I am often perplexed when I think about how higher education systems operate. Business and public leaders continuously lament that the economic prosperity of any nation is inextricably tied to the education of its citizens. 

 

In the U.S., obtaining a higher education credential is a pursuit that many now consider a civil right and an essential pathway toward achieving the American Dream. So it seems the purveyors of this valued education credential, which provides individual and collective prosperity, must take great care in, and accept responsibility for, providing a product that is relevant, useful, and has future utility. In theory yes, but in practice no.    

 

The U.S. has fallen from being the world’s leader in the percentage of citizens holding higher education credentials to 12^th among industrialized countries. This comes at a time when studies show that in just a few short years, jobs providing livable wages will require at minimum an associate degree.

 

However, more and more students are entering higher education institutions under-prepared, but aspiring to complete a baccalaureate degree. Half of the 8 million students enrolled in community colleges express intention to complete a baccalaureate degree, yet only 25 percent actually complete. Something is dreadfully wrong with our higher education system.

 

 

Higher education institutions, which are the “businesses” primarily responsible for designing and delivering the tools and vehicles to drive workers toward a brighter economic future and all its rewards, seem to act more like bankrupt automobile manufacturers than human capacity-building organizations. They are selling products that are outdated with features of minimal utilitarian value, and building them replete with major structural design flaws. The stripped down versions of the products they sell may cost more than people can afford—but their attitude—as with those now defunct automobile manufacturers—is one of indifference because “someone will buy it.” 

 

And as if that were not enough, as the consumer drives off the lot, these “businesses” are not held accountable, nor do they accept any responsibility for the product they provide. Will this product take the consumer where they need to go, or provide any future value? Is there a warranty or a guaranty?

 

Unfortunately, the only thing taken is the consumer’s time and money. It’s time for a change —a time to change the culture in these “businesses.” Our higher education institutions must move from a culture that provides access and a “right to fail” to a culture that provides access and supports completion.

 

Providing access to higher education is essential for the development and sustainability of a middle class. Without access, the gap between socio-economic classes will continue to widen, poverty rates will continue to climb, and the very foundation of democracy (as we know it) in this country will be placed in peril. 

 

Providing access to higher education by itself, however, is not enough. Returning our nation to prominence in the number of adults with associate degrees or higher will require our country’s higher education system to produce an estimated 8.2 million additional graduates by 2020. Of those, an additional 5 million students will need to graduate from community colleges.

 

Answering this call, Phi Theta Kappa has joined with the five leading national organizations serving community colleges to spearhead an effort to help meet the Community College Completion Challenge. Never in the history of community colleges has there been such a sense of urgency or collective effort to effect change in institutions as there is today.

 

The completion initiative is as much about process and culture as it is about the end result of increasing the number of credentials or degrees earned. The culture today for supporting completion in many higher education institutions is best characterized by the professor who stands before students in a large lecture hall and proudly boasts, “look to your left and look to your right—one of you will not complete this course.”  This culture of a “right to fail” must be replaced with support to complete.

 

Many say that students come to community colleges with no intention to complete a degree or credential. Thus, colleges often excuse themselves from the responsibility of supporting student success and completion.

 

While it may be true that there is value in completing even one class, it is an abdication of responsibility for the college not to take the time to help students understand the benefits of completing and the consequences of not. Community colleges must do a better job of talking with students about potential career paths at the time of enrollment, rather than simply offering advice on course selection.

 

We have to prepare students to be lifelong learners. Thus, certificates earned by students should not be perceived as terminal, but rather stackable, leading to higher certifications and degrees. And these certificates should equip students with the skills needed for new jobs.

 

Community colleges must spend more time thinking about how to monitor student progress and provide support in the initial weeks of enrollment. They must design new approaches to teaching developmental classes. Incentives need to be provided to colleges to focus on retention and persistence rather than increasing enrollment numbers.

 

Early colleges and dual enrollment programs should be in place in every state. The reality is that our secondary education institutions are ill-equipped to effect change quickly enough to address soaring drop-out rates.

 

Research has proven that early colleges dramatically increase not only high school graduation rates but also the rates of those completing associate degrees. Those earning an associate degree will earn up to $400,000 more over their lifetime than those without a degree. Those earning a degree or certificate are more likely to be hired and less likely to become unemployed than those without.

 

 

In addition, more attention must be placed on preparing students for transfer to senior colleges.  While completing a baccalaureate may not be the aspiration of every student, those with that goal should be provided quality advisement, a clear pathway, and set of tools to ensure that they will complete on time and with their degree. 

 

Community colleges must change their approach and accept responsibility for advising students upon enrollment on the importance of completing the associate degree prior to transferring to senior colleges. Studies show that community college students who transfer to senior colleges prior to earning the associate degree significantly increase their chances of never earning the baccalaureate degree.

 

In many states, by law, public senior colleges are required to accept all degree credits from students who earn associate degrees. Students who transfer without the associate degree may be required to repeat or take additional classes, resulting in their having to expend more time and more money to complete. Studies show that increasing the time and cost to completion lessens the likelihood of a student ever earning a degree.

 

Finally, associate degree or credential completion provides students with a safety net for those times when unforeseen circumstances occur that derail or delay their long-term goals.

 

One has to wonder why, when the first community college was established in 1901 to provide access to higher education, completing college was not seen as integral to its mission. Clearly, today completion must be seen as central to the mission of our community colleges. To continue with our automotive analogy, it is a moral imperative that our institutions take responsibility for providing its consumers the tools and knowledge to “build a car” with the appropriate features that will lead them down a road toward economic prosperity and well-being.  

 

A sea change in philosophy is needed in our community colleges in order to meet the lofty goals of doubling the number of completers by 2020. A culture of completion must span all corridors of our community colleges. All stakeholders must engage—presidents, trustees, faculty, staff, administrators, students, corporate and community leaders—and each must assess their individual efforts in supporting completion. 

 

This is a call to action to our community colleges, and our nation’s economic prosperity and democracy are hanging in the balance.