Legislative Study Committee on Higher Education

Chairmans Report
January 2014

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Committee Members

Representative Cliff Rosenberger, Chairman Representative Christina Hagan, Vice-Chair Representative Dan Ramos, Ranking Member Representative Richard Adams Representative Timothy Derickson Representative Heather Bishoff Representative Michael Stinziano

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Thank you to the following legislators for participating in the work of the Higher Education Study Committee: Representative Tim Brown Representative Ryan Smith Representative John Patterson Representative Fred Strahorn Senator Randy Gardner Special thanks to the following individuals for staffing the work of the Higher Education Study Committee:

Spencer Gross Cora Slack Molly Raefeld Abe Jacob Hunter Wright Steven Alexander Margaret Casey Elizabeth Westlake Briana Diehl

Todd Thatcher Justin Yafanaro Kayla Atchison Cassie Geiger Jennifer Geiger Markee Osborne Benjamin Webb Mark Kylander

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Contents

Committee Charge Recommendations Introduction Background Information and Policy Considerations Enrollment Tuition and Fees Financial Aid Student Debt State Share of Instruction Remediation and Developmental Coursework Dual Enrollment Educational Attainment Workforce Alignment Summary of Testimony Appendix A

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Committee Charge
The Ohio House of Representatives Higher Education Study Committee was formed to identify and examine policy issues affecting Ohios higher education system. The committee was specifically charged to:

Identify opportunities to improve the quality of higher education while reducing cost to individual students and taxpayers. Recognize multiple pathways and options available within Ohios adult and higher education system. Provide a forum to discuss eligibility for and distribution of financial aid. Examine the barriers to accessing higher education, particularly for non-traditional students. Better understand the connection between career-technical education, higher education and workforce development. Continue to examine policy issues affecting higher education that were raised during the budget process.

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Recommendations
Establish state-level goals and annual benchmarks for important policy goals such as: o Percentage of adults age 25-64 with a bachelors or associates degree o Occupational certificates of value or licenses earned by high school students, college students and adults through workforce training o Reduction of college remediation rate o High school graduation rate o Dual enrollment participation and accumulation of postsecondary credit Establish higher education benchmarks for operational efficiency Further refine performance-based funding to: o Incent reduction in expenditure levels o Reward efficient operation and cost reductions o Target increases to SSI funding to workforce needs and key performance benchmarks Target increases in financial aid to incent students: o To be remediation-free o To enroll in program or major in high demand o To achieve specific performance and persistence benchmarks Increase completion of higher education programs by implementing reforms including: o Establish 15 hours as the default standard for fulltime enrollment o Establish incentives for remedial and gateway course reform o Encourage structured scheduling of classes o Focused, intensive advising for all students with less than 30 hours earned o Provide broader access to credit for experiential learning similar to those initiatives for military training and experience o Increase access to dual enrollment options for high school students ready for postsecondary coursework Establish the Adult Learner Task Force to identify specific recommendations to improve opportunities and outcomes for adult learners Better utilize secondary career and technical programs and integrate into larger workforce development initiatives o Continue to implement one-year credit option with updates to legislature o Expand opportunities to award credit for experiential learning o Investigate additional funding for adult workforce based on performance (completion and placement) o Create genuine career technical pathway to high school graduation with emphasis on industry-recognized assessments and credentials
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Implement reforms for teacher preparation programs o Raise entrance standards for teacher preparation programs o Establish performance standards for approval of teacher preparation programs o Tie SSI funding to approval for teacher preparation programs Implement changes to dual enrollment program requirements to ensure quality, transferability, and improved participation (See Chancellors recommendations for College Credit Plus Program) Investigate tax credits for credentials of value with differentiation based on economic value Investigate expanded use of 529 Plans including raising deduction and increasing marketing Improve financial literacy training require personal finance training of all college freshmen Require the Board of Regents to identify factors contributing to higher-than-average student debt levels and make recommendations to reduce student debt levels Establish deadlines in legislation to ensure timely implementation of initiatives

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Introduction
One of the largest systems of public higher education in the country, the University System of Ohio boasts 13 four-year state universities, 24 branch and regional campuses, 23 community and technical colleges, a medical college and more than 120 Adult Workforce Education (AWE) and Adult Basic and Literacy Education (ABLE) locations. The integration of adult workforce and adult literacy programs in 2009 allows the University System of Ohio to provide educational opportunities that range from GED preparation to graduate and professional degrees. (See Appendix A for institution We love higher locations.) Enrollment in the University System of Ohio in the fall of 2012 totaled more than 540,000 students and included individuals from every Ohio county. In 2012 Ohio public universities, including branch and regional campuses, issued more than 70,000 degrees or credentials with community colleges awarding more than 25,000 certificates and associates degrees. In addition to public colleges and universities, college students in Ohio can choose from more than 140 private higher education institutions. (Ohio has 31 for-profit institutions, generally career colleges, and 111 private notfor-profit colleges and universities.) In 2011 approximately one-quarter of college students attended a private institution.

education. It is one of the great assets for the state of Ohio, and I never talk to a job creator where I don't stress the fact that our colleges and universities can pinpoint and prepare our kids for the Twenty-First Century jobs. - Governor John Kasich, State of
the State Address, February 2013

With more than 180 locations around the state Adult Basic and Literacy Education and Adult Workforce Education centers offer crucial services that provide that first step to higher education or prepare individuals for a new career. Ohio taxpayers annually make a major investment in higher education. State and federal aid for higher education during the 2013-14 school year totaled approximately $2.4 billion. More than $110 million in direct aid to students in the form of scholarships and grants is appropriated for 2013-14. The importance of adult and higher education, both for individual success and the long-term economic viability of Ohio, cannot be understated. Ohio must ensure that tax dollars are invested wisely and that Ohio residents have access to quality and affordable educational options that enable them to lead successful, productive lives.

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Enrollment

Fall 2011 Higher Education Enrollment by Type of Institution

6% 20% 28% University Main and Regional Campuses 46% Private NonProfit Community College

With more than 150 accredited higher education institutions Ohio offers a wide array of choices. The majority of college students of all ages are enrolled and attend one of Ohios public two- or four-year colleges and universities. In 2011 community and technical college enrollment accounted for approximately 28% of higher education enrollment while four-year public universities (including branch and regional campuses) accounted for 46% of Ohio college enrollment. One in four Ohio college students attended classes at a private institution.

In the last decade Ohio has seen a significant increase in enrollment in public colleges and universities. For the Source: Ohio Board of Regents period FY2003-12 total student enrollment (as measured by FTEs) increased 21.6%, with community colleges accounting for nearly 70% of the overall growth. (The chart below illustrates enrollment growth overall and by type of institution.) During the past decade Ohio has continued to see a shift away from predominantly 18-22 year old traditional college students toward a more chronologically-diverse student population. In the fall of 2012, approximately one-third of students enrolled in public two- and four-year institutions were aged 25 or older. The percentage of non-traditional students 25 years and older is nearly half (49%) of total community college enrollment. In 2012 the University System of Ohio also boasted an enrollment that includes 47% of students who are the first generation in their families to attend college. Although overall college enrollment has increased over the past decade, between 2011 and 2012 total enrollment in the University System of Ohio decreased 3%, with enrollment at community and technical colleges dropping 6%. Historically, enrollment of recent Ohio high school graduates in institutions of higher education has been below the national average. In 2009 approximately 44% of recent graduates enrolled in college, 32% at four-year institutions and 12% at two-year community and technical colleges.

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Ohios enrollment growth from FY2006 - 2011 (20.9%) was the 15th highest rate of increase among the 50 states.

2003-12 Ohio Higher Education Enrollment by Type of Institution For Selected Years 2003 2005 2007 2009 2012 Community Colleges University Main and Regional Campuses Private Non-Profit Private For-Profit Total 165,530 297,333 131,942 21,370 616,175 168,119 293,887 136,370 27,310 625,686 171,770 299,451 138,167 32,115 641,503 203,508 323,253 141,117 48,314 716,192 204,461 339,760 147,122 44,819 736,162

Policy Considerations: What effect will the enrollment shift from students aged 18-22 to adults aged 25 and older have on financial aid, funding, facilities spending and state aid? Do enrollment shifts require rethinking the current pattern of capital expenditures? How? What is driving the rapid increase in enrollment in private for-profit institutions? What effect will this trend have on higher education in Ohio? How is the increase in first-generation college students affecting Ohio colleges and universities? How can Ohio increase the number of adults with some college credit returning to complete degrees or credentials? How can Ohio increase the percentage of recent high school graduates enrolling in postsecondary institutions?

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Tuition and Fees

The cost as well as the steep increase in the cost of higher education continues to be a concern for many students and their families. Projections of the fastest occupations highlight the need for postsecondary education and training, but the increasing cost is a significant barrier to completing higher education. The College Boards Trends in College Pricing 2013 found that nationally: Average in-state tuition and fees for public four-year institutions in 2013-14 increased by 2.9% over the previous year. This was the smallest percentage increase in more than 30 years. Average tuition and fees for public two-year colleges in 2013 increased 3.5% over tuition and fees for 2012. Average tuition and fees for private non-profit colleges and universities increased 3.8% ($1,105) between 2012 and 2013. Between 2003-04 and 2013-14 in-state tuition and fees for four-year colleges and universities increased an average of 4.2% a year.

Even with increases in tuition and fees limited by legislative caps (beginning in 2004), average annual tuition and fees at Ohios public two-year colleges exceeded the national average by $788 (32.3%) and average annual tuition and fees at public four-year colleges exceeded the national average by $1,365 (19.1%) in 2011. (Source: Legislative Service Commission, Ohio Facts 2012 Edition)

$4,500 $4,000 $3,500 $3,000 $2,500 $2,000 $1,500 $1,000 $500 $0

Average Tuition and Fees 2002-11

Ohio Public Two-Year College Average Tuition & Fees (2002-03 through 2011-12)
Source: Ohio Board of Regents

Tuition and fees at Ohio public two-year community and technical colleges increased: 42% from the 2002-03 to 2011-12 12.1% from 2007-08 to 2011-12 3.9% from 2010-11 to 2011-12

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$12,000 $10,000

Ohio Public Four-Year University Main Campus Average Tuition & Fees (2002-03 through 2011-12)
Source: Ohio Board of Regents

$8,000 $6,000 $4,000 $2,000 $0 Average Tuition and Fees 2002-11

Tuition and fees at Ohio public four-year universities (main campus) increased: 56.6% from the 2002-03 to 2011-12 11% from 2007-08 to 2011-12 3.5% from 2010-11 to 2011-12

$6,000 $5,000 $4,000 $3,000 $2,000 $1,000 $0 Average Tuition and Fees 2002-11

Ohio Public Four-Year University Branch Campus Average Tuition & Fees 2002-03 through 2011-12
Source: Ohio Board of Regents

Tuition and fees at Ohio public four-year universities (branch campus) increased: 17.6% from the 2002-03 to 2011-12 8.8% from 2007-08 to 2011-12 2.9% from 2010-11 to 2011-12
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Policy Considerations: Has capping tuition increases effectively held down the increased cost in tuition and fees at Ohio public colleges and universities? What factors most contribute to the rising cost of tuition and fees at Ohio public colleges and universities? Has the increase in tuition and fees outpaced income growth for Ohio residents? What impact did the recent economic downturn have on the rate of increase in college tuition and fees? Is selectivity or perceived quality of institutions related to tuition levels and rates of increase in tuition and fees? Why have increases in tuition and fees out-paced the rate of inflation? Do Ohio public colleges and institutions publicize information regarding tuition cost and increases?

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Financial Aid
When it comes to the college tuition, fees, and room and board few students pay the full sticker price. Various types of financial aid in the form of scholarships, grants and loans are used to defray much of the cost of a college education. Types of Financial Aid Grants or grants-in-aid awards normally do not have to be repaid and are generally based on financial need. (Financial need is established based on filing FAFSA forms.) Scholarships typically do not have to be repaid and are awarded based on student performance, field of study, extra-curricular activities or student characteristics. Loans are funds provided to help pay for higher education or related expenses that must be repaid.

Federal Aid*
Pell Grants are awarded to undergraduate students. The maximum award for the 2013-14 school year is $5,550 with actual awards based on student need, cost of attendance and other factors.

State Aid*
Choose Ohio First Scholarship provides scholarships for the recruitment of Ohio residents attending selected public institutions of higher education and private institutions engaged in strategic partnerships with public institutions to study in STEM fields and STEM education.

Federal Supplemental Educational Opportunity Ohio College Opportunity Grant provides need-based Grants (FSEOG) are awarded to undergraduate student financial aid. OCOG had its first year of full implementation in FY 2010 and uses the federally students with exceptional financial need. determined "Expected Family Contribution" (EFC) as the basis for determining grant awards. Federal Perkins Loans provides low-interest loans to undergraduate and graduate students based on financial need.

* Major aid programs offered Financial Aid Awards at Ohio Four-Year Institutions FY2011 Percent of first-time, full-time, degree-seeking undergraduate students Federal Grants State Grants Institution Grants
4-Year Regional Campuses 4-Year Main Campus 4- Year Private Nonprofit 4-Year Private For-Profit % Students 55% 39% 37% 84% Average Grant $4,637 $4,912 $4,955 $5,018 % Students 1% 26% 20% 5% Average Grant $1,899 $,1032 $1,802 $595 % Students 22% 59% 86% 34% Average Grant $1,699 $4,772 $14,689 $1,826

Source: U.S. Department of Education, National Center for Education Statistics, IPEDS Student Financial Aid Survey Data 2010-11

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Financial Aid Awards at Ohio Two-Year Institutions FY2011 Percent of first-time, full-time, degree-seeking undergraduate students Federal Grants State Grants Institution Grants
% Students Average Grant % Students Average Grant % Students Average Grant

Community College 2- Year Private Nonprofit 2-Year Private ForProfit

65% 81% 89%

$4,408 $5,088 $4,901

2% 14% 1%

$1,317 $1,735 $6,111

9% 9% 4%

$1,589 $808 $2,194

Source: U.S. Department of Education, National Center for Education Statistics, IPEDS Student Financial Aid Survey Data 2010-11

Community College Grant Funding Amounts and Participation Federal Grants State Grants Institution Grants
Community College % Students 65% Average Grant $4,408 % Students 2% Average Grant $1,317 % Students 9% Average Grant $1,589

The average federal grant in 2006-07 was $2,545 (41%) versus $4,408 (65%) in 2010-11 The average state grant in 2006-07 was $1,607 (32%) versus $1,317 (2%) in 2010-11

Public Four-Year Grant Funding Amounts and Participation (main campus) The average federal grant in 2006-07 was $3,496 (25%) versus $4,912 (39%) in 2010-11 The average state grant in 2006-07 was $1,840 (20%) versus $1,032 (26%) in 2010-11
$300,000,000 $250,000,000 $200,000,000

State GRF Funding for Higher Education Grants and Scholarships FY 2006 2015
*appropriated funding level

$150,000,000 $100,000,000 $50,000,000 $0 FY FY FY FY FY FY FY FY FY FY 2009 2010 2011 2012 2013 2014 * 2015*

Source: Legislative Service 2006 2007 2008 Commission. Totals include OCOG, Choose Ohio First, OIG, part-time COG, Student Choice and Academic Scholarships

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Policy Considerations: How does the Pell first policy impact student enrollment, persistence and completion? Does Ohios OCOG Pell first policy hinder adults ability to return to higher education? Do other states have a Pell first policy for community college students? What percentage of the reduction in state need-based financial aid was off-set by increases in federal Pell Grant funding? How can financial aid be better aligned to goals for student performance? Should aid be distributed in part to encourage persistence and completion? Should a portion of Ohios need-based aid be targeted to programs that address workforce deficits?

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Student Debt
Ohio is a state well known for a wide array of quality colleges and universities, both public and private. Unfortunately Ohio is also known for high levels of student debt. Based on data gathered by the Institute for College Access and Success, 69% of Ohio students in the class of 2012 had outstanding debt when they graduated (were awarded a bachelors degree) of $29,037 per student. The average student debt level earned Ohio the dubious distinction of ranking 9th in the country in the average amount of student debt and In 2005, the outstanding 6th in the country in percentage of students starting life student debt for recent college after college with student debt.

graduates averaged $19,393. By 2012, the average student debt for Ohio college graduates had risen to $29,037, ranking Ohio 9th in the country in amount of average student debt.
-Project on Student Debt, Institute for College Access and Success, December 2013

While the average student debt for college graduates placed Ohio in the top ten nationally, it is important to note that like tuition, the amount of accumulated student debt varies depending on the type of institution and course of study. For example, in 2012 the average student debt for graduates of the University of Akron totaled $23,392, while graduates of Wright State University were looking at an average debt load of $28,349 per student.

Student debt varies between private and public institutions as well. Among Ohio public universities, 2012 graduates of Kent State University had the largest outstanding student debt with an average of $31,954 per student. The University of Dayton, a private not-for-profit university, averaged $40,628 in debt per student. Estimated Average Student Debt per Recent Ohio College Graduates 2005 - 2012 Average National Percentage of National Student Debt Ranking for Graduates with Ranking for Earning Average Student Debt Percentage of Bachelors Student Debt Students with Degree Debt 2012 $29,037 9 69% 6 2011 $28,683 7 68% 9 2010 $27,713 7 68% 7 2009 $25,842 10 66% 9 2008 $23,854 12 66% 13 2007 $21,952 14 67% 13 2006 $20,525 15 65% 14 2005 $19,393 16 64% 13
Source: Project on Student Debt, Institute for College Access and Success

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Findings from Trends in Student Aid 2013 from The College Board include: Outstanding student debt doubled between 2005 ($461 billion) and 2012 ($962 billion). In 2012 graduates earning a bachelors degree from public four-year universities averaged $25,000 of student debt. In 2012 graduates earning a bachelors degree from private non-profit colleges and universities averaged $29,900 of student debt. Students earning bachelors degrees from private for-profit institutions are more likely to borrow and accumulate higher average levels of debt than those who attend public or private not-forprofit institutions.

2012 Average Student Debt Ohio Public Universities (main campus) Institution Average Student Debt Graduates Percentage of Graduates with Earning Bachelors Degree, 2012 Student Debt, 2012 Bowling Green State University $31,262 80% Cleveland State University $23,436 57% Kent State University $31,954 76% Miami University $27,817 55% Ohio State University $26,409 59% University of Akron $23,392 73% University of Cincinnati $30,078 69% University of Toledo $30,421 77% Wright State University $28,349 83% Youngstown State University $24,209 72%
Source: Project on Student Debt, Institute for College Access and Success

2012 Average Student Debt Selected Ohio Private Not-For-Profit Institutions Institution Average Student Debt Graduates Percentage of Graduates with Earning Bachelors Degree, 2012 Student Debt, 2012 Ashland University $36,058 87% Capital University $33,200 79% Defiance College $36,663 91% The College of Wooster $26,750 49% University of Dayton $40,628 62% Kenyon College $20,992 41%
Source: Project on Student Debt, Institute for College Access and Success

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Policy Considerations: How much do student choices contribute to higher student debt levels? Do current state funding and financial aid policies contribute to higher student debt levels? How? What role does students academic preparedness play in student debt levels? Are current transfer and articulation policies sufficient to facilitate smooth transitions from one Ohio institution to another and limit additional cost? Do institutions of higher education inform prospective students regarding average debt levels? Are the current K-12 financial literacy standards sufficient to improve student understanding of debt and loan repayment?

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State Share of Instruction

Ohios State Share of Instruction (SSI) provides unrestricted funding for operations to the states public colleges and universities. Approximately 76% of the SSI appropriation in FY204 is earmarked for aid to university main and regional campuses. In FY 2014, approximately $5.5 million is earmarked for bridge funding as the aid shifts to partial performance-based system.

$2,500,000,000.00

$2,000,000,000.00

$1,500,000,000.00 SSI- Federal Stimulus $1,000,000,000.00 SSI - GRF Funded

Ohio State Share of Instruction Funding GRF and Federal Stimulus Fiscal Years 2006-15

$500,000,000.00

$-

2007

2013

2006

2008

2009

2010

2011

2012

2014

Source: Ohio Legislative Service Commission

Community and Technical Colleges In FY 2014 the performance-based funding formula for community colleges is based on the following components and weights: 25% course completion, 25% success points, and 50% enrollment. Success points are intended to measure the significant steps that students take toward higher education achievement. Points are earned at an institution for each of the following: Number of students earning their first 15 semester credit hours of college-level course work at that institution by the given year. Number of students earning their first 30 semester credit hours of college-level course work at that institution by the given year. Number of students who earn at least one associate degree from that institution in a given year. Number of students who complete their first developmental course at that institution in a given year.
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2015

Number of students who successfully completed a developmental math course in the prior year and who subsequently enroll in a college-level math course (at any Ohio public college or university) either last year or in the current year; Number of students who successfully completed a developmental English course in the prior year and who subsequently enroll in a college-level English course (at any Ohio public college or university) either last year or in the current year. Number of students who enroll for the first time at a main campus or branch this year who have previously earned at least 15 college-level semester at the community college

Main and Regional Campuses Funding for regional campuses is based on course completion in FY 2014. In FY 2015 regional campuses funding will be based on course completion and degree attainment. Funding for university main campuses is based primarily on course completion and degree attainment.

Policy Considerations: How can the SSI formula be used to incent expenditure reductions? How can institutional autonomy be respected while establishing consistent expectations for efficiency? How should the funding formula reflect economic value of certain degrees or credentials? Should the number of FTEs funded be limited for some degrees or credentials? If additional funds were to become available, how could they be targeted to provide the best return on investment? Integrated into current performance funding models?

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Remediation and Developmental Coursework

Too often students graduate high school without the minimum knowledge and skills necessary to succeed in college or postsecondary career training. Even when students are admitted to college, students are often placed in remedial or developmental courses to improve academic skills prior to enrolling in creditHow well are Ohio high school bearing college courses. students prepared for life after high In Ohio approximately 40% of recent high school graduates of the class of 2012 who enrolled in a 81.3% Ohio students graduate public colleges and university enrolled in one or from high school more remedial courses in mathematics or English. 73% of Ohio high school Of students entering two-year community or technical graduates take the ACT colleges, approximately 59% enrolled in one or more Only 28% of students taking the remedial course, and 25% of four-year students ACT meet readiness benchmarks enrolled in remedial coursework. Minority students are in all four subject areas particularly at risk for enrollment in remedial courses. Source: ACT College Readiness Report 2013, Approximately 76% of African American and 67.4% of Ohio Department of Education Hispanic students entering community colleges are not ready for credit-bearing college coursework. (Source: Bridge to Nowhere, Complete College America, April 2012) Instead of being just another stepping stone to completing their education too many students find remedial courses an impediment to continuing their education. Remedial coursework increases the time and cost to complete a degree or course of study and often students readiness for credit-bearing work is not improved. These circumstances result in poor outcomes for students taking remedial-level coursework. In Ohio the odds are against those students enrolled in remedial or developmental courses. Less than half (48.1%) of two-year college students in Ohio who are enrolled in remedial courses complete remediation. Approximately one-quarter of two-year college students in Ohio who are enrolled in remedial courses complete remediation and associated college-level courses within two years Less than 7% of two-year college students in Ohio who are enrolled in remedial courses graduate within three years. Only one-third (33.8%) of four-year college students in Ohio who are enrolled in remedial courses graduate within six years.
Source: Bridge to Nowhere, Complete College America, April 2012

school?

In addition to increased costs to students and their families, remedial course work also increases the cost to taxpayers who provide subsidies to public colleges and universities and financial aid to students. According to the Ohio Board of Regents, remedial coursework costs in excess of $130 million per year.

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Policy Considerations: What steps can be taken in grades K-12 to ensure Ohio high school graduates are better prepared for postsecondary opportunities? Should school districts be required to establish plans, including specific goals, to reduce remediation rates? Should high schools and school districts be responsible for providing remediation to students not yet prepared for credit-bearing courses through summer bridge programs? How do we better address the needs of adult (over age 25) learners returning to school? Should the state establish specific goals for reducing remediation rates? How can financial aid be awarded to create incentives for significant progress for students enrolled or formerly enrolled in remedial course work? How can Ohio better monitor implementation of the recommendations of the Complete College Ohio Task Force?

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Dual Enrollment
Dual enrollment, permitting a student to enroll in a single college-level course and receive both high school and transcripted college credit, has been available to students for several decades. Ohio formalized the practice and provided a funding mechanism in 1989 when the General Assembly passed SB 140 and created the Post-Secondary Enrollment Opportunity Program (PSEOP). Research regarding dual enrollment consistently finds that students participating in dual enrollment are: Less likely to drop out of high school Less likely to need remedial level coursework when enrolling in college More likely to persist in higher education
Source: Broadening the Benefits of Dual Enrollment, The James Irvine Foundation

Dual enrollment provides students broader and more challenging coursework that can shorten the time it takes to complete a degree and substantially reduce the cost of higher education to both students and families as well as taxpayers. While the popularity of dual enrollment has increased more than 50% nationally between 2003 and 2011, participation in Ohio is estimated to have remained somewhat stagnant. (While PSEOP data is available, many of the dual enrollment opportunities in Ohio are based on local agreements. Little data is available regarding these local programs.) Policy Considerations: What data is available regarding dual enrollment participation in Ohio? Other states have conducted significant research in the benefits of dual enrollment. What research has been conducted in Ohio? What are the findings? How can Ohio best ensure access by all Ohio students, particularly traditionally underrepresented populations of students? How can Ohio ensure that dual enrollment coursework is consistently high quality and the instructional truly at a postsecondary level ? Does a state-level goal for successful dual enrollment participation exist? What is a fair funding mechanism? What incentives exist for both school districts and colleges to boost dual enrollment participation? What sort of counseling is needed to help students make wise choices? What steps must be taken to raise awareness of dual enrollment?

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Educational Attainment in Ohio

In the past much of our states economy was built in large part on agriculture and industry, sectors that offered a broad array of occupations that did not require formal education beyond high school. For much of the last century, Ohio boasted a significant number of opportunities for low- and semi-skilled workers. Even though higher income was correlated with higher levels of education, jobs paying an acceptable wage were available at most educational levels. As Ohio and the nation moved from an industrial-based economy to a knowledge-based economy, postsecondary education, and the increased knowledge and skills that accompany it, have become a cornerstone of economic prosperity. Unfortunately, these economic changes have left Ohio somewhat behind the nation as a whole when it comes to higher levels of educational attainment.

Percentage of Adults with a Bachelor's Degree

60.0 50.0 40.0 30.0 20.0 10.0 0.0

Source: U.S. Census Bureau, American Community Survey 2011

According to the U.S. Census Bureaus 2011 American Community Survey only 35.5% of Ohioans held a two- or four-year college degree compared to 38.7% nationally.

Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers. Page | 22

The impact of educational attainment on employment and wages was rarely more evident than in the recent economic downturn. Not only does educational attainment in Ohio fall below the national average, educational attainment is not evenly spread across the state geographically or among racial or ethnic groups. Per the 2011 American Community Survey, approximately 37% of white adults ages 25-64 held an associates degree or higher, black and Hispanic Ohioans holding an associates degree or higher were 24.3% and 23% respectively. The map below illustrates wide variances in educational attainment across the state.

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Policy Considerations: How does educational attainment affect economic growth in Ohio? How can elementary and secondary schools affect student and family attitudes regarding higher education? Does Ohio have a specific set of state-level educational attainment goals for high school graduation and higher education? What plans are in place to achieve the goals? How is progress reported? What initiatives are already in place at the local and institutional level? Are the efforts successful? Can they be replicated around the state? What efforts are underway to communicate the importance of education at all levels?

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Workforce Alignment
In 2011 Ohio colleges awarded approximately 1,800 bachelors degrees in early and elementary education. (Source: Ohio Board of Regent reported 672 bachelors degrees awarded by private not-forprofit institutions and 1,106 bachelors degrees awarded by public universities.) Sounds like progress toward the goal of more Ohio residents with a college degree and increased educational attainment, but is there more to this story than meets the eye? The rest of the story is that in 2011, annual job openings for elementary school teachers were projected to be slightly less than 1,500. (Source: Ohio Office of Workforce Development, Bureau of Labor market Information) But by the time the projections for 2012-2014 time period were issued, the number overall elementary teachers in Ohio was actually expected to decline. This is obviously just a snapshot from a limited window in time for a single type of degree and subject area, but imagine this sort of misalignment happening year after year in dozens of occupational areas and at all levels of education. Clearly all education has a value to both the individual and society, but is it possible that some of these graduates, given the right information at the right time, might have decided to pursue other options instead of facing significant student debt without a job in their chosen field? Understanding the options and opportunities could have allowed both private and public resources to be deployed differently. So what is workforce alignment and how does it affect higher education? What is the benefit of alignment between education and workforce needs? In basic terms, workforce alignment is the degree to which potential employee skills, knowledge and characteristics match the needs of employers. While the concept is a simple one, alignment between education systems and workforce needs is complicated and often scare. The benefit of aligning education with the skills and knowledge required by the workplace is a competitive advantage that can increase productivity and economic growth for both individuals and society as a whole. Aligning education and the needs of the workforce is not a short-term proposition. Such alignment is part of a comprehensive workforce development policy implemented over time. Within the overall policy there will be a need for short- and intermediate-term strategies to address unexpected changes in workforce needs and cyclical economic conditions, but the overall policy of alignment is not something that is achieved or changed when the employment statistics are released monthly. Better alignment between education and training providers and workforce needs requires:

Connections allowing for a smoother transition between primary and secondary education and
higher and adult education systems. Students must graduate from high school with the skills and knowledge to move into higher education or directly into the workforce. A clear understanding of state and regional economic assets. In which industries does Ohio have a competitive advantage? Which sectors will provide both growth and stability and are supported by existing regional assets?
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Comprehensive, accurate, aligned and integrated data system where information is available in a timely, understandable and easily accessible manner. An understanding of growth sectors by skill and education level including an understanding that not all occupations require a college degree. Public policy initiatives that necessitate cooperation, that match resources to needs, and rewards results. Clear and achievable goals, and regular measurement and reporting that ensure commitment to continuous improvement.

Employment projections released by the U.S. Department of Labors Bureau of Labor Statistics (BLS) provide information regarding overall national trends in employment and workforce-related education and training. BLS projections for the period from 2012 to 2022 include: Almost one-third (5 million) of new jobs created between 2012 and 2022 will be in the health care and social assistance sector. Construction sector employment is expected to grow 2.6 annually and create approximately 1.6 million new jobs during the 2012-2022 time frame. Five industry sectors nationally are projected to see decreases in employment levels: manufacturing, federal government, agriculture, forestry and fishing, and information and utilities. Of the 30 occupations projected to see the largest percentage increases in employment, 14 are healthcare-related and 5 are related to construction. The 30 fastest growing occupations will account for half of overall employment growth. Nineteen of the 30 fastest-growing occupations require some sort of postsecondary training. Two-thirds of the 30 occupations with largest projected increase in employment do not require postsecondary training for entry. Half of all new jobs between 2012 and 2022 will not require postsecondary training. Occupations requiring postsecondary training or education are projected to grow much faster (14%) than occupations that do not require postsecondary education (9.1%). Occupations that typically require an apprenticeship are projected to grow 22.2% during the 2012-22 time frame.
Note: Ohio employment projections for the 2012-22 time period will be available during the spring of 2014.

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Policy Considerations: How can Ohio integrate and better align the elementary and secondary education and postsecondary education? How can Ohio better utilize the current system of career and technical education available at the high school level? What data systems are available? How well do they function? Are they accurate, accessible, understandable, and deliver information in a timely manner? How can public dollars be targeted to improve alignment? How can Ohios education and training system better serve minority and economically disadvantaged populations?

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Summary of Testimony

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August 8, 2013: Miami University, Oxford Higher Education Workforce Connection Sustainable funding for co-ops and internships Commercialization of student work Improving workforce and education alignment Witnesses
Dr. David Hodge, President, Miami University Miami University is ranked high among universities in the U.S. in the rate of graduation and the return on investment based on the ratio of alumni salaries to tuition. Miami is ranked 3rd in the nation for efficiently spending their limited resources in order to produce the highest possible educational quality. Miamis success is due to a number of factors, including: The commitment to students from faculty and staff The elimination of more than 400 staff and administrative positions (most through retirements and attrition) which helped reduce the universitys budget by $40 million The adoption of LEAN management strategies with more than 600 individuals to design new approaches to make activities both efficient and effective The merging of Miamis 3 campus sites into one division to minimize the administrative costs and offer more educational options to local students The promotion and expansion of internships, both in a desired field and internationally

In a survey of 300 businesses, 95% gave hiring preference to students with previous internship experience. More than 2/3 of Miami students participate in an internship. The success of programs such as Miamis Armstrong Institute for Interactive Media Studies and San Francisco Digital Center of Innovation has built connections and given Miami students experience and jobs based on their interests. Michael Kabbaz, Miami University Miami University is the largest employer in Butler County and it is estimated that total annual spending by all Miami students, employees, and visitors brings in $2 billion to Ohios economy. Miami believes in the importance of creating beneficial partnerships with companies and not-for-profit organizations. An example of a beneficial corporate and higher education partnership is Highwire Brand Studio, which gives Miami students the opportunity to work with some of the nations top countries solving real world problems and gaining vocational skills. Miamis fall and spring Internship and Career Expos have attracted hundreds of employers who recruit Miami students. One of the two programs that Miami provides their students is Miami Universitys Armstrong Institute for Interactive Media Studies, a nationally ranked interdisciplinary program preparing students to leverage cuttingedge digital technology. The other program is the Center for Community Engagement, a collaboration between Miami University and community groups within the Cincinnati inner-city neighborhood of Over-the-Rhine. Miami also offers its students a wide range of study abroad opportunities. Theyve also created an innovative new 3-week
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winter session in January 2014 through which students are given more opportunities to study abroad, conduct research, or do an internship. Affordability has been made possible for Miami students by the universitys high commitment to retain efficiency among its staff. Over the past 5 years, the universitys budget has decreased by approximately $40 million. Since the Miami Access Initiatives inception in 2007, Miami University has supported more than 1,400 lowincome Ohio families. This initiative ensures that Ohio families with an income of $35,000 or less pay no tuition and fees, making Miami an affordable option for low-income students. Over the past several years the Ohio College Opportunity Grant was reduced from $395 million to $171 million. Students OCOG award went from nearly $2,500 per year to $1,008. Now the maximum OCOG sits at $920 per year. Miami urges the State of Ohio to expand financial support for Ohios neediest students. Thank you for the support of HB 95, which created an easier process of transferring college credit and improving student mobility. Ohio must create effective legislation by the state and powerful public and private partnerships to make higher education more affordable and accessible. Dave Rankin, Ohio Association of Career Colleges and Schools Ways in which career colleges are successful include: Faculty and staff maintain good contact with employers Students are given opportunities for internships and training programs with advanced technology Career colleges work with flexible schedules and online courses, and well as provide on-site experience

Career colleges offer opportunities to students who are often older, female, or a minority, giving them a chance to succeed in the workforce as well. Many are already working or have families to support. A recent study shows that 75% of graduates from career colleges earn degrees in job categories of fast-growing occupations. Still another report shows that 75% of graduates are hired within 90 days of graduation. In order to keep bringing in students, however, needy Ohioans need more tuition aid to attend the career college or school of their choice. The state must reinvest in OCOG funding for all needy students and particularly career college students who lost 76% of their tuition aid. Robert Elmore, Kaplan College (Dayton) Employer collaboration is an essential component of our business model. An advisory committee comprised of employers and graduates working in specific occupational fields have conducted meetings to make sure curriculum and activities in education are relevant to the workplace. We must be nimble to create new programs needed by our local employers. Employers seek students with short-term hands-on experience and training in the workforce. Thanks to OCOG, many individuals were able to pursue post-secondary education. Financial assistance for shortterm job training in the form of a grant or loan, such as what was recently passed by the legislature, SB 1, will help students complete a program timely and enter the workforce.

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Monica Posey Ph.D., Cincinnati State Community College The Cincinnati State Technical and Community College is devoted to the idea of integrating workforce experience with academic coursework. More than 600 area employers provide placements for Cincinnati State students who devote at least one semester of their program of study to applying the knowledge they have acquired in the lab and in the classroom. To ensure a higher rate of employment after graduation, CS and many other institutions in Ohio utilize Cooperative Education, or co-op. We consider co-op to be one of our most basic and important workforce initiatives and the key to students success. Cincinnati State supports the transition of non-traditional and disadvantaged students into the workforce. Cincinnati State is grateful to be supported by two Ohio Means Internships and Co-Op grants, CCIP and ECSCTIM. Suggestions: Continue to fund startup co-op programs this could be in new communities like our Middletown grant or new industries. Systemically communicate to employers that co-op is one of the best commitments they can make in the economy Recognize that co-op helps students pay for college.it should be part of the financial aid advocacy Consider tax incentives to small businesses who hire co-op students

Michael Goldman, Miami University Ways in which Miami students prepare for the workforce and achieve successful careers: academic achievements internships and practical learning experiences cross-disciplinary client-centered projects faculty-supervised research leadership and cross-cultural experiences digital competence community service

Miami University develops T-shaped students who have a breadth of experiences that are both academic (i.e., a liberal education) and co-curricular, and have a depth of knowledge in their content matter. Miami accomplishes this through its effective curriculum, beginning with the Global Miami Plan. A recent report showed that nearly 20,000 experiences were provided to Miami students, including high-impact student jobs, service learning activities, studio-based projects, independent studies, student teaching and leadership roles with student organizations. Over 70% of Miami students report having internships before they graduate. Our goal is to help students fully develop their understanding of the careers available to them based on their own interests and strengths so they can make informed choices about the career paths they pursue. This means: Reaching out to students as early as their first-year on campus to start engaging them in exercises, programs, and experiential learning experiences that challenge them to differentiate between what others want for them and their own developing ideas about who they are and the careers they want to pursue.

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Creating programming that encourage students to: 1) articulate interests and passions; 2) try new careerrelated co-curricular and curricular experiences aligned with stated interests and passions, while recognizing that new interests and passions may emerge from these experiences; and 3) align themselves with careers that allow them to maximize their talents, hone in on their interests, and contribute effectively to an employer. Bringing alumni, parents and executives to campus who can talk about their career paths, introduce students to different fields of work, and help students think about how they can explore different career options through internships and related experiences. Allowing students to connect with alumni in Miami-sponsored online communities for the same purpose is a parallel strategy.

Nick Miller, Miami University (student) The first and most important factor in a university developing a high quality workforce is to improve the rate of graduation. The quality of the education that students receive and their ability to get this quality education affordably and receive a great return on investment are also central. Additionally, an institution needs to provide their students with real life and practical professional development and workforce experiences. Miami University has hit all these marks and has provided their students with outstanding opportunities and experiences that have and will prepare them for the workforce in the state of Ohio and beyond.

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August 14, 2013: University of Rio Grande and Rio Grande Community College Multiple Higher Education Pathways Transferability of credits Program accreditation Stackable certificates Adult education Gateway course reform Witnesses
Barbara Gellman-Danley, The University of Rio Grande, Rio Grande Community College The University of Rio Grande and Rio Grande Community College sees over-regulation by the federal government as the biggest obstacle to providing quality educational opportunities to Ohio students. It is important that Ohio does not follow the path of over-regulation because it is counter-intuitive to entrepreneurship. Colleges and universities feel that they are being asked to operate like a business, yet are not allowed a free market environment, which enables the greatest return on investment. Ohios system of higher education must be allowed to become more flexible for the next generation of learners and the institutions that serve them. Two options already available, Prior Learning Assessment (PLA) and the Credit for Prior Learning (CPL), provide opportunities to better address student and workforce needs. The University of Rio Grande and Rio Grande Community College support the College Completion Agenda, and support continued funding for grants and scholarships like the Ohio College Opportunity Grant (OCOG). Vicki Marsh, Manager of Provider Relations, Holzer Health System There are indeed many successful pathways to higher education in Ohio. Ms. Marsh shared her personal story beginning with Gallipolis Career College. She later attended Gallipolis Community College, University of Rio Grande, and Liberty University. The traditional four-year university approach does not work for all. When it comes to higher education in Ohio, one size doesnt fit all. Greg Gabis, Daymar Colleges Group Career college and school programs are held to the same standards of program accreditation as any other educational institution. Career colleges are subject to the Triad, a network of federal and state governments and non-governmental accrediting agencies. If career colleges and schools want to be eligible for federal aid programs, they must meet all three Triad requirements. Allowing students to easily transfer credits in and out will also smooth out students educational journey and maximize the value of students educational dollars. Additionally, stackable degrees should be promoted, where students can go from a diploma to an associates degree to a bachelors degree, building on their education with each step. Greg Guzman, Herzing University-Toledo The average student loan debt of students graduating from public or private 4-year institutions in Ohio was $28,683 for the class of 2012. We must acknowledge this problem and choose to do something to reverse the trend toward ever -growing student debt. Herzing University and Northwest State Community College joined together to create the Partnership for an Affordable College Education, otherwise known as the PACE program. In this program, students complete two-thirds of their coursework through Northwest State Community College and then finish the final year of their education through Herzing University-Toledo, to earn a Bachelor of Science in business
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administration. This way, students have the cost efficiencies of a Northwest State education combined with the career-focused degree of Herzing University, making higher education more affordable and accessible. Robert Shirley, President and Owner, Gallipolis Career College Gallipolis Career College is an important institution in the community, with 95% of the student body consisting of adult learners. Beginning or furthering a career is possible to those with other life commitments. Many students go on to fill job positions in the area. GCC also trains local employees to be more efficient in their current jobs.

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August 20, 2013: Penta Career Center, Perrysburg Transitioning to Higher Education and the Workforce Dual enrollment programs Improving student preparation/reducing remediation rates Developmental education reform Higher education high school alignment project Career counseling What parents need to know about higher education Witnesses
Mike Bower, Owens Community College Owens Community College urges the Ohio House to place a high value on the dual enrollment of students, developmental education, and workforce training. Dual Enrollment - Students who take dual enrollment courses are more likely to graduate from high school and be successful in college. Owens Community College is working towards improving the revenue models to better reflect contributions of higher education in administering the program and to cover their own costs. Developmental Education - Students often come to college needing two or three course sequences of developmental education before they can start working towards their degrees, which can take up to one and a half years. Ohios community colleges are finding ways to accelerate this process through their learning emporiums and Early Alert System. Emporium A pilot program that redesigned the traditional model so it is more technologically driven and customized for each students individual skill level, allowing them to move through the program faster. Early Alert System An effort to promote student learning and success by providing early feedback and support to students regarding their academic progress. Workforce Training - Providing easy access to higher education that will prepare students for highlyskilled, technical professions including apprenticeship training.

Kathleen Vasquez, University of Toledo, Penta Career Center Ohio is facing workforce challenges in the health care industry that must be addressed by the continuum of education and support for higher education. Education can help fix the shortage of health care professionals, but the more rigorous science and math courses in middle school and high school are essential to prepare for any health career program. The investment in higher education in the health professions is good for individual physical health, the publics health, and Ohios economic health. Shawn Grime, Ohio School Counselor Association Consider the impact school counselors can have for Ohios students and our state economy. OSCA hopes to mandate K-12 school counseling and implement ratios to ensure access to adequate school counseling services to a recommended 250:1 ratio. Ohio currently has a ratio of 480:1, ranking us 39th in the country. OSCA would also
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like to see legislation to direct the Ohio Department of Education to develop state school counseling program standards based off of the American School Counselor Association National Model. Schools need a state model to guide their work and to guarantee that all students are receiving the same service. Kevin Millikin, Herzing University-Toledo Campus Herzing University is hoping to align higher education with the local workforce needs through collaborative partnerships by working with their partners to provide opportunities to their students to succeed. Statistics from Regional Growth Partnership shows that one in nine people over the age of 25 in the Toledo area have earned their bachelors degree, and one in four people have had some college education, but no degree. Toledo has a lot of private-sector job openings, but no one with the right educational background to fill them. The goal of Herzing University is to do a better job of preparing the workforce accordingly. Herzing University hopes to work with schools to align career-focused programs with the career-technical education programs and to help high school students realize they will need stronger skill sets to achieve their career goals beyond a high school degree. Also, they are trying to help high school students better understand the college-to-career pathway, like how to pick a major and what to expect in a job interview. Herzing University is also working to bring more Post-Secondary Education Options (PSEO) to Northwest Ohio high schools. Nick Nigro, Davis College-Toledo Davis College prepares their students with the skills that are critical in todays business world. Kerrie Carte, WSOS Community Action Commission, Inc. and Ohio Workforce Coalition The legislature needs to improve Ohios workforce training system by meeting the workforce needs of the business community and helping adults be successful in higher education and training. Addressing the needs of Ohios workforce should include the following actions: Continue and expand support for employer-led industry sector partnership strategies that are tied to local economic development and higher education training. Identify resources to offset federal reductions in the Workforce Investment Act funding for training and helping students through career counselors having access to these resources. Provide financial incentives to employers that hire disadvantaged, dislocated, or adult students for apprenticeships, co-op/internships, and other work-based learning programs.

Improving the success of adult learners involves the following policy initiatives: Support and encourage post-secondary programs that combine adult basic education, such as remedial math and English, with occupational skills training to provide participants an opportunity to learn job specific skills while they meet basic college requirements. Make sure that adults in higher education training are aware of available resources and programs for which they are eligible. Many of these resources are federally funded and can help them support their families while they are pursuing post-secondary education and training. Assure that Ohio College Opportunity Grant is available for those disadvantaged students who are pursuing education and training directly connected to the in-demand occupations of Ohio employers.

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Ronald W. Matter, Superintendent, Penta Career Center Thank you for the funding for Ohio Technical Centers and implementation of the One-Year Option. The Legislatures support will be of great assistance to adult learners. A 2012 survey conducted by the Board of Regents of Ohio Technical Centers (OTC) found: 70% of students had some college experience 32% already had college debt 30% of students were employed part time while 45% were not employed 64% chose the OTC because of reputation 91% of students would recommend the OTC to others 70% of students reported an increase in income within 6 months of completing their training 72.5% of OTC alumni were employed in the field in which they were trained

Vocational and technical education is the key to an environment that will attract economic activity and growth.

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September 4, 2013: University of Mount Union, Alliance Affording Higher Education OCOG 529 Plans Financial aid Managing student debt Witnesses
Richard Giese, Mount Union Tuition at the University of Mount Union is 12% below the average of other similar private institutions in Ohio. 98% of student respondents to a 2012 survey who graduated from Mount Union said they have started a career in their field of interest or gone on to graduate school in an average of 20 days after graduation. Mount Union was ranked the top college for the money in the Great Lakes region. To reduce education costs, Mount Union reduced on-campus energy consumption and initiated an online summer program that offers courses to students at reduced rates. They increased funded financial aid in the form of grants and scholarships by over $5 million in the past six years to an annual cost of $26 million. More funding MUST come from the State of Ohio. The states maximum investment for the neediest student of $2,080 for the full year money provided through OCOG to the most-needy families covers a mere 5% of their college costs at Mount Union. Para Jones, Stark State Community College The State of Ohio must give the same important OCOG support to the 200,000 students attending Ohios community and technical colleges. Until 2009, OCOG was available to ALL students attending Ohios public and private, two- and four-year colleges and universities. Now OCOG funding is not available to the vast majority of our states 200,000-plus community college students. With OCOG funding, our students could afford to take more classes, finish their degrees sooner, avoid debt, get jobs and become tax-paying citizens. Ninety percent of Stark State College graduates stay in the state. Thus, restoring OCOG for community college students would be a wise investment for our state. It is time for Ohio to reconsider OCOG and/or performance-based workforce grants for needy community college students enrolled in high-demand occupational certificate and degree programs to ensure that growing industries have the technically proficient workforce they need. Dorey Diab, North Central State College To enhance higher education and lower costs for students, College Credit Plus, or dual enrollment credit, is a helpful step. Recent OBR data shows that dual credit participation is taking place with positive outcomes. Thanks to the enactment of Sub. HB 59, more students qualify for dual credit if they meet the college placement standards. Dual credit expansion will certainly help fulfill recommendations 4, 6, 9 and 20 of the Complete College Ohio plan. Research throughout the Completion by Design national initiative has emphasized the importance of establishing strong links to high schools through dual enrollment to enhance student completion. By 2020, 59% of jobs will require a career certificate or college degree. Only 36% of Ohio adults have an associates degree or higher. The complete College America national initiative has emphasized how time is the enemy for
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college completion. In order to shorten that time and accomplish the Governors objective of finishing baccalaureate degree in 3 years, dual credit expansion is an important pathway toward that goal. Suggestions for expanding dual credit access: Allowing expansion into more career technical courses. STEM dual enrollment will further enhance access and flexibility with the Career Technical Assurance Guide and Tech Prep. This expansion will further enhance workforce development to meet skills required by employers and improve the employment rate. Pass HB 168 to create a subprogram of PSEO that permits students to participate in certified apprenticeship programs will help expand dual credit. Offer dual credit courses online Provide adequate funding Market dual enrollment to parents and students to participate Provide hiring flexibility for colleges while maintaining the desired quality Require that a certain number of dual credit offerings take place at the high school level Offer dual credit courses in high schools Align the curricula of high school and college programs by having high school faculty and counselors more fully aware of the prerequisites and content of college courses to enhance the advising and college orientation processes Provide dual credit opportunities prior to the senior or junior years of high school, reducing the need for developmental college courses Implement the Dual Enrollment Financing Recommendations developed by OACC and submitted to the Chancellor in 2011.

Reducing the need for developmental education will also enhance student success and further could reduce college funding allocation by the state. Savings can in turn be used to support dual credit initiatives. It will further reduce the need for students to incur unnecessary financial aid or accumulate additional debt that is now averaging around $26,000 and exceeding total credit card debt nationally. OACC has done much work to make funding recommendations on dual credits. Hannah Rothergery, Mount Union Please expand Ohio College Opportunity Grant money. Claudia Wenzel, John Carroll John Carroll University contributes over $127 million in total economic impact to the greater Cleveland region and represents the largest source of income tax revenue for the city of University Heights. About 20% of undergraduate students receive OCOG and 30% receive Federal Pell grants. Funding given to independent schools has been cut. In 2005, state grants to independent college students were as high as $6,000 per student, where as now the state gives $2,000 per student via OCOG. 57% of John Carrolls budget goes to aiding students. They have adopted the federally required Net Price Calculator and the Financial Aid Shopping Sheet. We view OCOG as an investment into Ohios future.

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Justin Tisevich, Stark State Community College Receiving financial aid to go to a community college and start a higher educational career changed the direction of Justins life. I encourage you to return the Ohio College Opportunity Grant to community college students so more Ohioans of all ages can turn their dreams into reality. Lynn Mizanin, Miami-Jacobs Ohio ranks as one of the worst states when it comes to student debt. The average debt in Ohio is $28,683 and 68% of students in Ohio graduate with debt. In Ohio 2012, the average loan default rate among all higher education sectors was 14%. Students must learn to borrow responsibility and minimally. The Ohio Association of Career Colleges and Schools supports a federal proposal that would disallow borrowing beyond the basics. Students must be educated about their financial aid options, such as: Pre-admission entrance counseling Financial aid education at orientations Intervention Graduate financial aid exit counseling

Additionally, the Ohio Association of Career Colleges and Schools launched $martStart, a statewide initiative to promote responsible borrowing, meet a pressing student and public need, increase graduation rates, demonstrate industry leadership, and advance public policy to discourage over-borrowing. The Association offers a free online video tutorial called Financial Planning Made Simple to help students avoid incurring student loan debt, teaching them how to be responsible with their finances. Nick Mock, Mount Union Without his financial help through the Ohio College Opportunity Grant, Nick would never have been able to attend The University of Mount Union. Oranda Hughes, Brown Mackie Ohio College Opportunity Grants are necessary for needy students to improve access to higher education. Peter Perkowski, Brown Mackie About 85,000 Ohioans choose to attend career colleges and schools. Today, career college students make up onethird of all students majoring in health and computer science. These two industry sectors include the two occupations projected to be among the fastest-growing jobs in Ohio. Brown Mackie College has received positive feedback for offering one class a month, enabling students to balance jobs, families, and other responsibilities. A nationwide study recently listed Ohio as one of the 10 least-promising places in the nation for low-income families to climb the financial ladder. Career colleges are a solution to the skills gap which exists in Ohio to keep the economy flowing.
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Career colleges and schools are the pillar of higher education that solves the skills gap that keeps too many Ohioans from employment and prevents small businesses from hiring the workers they need. As a result, Ohio College Opportunity Grants should not be cut but instead increased in order to help out needy students with their education and future careers. OCOG has slipped as a public policy priority of the Ohio legislature. Heres the evidence. The percentage of total OCOG appropriations for students from all sectors as a percentage of the Board of Regents budget has fallen 53% from FY08/09 to FY14/15. Ohio must make OCOG a top state funding priority. Samantha Rinehart, Stark State Community College Community colleges are essential to help many students succeed and even begin their academic careers. I urge you to give community college students financial aid from their state.

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September 9, 2013: Columbus State Community College Reducing the High Cost of Higher Education Faculty workloads Role of technology/blended learning State funding Institutional collaboration and partnerships Witnesses
David Harrison, Ph.D., Columbus State Community College Columbus State Community College (CSCC) is second only to the Ohio State University in serving the most students in Ohio. Roughly 40% of students are from minority groups, as CSCC remains one of the most ethnic-, age-, and population-diverse campuses in the state. More than 40% of students at CSCC receive Pell Grants. More than 60% receive financial aid. Thirty-five percent are first-generation college students. Forty-five percent of students take at least one online course, and 19% take just online courses. In a given year, about 60% of our students take on no college debt at all. Over the past three decades, the cost of tuition at public 4-year universities has increased 250 % In Ohio, the average borrower graduates with more than $27,000 in student loan debt. Record-setting debt is NOT the case at CSCC. During the recession in 2007, CSCC froze their tuition rates for 6.5 years. Over the past 5 years, students are paying 7.8 % less in tuition when adjusted for inflation. We adamantly believe that any Ohio student can earn a valuable education and a valuable degree without accumulating years of debt. Higher education and K-12 institutions must begin creating new pathways and option to a debt-free college education. The Central Ohio Compact has brought together 350 college presidents, superintendents, and other top education leaders from every school district, college, and university in central Ohio to brainstorm ways to achieve these goals. The Compact strategies include: Improving college and career readiness Expanding opportunities for high school students to earn college credit. Expanding two-plus-two and three-plus-one pathways to a bachelors degree Promoting the value of two-year degrees and even shorter certificates that make someone jobready with a minimal investment in time and tuition. Increasing partnerships built between higher education and business and industry Continuing giving neediest students the aid they need to continue Maintaining the infrastructure of the physical buildings and technology of colleges and universities

Public Policy Implications: Accelerate the journey toward a degree, cutting thousand of dollars in cost Through innovative partnerships, like the one between Columbus State and Reynoldsburg Schools, we can integrate our academic programs and our infrastructure, provide shared services, and build the most affordable, most relevant pathways to a degree. Build short-term technical certificate and degree programs that can make any student career ready

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Marlene Anielski, Jason Flatt Act House Bill 543 became law in March 2013, giving grade schools and high schools in Ohio training for all employees to assist in recognizing students who are at risk of harming themselves. It requires each school board to incorporate youth suicide awareness and prevention training into their existing in-service training requirements, as well as providing educational training materials from the Jason Foundation Inc. free of charge. House Bill 149 officially designates every September 10th as Ohio Suicide Prevention Day, which is already a marked date worldwide. Sadly, in Ohio, again according to the Center for Disease Control (CDC), the second leading cause of death for our children ages 15 to 24 years of age, is taking his or her own life. Ohio is higher than the national average. We must empower professionals and encourage educational institutions to open up dialogue and raise support for this Silent Epidemic. Richard Vedder, Ph.D., Center for College Productivity and Affordability Major problems facing American higher education: The rise of higher education prices at a greater rate than peoples income is not sustainable A large proportion of graduates take relatively low-paying jobs previously filled by those with a lesser education About 45 percent of full-time students pursuing bachelors degrees fail to graduate in six years Students do not improve their critical learning or writing skills in college, which other evidence shows declining cultural knowledge and falling rates of basic literacy amongst college graduates. Intercollegiate athletics have grown excessively costly at many institutions, and the scandals have undermined public confidence in the higher-education enterprise Federal financial assistance programs are out-of-control, almost certainly contribute to the academic arms race financed by higher tuition fees resulting from generous aid, hurting those with lower incomes The U.S. has a problem assessing universities and providing good consumer information. Higher education poorly utilizes resources. Federal data shows students spend less time in academic pursuits and faculty teach less and produce research that goes largely unread.

It remains the case today that the proportion of the population of Ohio who hold bachelors degrees is less than the national proportion of the population of the U.S. Ohios state funding toward higher education has not done its job to make education more affordable. Detailed analysis using national data suggests that much incremental state funding goes, not for expanding access through lower tuition charges and scholarship aid, but for other things, including research, expanding administrative staffs, larger compensation levels, and the like. According to studies done regarding quality of academics and enrollment, Ohio is below average. As far as athletics and research innovation, Ohio universities rank higher, but are still not exceptional. Goals: Reduction Ideas and Policy Considerations There are too many non-instructional personnel at universities; Ohio needs to create efficient staff and faculty Resources at colleges are underutilized and used very inefficiently. We must use them wisely Opportunities for high school students to participate in university-level classes and other acceleration programs should be highly supported and emphasized
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Online courses should continue to be offered The state of Ohio should move towards funding students rather than institutions

Higher education reform depends on three I words information, incentives, and innovation. William Hard, Ph.D. and James Brock, Ph.D., Economics Department, Miami University College tuition has risen more than 600 % over the past 30 years. However, the lack of money going to colleges lies in the exploding college operating costs. Maintaining the health care costs of staff and faculty members and the new costs of advanced technology, as well as the disproportionate state funding comparison to schools rising budgets, are all factors that cause tuition to go up. Universities arms race, inefficient staff and faculty, and emphasis on faculty research projects over undergraduate teaching are impeding students ability to participate in receiving higher education. Possible Legislative Action: State funds given to universities for capital construction projects, for example, could be scaled down and rebalanced toward facilities directly involved in the education mission and less toward costly amenities not directly related to undergraduate teaching. Universities should report statistical data specifying the number of administrators and faculty per 100 students so that more state funding would be adjusted to award more funds to universities that genuinely reduce administrative options on campuses. Emphasis should be placed on teaching and interacting with undergraduates and awarding these actions with salary and promotion decisions. Universities should annually report data to the legislature about each academic department. It should be the responsibility of the university trustees to protect undergraduate education, not to protect administrators. Scarlett Howery, DeVry University, Columbus Ways to create high-quality, career-oriented education include offering flexibility to take classes in the modality that best fits their lives. This means offering online courses, assigning each student to a success coach, student finance consultant and career advisor, and teaching technological skills that are necessary for the workplace. Mike Sherman, Ph.D., University of Akron To create a successful higher educational experience, public institutions must be more inclusive, provide greater access to more students with diverse needs, place programs enhancing the success of all students, and include efforts to close the achievement gap that impacts college preparedness levels. Establishing exclusivity as a measure of success artificially and inappropriately penalizes those who include rather than exclude. The University of Akron has a 4-step process to both increase students success and minimize the cost of education. 1. To transform the enrollment strategy to defer some students to partner community colleges where we believe they will be more successful and less burdened by cost and debt. 2. To redefine the academic support structure to ensure all students receive necessary and timely support, mentoring, and navigation 3. To connect the University of Akron to local industry and community partners to extend student success into their careers

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4. To work with the Summit Education Initiative that has agreements with all public school systems in Summit County to assure the success of students at important milestones in the P-12 continuum so their success is better assured during post-secondary education. Other steps to achieve student success include maintaining talented faculty who embrace diversity, teaching and research excellence, and frequent interaction with students. Flexibility is key; UA accomplishes this by offering more online, evening/weekend and distance learning courses, certificates and degree programs. At the University of Akron, students can earn alternative forms of credit, which include advanced placement credit and exam and military credit. General Education standard requirements are helpful to establish a basis of knowledge for every college student. ZipStart is also an innovative way for incoming freshman to take up to six credits during the summer before their official start of school. A diverse mix of scholarships must also be offered to advanced students as Ohio seeks to keep talented students in the region. Joanie Krein, Miami-Jacobs Online learning and hybrid learning which combine at least 25% to 50% classroom instruction with online learning are becoming an important part of many educational institutions. Instructors still have the freedom to set up office hours for student interaction outside the online classroom. Online courses offer a flexibility of schedule and pace that other classes do not. Its ideal for students who are working or balancing families, and it also saves in tuition and transportation costs. In order to train the employees of tomorrow, they must be comfortable with computers and updated technology. Students are able to participate in the IT Jumpstart program free of charge to advance their computer skills prior to beginning online classes. Miami-Jacobs Career College also has an Online Learning Specialist dedicated to students success, providing inperson training and orientation for online coursework. John McNay, Ohio Conference of the American Association of University Professors The mission of the Ohio Conference American Association of University Professors is to promote the greater social good that comes from a dynamic, active professoriateprofessors being the backbone of quality education and research in higher education. Universities in the state of Ohio must not increase the workloads of full-time faculty because these uniformed mandates would hinder faculty teaching creativity, and reduce revenues gained from research through grants, discoveries, and inventions. These kinds of one-size-fits-all edicts can impair the ability of faculty to carry out their distinctive missions, as well as make it difficult to retain and attract productive and high-quality faculty. Recent data from the Integrated Post-Secondary Data System (IPEDS) reveals that over the past 10 years, total instructional compensation declined by 3.9 %. Rising tuition costs are not due to faculty benefits and salaries; they are a combination of bloated administrative spending. Reining in administrative spending and redirecting those funds to instructional purposes should be a top priority to reduce higher education costs. Melissa Cropper, Ohio Federation of Teachers The Ohio Federation of Teachers urges the State of Ohio to provide additional revenue to institutions of higher education, freeze tuition, and encourage offsetting of other administrative costs in order to do the states part in controlling the costs of college.

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Additionally, developing a universal policy on faculty workload is not a good idea. Today the relationship between faculty members and students has changed and those changes have increased demands on professors without much formal recognition or rebalancing of this workload at the administrative level. OFT claims that improved outcomes in student achievement and career readiness would result from having at least two-thirds of students taught by full-time faculty. Additionally, OFT supports adopting the Common Core standards to move closer toward developing preparedness for post-secondary education. Dual enrollment and career tech education are other ways in which to promote college and career preparation. K-12 should offer a substantial appreciation of the arts, an understanding of economics and the humanities, an understanding of other cultures, people and places, and opportunities to think creatively and interact with others. Ohio must find ways to increase the Ohio Opportunity Grants and keep tuition costs to a minimum. Taylor Stepp, Ohio State University, Undergraduate Student Government College students in Ohio are accruing over $26,000 worth of debt on average. According to the College Board Advocacy and Policy Center, the annual cost of higher education increases by 5.2% each year. The Ohio College Opportunity Grant is now receiving an increased rate of funding of 5.02% or $4.3 million in fiscal year 2014, which is a start to make college more affordable for students, but no increase will be given for fiscal year 2015. More needs to be done at the state level to enable students to be successful in their college and post-college careers. Kristen Hurd, Cengage Learning Reducing higher education expenses includes giving students cheaper options for course materials. New technology products and efficient related services will lower costs, such as eBooks and MindTap. In order to support students and instructors, we are leading the evolution to provide digital solutions, multiple formats, and multiple price points to support the changes in education. Debra Volzer, Pearson Higher Education Pearson is reducing costs through deeply aligned partnerships and continues to provide the academy and its students with numerous options for accessing required course materials at the lower possible price in both print and digital delivery. Partnership models such as direct bill let students have quick, easy, and cheap access to course materials, which has shown an increased success rate in courses, lowering the cost of education per student and increasing enrollments in degree pathways. Digital technologies continue to reduce the colleges cost of education per student for instruction and improve faculty productivity through immediate access to student performance metrics.

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September 19, 2013: Kaplan College, Dayton Serving Non-Traditional Students Financial aid Addressing skill/knowledge gaps Mid-life career changes Academic and nonacademic support Witnesses
Robert Elmore, Executive Director, Kaplan College Kaplan College is part of Kaplan, Inc., a for-profit corporation dedicated to providing student-centered and successdriven educational opportunities. Kaplan has nearly 400 locations in more than 30 countries and more than one million students each year. It is organized into three segments: Kaplan Higher Education, which offers accredited, career-oriented degrees Kaplan Test Prep, which offers academic tutoring and test preparation for more than 90 standardized tests Kaplan International, which offers programs to help students achieve goals and provide qualifications to compete effectively in a global marketplace

Sue Furick, Vice President of Learning Environments, Kaplan Higher Education There are three key areas that should be a standard for all higher education programs in the State of Ohio : Kaplans Career Compass Grant program is expected to improve student graduation rates, decrease student default rates, and improve career placement opportunities for students. Students must submit an application for the scholarship as well as take a student confidence survey in order to rate their own abilities and keep them focused on achieving their goals. Students must achieve a C (2.0 GPA) average to progress through their area of study. They must make on-time minimum cash payments to fulfill their financial obligations and reaffirm their commitment to their education. They must also participate in the Kaplan Certified Professional Program to better prepare them for their careers. The initial results of the program are already promising, with an 8.5% improvement in retention after 150 days. Kaplan Higher Education campuses assess their local markets and work with employers to determine their labor needs. Campuses are then able to create courses and training designed to address the needs of the local market, increasing students opportunities to contribute usefully to the local community. Kaplans Prior Learning Assessment program allows students entering the admissions process to earn credit for military experience or previous experience in a related field. Students can also take a challenge exam to opt out of and earn credit for a course in which they already have experience. Student scores on external exams are also evaluated to determine if credit can be awarded. Bruce Johnson, President, Inter-University Council of Ohio By 2021, more than 60% of new jobs being created will require postsecondary education credentials. Ohio must be innovative and flexible in order to close the existing gap between employer needs and workforce skills. More than half of this gap needs to be filled by nontraditional students, who face many barriers including but not limited to accessibility, adequate financial means, lack of experience/knowledge/support, and the inflexible structure of
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higher education. These nontraditional students include adult learners (38% of the more than 21 million postsecondary students enrolled in institutions in the U.S. are older than 25), distance learners, first-generation students, minorities, low-income students, students who have served in the military, students with disabilities, and so on. The U.S. has been falling in rank among the share of degreed adults age 25 to 34 among developed nations. Stagnant or falling degree attainment rates [around 40%]threaten the nations overall global competitiveness and further exacerbate inequality in income distribution. The State Higher Education Executive Officers organization reports that state and local per student support fell to $6,290 in 2011, the lowest level in 25 years, while the College Board estimates that published in-state tuition rates at public colleges and universities across the country have increased at 5.6% beyond the rate of general inflation. Over the past 5 years, public university tuition rose less in Ohio than in 48 other states. About 57% of students who earned bachelors degrees in 2010-11 from the public four-year colleges at which they began their studies graduated with debt. The average debt per borrower was $23,800. The majority of parents believe that college is an investment in their childs future. In 2013, 60% of families funded college through personal contributions in 2013, while 28% used money set aside in parents savings funds. Conclusions: Maintain state funding for public colleges and universities and implement innovations for institutions and students to improve degree completion rates. Implement and fund programs to encourage academic preparation and to provide personalized guidance and academic support. Maintain top quality instruction. Focus financial aid on needy students and on institutions that serve nontraditional students well. Maintain Pell maximum to ensure student success. Increase and target financial assistance and state support in a way that creates more educational opportunities for more potential students. Constrain the increasing cost of attending public universities.

Dr. Dave Collins, Provost, Sinclair Community College Sinclair Community College serves nearly 25,000 students and offers those in Montgomery County the lowest tuition rates in Ohio. The demographic of students is typically nontraditional, and Sinclair works to provide results for these studentsindustry-specific skillsets, transferable course credit, and degrees to fill instantaneous job opportunities. Sinclair has created specific programs to promote the success of its students. The Completion by Design initiative has four main goals: Allowing students to complete higher education more quickly Redesigning academic programs to make required and suggested courses clear Providing comprehensive advising for academic, financial, career, and personal support Reviewing institutional and state policies to minimize barriers and increase incentives

The City Connects initiative intends to optimize support of low-income students by providing personalized planning and resources in academic, personal, career, and financial domains. Accelerate IT provides accelerated rates of completion and entry into jobs and allows students to take courses at their own pace on their own
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schedules. If tuition is kept low and affordable, these programs will continue to address the needs of students and employers alike. Kimberli J. Zornes, Dean of Academics, Harrison College, Grove City Harrison College has been in Ohio since 2009 but has been serving students since 1902. The majority of Harrisons students are nontraditional, with an average age of 29. The college seeks to meet the challenges of the adult learner as they seek to acquire training that will help them in the workforce or that they were unable to achieve at a four-year university. Harrisons online community is a virtual college campus called KnowU, where students can manage classes and assignments as well connect with students and faculty. Harrison College equips these students by providing a support system, tools for their success, and a sense of community. Sean Kuhn, Director of Admissions, Fortis College, Centerville Fortis College has 53 campuses nationwide, 5 of which are in Ohio. The students at Fortis College are typically nontraditional and many are making mid-life career changes. They are often going through personal changes and are looking for a place to go or a career they enjoy that also has significant professional growth potential and financial stability and security. Fortis College provides the tools for these students to succeed right where they are by not just educating, but also by assisting them in finding employment. Rosanne Catella, Vice President, Ohio Business College, Sheffield Village Ohio Business College has served nontraditional students since 1903 and offers diploma programs as well as associate degree programs. They are dedicated to adjusting things such as class size and scheduling to support adult learners. OBC attempts to make coursework relevant to adult learners so they are better able to succeed, and also offers classes to allow adult learners to become more comfortable with technology in todays world. Many of OBCs students are attempting to lift themselves out of generational poverty into the middle class. OBC makes strides by: Ensuring that faculty is prepared and there is professional development Focusing on how adult learners learn and making coursework relevant Making classroom instruction student-centered Providing support services that focus on academics and life skills Creating a future orientation so that students persist even when it is difficult

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Appendix A

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Main, Regional and Branch Campuses

Bowling Green State University Central State University Cleveland State University Kent State University Miami University Northeast Ohio Medical University Ohio University Shawnee State University The Ohio State University The University of Akron The University of Toledo University of Cincinnati Wright State University Youngstown State University BGSU - Firelands KSU - Ashtabula KSU - East Liverpool KSU - Geauga KSU - Salem KSU - Stark KSU - Trumbull KSU - Tuscarawas MU - Hamilton MU - Middletown OSU - Lima OSU - Mansfield OSU - Marion OSU - Newark OSU Agricultural Technical Institute OU - Chillicothe OU - Eastern OU - Lancaster OU - Southern OU - Zanesville UA - Wayne College UC - Blue Ash College UC - Clermont College WSU - Lake Campus

M01 M02 M03 M04 M05 M06 M07 M08 M09 M10 M11 M12 M13 M14 R01 R02 R03 R04 R05 R06 R07 R08 R09 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24

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Community and Technical Colleges

Belmont College Central Ohio Technical College COTC Coshocton Campus COTC Knox Campus COTC Pataskala Campus Cincinnati State Technical & Community College Clark State Community College Clark State Greene Center Columbus State Community College CSCC Delaware Campus Cuyahoga Community College Tri-C Eastern Campus Tri-C Western Campus Eastern Gateway Community College EGCC The Valley Center Edison Community College Edison CC Darke County Campus Hocking College Hocking Logan Campus Hocking Perry Campus Lakeland Community College Lorain County Community College Marion Technical College North Central State College Northwest State Community College Owens Community College Owens Findlay Campus Rhodes State College Rio Grande Community College Sinclair Community College Southern State Community College SSCC Fayette Campus SSCC North Campus SSCC South Campus Stark State College Terra State Community College Washington State Community College

C01 C02 C03 C04 C05 C06 C07 C08 C09 C10 C11 C12 C13 C14 C15 C16 C17 C18 C19 C20 C21 C22 C23 C24 C25 C26 C27 C28 C29 C30 C31 C32 C33 C34 C35 C36 C37
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130th General Assembly of the State of Ohio Ohio House of Representatives William G. Batchelder, Speaker

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