family ability to pay
20% of the population with the lowest income $14,087 $8,091 57 $9,567 68 $30,814 219
20% of the population with lower-middle income $35,217 $10,055 29 $11,630 33 $29,270 83
20% of the population with middle income $60,372 $10,754 18 $13,602 23 $29,480 49
20% of the population withupper-middleincome $91,111 $11,066 12 $13,691 15 $29,971 33
20% of the population with the highest income $161,997 $11,173 7 $14,166 9 $31,774 20
40% of the population with the lowest income $24,752 $9,043 37 $10,652 43 $30,082 122
* Net college cost equals tuition, room, and board, minus financial aid.
MEASURING UP 2008 8 www.highereducation.org
COMPLETION Connecticut 2008
Connecticut performs fairly well in awarding certificates and degrees
B-
relative to the number of students enrolled.
2008 Grade Change Over Time
Graded Information
Connecticut
COMPLETION Top
Compared with other states:
States
Early 1990s* 2008
nA fair percentage (50%) of
first-year students in community Persistence (20%)**
colleges return for their second 1st year community college students returning their second year 65% 50% 66%
year.
Freshmen at 4-year colleges/universities returning their
82% 81% 82%
nA very high percentage (81%) sophomore year
of freshmen at public and private Completion (80%)
four-year colleges and First-time, full-time students completing a bachelor’s degree
61% 63% 65%
universities return for their within 6 years of college entrance
sophomore year.
Certificates, degrees, diplomas at all colleges & universities
nIn addition, a very high per 100 undergraduate students 15 17 21
percentage (63%) of first-time, Certificates, degrees, diplomas at all colleges & universities
21 26 44
full-time college students per 1,000 adults with no college degree
complete a bachelor’s degree * The indicators report data beginning in the early 1990s or the closest year for which reliable data are available.
within six years of enrolling
** 2008 data may not be comparable with data from previous years. See the Technical Guide for Measuring Up 2008.
in college.
nA fairly large proportion of
Performance Gaps Change in Graded Measures
students complete certificates
and degrees relative to the nThere is an 8% gap between whites and all minorities nOver the past decade, Connecticut has consistently
number enrolled. in college graduation rates at four-year institutions. performed very well on the percentage of first-time,
nTwenty-six postsecondary Forty-nine percent of blacks and 53% of Hispanics, full-time college students earning a bachelor’s degree
the largest minority populations in Connecticut, within six years of enrolling in college.
certificates and degrees were
graduate from a four-year institution within six years,
awarded for every 1,000 people nSince the early 1990s, Connecticut has seen a slight
compared with 64% of whites.
in the state without a college increase in the number of certificates and degrees
degree. nAmong white students, 18 degrees are awarded for completed relative to the population with no college
every 100 students. In contrast, among all minority degree.
students, 14 degrees are awarded for every 100
students. The rate of awards for blacks and Hispanics,
the largest minority populations in the state, is 13 for
every 100 undergraduate enrollments and 12 for
every 100 undergraduate enrollments, respectively.
The completion category addresses whether students continue through their educational programs and earn certificates or degrees in a timely manner.
Certificates and degrees from one- and two-year programs as well as the bachelor’s degree are included.
MEASURING UP 2008 9 www.highereducation.org
BENEFITS Connecticut 2008
A very large proportion of residents have a bachelor’s degree,
A-
but there are substantial gaps by ethnicity.
2008 Grade Change Over Time
Graded Information
Connecticut
BENEFITS
Compared with other states: Top States
Early 1990s* 2008
nA very large proportion of
residents have a bachelor’s Educational Achievement (38%)
degree, and this strengthens the Adults (ages 25 to 64) with an associate’s degree or higher 39% 45% 44%
state economy.
Adults (ages 25 to 64) with a bachelor’s degree or higher 31% 37% 37%
nIn addition, residents contribute Economic Benefits (31%)
substantially to the civic good,
Increase in total personal income as a result of the percentage
as measured by charitable giving,
of population with some college (including an associate’s 1% 2% 3%
volunteerism, and voting. degree), but not a bachelor’s degree
Increase in total personal income as a result of the percentage
7% 9% 11%
Performance Gaps of population holding a bachelor’s degree
nThere is an 18% gap between Civic Benefits (31%)
whites and minorities in the Residents voting in national elections 60% 52% 65%
percentage of 25- to 64-year-olds
Of those who itemize on federal income taxes, the percentage
with a bachelor’s degree or declaring charitable gifts 92% 90% 90%
higher, which is one of the
Increase in volunteering as a result of college education 22% 17% 20%
largest gaps in the United States.
Adult Skill Levels (0%)**
Among the same population,
13% of Hispanics, and 16% of Quantitative Literacy n/a n/a n/a
blacks, the largest minority Prose Literacy n/a n/a n/a
populations in Connecticut, have
Document Literacy n/a n/a n/a
a bachelor’s degree or higher,
compared with 41% of whites. * The indicators report data beginning in the early 1990s or the closest year for which reliable data are available. See the
Technical Guide for Measuring Up 2008.
nIf all racial/ethnic groups had
**State-level estimates on these measures are not currently available except for six states participating in an oversample;
the same educational attainment
NCES intends to release limited 50-state data on this 2003 survey in 2009.
and earnings as whites, total
annual personal income in the
state would be about $8 billion
higher. Other Key Facts
Change in Graded nIn 2007, Connecticut scored 82 on the New Economy nPolicymakers and state residents do not have access to
Index, compared with a nationwide score of 62. important information about high-level literacy skills
Measures
The New Economy Index, created by the Kauffman because the state has declined to participate in the
nSince the early 1990s, the Foundation, measures the extent to which a state is national literacy survey.
percentage of residents holding participating in knowledge-based industries. A
a bachelor’s degree has higher score means increased participation.
increased by 18%, compared
with an increase of 28% for the
United States overall.
Connecticut has consistently
performed very well on this
measure when compared with
other states.
The benefits category measures the economic and societal benefits that the state receives as a result of having well-educated residents.
MEASURING UP 2008 10 www.highereducation.org