ERIC ED542208: The Reality of College Readiness, 2012. Maine

2012·1.8 MB·English

by  ERIC

The Reality of College Readiness l 2012
Maine
Maine

The Reality of College Readiness l 2012
Annually, ACT provides each state with The Condition of College & Career is shortsighted to believe that institutional effectiveness is rooted solely in the
Readiness, a report that details the college readiness of students who took the notion that students should enroll, persist, and graduate in a reasonable time
ACT® test. Based on extensive empirical research, ACT has defined “college frame from the institution where they first enrolled.
and career readiness” as the acquisition of knowledge and skills a student This report is intended to raise awareness of the fact that the path to college
needs to enroll and succeed in credit-bearing first-year college courses at a success is not a linear one for many students. There are significant numbers of
postsecondary institution without the need for remediation. This definition has qualified students who move through (or in and out of) multiple postsecondary
been adopted by the Common Core State Standards Initiative. experiences as they pursue their educational goals.
Consider for a moment the following characteristics of undergraduate students:
This Report
• 11% of students simultaneously enrolled in more than one institution
This report is a companion to The Condition of College & Career Readiness.
• 41% of graduates attended more than one institution
The report traces the college enrollment, retention, re-enrollment, and migration
patterns of the 2010 ACT-tested high school graduates in your state. It also • 38% enrolled part time
provides a snapshot of the impact that benchmark-meeting behavior has on • More than 2 million students brought college credit with them at the time of
those patterns and, ultimately, on success in college. first full-time enrollment (dual credit, AP, online, or CLEP)
• 30% delayed enrollment a year or more
Why Is This Report Important?
• 25% of undergraduates are over age 25
Since the middle of the 20th century, attention has been focused on institutional
• 30% of undergraduates enrolled in an online course
retention and persistence-to-degree rates. Yet, in spite of significant institutional
• 29% of community college students transfer to four-year colleges
efforts, those rates remain disappointingly stagnant.
• 14% transfer from four-year to two-year colleges
Since 1983, ACT has been collecting and reporting on institutional retention and
persistence-to-degree rates. Annual reports include data from more than 2,500 Many of these students fail to reach their goals because transitions between and
colleges and universities. Over that period, first-to-second-year retention rates for among institutions are fraught with complexities and are far from transparent.
four-year colleges have ranged from 72.3% (2008) to 74.9% (1991) and five-year In that respect, the discussion must shift to students’ achievement of individual
persistence-to-degree rates have ranged from 50.9% (2001) to 55.1% (1989). postsecondary goals regardless of where they enroll, where they re-enroll, the
Narrow and stagnant ranges also characterize statistics for two-year public length of time it takes, and where they ultimately complete their goals.
colleges. Retention rates range from 51.3% (2004) to 55.7% (2010), and While we provide information on institutional retention, we hope that reader
three-year persistence-to-degree rates range from 25.5% (2010) to 38.8% (1989). attention will be directed to the significant numbers and the academic capabilities
In spite of significant efforts to increase student success, rates remain virtually of other groups of students: those who never enroll, those who do not re-enroll,
unchanged. and those who change institutions. Focusing on state, system, and institutional
Unfortunately, retention and persistence-to-degree rates have been used as policies and practices that facilitate the success of these groups is key to
proxies for institutional effectiveness, and accountability models are built on increasing the educational attainment level of the American people.
factors over which the institution exhibits only limited control. Our opinion is that it
© 2012 by ACT, Inc. All rights reserved. The ACT® is a registered trademark of ACT, Inc., in the U.S.A. and other countries.
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Maine

The Reality of College Readiness l 2012
Attainment of ACT’s College Percent of 2010 ACT-Tested Maine High School Graduates Meeting
College Readiness Benchmarks by Subject
Readiness Benchmarks
Maine! Nation!
ACT’s research on the knowledge and skills necessary for 100!
success in college courses resulted in the establishment of ACT’s
82!
College Readiness Benchmarks. These benchmarks are ACT 80!
subject area scores that represent the level of achievement 66! 67!
62!
required for students to have a 50% chance of obtaining a B or
higher or about a 75% chance of earning a C or higher in ent! 60! 52!
c
corresponding credit-bearing first-year college courses. College er 43! 41!
P 40! 36!
courses, corresponding subject area tests, and benchmark scores
29!
24!
are depicted below.
20!
ACT ACT
College Course Subject Test Benchmark Score
0!
English Composition English 18
All Four ! College English! College! College Social! College!
Introductory Social Science Reading 21 Benchmarks! Composition! Algebra! Sciences! Biology!
College Algebra Mathematics 22
Biology Science 24
Percent of 2010 ACT-Tested Maine High School Graduates by Number of
ACT College Readiness Benchmarks Attained
The charts to the right provide information on 2010 ACT-tested
high school graduates in your state. The top chart compares the
national and state percentages of students meeting each of the
Met No Met 1
benchmarks. The pie chart (bottom right) depicts the percentage Benchmarks! Benchmark!
13%! 13%!
of high school graduates by number of readiness benchmarks
met. ACT research consistently shows there is a direct relationship
between the number of benchmarks met and retention to the Met 2
Benchmarks!
second year, progress to degree, grade point average and
18%!
Met All 4
ultimately, degree completion.
Benchmarks!
36%!
Met 3
Benchmarks!
20%!
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Maine

The Reality of College Readiness l 2012
The table below describes the fall 2010 and fall 2011 enrollment status of all 2010 Weighted averages of 2011 re-enrollment percentages for all 2010 ACT-tested
ACT-tested high school graduates in your state. Re-enrollment status represents high school graduates are reported below. These averages are based on nine
any two-year or four-year institution. The table also reports the ACT Composite states with <20% ACT-tested high school graduates in 2010 (DE, MD, ME, NC,
average and the percentage of students meeting the ACT benchmarks for each NH, NJ, PA, RI, and WA). The weighted average is the percentage of ACT-tested
subgroup. Data are derived from matched files of ACT graduates and National high school graduates from all states in this group who fall into each cell in the
Student Clearinghouse (NSC) enrollment data. table.
Enrollment and Retention Status for Maine 2010 ACT-Tested Graduates
College Readiness Benchmark Percentages in Your State
Weighted State State Average
Fall 2010 Status Fall 2011 Status Averages Percentage Composite English Reading Mathematics Science All 4
Enrolled In State Retained In State 86 85 22.5 81 62 56 39 33
Re-Enrolled Out of State 2 6 20.5 65 43 43 30 26
N = 387 Not Enrolled/Unknown* 12 9 19.2 54 46 31 20 14
All In-State Enrollees 100 100 22.1 77 59 53 36 31
Enrolled Out of State Re-Enrolled In State 6 5 22.9 83 74 53 32 28
Re-Enrolled Out of State 85 86 24.0 86 71 67 46 40
N = 937 Not Enrolled/Unknown* 9 9 22.4 74 59 56 43 39
All Out-of-State Enrollees 100 100 23.8 85 70 66 45 40
Not Enrolled Enrolled In State 14 8 23.3 91 78 61 39 30
Enrolled Out of State 11 24 23.4 86 74 69 42 39
N = 303 Not Enrolled/Unknown* 75 69 22.2 76 63 56 34 25
All Non-Enrollees 100 100 22.6 80 66 59 36 29
All 2010 Graduates Re-Enrolled In State 43 25 22.6 81 64 56 38 32
Re-Enrolled Out of State 35 56 23.9 86 71 67 45 40
N = 1,627 Not Enrolled/Unknown* 23 20 21.9 73 60 53 35 28
All Students 100 100 23.2 82 67 61 41 36
* NSC data include 93.4% of all students enrolled in U.S. colleges. This percentage includes a small number of students for whom no match could be found. Note: Totals may not sum to 100% due to rounding.
• Students who first enrolled out of state and • Students who were not enrolled in 2010 but • 20% of ACT-tested students either never enrolled
re-enrolled out of state had the highest ACT enrolled out of state in 2011 had the second- in 2010 or were not re-enrolled in 2011. Those
Composite average and the greatest percentage highest ACT Composite average and the second- students had an ACT Composite average of 21.9,
of students meeting all four benchmarks. greatest percentage of students meeting all four and 28% met all four benchmarks.
benchmarks.
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Maine

The Reality of College Readiness l 2012
The table below describes the fall 2011 status of 2010 ACT-tested high school Weighted averages of 2011 re-enrollment percentages for all 2010 ACT-tested
graduates in your state who initially enrolled in a two-year college in fall 2010. high school graduates who entered two-year colleges are reported below. These
Re-enrollment status represents any two-year or four-year institution. The table averages are based on nine states with <20% ACT-tested high school graduates
also reports the ACT Composite average and the percentage of students in 2010 (DE*, MD, ME*, NC, NH, NJ, PA, RI, and WA). The weighted average is
meeting the ACT benchmarks for each subgroup. The table is based on the percentage of ACT-tested high school graduates from all states in this group
matched files of ACT graduates and National Student Clearinghouse (NSC) who fall into each cell in the table.
enrollment data. * Insufficient numbers to include in comparisons.
Enrollment and Retention Status for Maine 2010 ACT-Tested Graduates for Two-Year Enrollees
College Readiness Benchmark Percentages in Your State
Weighted State State Average
Fall 2010 Status Fall 2011 Status Averages Percentage Composite English Reading Mathematics Science All 4
Enrolled In State Retained In State 73
Re-Enrolled Out of State 4 Insufficient data available
N = 0 Not Enrolled/Unknown** 22
All In-State Enrollees 100
Enrolled Out of State Re-Enrolled In State 10 7 19.5 100 50 0 0 0
Re-Enrolled Out of State 60 67 20.4 61 44 28 17 17
N = 27 Not Enrolled/Unknown** 30 26 17.4 57 29 14 14 14
All Out-of-State Enrollees 100 100 19.6 63 41 22 15 15
All 2010 Graduates Re-Enrolled In State 66 7 19.5 100 50 0 0 0
Re-Enrolled Out of State 11 67 20.4 61 44 28 17 17
N = 27 Not Enrolled/Unknown** 23 26 17.4 57 29 14 14 14
All Students 100 100 19.6 63 41 22 15 15
** NSC data include 97.1% of all students enrolled in two-year colleges. This percentage includes a small number of students for whom no match could be found. Note: Totals may not sum to 100% due to rounding.
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Maine

The Reality of College Readiness l 2012
The table below describes the fall 2011 status of 2010 ACT-tested high school Weighted averages of 2011 re-enrollment percentages for all 2010 ACT-tested
graduates in your state who initially enrolled in a four-year public college in fall high school graduates who entered four-year public colleges are reported below.
2010. Re-enrollment status represents any two-year or four-year institution. The These averages are based on nine states with <20% ACT-tested high school
table also reports the ACT Composite average and the percentage of students graduates in 2010 (DE, MD, ME, NC, NH, NJ, PA, RI, and WA). The weighted
meeting the ACT benchmarks for each subgroup. The table is based on average is the percentage of ACT-tested high school graduates from all states in
matched files of ACT graduates and National Student Clearinghouse (NSC) this group who fall into each cell in the table.
enrollment data.
Enrollment and Retention Status for Maine 2010 ACT-Tested Graduates for Four-Year Public Enrollees
College Readiness Benchmark Percentages in Your State
Weighted State State Average
Fall 2010 Status Fall 2011 Status Averages Percentage Composite English Reading Mathematics Science All 4
Enrolled In State Retained In State 88 80 22.1 79 61 50 35 31
Re-Enrolled Out of State 2 8 21.4 71 53 53 35 35
N = 225 Not Enrolled/Unknown* 11 13 19.3 62 52 28 21 14
All In-State Enrollees 100 100 21.7 76 60 48 33 29
Enrolled Out of State Re-Enrolled In State 7 4 23.3 78 67 78 56 56
Re-Enrolled Out of State 85 88 23.0 80 63 65 43 37
N = 207 Not Enrolled/Unknown* 8 7 23.8 80 73 60 40 40
All Out-of-State Enrollees 100 100 23.1 80 64 65 43 38
All 2010 Graduates Re-Enrolled In State 59 44 22.2 79 62 52 36 32
Re-Enrolled Out of State 31 46 22.9 80 63 64 42 37
N = 432 Not Enrolled/Unknown* 10 10 20.8 68 59 39 27 23
All Students 100 100 22.4 78 62 56 38 33
* NSC data include 98.8% of all students enrolled in four-year public colleges. This percentage includes a small number of students for whom no match could be found. Note: Totals may not sum to 100% due to rounding.
• Students who first enrolled out of state and • Students who first enrolled out of state and did • 10% of ACT-tested students either never enrolled
re-enrolled in state had the second-highest ACT not re-enroll had the highest ACT Composite in 2010 or were not re-enrolled in 2011. Those
Composite average and the greatest percentage average and the second-greatest percentage of students had an ACT Composite average of 20.8,
of students meeting all four benchmarks. students meeting all four benchmarks. and 23% met all four benchmarks.
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Maine

The Reality of College Readiness l 2012
The table below describes the fall 2011 status of 2010 ACT-tested high school Weighted averages of 2011 re-enrollment percentages for all 2010 ACT-tested
graduates in your state who initially enrolled in a four-year non-public college in high school graduates who entered four-year non-public colleges are reported
fall 2010. Re-enrollment status represents any two-year or four-year institution. below. These averages are based on nine states with <20% ACT-tested high
The table also reports the ACT Composite average and the percentage of school graduates in 2010 (DE, MD, ME, NC, NH, NJ, PA, RI, and WA). The
students meeting the ACT benchmarks for each subgroup. The table is based weighted average is the percentage of ACT-tested high school graduates from all
on matched files of ACT graduates and National Student Clearinghouse (NSC) states in this group who fall into each cell in the table.
enrollment data.
Enrollment and Retention Status for Maine 2010 ACT-Tested Graduates for Four-Year Non-Public Enrollees
College Readiness Benchmark Percentages in Your State
Weighted State State Average
Fall 2010 Status Fall 2011 Status Averages Percentage Composite English Reading Mathematics Science All 4
Enrolled In State Retained In State 90 93 22.9 82 63 63 43 35
Re-Enrolled Out of State 2 4 18.0 50 17 17 17 0
N = 162 Not Enrolled/Unknown* 8 4 18.8 17 17 50 17 17
All In-State Enrollees 100 100 22.6 78 59 60 41 33
Enrolled Out of State Re-Enrolled In State 5 5 23.9 87 80 60 33 27
Re-Enrolled Out of State 87 89 24.7 91 76 71 49 44
N = 658 Not Enrolled/Unknown* 8 6 24.4 90 69 76 57 50
All Out-of-State Enrollees 100 100 24.7 91 76 71 49 43
All 2010 Graduates Re-Enrolled In State 35 22 23.1 83 66 62 41 34
Re-Enrolled Out of State 57 72 24.6 90 75 71 49 43
N = 820 Not Enrolled/Unknown* 8 6 23.7 81 63 73 52 46
All Students 100 100 24.3 88 72 69 47 41
* NSC data include 92% of all students enrolled in four-year non-public colleges. This percentage includes a small number of students for whom no match could be found. Note: Totals may not sum to 100% due to rounding.
• Students who first enrolled out of state and • Students who first enrolled out of state and did • 6% of ACT-tested students either never enrolled
re-enrolled out of state had the highest ACT not re-enroll had the second-highest ACT in 2010 or were not re-enrolled in 2011. Those
Composite average and the second-greatest Composite average and the greatest percentage students had an ACT Composite average of 23.7,
percentage of students meeting all four of students meeting all four benchmarks. and 46% met all four benchmarks.
benchmarks.
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Maine

The Reality of College Readiness l 2012
The data presented on this page are also based on matched files Percent of All Enrollees Meeting Benchmarks by Institutional Type
of ACT-tested high school graduates and National Student
Clearinghouse (NSC) enrollment files. But unlike the previous 2-Year!
Four! 15! 85!
tables and charts, these data include all first-time enrollees in your 4-Year Public!
state regardless of state of residence at the time of ACT testing. 4-Year Non-Public!
Three! 29! 71!
The chart to the right documents the percentage of enrolled
Note: Totals may not sum to 100%
students meeting benchmarks by institutional type. For example, because first-year enrollment status
is unknown for some students.
of those enrolled students meeting all four benchmarks, none Two! 39! 61!
were enrolled in two-year colleges, 15% were enrolled in four-year
public colleges, and 85% were enrolled in four-year non-public One! 48! 52!
colleges.
The findings depicted here are intuitive: as the number of Zero! 52! 48!
benchmarks met increases, the likelihood of enrolling in a four-year
institution also increases. 0! 20! 40! 60! 80! 100!
PPeerrcceenntt WWiitthhiinn FFiirrsstt -YYeeaarr- EEnnrroolllleedd CCoolllleeggee TTyyppee!
Percent of First-Year Enrollees by Re-Enrollment Status for Maine and National 2010 ACT-Tested Graduates*
Total Total 2-Year 2-Year 4-Year 4-Year 4-Year Non- 4-Year Non-
State National State National Public State Public National Public State Public National
Retained Within Institution 84 72 0 72 83 88 95 92
Retained In State, Different Institution 2 9 0 21 6 8 1 4
Re-Enrolled Out of State 9 4 100 6 11 3 4 4
* NSC data include 93.4% of all students enrolled in U.S. colleges. This percentage includes a small number of students for whom no match could be found. Note: Totals may not sum to 100% due to rounding.
The table above tracks the retention/migration • Data from a variety of sources tell us that 34% of • When coupled with data from the tables
patterns of students who first enrolled in 2010 and college students attended two or more colleges, presented on pages 4–7, it becomes clear that
continued their enrollment in 2011. 11% simultaneously enrolled in more than one student movement between and among
• Institutions within the state do a reasonably good college, and 23% took one or more online institutions calls for policies that focus on a
job of retaining students. courses. seamless transition process.
• Significant percentages of enrolled students
re-enroll out of state or at another institution
within the state.
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Maine

The Reality of College Readiness l 2012
The chart on this page includes all enrolled students regardless of Retention Rates by Institution Type of First College Choice and
state of residence in which the student took the ACT. Interest-Major Fit*: Maine vs. National
Interests and College Success
Maine! Nation!
100!
Research indicates that if students’ interests are similar to the
87! 88!
interests of people in their chosen college majors, they will be 80!
more likely to: 80! 76! 77! 74! 75!
e e 66!
• 2P0e0rs8is2)t in college (Tracey & Robbins, 20061; Allen & Robbins, nt! 60! ailabl 58! ailabl 56!
• Remain in their major (Allen & Robbins, 20082) Perce 40! ata av ata av
d d
• Complete their degree in a timely manner (Allen & Robbins, nt nt
e e
20103) 20! ci ci
fi fi
• Earn high GPAs (Tracey, Allen, & Robbins, 20124) uf uf
s s
n n
The research is based on a calculation called interest-major fit: the 0! I I
High Fit! Low Fit! High Fit! Low Fit! High Fit! Low Fit!
relationship between student choice of major and career-related
2-Year! 4-Year Public! 4-Year Non-Public!
interests. The ACT Interest Inventory is a 72-item survey
completed by students who take the ACT. Results identify the
**Fit reflects the correlation between student Interest Inventory scores and intended college major.
career areas and programs of study that are closely aligned with
student interest patterns. Fit, then, is based on the similarity (or
lack thereof) between Inventory results and a student’s first choice Observations
of college program. High fit indicates that student interests are
Addressing the differences in retention rates for high-fit and low-fit students leads to several
most similar to students enrolled in a program of study. Low fit
interventions touted by the What Works in Student Retention survey. Use of the ACT
suggests that interests are dissimilar.
Interest Inventory in advising, first-year seminars, and career development workshops could
increase the number of students who enroll in programs more consistent with their Interest
The Chart
Inventory scores.
The chart reports institutional retention rates by level of fit.
It supports the contention that there is a relationship between
retention to the second year and interest-major fit. Those with
1 Tracey, T. J. G., & Robbins, S. B. (2006). The interest major congruence and college success relation: A longitudinal study.
higher fit are retained at a higher rate. At first, the percentage Journal of Vocational Behavior, 69, 64–89.
2 Allen, J., & Robbins, S. (2008). Prediction of college major persistence based on vocational interests, academic preparation,
differences may seem small, but even a small increase in the and first-year academic performance. Research in Higher Education, 49, 62–79.
percentage of students retained can have a significant impact on 3 Allen, J., & Robbins, S. (2010). Effects of interest-major congruence, motivation, and academic performance on timely degree
attainment. Journal of Counseling Psychology, 57, 23–35.
the institution. 4 Tracey, T. G., Allen, J., & Robbins, S. B. (2012). Moderation of the relation between person–environment congruence and
academic success: Environmental constraint, personal flexibility and method. Journal Of Vocational Behavior, 80(1), 38–49.
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Maine

The Reality of College Readiness l 2012
Retention Practices
Recommendations for Policymakers Retention Recommendations for Institutional Practice
1. Actively pursue P–20 collaborations to develop integrated education systems. 1. Initiate collaboration and dialogue with K–12 teachers.
2. Expand the current retention definition to focus on individual student 2. Explore the redesign of teacher preparation programs.
success—the achievement of student educational goals rather than the 3. Validate and refine course placement practices.
completion of a degree at a specific institution within a specific time frame.
4. Provide advising that supports transition to other institutions.
3. Measure and reward individual student success across the postsecondary
5. Review and revise policies that impede transparent movement of students
system. Success should not be measured solely by retention and graduation
both to and from other institutions.
rates within an institution.
6. Participate in the Voluntary System of Accountability (VSA) or the Voluntary
4. Review and revise policies and agreements that increase the transparent
Framework of Accountability (VFA).
movement of students from one educational experience to another.
• Common course numbering system
• System or statewide degree audit
• Expanded articulation agreements
5. Establish a clearinghouse that serves as a repository for a student-owned
educational portfolio used to facilitate institution-to-institution transitions.
Two-Year College Retention Interventions Cited in What Works in Student Retention*
Practices Which Differentiate Campuses with
Highest-Rated Retention Practices High Retention Rates from Those with Low Retention Rates
Reading center/lab Reading center/lab
Comprehensive learning assistance center Comprehensive learning assistance center
Tutoring Increased number of academic advisors
Mandated course placement of students based on test scores Required remedial/developmental coursework
Required remedial/development coursework Pre-enrollment financial aid advising
Increased number of academic advisors Diagnostic academic skills assessment
Writing center/lab Integration of advising with career/life planning
Math center/lab Staff mentoring
Program for first-generation students
* Complete reports can be found at: www.act.org/research/policymakers/reports/retain.html
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