Serving as models of access, success
By CCTIMES, Published March 2, 2008

Several Ivy League colleges and universities may have recently received significant press coverage for increasing aid to their students, but Education Secretary Margaret Spellings says the work community colleges do to provide access to higher education is more impressive.

“I commend their efforts, but let’s not forget that community colleges are helping more than 11 million students attain postsecondary education for an average tuition of $320 per year after aid. That’s what I call success,” Spellings said at the Community College National Legislative Summit this month.

For a long time, the U.S. has placed more value on exclusion than inclusion in higher education, Spellings said, adding that some popular college rankings still consider selectivity to be a sign of quality.

“Community colleges have never bought into this, never rationed opportunity towards the privileged,” Spellings told two-year college presidents and trustees. “Instead of keeping people out, you invite them in to higher education, and not just for degrees but for targeted workforce training.”

Community colleges’ success with access should serve as a national model, particularly at a time when shifting demographics and the rise of the global economy mean the U.S. needs a better educated workforce, Spellings said.

“Ninety percent of the fastest-growing jobs require postsecondary education or training, yet we’re not equipping enough of our citizens, especially people of color, to seize these opportunities,” she said.

The secretary cited national figures that show room for improvement:

-- Nine percent of low-income students earn a college degree by age 24, compared with 75 percent of students from wealthier families.

-- 10 percent of Hispanic students earn a bachelor’s degree by age 29.

-- 60 percent of Americans have no postsecondary credentials

-- 32 states do not have enough traditional students in the education pipeline to reach levels of international competitiveness

“Some people, whom the system serves well, don’t see what the problem is. They think, so long as my child gets into college and gets a job, everything’s okay,” Spellings said.

In a changing economy and workforce, it’s critical to reconnect with non-traditional students and adults to stay competitive, Spellings said. That includes the 32 million adults who never finished a college education and those who can boost their careers with a few select courses.

To complement what community colleges efforts in this area, Spellings said the Bush administration has proposed in its fiscal 2008 budget proposal a $5 million Bridge to College pilot program to support adults seeking a postsecondary education.

The budget also requests $10 million to help develop systems to facilitate credit transfers between higher education institutions. It’s part of a broader package for postsecondary improvement that will also help support partnerships between high schools and community colleges, Spellings said.

“A common obstacle for adults and the 60 percent of students who transfer is the difficulty of getting previous credits accepted by new institutions—leading to repeated coursework and wasted time, money and productivity,” Spellings said, who lauded states such as Connecticut, Illinois and New Jersey for their efforts to make the transfer process easier for students.

In return for more resources, there must be more transparency among colleges, Spellings said. This includes tracking students better to ensure colleges are fulfilling their needs, she said.

“We need better ways to follow students as they move across the system. Not just first-time, full-time, degree-seeking, non-transfer students, but all students,” she said.

The secretary noted that the president’s budget also recommends $100 million to help states establish comprehensive K-16 data systems, such as the one developed in Florida, which helps the state target resources, improve quality and ensure student progress.