CUNY Programs for Adult Learners

[Pages:25]CUNY Programs for Adult Learners

Erin Croke, Director of Undergraduate Educational Policy Ashleigh Thompson, Associate Dean of Academic Affairs Office of Academic Affairs, The City University of New York

July 24, 2014

Table of Contents Introduction.....................................................................................................3 CUNY admissions requirements in mathematics......................................................... 4 Enrollment of adult undergraduates.........................................................................6 Performance of adult undergraduates.......................................................................9 CUNY programs for adult learners........................................................................11

City College, Center for Worker Education.....................................................12 CUNY Baccalaureate for Unique and Interdisciplinary Studies..............................13 CUNY School of Professional Studies...........................................................14 Lehman College's Professional Studies/Adult Degree Program..............................15 Queens College's Adult Collegiate Education..................................................16 Joseph S. Murphy Institute for Worker Education and Labor Studies.......................18 Recommendations............................................................................................19 Conclusion....................................................................................................21

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Introduction

In order to meet local workforce demands, address the needs of the many New Yorkers who do not have postsecondary credentials, and preserve the vitality of the University, it is important that CUNY consider mechanisms for expanding access for adult learners and ensuring that adults enrolled in CUNY have a good chance for success. Improving higher education outcomes for adults is a key workforce development strategy. Increasingly employers are requiring postsecondary training, yet research suggests that higher education is not keeping pace with the demand for educated workers. It is projected that by 2018, 63 percent of all jobs nationally will require postsecondary education (Carnevale, Smith & Strohl, 2010). To meet the increased demand for workers with postsecondary education, an additional 22 million college degrees at the associate or higher level would need to be conferred, but there is a projected shortfall of 3 million degrees (Carnevale, Smith & Strohl, 2010).

In 2008, more than two-thirds of adults in the US had not yet obtained their bachelor's degree, and about one-third had not obtained any higher education (Aud, Fox, & KewalRamani, 2010). Among students entering New York City high schools, just 48 percent graduate and enroll in college, and just 21 percent successfully graduate from college with an associate or bachelor's degree (Liu, 2012). Young people who do not earn a college credential represent the future pool of adult learners who may look to CUNY as a vehicle for improving their lives. In contrast, CUNY's pool of recent high school graduates may be declining. A presentation at the 2013 CUNY Financial Conference by David Godow, Research Analyst at the Education Advisory Board, highlighted these trends. Godow (2013) indicated that the number of students graduating from high school in the northeast is projected to decline by 25,000 students between 2012 and 2022, while adults with some college credits looking to return to higher education to complete degrees represent the largest emerging student segment.

As we consider expanding opportunities for adults, we should be aware of the challenges these students may encounter. Adult students have been away from the education system for some time and may need assistance brushing up on basic skills. Mathematics may pose a particular barrier, as basic skills testing in math is closely aligned with high school math curriculum and is typically not used in daily life. Adults also face challenges balancing the intense demands of work, family, and school. A survey of adult students enrolled in postsecondary education conducted by the Lumina Foundation found that the following factors are integral to success: convenience, affordability, availability of child care, and clear information about the program and processes (Pusser et al., 2007). Adult learners frequently have college credits from one or more institutions they have attended previously, and so it is important for programs serving adult learners to have comprehensive policies for acceptance of transfer credit (Stokes, 2007).

Prior Learning Assessment (PLA) is another tool that can support the success of adults within higher education. PLA is a mechanism for awarding college credit for learning that has taken

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place in the workplace or through other life experiences. The Council for Adult and Experiential Learning (CAEL) conducts assessment of prior learning and offers training for faculty and administrators to do so on their own campuses. Funded by the Lumina Foundation, CAEL conducted a study of more than 62,000 adult students from 48 institutions to examine the influence of PLA on student outcomes. CAEL found that students who received credit for prior learning were more likely to earn a degree within 7 years, and among those who did not earn a degree those with PLA credit had accumulated more overall credits than those without (CAEL, 2010).

The American Council on Education has argued that "post-traditional learners," defined as individuals, who are in the workforce but lack a postsecondary credential, are the "new normal" (Soares, 2013). As a means of survival, institutions of higher education must adapt to serving this population. Stokes (2007) expands on this idea: "Although `traditional' 18-22 year-old full-time undergraduate students residing on campus account for only 16 percent of higher education enrollments, the attention given to this group of students obscures the fact that the vast majority of college and university students are `non-traditional' ? largely working adults struggling to balance jobs, families, and education." Indeed, 82 percent of undergraduates report that they must work while attending school, and approximately two-thirds of students who earn a bachelor's degree have attended more than one institution (Attewell & Lavin, 2012; Adelman, 2006). Without efforts to adapt the model of education delivery for this population, institutions of higher education may lose market share to other institutions that are more creative in their approach. Stokes (2007) says:

History is littered with examples of industries that, at their peril, failed to respond to- or even see- changes in purchaser behavior, from the railroad industry to the computer hard disk industry to the music industry. When it comes to the adult learner community ? those 92 million Americans ? our institutions of higher education face similar risks of having their market share substantially reduced and their services increasingly characterized by obsolescence.

CUNY admissions requirements in mathematics

Many CUNY applicants do not meet standards in mathematics required for admission to the senior colleges. In 2007 mathematics standards were raised for admission to the senior colleges, yet there was recognition that adult students who have been away from math instruction for a number of years may have difficulty meeting the higher standards. A December 2007 memo issued by former Executive Vice Chancellor and University Provost Selma Botman stated, "Students who are enrolled in CUNY's specialized adult degree programs typically have been out of school for some time, and consequently their academic skills, particularly in math, may need to be refreshed or relearned." The memo indicated that the University would "ensure continuing access to currently existing adult degree programs" by allowing students in adult

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education programs to "matriculate on the basis of the current admissions criteria." Students in these programs were required to meet the higher mathematics standard by the time they had completed the 24th credit at the college. The memo indicated that as an alternative to retaking the math assessment test, adult students could meet the higher math admissions standard by passing a credit-bearing math course with a grade of C or higher. The adult degree programs named in the memo as qualifying for this policy were City College's Center for Worker Education (CWE), the Joseph S. Murphy Institute for Worker Education and Labor Studies, Lehman College's Professional Studies/Adult Degree Program, and Queens College's Adult Collegiate Education (ACE) program.

The December 2007 memo issued by Dr. Botman also put in place a policy allowing for transfer students to demonstrate math proficiency with a grade of C or better in a credit-bearing mathematics course taken at CUNY or at an outside institution. In June 2013, former Executive Vice Chancellor and University Provost Alexandra Logue issued a policy that students with any passing grade in a credit-bearing mathematics course taken at CUNY will demonstrate math proficiency, while students from outside CUNY must continue to present a grade of C or higher in a credit-bearing mathematics course.

Most of CUNY's adult education programs have taken advantage of these policies to admit adult students who otherwise would not gain admission to the college. For example, in Fall 2013 admission to the senior colleges required test scores of 45 on the numerical skills/pre-algebra component of the mathematics assessment test, and a score of 45 on the algebra component (4545). However, Center for Worker Education students could be admitted with scores of 37-40, with the stipulation that they pass a credit-bearing math course with a grade of C or better within one semester. Students who do not present scores of at least 37-40 are referred to a particular instructor at Borough of Manhattan Community College known to have good success with this population. These students must pass the CUNY Elementary Algebra Final Exam (CEAFE) for entry to CWE.

Effective for the Fall 2014 semester, the admission standard in math for adult students at Queens College will be 30-30. Called the "Students of Promise" program, all adult students who do not meet the full standard for admission to Queens will enroll in the Immersion program, which offers free developmental mathematics instruction during the summer and winter intercessions. The Immersion program is intensive, meeting from 6:00 to 10:15 in the evening for 9 sessions. During a tenth session students take the CEAFE. Students who have not met the 30-30 standard must pass the CEAFE for admission to the college. Students who have met the 30-30 standard will also participate in Immersion and take the CEAFE, but even those who do not pass the CEAFE will be permitted to enroll in the college. Such students must register for a college-level math course in their first semester at Queens College, and must earn a grade of C or better in the course. Students who are not successful in the credit-bearing math course must retake the course during the next term.

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In contrast to CWE and Queens College's "Students of Promise" program, Lehman College does not use a specific cut score for admission of students in the Professional Studies/Adult Degree Program. All students who do not meet the regular math admission standard may be admitted. Such students are required to take a noncredit Math Bridge course through the Adult and Continuing Education department and take the CEAFE at the conclusion of the course. Students who pass the Bridge course but do not pass the CEAFE must earn a D or better in a credit-bearing math course.

Data from the CUNY Math Mainstreaming Experiment, led by Dr. Alexandra Logue and Dr. Mari Watanabe-Rose, suggest that adults may be well served by nontraditional models designed to help them develop their math skills. Among students with remedial needs in math who were randomly assigned to take a college-level math course with extra support rather than the traditional remedial math course, 78.3 percent of students age 25 and older passed the course compared to 53.4 percent of younger students. These success rates were significantly higher than for students assigned to traditional remediation, or traditional remediation with extra support for both age groups. See Table 1.

Table 1. CUNY Math Mainstreaming Experiment Results

Group 1 (traditional remediation)

Group 2 (traditional remediation + workshops)

Group 3 (college-level course + workshop)

Age group below 25 25 and above below 25 25 and above below 25 25 and above

# of students

213 33 198 32 223 23

# of students passing 78 15 90 13 119 18

% of students passing 36.6 45.5 45.2 40.6 53.4 78.3

Total

722

333

46.1

SOURCE: CUNY Math Mainstreaming Experiment Team (Dr. Mari Watanabe-Rose and Dr. Alexandra Logue)

Finally, of note is a memorandum issued in April 2014 by the Interim Executive Vice Chancellor and University Provost, Julia Wrigley, which allows colleges to pilot new approaches to math remediation for students enrolled in non-STEM degree programs. Colleges piloting such approaches are exempt from requiring students to pass the Common Elementary Algebra Final Exam (CEAFE) for exit from math remediation. Pilot projects have been developed such as courses in Quantitative Reasoning and Statistics for students with remedial need. Some of these courses are remedial, while others are credit-bearing courses that offer extra support. For example, Lehman has developed a 3-credit, 6-hour Quantitative Reasoning course for a cohort of 1199 members who do not meet proficiency requirements in math.

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Enrollment of adult undergraduates

Data from CUNY's Office of Institutional Research and Assessment (OIRA) suggests that much of the enrollment growth at CUNY in recent years has been among younger students. Between 2000 and 2012 there was a 4 percent increase in the number of adult undergraduates enrolled at CUNY, while there was a 64 percent increase in the number of younger students. Growth in enrollment of adult undergraduates occurred within CUNY's community college sector, while enrollment of these students declined slightly within the senior and comprehensive colleges. In 2000, 38 percent of all undergraduates were 25 and older, yet by 2012 just 28 percent were 25 and older. See Tables 2a and 2b.

Table 2a. Trends in Undergraduate Enrollment: Fall 2000 to Fall 2012

2000

2012

25 & older Under 25 25 & older Under 25

N

N

N

N

Senior/Comprehensive College

40,498

64,185

40,036

101,194

Community College

22,505

40,561

25,538

70,934

Undergraduate Total

63,003

104,746

65,574

SOURCE: CUNY Office of Institutional Research and Assessment

172,128

Table 2b. Trends in Undergraduate Enrollment: Fall 2000 to Fall 2012

2000

2012

25 & older Under 25 25 & older Under 25

%

%

%

%

Senior/Comprehensive College

38.7

61.3

28.3

71.7

Community College

35.7

64.3

26.5

73.5

Undergraduate Total

37.6

62.4

27.6

72.4

SOURCE: CUNY Office of Institutional Research and Assessment

It is important to note that it has become less common for adult students to enroll in CUNY as first-time freshmen. Between 2000 and 2012 there was a 41 percent decline in the number of first-time freshmen 25 and older. It has become more likely that older students coming to CUNY enter as transfer or readmitted students. While older students constituted 12 percent of all firsttime freshmen in 2000, just 5 percent of first-time freshmen were 25 and older in 2012. See Tables 3a and 3b.

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Table 3a. Trends in First-time Freshman Enrollment: Fall 2000 to Fall 2012

2000

2012

25 & older Under 25 25 & older Under 25

N

N

N

N

Senior/Comprehensive College

887

12,980

345

16,836

Community College

2,023

9,069

1,371

17,061

First-time Freshman Total

2,910

22,049

1,716

33,897

SOURCE: CUNY Office of Institutional Research and Assessment

Table 3b. Trends in First-time Freshman Enrollment: Fall 2000 to Fall 2012

2000

2012

25 & older Under 25 25 & older Under 25

%

%

%

%

Senior/Comprehensive College

6.4

93.6

2.0

98.0

Community College

18.2

81.8

7.4

92.6

First-time Freshman Total

11.7

88.3

4.8

95.2

SOURCE: CUNY Office of Institutional Research and Assessment

In contrast, enrollment of adult students has risen dramatically in the for-profit sector of higher education (Swail, 2009). Data from the Integrated Postsecondary Education Data System (IPEDS), available from the National Center for Education Statistics, show that the number of students age 30 to 39 enrolled in public 4-year institutions declined 19.1 percent between 1993 and 2009 (from 518,475 to 419,579), while the number of such students increased 1,437.3 percent in for-profit 4-year institutions (from 22,023 to 338,568) (Croke, 2013). These trends suggest there is a substantial market for providing higher education to adults, and that public institutions, including CUNY, could do more to attract this population to its high quality and affordable academic programs. For instance, to cover their expenses 96 percent of students who attend for-profit colleges borrow money (U.S. Senate Health, Education, Labor and Pensions Committee, 2012). In 2005-06, the average federal loan amount after four years for students attending for-profit colleges in New York was $43,880, compared to an average loan amount of $3,212 for students attending CUNY (New York State Education Department, 2009).

Empire State, of the State University of New York (SUNY), provides an example of a large public institution serving many adult students. IPEDS data show that in Fall 2012 approximately 12,000 students were enrolled in Empire State, and 85 percent of all students were age 25 and older. Empire State was created in 1971 and now provides associate, bachelor's, and master's programs through eight regional centers and 35 locations, as well as online through the Center for Distance Learning. Students must have a high school diploma or GED and complete a writing

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