Strategic Agenda Student Success Subgroup
Meetings and Materials:
Kentucky’s future in large part depends upon students’ ability to advance seamlessly through the educational system and obtain credentials that will enrich their lives and life in the Commonwealth. Kentucky continues to trail the nation on most measures of educational attainment. To significantly increase the number of college-educated adults in the Commonwealth, the postsecondary system must expand access for all students, and we must ensure many more students persist to certificate and degree completion.
- Less than 20 percent of first-time, full-time students seeking a bachelor’s degree at Kentucky’s public universities will graduate “on time” in four years. (The rate increases to 47 percent after six years.)
- One in five students seeking an associate degree or credential at KCTCS will graduate within three years.
- Minority and low-income students graduate at lower rates.
- The number of students transferring from two-year to four-year institutions has not increased significantly since 2005.
- The percent of income needed for low-income families to cover tuition at the state’s lowest-priced institution has been steadily rising since 2002, and now exceeds the national average.
- The college-going rate of GED recipients has remained virtually unchanged since 2003.
- Kentucky ranks 47th in the nation in the percent of the adult population with a four-year degree or higher.
Mission and Deliverables:
The Student Success Subgroup will review relevant data and best practices for state-level action and will propose objectives and strategies to ensure more Kentuckians advance through the educational system and earn degrees or certificates in a timely manner. Areas of focus may include, but are not limited to:
- Outcomes-based financial incentives to encourage increased student success in the areas of credit completion, degree completion, timely graduation, transfers, and minority and low-income student success.
- Seamless transfer opportunities.
- Achievement gaps based on race, gender, and socio-economic status.
- Distinctive institutional missions and educational contributions.
- Data systems to track student performance and link education sectors.
- Developmental education program structure and outcomes.
- “Stackable” certifications that acknowledge educational milestones and facilitate program transitions.
- State and institutional student financial aid, including simplification of the application process, rewards for student achievement, and accessibility of funds to lower-income, adult, and part-time learners.
- Capacity to serve adult, nontraditional students more effectively through course redesign, alternative methods of program delivery, credit for prior learning, and distance education.
- Diversity faculty and staff.
- GED to college transitions.
Chris Crumrine, Student Representative, Council on Postsecondary Education
Pam Miller, Vice Chair, Council on Postsecondary Education
Aaron Thompson, Vice President, Academic Affairs
For the purposes of the strategic agenda planning work, “objectives” are defined as statements that describe an intended outcome, result, or process that are measurable, quantifiable, and achievable. (e.g., to increase the number of high school students going directly to college). “Strategies” are defined as specific actions or activities that will be deployed to achieve objectives and performance targets.